Sri Venkateshwar International School

Sector-18, Dwarka, New Delhi-75

Class XII: THE LAST LESSON – ALPHONSE DAUDET

The Last Lesson by Alphonse Daudet is a story (real) that presents how miserably the French people
felt when their enemies banned French language in their schools. A short story for class 12, the Last
Lesson makes us think of the importance of one’s own language.
Prussian troops conquered Alsace and Lorraine in the year 1870. They imposed new rules on the
people. Today they banned French and introduced their language – German – in Alsace. All the
French teachers have been ordered to quit their school. While people discussed their fate in silence,
the French teacher was teaching his last class in his school. He was M Hamel. He had been teaching
French for the last 40 years but neither he was not very dedicated nor were his students. With the
ban imposed, both, the teacher and students realize their fault. They regret their laziness. They blame
themselves.
Summary
●​ A German coalition power called Prussia conquered two states of France – Alsace and Lorraine in
the year 1870.
●​ The new government imposed a number of regulations and bans on the people of these states.
●​ A boy from Alsace is on his way to school. He is unwilling to school and scared of his teacher, M.
Hamel. The boy’s name is Franz. Very lazy and very illiterate.
●​ While passing the Town Hall, Franz sees so many French citizens overcrowded in front of the
bulletin board (a huge notice board). They are reading the latest order from the Prussians, their
enemies.
●​ The order said: No French school will hereafter teach French. All French teachers are hereby
ordered to leave the country. Students should attend their schools and learn German as their
language. New teachers are already appointed.
●​ Franz is illiterate so he cannot read the order. After halting for a while, Franz runs off to his school.
●​ In the school Franz is told of the new order and of his teacher’s leaving the school.
●​ Although never interested in learning, Franz for the first time, felt like blaming himself – for not
having learnt his lessons.
●​ He listened to M. Hamel’s last lecture. Wonder! He understood every word, every grammar, every
rule.
●​ The last class transformed his life and aptitude. He saw how important it is to be literate, how
essential it is to love one’s mother tongue and how painful it is to be denied the right to learn one’s
mother tongue!
Terms to Include in your Answers
●​ M Hamel​ Earlier – Rude, lazy, not dedicated
Change – Patient, patriotic, a deep love for French, not scolding, understanding

●​ Franz​ Earlier – Lazy, not studious, wandering away from school, never cared about studies
Change – Suddenly started loving French, hated the Prussians and longed to study
French

●​ Classroom Earlier – Noisy, uncontrollable, chaotic, loud, no learning, no teaching

Change – Calm, silent, greatly attentive

●​ Prussians – Imposed new bans, marched everywhere, disregarded the freedom of the French
people, barbaric, unfeeling, insensitive
●​ Ban – No more French, learn German instead, all French teachers leave the country.

Opening – Franz is Going to School

Two states of France, Alsace and Lorraine, were conquered by the Prussian troops in the beginning
of the 1870 Franco-Prussian war. (The war lasted for only one year) The new government-imposed
rules and bans on the French people. The last of the bans was the ban on the learning and teaching
of French.
The news of the ban was displayed on the bulletin board in front of the town hall. People crowded
there to read the bulletin. They were very much shocked and sad. They had to accept the ban under
great resentment. They saw how much they had loved their mother tongue. They saw how important
their language was. They didn’t want to lose their language. They discussed their fate, shared their
bitterness and felt helpless.
It was at this time Franz was rushing to his school. He was a student of the elementary school in
Alsace run by Mister Hamel, the teacher who taught them French. He was, as usual, late. A
blacksmith, Mr. Watcher, saw him dashing by. Watcher expressed his anger and helplessness at the
ban on French by asking Franz not to go in such a hurry as there was no more French to be learnt.
But Franz hurried on, because he didn’t understand what Mr. Watcher mean.
1.​ What did Watcher mean by saying Franz would get to his school in plenty of time?​
What attracted Franz on his way to school?
2.​ Why was Franz late for school that day?
3.​ Why was Franz not able to understand if Mr. Wachter was teasing him or not?​
What hidden message did Watcher’s advice to Franz contain?
4.​ Describe the atmosphere of the school on usual days.
Next – At School
Once outside the school, Franz wondered at the silence around the school. It was never silent like
this! Was it Sunday? He wondered. He waited for the noises from the school to get in without being
noticed but there was not a sound. Finally, he had to go in in front of all. To his amazement he was
not punished for his late coming. M. Hamel, the cranky teacher, asked him to get in and regretted
having begun the class without Franz. Franz took his seat.
Among others Franz noticed that the classroom was full and there were some old villagers sitting in
the back benches. M. Hamel announced that it was their last French class as the Prussians had
banned French in schools and introduced German instead. It was shocking news for Franz. Only then
he understood why the people had been staring at the bulletin board. He too felt his love for French
returning. He hated the Prussians for every reason. He began to love his teacher, classroom, books
and lessons. He felt sorry for not learning his lessons, for postponing his study and for not realizing
the greatness of his language.
1.​ How did the classroom look different that last day? Whose presence was extraordinary?​
Why was that class to be the Last Class?
2.​ How had Franz’ books become ‘old friends’ for him?
3.​ Franz related the extraordinary changes in the classroom to the ban on French that had
been published on the bulletin board. How?
M. Hamel’s speech
Franz heard his teacher praising French, blaming French parents for not sending their children to
school and children for not attending school. He also blamed himself for not being a committed
teacher. M. Hamel said that language is very important for a nation because the unity of a nation
mostly depended on its language and no aggression can make such a united nation its slave. There
was complete silence in the class. Not even the children made a sound. They were all sad. Franz
heard pigeons cooing on the roof of the classroom and wondered if the Prussians wound impose a
ban on their cooing-language the next day. He heard an old man, Hauser, reading lessons with the
children. He too was crying.
1.​ What did M. Hamel mean by, ‘And now you see where we’ve come out!’
2.​ How does M. Hamel blame the parents of his students?
3.​ How is a nation’s language important for its citizens beyond the mere use for
communication?
4.​ The dead reaction to the beetles that flew into the classroom clearly said the children’s
resentment to the ban on French. Explain.
5.​ What changes had happened in and outside the classroom during the forty years of
M. Hamel’s service? How do they speak of his incompetence?
6.​ Why did M. Hamel say that people should safeguard their language among themselves?
7.​ Why did Franz wonder if the Prussians would make even the pigeons coo in German?

The class is dismissed!

It was noon. The Prussian soldiers went marching by the school. Their sounds frightened everyone. If
they noticed that a class was still progressing, they could have arrested M. Hamel. But M. Hamel
showed amazing patriotism. He wanted to say, “Long live France” but he could not. Either he was
overwhelmed by emotions or he was scared of the Prussians. He went to the black board and wrote
as big as he could: vive la France! Long live, France!

1.​ How did old Hauser make a comic melodrama out of his presence in the class?
2.​ How does the author present a nation’s love for its lost freedom?
3.​ How was the last class a new lesson for Franz?
4.​ How had the natives of Alsace become victims of linguistic chauvinism?

Exam Pack Questions​​ ​ ​ ​ ​ ​ ​ ​

2 Marks
1.​ Why did M Hamel write ”Vive la France” on the blackboard? (Why couldn’t he shout it aloud?)
2.​ Why did Franz feel like he was being made fun of by the blacksmith and his apprentice?
3.​ “What would I not have given to be able to say that dreadful rule for participle all through, very
loud and clear, and without one mistake?” What did Franz mean by this?
4.​ “Now those fellows out there will have the right to say to you…” What will the fellows rightly say to
the French men?
5.​ What was the justification of the Prussians for imposing German on the Alsace population?
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5 Marks
1.​ Why was the last class the most remarkable for the narrator?
2.​ How does telling the story from young Franzs point of view affect the readers reaction to the
story? How does this point of view hep build suspense at the start of the story?

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 Sri Venkateshwar International School
Sector-18, Dwarka, New Delhi-75
Class XII - Flamingo : Lost Spring – by Anees Jung
Understanding the Lesson: Spring is the Season of optimism and hope. Spring is the metaphor of childhood
stage in a person’s life. From birth till late childhood, life for every child is almost the beginning of a bright and a
shiny future. Childhood is featured by innocence, physical stamina and vitality, tremendous urge for the
outdoors and a tremendous appetite for fun and play. Activities have no limits. It is also the stage for gaining
skill and knowledge, learning and going to school.
The Lost Spring by Anees Jung is an expression of national shame of children condemned to poverty and a life
of exploitation. The two protagonists of the chapter, Saheb-e-Alam and Mukesh lose their childhood in carrying
the burden of poverty and illiteracy. In their bleak stories of exploitation, the author finds glimpses of resilience
and fortitude.
Saheb and his family have left their homes and green fields in Dhaka to settle in Seemapuri. They had left
Dhaka because of storms and floods. They feel it is better to be without identity than going hungry. Seemapuri
is geographically close to Delhi, but its traditions, standard of life and people are far away from Delhi.
Seemapuri was a deserted area when the Bangladeshis arrived here three decades ago. They were forced to
come here due to the natural disasters in Bangladesh. They loved Seemapuri because they could survive
here. They had food and shelter here.
The author‟s description of the life of the rag pickers in Seemapuri is touching. 10,000 people have come as
squatters, staying in structures of mud, with roofs of tin and tarpaulin, devoid of sewage, drainage or running
water. Squatters are persons who unlawfully occupy an uninhabited building or unused land. They have stayed
there without any identity but food is more important than identity. Their fields in Dhaka could not give them
food whereas being rag pickers, they don‟t go hungry. In Seemapuri survival means rag picking. The elders
have made it their profession for a fixed wages whereas for the children rag picking is a game of treasure
hunting. They work through the garbage with a hope that one day they would get a gold coin or a rupee note
from the garbage heap.
Through years rag picking has acquired the proportions of a fine art. Like any other art form, rag picking
possesses certain talents and rules. One needs guidance and inborn talents to be a successful rag picker. He
should know where to find garbage, what to take, what to ignore, what time is best for it and so on. In
Seemapuri every child is skilled in this art form.
Saheb-e-Alam doesn’t know the meaning of his name – lord of the universe-which he is not. He was a rag
picker. He and his fellow rag pickers are barefooted and the reason one of them gives is his mother does not
bring his shoes down from the shelf. The author has met many barefooted children roaming around. The
reason is that it is not lack of money but a tradition to stay barefoot. According to Anees Jung, it is just an
excuse to explain their state of poverty.
Education has brought timely changes in many people’s lifestyle like the priest from Udipi and his son. A man
from Udipi once told the author his own story when he was a boy and his father a priest in the temple. As a
young boy he would go to school past this old temple and stop briefly to pray for a pair of shoes. Thirty years
later when the author visited his town and the temple, she saw a lot of modern instances in the town and
lifestyle of the people. The priest’s son now goes to school, wearing shoes and socks carrying a school bag.
The author means to indicate the timely changes education brings to people and how the illiterate rag pickers
remain unchanged, carrying the rotten traditions. The rag pickers have no way out of poverty since they have
no chance to go to school and be educated. Saheb is now employed in a tea shop with a fixed wage of 800
rupees and all meals. He is not happy as he has lost his freedom as he is bound to the owner of the tea stall
who is his master. He is no longer his own master.
The title ‘Lost Spring’ is justified in the first part as Saheb-e-Alma’s childhood – his spring time is lost
first in picking rags and then in working for a master.
Read the extracts and answer the questions that follow:
1.​ “Why not organise yourselves into a cooperative?” I ask a group of young men who have fallen into the
vicious circle of middlemen who trapped their fathers and forefathers.
a. Who are the ‘young men’ mentioned in the extract?
b. Explain the ‘vicious circle’.
c. Why did the author express the need to organise a cooperative?
2.​ “Why do you do this?” I ask Saheb whom I encounter every morning scrounging for gold in the garbage
dumps of my neighbourhood. Saheb left his home long ago. Set amidst the green fields of Dhaka, his home
is not even a distant memory.
a. Who is the narrator?
b. Who is Saheb? Where is he coming from?
c. Why did he leave his home?
d. What is ‘gold’ mentioned in the passage?
Answer the following in about 30-40 words.
1. How is Sahib’s name full of irony?
2. Why does the author describe children of slums as partners in survival?
3. Despite being refugees, how do people in Seemapuri have ration cards?
4. How does working in the glass furnaces affect the young children?
5. How is Mukesh different from Saheb?
6. Why can‟t the people in Firozabad organize themselves into a cooperative?
7. Saheb wanted to be a master of his own destiny, Comment,
8. How has, being born in the caste of bangle makers, become both a destiny and a curse?
9. What two distinct worlds does Anees Jung speak of with respect to bangle makers?
10. Comment on the title ‘Lost Spring’.
Explain the following statements.

Seemapuri, (is) a place on the periphery of Delhi yet miles away from it, metaphorically.’ Geographically,
Seemapuri is a place on the outskirts of Delhi. It housed migrants from Bangladesh, who earned their living as
rag pickers. A run down place that lacked amenities of sewage, drainage, or running water, it was unlike the life
of glitter and glamour in Delhi. People in Delhi lived a luxurious life in contrast to the poverty prevailing in
Seemapuri.

An army of barefoot boys who appear like the morning birds and disappear at noon. The author uses the
metaphor of „army‟ to describe a group of rag pickers who invade garbage dumps in the streets of Delhi. Next,
she uses the simile „like birds‟ to describe the manner in which these rag pickers coverge on and desert the
garbage dumps like the scavenger birds haunting these dumps. Just like the birds, the boys are free spirited
and enjoy and revel in their freedom.

Few airplanes fly over Firozabad. Mukesh wanted to be a motor mechanic and he was prepared to walk to
the garage to learn. He never dreamt of flying a plane as to the slum dwellers in Firozabad, planes were a
far-fetched reality. Because of the limited exposure in the slums of Firozabad, Mukesh dreamt within his
means.

The steel canister seems heavier than the plastic bag. Saheb doesn‟t seem to be happy working at the tea
stall. His face doesn’t show the carefree look of the old days though he is paid.. He feels bound and burdened.
The steel canister he holds seems heavier than plastic bag he would carry so lightly on his shoulders. The bag
was his; the canister belongs to the owner of the shop. Saheb is no longer his own master.

Little has moved with time in Firozabad. Though laws have been made against child labour, children still
continue to work in the bangle industry in Firozabad. The children working in this industry are exploited by
money lenders, the middlemen and the bureaucrats. Even the police do not protect them. They lead a
miserable and hard life. They live and work in inhuman conditions. In fact, little has moved with the time
in the city of bangle makers. They are as poor and miserable as they were before.

Long Answer Questions

Introduction ....two sentences...- name of the lesson and author, and the theme......body (1-2 paragraphs)
1.​ For most women, bangles are dreams in glass but for bangle makers of Firozabad they
2.​ Explain the significance of title ‘Lost Spring’.
 Sri Venkateshwar International School
Sector-18, Dwarka, New Delhi-75
Class XII - Flamingo : Deep Water – by William Douglas
Understanding the Lesson:
William Douglas, one of the most popular and powerful American Supreme Court Chief Justices in the
history, had an enemy since the childhood. He tried to defeat him in all possible ways. Though Douglas
took years in the process, finally he vanquished his enemy which was his fear of water!
William Douglas had great passion for water. He longed to learn swimming. When he was three or four
years, he was taken to a Beach in California by his father. While surfing on the shore, a huge wave
knocked him. He feared water. That was his childhood fear. After some years he longed to swim in the
Yakima River but his mother warned against that idea. The Yakima River is treacherous. Then he found the
YMCA Pool the safest place for swimming. Its deepest end was six feet deep, the bottom was tiled, the
drop towards the deep part was gradual, water was clean and there were other children swimming. He
went to the pool and started swimming by imitating other boys. One day, while waiting for the other boys to
come, a big boy threw him into the deepest end of the water.
Douglas had the courage to face the situation. He went down and down with a hope to reach the bottom to
make a big leap upward. Three times he went down and on the third time, he lost consciousness and
almost died! Douglas gives a vivid description of death which is peaceful. Douglas’ ‘body’ floated on the
surface. Someone dragged him out of the water and provided first aid. After this incident, Douglas tried to
avoid water and water sports as much as possible.
When he grew up, water began to tempt him again. He got a trainer and learnt swimming. After the
completion of the training, he went to various rivers, pools, lakes and swam alone and got rid of his fear. In
October Douglas got an instructor for swimming. In three months, his fear began to fade. Bit by bit he shed
his fears. The instructor engaged his feet and hands into swimming. After the instructor was done, Douglas
started a self-training. He went to the following rivers and lakes: Lake Wentworth (New Hampshire), Triggs
Islands Stamp Act Island, Tieton – Conrad Meadows, Conrad Creek Trail – Meade Glacier Warm Lake. He
conquered the fear of water forever.
Read the extract and answer the following questions briefly:
Q1. Next he held me at the side of the pool and had me kick with my legs. For weeks I did just that. At first
my legs refused to work. But they gradually relaxed: and finally I could command them. Thus, piece by
piece, he built a swimmer. And when he had perfected each piece, he put them together into an
integrated whole. In April he said, “Now you can swim. Dive off and swim the length of the pool, crawl
stroke.”​ (a) What did the author do for weeks?
​ (b) Was he able to do?
​ (c) Who built a swimmer?
​ (d) When did he put together into an integrated whole?
Q2. “I laughed and said, "Well, Mr. Terror, what do you think you can do to me?" It fled and I swam on.
(a) Who is 'I' here? Who is being addressed to as Mr. Terror?
(b) Why has Mr. Terror been addressed so?
(c) Why did the narrator laugh?
(d) Why did Mr. Terror leave?
Points for the Textual Long Answer Questions

1.​ How does Douglas make clear to the reader the sense of panic that gripped him as he almost drowned?
Describe the details that have made the description vivid.
Douglas thrown into the end of the pool by a big strong boy- landed in a sitting position decided to make
a jump once he reached the bottom of the pool- was frightened but not scared out of his wits- but nine
feet depth appeared deeper- before he touched the bottom, his lungs were ready to burst- gathering
strength tried to jump- but came up slowly- on opening his eyes saw nothing but water- tried to scream-
tried to thrash at the surface of the water-legs seemed to hang as dead weight-only sign of life was his
pulsating head- tried a third time-no difference then he just let go- description vivid –reader knows that
he was under panic.
 2.​ How did Douglas overcome his fear of water?
Douglas overcame his fear of water by sheer determination- childhood experience and the experience
at the pool-indelible print on his mind- decided to overcome and engaged an instructor- practiced five
days a week – an hour each day – tied with a rope suspended from a pulley - learned breathing
techniques – build stamina –swam tirelessly up and down the pool bit by bit the instructor built a
swimmer in him not sure of his confidence- went to Lake Wentworth- swam across two miles to Stamp
Act island- only once he felt the terror- but he confronted it and swam on-now assured that he had
overcome his fear of water.
3.​ Douglas fully realized the truth of Roosevelt’s statement ‘All we have to fear is fear itself’.
How did this realization help him brush aside his fear and become an expert swimmer?
Douglas as an adult, recounts his childhood experience of terror- to make us understand that it had a
larger meaning to him in life- he felt that unlike death, fear is not peaceful- he had experienced both the
sensation of dying and the terror that fear of it could produce- adventure in life is possible only without
fear- lack of fear develops self-reliance and independence- by sharing his experiences- wishes to
instruct others who are scared like him to be determined to overcome it.

VALUE BASED QUESTIONS [Note: follow the format of an article/speech]

Write in three paragraphs. Introduction – body (relate to the lesson in 2 – 3 sentences – write the name of the
lesson and the author) – conclusion.
1.​ “Few things are impossible to diligence and skill…. great works are performed not by strength, but by
perseverance”. –Samuel Johnson. William Douglas tried hard to learn swimming, but every time something
happened to deter him. However he never gave up and showed great perseverance. With these thoughts
in mind, write an article on the topic ‘Patience and Perseverance always Pays’ in 100 words.
Value Points: - Success is not a matter of luck or genius- depends on adequate preparation and
indomitable determination-All achievements of man so far - are instances of resistless forces of
perseverance - Robert Bruce, the king of Scotland and Robin Hood learnt this principle by watching the
spider slipping down countless times but climbing up again - Edison said „I never did anything by accident,
they came by hard work‟ - We find fulfillment in achieving something after great struggle-negative attitudes
should be cast aside.
2.​ “Practice can be defined as tuning one’s mind, soil and body to certain activities uniformly aimed at
achieving certain requirement more smoothly and unsatisfactorily” is often stated. In „Deep water‟ William
Douglas hires a trainer who makes him practice each step of swimming thoroughly. It was only after
months of practice that Douglas got confidence. Keeping this in mind, write an article of 100 words on the
topic ‘Practice Makes Perfect’.
Value Points: Practice is a bioscope which gives us a clear view of the challenges and prepares us in the
right direction to accept the challenges - Our Olympic winners – Mary Kom-has proved that no hurdles can
deter them - Helen Keller-Born deaf and blind and almost mute fought to fight her handicaps-became a
writer, activist and speaker - Several successful doctors, teachers and professionals- do exceptionally well
due to constant practice - Practice leads to confidence and faith- leads to perfection.
Answer the following in about 30-40 words.
1.​ Why did mother warn Douglas against River Yakima?
2.​ Why did Douglas have an initial aversion to water?
3.​ What factors made Douglas decide in favour of YMCA pool?
4.​ “And then in the midst of the terror came a touch of reason.” What did Douglas mean by ‘touch of
reason’?
5.​ “I jumped with everything I had”. Why did Douglas jump? Did the jump make any difference?
6.​ Why did he decide to engage an instructor?
7.​ How did the instructor build a swimmer out of Douglas?
8.​ When did he feel he had completely conquered his fear of water?
9.​ What larger meaning did the experience have for Douglas?
10.​What proves that the narrator found himself in the grip of fear of water even when he grewup?
 Sri Venkateshwar International School
Sector-18, Dwarka, New Delhi-78
Class XII – ENGLISH
The Rattrap by Selma Lagerlöf
Characters
​ The Protagonist - A tramp with rattraps.
​ A crofter
​ Master Smith in the Ramsjo Iron Mill in Sweden
​ Helpers in the Mill – blacksmiths
​ Iron Master - Iron mill owner
​ Edla Willmansson – daughter of the Iron Master.
Justification of Title
‘The Rattrap’ is an appropriate title as it is the story of a rattrap peddler. The author has used the metaphor
of a Rattrap to highlight the human predicament. Just as a rat is fooled by bait and gets trapped, most
human beings also fall into the trap of material benefits. The story revolves around the incident of a man
getting trapped due to his greed. Hence, the title is an apt one.
Theme
The human beings are prone to fall into the trap of material benefits. It is the human tendency to redeem
oneself from dishonest ways. Hence, the whole world is called a big rattrap which tempts the people
towards its materialistic benefits, and brings about their doom and never ending predicament.
It also highlights the themes like human loneliness, status and treatment meted out to have-nots and
callous attitude of society and government towards such people.
One of the themes is that man is inherently good by nature. The society and environment make them bad.
Human goodness and kindness can bring about the change in their attitude.
Main points
‘The Rattrap’ is a story that underlines the belief that essential goodness in human beings can be aroused
through sympathy, understanding and love.
●​ Once a man went around selling small rattraps but he took to begging and thievery to keep his
body and soul together.
●​ One day he was struck with the idea – the whole world is a big rattrap and it offers riches as bait.
People let themselves be tempted to touch the bait then it closes in on them bringing an end to
everything.
●​ One dark evening the rattrap peddler sought shelter in an old crofter’s roadside cottage.
●​ The old crofter gave him food, tobacco they enjoyed the card game too. Next morning the peddler
stole away his thirty kroners. The rattrap peddler escaped into a big confusing forest and got lost.
While resting on the ground he recollected his idea that the world is a rattrap and thought his end
was near.
●​ Hearing a thumping sound he reached Ramsjo ironworks for a night shelter. The owner came on
his nightly rounds and noticed the ragged wretch near the furnace.
●​ He took him as an old acquaintance ‘Nils Olof’ and invited him to stay with them for Christmas but
the stranger declined the offer.
●​ His daughter Edla Willmansson persuaded him to come with her. She requested him to stay for
Christmas Eve only. On his way to the Manor House the peddler thought that he had thrown himself
into the lion’s den.
●​ The next day in broad day light the iron master realized the stranger was not captain and
threatened to call the sheriff. Edla pleaded for him and asked him to stay back.
●​ Christmas Eve at Ramsjo was as usual and the stranger slept and slept. Edla made him
understand that if he wanted rest and peace he would be welcome next Christmas also. This had a
miraculous effect on him.
●​ Next morning they went for early church service leaving behind the guest who was asleep. They
learnt at church that a rattrap peddler had robbed an old crofter. Edla becomes very upset.
●​ They reach home immediately and learn that the peddler had already left but had not taken
anything at all with him. Instead, he had left a small packet for the young girl as a Christmas
present.
●​ She opens the packet and finds a rattrap, three wrinkled ten-Krona notes and also a letter with a
request to return the Kroners to the crofter.
Practice Questions
I.​ Read the given extracts and answer the questions that follow.
a)​ As he walked along with the money in his pocket, he felt quite pleased with his smartness. He
realised, of course, that at first he dared not continue on the public highway, but must turn off
the road, into the woods. During the first hours this caused him no difficulty. Later in the day it
became worse……..’
i)​ Who is he? Where is he at the moment?
ii)​ Explain ‘pleased with his smartness’.
iii)​ Why didn’t he dare to continue on the public pathway?
iv)​ What became worse and how?

b)​ The next day both men got up in god season. The crofter was in a hurry to milk his cow, and the
other man probably thought he should not stay in bed when the head of the house had gotten
up. They left the cottage at the same time. The crofter locked the door and out the key in his
pocket.
i)​ Who is the ‘other man’ here?
ii)​ Why was crofter in a hurry?
iii)​ What did the other man think?
iv)​ Explain, ‘both men got up in good season’.

II.​ Answer the any five of the following in 30-40 words each.​
a)​ From where did the peddler get the idea of this world being a rattrap?
b)​ Why was he amused by this idea?
c)​ Did the peddler expect the kind of hospitality that he received from the crofter?
d)​ Why was the crofter so talkative and friendly with the peddler?
e)​ Why did he show the thirty kronor notes to the peddler?
f)​ Did the peddler respect the confidence reposed in him by the crofter?
g)​ What made the peddler think that he had indeed fallen into a rattrap?
h)​ Why did the ironmaster speak kindly to the peddler and invite him home?
i)​ Why did the peddler decline the invitation?
j)​ What made the peddler accept Edla’s invitation?
k)​ What doubts did Edla have about the peddler?
l)​ When did the ironmaster realize his mistake?
m)​ What did the peddler say in his defence when it was clear that he was not the person the
ironmaster had thought that he was?
n)​ Why did Edla still entertain the peddler even after she knew the truth about him?
o)​ Why was Edla happy to see the gift left by the peddler?
p)​ Why did the peddler sign himself as Captain Von Stahle?

Q3. Answer any two of the following in about 150 words each.
a)​ How does the peddler interpret the acts of kindness and hospitality shown by the crofter, the
ironmaster and his daughter?
b)​ What are the instances in the story that show that the character of the ironmaster is different from
that of his daughter in many ways?
c)​ The story has many instances of unexpected reactions from the characters to others’ behaviour.
Pick out instances of these surprises.
d)​ The story ‘The Rattrap’ focuses on human loneliness and the need to bond with others. Comment.
e)​ The reader’s sympathy is with the peddler right from the beginning of the story. Why this is so? Is
the sympathy justified?
f)​ What made the peddler finally change his ways?
g)​ How does the metaphor of the rattrap serve to highlight the human predicament?
 Sri Venkateshwar International School
Sector-18, Dwarka, New Delhi-78
Class XII – ENGLISH
INDIGO- Louis Fischer
About the Author
Louis Fischer (1890-1970) was a Jewish-American journalist. Among his works were a
contribution to the ex-Communist treatise The God that Failed (1949), Life of Mahatma Gandhi
(1982), as well as Life of Lenin, which won the 1965 National Book Award in History and
Biography. The lesson is an excerpt from his book the life of Mahatma Gandhi. The book has
been reviewed as one of the best books ever written on Gandhi by Times Educational
Supplement.
Theme
The leadership is shown by Mahatma Gandhi to secure justice for oppressed people through
convincing argumentation and negotiation. The chapter Indigo emphasizes the fact that effective
leadership can solve any kinds of problems without any harm to anybody. This chapter deals with
the way Mahatma Gandhi solved the problem of poor sharecroppers of Champaran in a
non-violent way.
Justification of Title
The title „Indigo‟ focuses our attention on the issue of exploitation of indigo sharecroppers at the
hands of cruel British planters. The British compelled them through a long-term agreement to
plant indigo on 15 per cent of their land and surrender the entire harvest as rent. After the
development of synthetic indigo by Germany, the British planters extracted money from the
peasants as compensation for being released from the 15 per cent agreement. The peasants who
wanted their money back filed civil suits. Rajkumar Shukla persuaded Gandhi to take up the case
of Indigo sharecroppers. So indigo sharecropping exemplifies the injustice of the British and the
Indians‟ submission to British authority.
The Champaran movement that centred on indigo sharecropping led to the social and cultural
upliftment of the peasants. Thus, the title ‘Indigo’ is highly suggestive and appropriate.
Message
The story highlights the unequal economic system that existed during colonial British rule. It
resulted in Indian peasants suffering, while the British planters exploited them. It also highlights
the importance of Gandhi‟s decision to take up their case, which exposed the unjust system.
Role of Rajkumar Shukla
1.​ Poor, emaciated peasant from
Champaran. The Issue
2.​ Contacted Gandhi in 1916 in Lucknow. 1.​ Arable land in Champaran divided into
3.​ Gandhi dismissed him. estates owned by Englishmen, worked by
4.​ Shukla came to complain about the Indian tenants.
injustice and the landlord system in Bihar. 2.​ Chief commercial crop indigo.
5.​ Shukla followed Gandhi to Cawnpore 3.​ Tenants to plant on 15% indigo.
Later at Calcutta. 4.​ To surrender entire indigo as rent.
6.​ Impressed by the sharecropper’s tenacity 5.​ Synthetic indigo in the market.
and story Gandhi relented. 6.​ Landlords force new agreements.
How Gandhi reached Champaran 7.​ Ask for 15% compensation.
1.​ Went to Muzaffarpur with Shukla. 8.​ Peasants resist, widespread unrest.
2.​ Obtained complete information. Role of Lawyers
3.​ Discussed with Kriplani. 1.​ They represented cases in courts,
4.​ Met lawyers, chided them, understood collected fee. Gandhi criticised them for
legal angle. being duping/misguiding the peasants.
5.​ Met peasants sensed unrest. 2.​ They gave legal support.
6.​ Realised peasant fear-strikes. 3.​ However, they were non-committal if he
7.​ Feels he should arm them with the tool of was arrested.
courage, fearlessness.
4.​ Gandhi appealed for justice for
sharecroppers when arrested.
5.​ Lawyers feel guilty of desertion. They
helped him file grievances against
landlords.
Steps taken by Gandhi
1.​ Approached British landlord association 9.​ Officials powerless, Government baffled.
2.​ Commissioner, cold-shouldered. 10.​Gandhi was encouraged by mass
3.​ Proceeded to Motihari, got mass support support.
from peasants, continued investigation. 11.​Court arrest, says obeying the voice of
4.​ Served official notice to leave Champaran. conscience.
5.​ Signed, said would disobey the order. 12.​Convinces lawyers to join the movement.
6.​ Served summons, Motihari black with 13.​Continues to collect legal evidence.
peasants. 14.​The government forced to set up the
7.​ Peasants demonstrate outside the Inquiry Commission.
courtroom.
8.​ They supported Gandhi’s Civil Disobedience
Movement.
Meeting, the deadlock overcompensation.
1.​ Agrees to 25%,
2.​ Landlords learned they were not above the law, peasants got courage.
3.​ Battle of Champaran won

Qualities of Gandhi
1. Appreciates loyalty/commitment.
2. Understands the issue e.g., meets Kriplani/lawyers/peasants.
3. Connect with masses.
4. Organised e.g., civil disobedience plan.
5. Fairleader e.g. won lawyers’ support.
6. Visionary e.g., improves social, the cultural backwardness of Champaran.

Summar
​ Raj Kumar Shukla- an illiterate but resolute hence followed Gandhiji in Lucknow, Cawnpore,
Ahemdabad, Calcutta, Patna, Muzzafarpur & then Champaran.
​ Servants at Rajendra Prasad’s residence thought Gandhiji to be an untouchable.
​ Gandhiji considered as an untouchable because of simple living style and wearing, due to the
company of Rajkumar Shukla.
​ Decided to go to Muzzafarpur first to get detailed information about Champaran sharecropper.
​ Sent telegram to J B Kriplani & stayed in Prof Malkani home - a government servant.
​ Indians afraid to show sympathy to the supporters of home rule.
​ The news of Gandhiji’s arrival spread- sharecroppers gathered in large number to meet their
champion.
​ Gandhiji chided the Muzzafarpur lawyer for taking high fee.
​ Champaran district was divided into estate owned by English people, Indians only tenant
farmers.
​ Landlords compelled tenants to plant 15% of their land with indigo and surrender their entire
harvest as rent.
​ In the meantime, Germany had developed synthetic indigo.
​ British landlords freed the Indian farmers from the 15% arrangement but asked them to pay
compensation.
​ Many signed, some resisted engaged lawyers, and landlords hired thugs.
​ Gandhiji reached Champaran- visited the secretary of the British landlord association to get
the facts but denied as he was an outsider.
 ​ Gandhiji went to the British Official Commissioner who asked him to leave Trihut, Gandhiji
disobeyed, went to Motihari the capital of Champaran where a vast multitude greeted him,
continued his investigations.
​ Visited maltreated villagers, stopped by the police superintendent but disobeyed the order.
​ Motihari black with peasants’ spontaneous demonstrations, Gandhiji released without bail Civil
Disobedience triumphed.
​ Gandhiji agreed to 25% refund by the landowners, it symbolized the surrender of the prestige.
​ Gandhiji worked hard towards social economic reforms, elevated their distress aided by his
wife, Mahadev Desai, Narhari Parikh.
​ Gandhiji taught a lesson of self-reliance by not seeking help of an English man Mr. Andrews.
Read the extracts and answer the questions that follow:
1.​ Sharecroppers from Champaran began arriving on foot and by conveyance to see their
champion. Muzaffarpur lawyers called on Gandhi to brief him; they frequently represented
peasant groups in court; they told him about their cases and reported the size of their fee.
(a) Who is mentioned as ‘champion’ in the above lines?
(b) How did sharecroppers arrive Muzaffarpur?
(c) Who are ‘they’ here?
(d) Where were the peasant groups represented?
2.​ Most of them wore khadi and worshipped Gandhiji but beyond that they had not the faintest
appreciation for political thought of any kind. Naturally they were all averse to the term
‘Communism’.
(a) Who are ‘them?
(b) What was the role of the poets in Gemini Studios?
(c) Why did they wear khadi and worship Gandhiji?
(d) Why were they averse to communism?

Short Answer Questions:

1.​ Why is Rajkumar Shukla described as being „resolute‟?
2.​ Why do you think the servants thought Gandhiji to be another peasant?
3.​ List the places that Gandhi visited between his first meeting with Shukla and his arrival at
Champaran.
4.​ What did the peasants pay to the British landlords as rent? What did the British now want
instead and why? What would be the impact of synthetic indigo on the prices of natural indigo?
5.​ Why did Gandhi agree to a settlement of 25 percent refund to the farmers?
6.​ How did the episode change the plight of the peasants?
7.​ How was Gandhi able to influence lawyers? Give instances.
8.​ What was the conflict of duties in which Gandhi was involved?
9.​ When and why did Gandhi say “The battle of Champaran is won”?
10.​“Civil disobedience had triumphed the first time in India”. How did it happen?

Long Answer Questions:

1.​ Why do you think Gandhi considered the Champaran episode to be a turning point in his life?
2.​ How do we know that ordinary people too contributed to the freedom movement?
3.​ How did Gandhi use Satyagraha and non-violence to achieve his goal?
4.​ How did Rajkumar Shukla prove to be an important link between Gandhi and his Champaran
campaign? Rajkumar Shukla- A poor sharecropper from Champaran wishing to meet
Gandhiji.
5.​ How did Rajkumar Shukla prove to be an important link between Gandhi and his Champaran
campaign?
6.​ How did Gandhi use Satyagraha and non-violence to achieve his goal?
7.​ Justify the appropriateness of the title ‘Indigo’ to this extract.
 Sri Venkateshwar International School
Sector-18, Dwarka, New Delhi-78
Class XII – ENGLISH
My Mother at 66
​ ​
About the Poet
Kamala Surayya (born Kamala) (1934-2009), also known by her one-time pen name Madhavikutty and
Kamala Das, was an Indian English poet and litterateur besides being a leading Malayalam author from
Kerala, India. Her popularity in Kerala is based chiefly on her short stories and autobiography, while her
literature in English, written under the name Kamala Das, is noted for the poems and explicit
autobiography. She was also a widely read columnist and wrote on diverse topics including women’s
issues, child care and politics among others.

Theme
‘My Mother at Sixty-Six’ captures the fear of the narrator of losing her mother due to declining health
and loss of energy which accompanies old age. The poet accepts this reality and is disturbed by her
mother’s need for her on one hand and her own duties and responsibilities on the other hand. This
helplessness is poignantly brought out in this poem. The emotions experienced by the poet are
essentially universal in nature. The fear of losing a loved one is a theme the reader can identify
with.
This poem is in the form of a narrative of fourteen lines written as a single sentence. This is called
enjambment. The poem is written in a single sentence punctuated by commas. This highlights the
stream of consciousness effect where one thought leads to another.
My Mother at Sixty-six is based on the theme of advancing age and the fear of loss and separation
associated with it. The poetess undergoes a plethora of emotions when she sees her mother ageing, and
feels the pangs of separation at the thought of losing her. She must be feeling guilty of not being able to
stay with her mother in her old age. She also wishes for the lost beauty and youth of her mother. The poem
is written in a single sentence which indicates the single thread of thought, i.e. the loss of beauty and
charm and approaching death and decay.
Appropriateness of the Title
The title is apt as the poem is about the narrator’s realisation that time has flown by and old age has crept
up on her mother. The poem revolves around the theme of advancing age, the fear associated with it, and
loss and separation.
Message
Ageing is a natural process and it will affect each one of us. The complexity of life is that children are
perturbed by the condition of their parents and wish to be with them. However, they have to leave their
parents behind and move on with their commitments. The question arises how to strike a balance between
looking after the ageing parents and attending to our duties and responsibilities.
Poetic Devices
The imagery used in the poem is suggestive of both death and youth. The image of `young trees and
merry children’ are a contrast to the mother.
The poetic devices used are simile, metaphor, repetition and personification:
​ Simile — face ashen like a corpse, as a late winter’s moon.
​ Personification — trees sprinting
​ Repetition — smile and smile and smile
​ Metaphor — children spilling
Simile
✔​ Her face ashen like that of a corpse: poet sees mother dozing off with her mouth open, almost like a
corpse — it seems to have lost all vitality — the grey colour of ash is usually associated with a dead
body – triggers the pain of losing her mother who is close to death.
✔​ Wan, pale as a late winter moon: reinforces the idea that the mother’s face was pale and lifeless like
that of a fading winter moon. Winter is symbolic of the last cycle of the season — hence waning
moon-mother’s frail health misted by age is indicative of imminent death.
✔​ Poet resorts to escapism to avoid the harsh realities that stare her in the face - dispels the horrifying
thoughts by diverting her attention to the images of the young trees and merry children.
Imagery
✔​ Merry children spilling out of their homes: youthful and exuberant, spring of life-contrast to the morbid
atmosphere inside the car – the old mother weak, frail, inactive.
Personification
✔​ Young trees sprinting – the sprinting movement of the trees rushing past signify youth, life or passage
of time. The mother – travelling in the car-lifeless, helpless decayed by age. Her instinctive awareness
leads to the familiar ache-painful realization of helplessness (cannot share her fears with her
mother-fear stemmed out of unknown-didn’t want to worry her)-fear of separation-that childhood
fear-inherent in all children-of losing one’s loved ones-fear of death.
Repetition
✔​ Smile and smile and smile: emphasis on the fact that she made a desperate effort to cover up
her guilt, anxiety and agonizing thought of her mother’s impending death by putting up a smile to bid
her a cheerful adieu.
Rhyme scheme: The poet does not use any identifiable rhyme scheme in this poem.

Tone: The tone of this poem is predominantly pensive and sorrowful. The poet suddenly notices that
her mother looks as old as she is. This could have surprised her since she only sees her mother during
holidays and not on a daily basis. However, it does not surprise her because she has always been aware
of the certainty of her mother’s death. As she does when she turns away from her mother to look at the
tress and the children, she has simply chosen not to think about losing her mother anytime soon. Yet that
fear has always plagued her and it plagues her still. This saddens her and one can see her silent tears
even when she has forced herself to smile.
POEM IN A NUTSHELL
Genre: Poetry (Through Narration)
The universality of the Theme
The theme is of inescapable decay, a presentiment of emotional susceptibility leading to terrible
fear of death, separation-isolation. The daughter’s feelings and concern are portrayed in a sensitive
manner. One of the many childhood fears that distressed her was the fear of her mother’s death.
Stanza 1
​ pain and anguish felt by the poet.
​ on seeing her ageing mother sitting in the car.
​ on her way — airport.
​ dozing — mouth open — visage pale, ashen, lifeless like that of a corpse
​ dismay — insecurity — triggered childhood fear.
Stanza 2
​ Escapism-looks outside-car-to-put—dreadful thought away-
​ contrast between her mother’s weakness and frailty.
​ blossoming life-exuberance-young trees sprinting-racing past-grim reminder of lapse of time.
​ Children sprinting-new hope-happiness-youth-poet drifted back to-days of idyllic youth when the
mother — young-energetic.
​ now a grim reminder of lost youth-twilight-inching towards death.
Stanza 3
​ After security check-standing few yards away
​ looks – mother’s face.
​ wan like winter moon – resembles foggy — misty – end of the cycle.
​ feels a twitch in heart-old familiar ache-childhood fear seizes her.
​ fear of loss & separation.
​ beset with the sorrow-insecurity-agonizing thought of mother’s impending death.
​ bids goodbye-hides fear by smiling-telling ‘see you soon Amma’.
​ hiding her own grief she smiled and smiled and smiled-assurance.

Summary
‘My Mother at Sixty-Six’ captures the fear of the narrator of losing her mother due to declining health and
loss of energy which accompanies old age. The narrator accepts this reality and is disturbed by her
mother’s need for her on the one hand and her own duties and responsibilities on the other hand. This
helplessness is poignantly brought out in this poem. The treatment is different as it emphasizes the
subtlety of a mother-daughter relationship. The tone is reflective and the mood is one of resignation and
acceptance.
In the poem, the narrator is driving to the airport. The mother is with her. She realizes that her mother is old
when the latter dozes off. The mother is pale and looks like a corpse. When the mother wakes up she says
nothing and the narrator is pained on having to leave her frail and old mother behind.
Kamala Das has beautifully balanced the contrast between old age and childhood or youth in the poem.
Old age is shown as an ashen face, a corpse. This is contrasted with words and ideas expressing vitality,
energy and movement. For example, ‘Trees sprinting’ and `children spilling out’. Old age is like a winter’s
moon and the mother is pale and wan. The narrator is pained yet with a smile says ‘see you soon’. The
separation is not merely of a daughter leaving, but there is pain and a fear of death, a permanent
separation, yet the narrator must leave — probably to fulfil her commitments.
The poem ends with a tone of resignation. The narrator accepts reality. She smiles as she parts from her
mother. The repetition of the word smile reiterates the facade the daughter puts up for the sake of the
mother — the brave act, the cheerful parting — the resignation and finally the acceptance that as she goes
away, she may never see her mother alive again.
-------------------------------------------------------------------------------------------------------------------------------------------
OPEN BOOK TEST (20 Marks)

I.​Read the extracts given below and answer the questions that follow.​ ​ (1X6=6)
(i)​ I looked again at her, wan, pale
as a late winter’s moon and felt that old
familiar ache, my childhood’s fear,
but all I said was see you soon, Amma,
all I did was smile and smile and smile ………

a)​ What was the poet’s childhood fear?

_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
b)​ What is the poetic device used in these lines?
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________

c)​ Why did the poet smile and smile?

_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
(ii)​ ……….but soon
put that thought away and
looked out at young
trees sprinting, the merry children spilling
out of their homes……………

a)​ What thought did the poet drive away from her mind?
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
b)​ What did she see when she looked out of the car?
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
c)​ What are the merry children symbolic of?
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
II.​ Answer the following in 30-40 words.​ ​ ​ ​ ​ ​ (2X7=14)
1.​ How does Kamala Das try to put away the thoughts of her ageing mother?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________________

2.​ What were Kamala Das, fears as a child? Why do they surface when she is going to the airport?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________________

3.​ What do the parting words of Kamala Das and her smile signify?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________________

4.​ Why has the poet’s mother been compared to the “late winter’s moon”?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________________

5.​ Why are the young trees described as ‘sprinting’?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________________

6.​ What were the poet’s feelings at the airport? How did she hide them?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________________

7.​ Why has the poet brought in the image of the merry children spilling out of their homes?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________________
 Sri Venkateshwar International School
Sector-18, Dwarka, New Delhi-75
English XII - A Thing of Beauty By--John Keats

John Keats – A Short Biography

John Keats was one of the main figures of the second generation of Romantic poets, along with Lord
Byron and Percy Bysshe Shelley. His work included Endymion, Isabella, Lamia, The Eve of St.
Agnes, and Other Poems. He died at a very early age of twenty-five of tuberculosis after leaving an
indelible mark on English poetry.

Theme
A thing of beauty is a source of constant joy. Beauty can be found everywhere. It is something that
has the ability to transform lives. It also highlights the fact that beauty has a therapeutic quality, i.e.
the ability to remove negativity. It can be any object, nature, tales or even noble deeds of our
ancestors.
A Thing of Beauty’ is an excerpt from John Keats poem ‘Endymion: A poetic romance’, which is
based on a Greek legend. Being a romantic poet, John Keats talks about love-beauty and youth in
this poem. In fact, the poem reflects his attitude towards beauty. The poet believes that beauty is
intransient and gives us the same pleasure again and again. It provides us with eternal joy and never
fades away. Beauty plays a very important role in our lives and helps us to remain happy and joyful in
this sad, mundane world.

Form
`A Thing of Beauty’ belongs to the Romantic genre. The poem is written in rhyming couplets and the
rhyme scheme is AABB.

Source
‘A Thing of Beauty’ is an excerpt from his poem, `Endymion: A Poetic Romance’ which was first
published in 1818. It begins with the line “A thing of beauty is a joy forever”. Endymion is written in
rhyming couplets also known as heroic couplets. The theme of Endymion is love, beauty and youth
and it reflects the poet’s attitude towards beauty.

Moral/ Message of the lesson – A Thing of Beauty

The poem conveys the message that a thing of beauty is a joy forever. It transcends time. It will never
fade away. Beauty has the power to remove darkness and negativity and helps us survive when there
is a ‘dearth of noble nature’ or when one is surrounded by evil. It has a positive impact on one’s
health. It helps one get sound sleep. Moreover, it highlights the fact that beauty is not only physical
but also spiritual and seems to flow down from heaven as an ‘immortal drink’ made for man.

Summary
According to the poet, John Keats, a thing of beauty is a source of constant joy. Its beauty goes on
increasing. It never fades away i.e. it never passes into nothingness. A beautiful thing is as comforting
as a bower which is a peaceful and pleasant place in the shade of a tree, providing shelter and
protection from the hot rays of the sun, giving us sound sleep, full of pleasant dreams, health and
peaceful breathing.

As a result of this, every morning we are weaving a flowery wreath to bind us to the beauties of the
earth despite our feelings of sadness and depression. We all possess negative attributes of hatred
and disappointment. We suffer from a lack of noble qualities and follow unhealthy, evil ways. In spite
of all this a beautiful thing helps us to remove the cover of gloom or darkness from our lives. It makes
us love life despite the things that make us sad and dampen our spirits.
Here are a number of beautiful things that have the power to uplift our spirits like the sun, the moon
and old and young trees. The trees sprout and spread their branches to provide shelter within their
green covering (shade) for the simple sheep (humans). Similarly, the sight of daffodils blooming within
their green surroundings, the clear and small streams of water which make a cooling shelter for
themselves against the hot season, the thick mass of ferns looking grand with their beautiful musk
roses are all things of beauty that makes us feel happy.

The mighty dead people whose achievements have made them great and powerful inspire us through
their sagas of noble works. Their legends and stories enthuse us and we imagine their magnificence.
A beautiful thing is also a source of joy just as the lovely tales we have heard or read give us
profound happiness. It is like a fountain of immortality gushing out from nature’s endless fountain
pours its sacred and immortal drink into the heart and soul of man and is a source of immense joy for
us.

John Keats says that beautiful things make an everlasting impression on our minds. These things
give us peace of mind and pleasure. Beautiful things act as a shade under which we can sleep
soundly and have sweet dreams. These have the power to bind us to the earth. In spite of a life which
is full of disappointments, despondence, sad happenings and tribulations, the beautiful things make
our life worth living by providing us with hope and enthusiasm.

The poet gives some examples of such beautiful things which give us eternal joy. These are simple
things like the sun, the moon, different kinds of trees, etc. According to him, even common things like
a flock of sheep, daffodils, springs of water, musk roses growing in wild forest are beautiful things,
which give us joy and delight. Even the legends of the ‘mighty’ dead are counted as beautiful things
because they have the same effect on the human spirit. The poet concludes by saying that in spite of
these beautiful things, the beauty of nature remains incomparable. The beauty of nature is like an
endless fountain pouring on us from Heaven. These are the never-diminishing and endless source of
pleasures and delights and a precious gift from Heaven.

Poetic Devices
Metaphor:
‘bower quiet’-refers to a quiet shady part in the garden
‘sweet dreams’-happy dreams
‘wreathing a flowery band’-connecting to nature
`pall’-a covering like a shroud
‘endless fountain of immortal drink’- refers to the deeds of great men and women that have made
them a source of inspiration for people of all times
The list of beautiful things is metaphors and symbols of nature.

Alliteration:
`noble natures’​ ​ ‘cooling covert’​ ​ ‘band to bind’
Imagery:
‘flowery bands’​ ​ ‘shady boon’​ ​ ​ ‘clear rills’​ ​ ‘grandeur of dooms’
‘daffodils in green world’​ ‘cooling covert’​ ​ ‘endless fountain of eternal drink’

Symbol (Biblical Reference): ‘simple sheep’ — refers to mankind as Christ is considered the
shepherd who leads human souls out of the dark world of sins and temptations

Transferred epithet:​ ‘gloomy days’, ‘unhealthy and o’er darkened ways’

Oxymoron​ ​ ​ ‘mighty dead’, o’er-darkened ways
POEM IN A NUTSHELL
Theme
Things of beauty have an embalming effect.​ They help us cope with negativity.
They make life more meaningful.​ ​ ​ God has blessed us with objects of beauty.
We need to bond with them.​ ​ ​

List of things of beauty

Sun, moon, deep forests
Sheep grazing in open pastures
Daffodils, rivulets, musk roses
Tombs built to honour heroes.
I.Legends, tales from classics and scriptures
These things of beauty are like blessings from heaven, they sweeten our bitter lives.

Qualities of a thing of beauty

Ageless
Gives everlasting joy​ ​ ​
Never goes waste
Shelters and protects like a bower.​ ​
Relaxes, comforts, invigorates us.

Things that cause pain

Ill health, gloomy days, depression
Lack of goodness in human beings

In sad moments things of beauty come to our rescue, remove the gloom from our lives.

I. Read the extracts and answer the questions that follow.

1.​ A thing of beauty is a joy forever
Its loveliness increases, it will never
Pass into nothingness, but will keep
A bower quiet for us, and asleep
Full of sweet dreams, and health, and quiet breathing.

a)​ Name the poem and the poet.

b)​ How is a thing of beauty a joy forever?
c)​ What do you understand by a `bower’?
d)​ What kind of a sleep does it provide?

2.​ Therefore, on every morrow, are we wreathing

A flowery band to bind us to the earth,
Spite of despondence, of the inhuman dearth
Of noble natures, of the gloomy days,
Of all the unhealthy and o’er-darkened ways
Made for our searching: yes, in spite of all,

a)​ What are we doing every day?

b)​ Which evil things do we possess and suffer from?
c)​ Explain ‘in spite of all’.
d)​ Find words from the passage which mean (i) malice (ii) disappointment
 3.​ Some shape of beauty moves away from the pall
From our dark spirits.
Such the sun, the moon,
Trees old, and young, sprouting a shady boon.
For simple sheep;

a)​ What removes the pall from our dark spirits?

b)​ What sprouts a shady boon for sheep and how?
c)​ Find words from the passage that mean (i) covering (ii) blessing
d)​ Name the poem and the poet.

4.​ …and such are daffodils

With the green world they live in; and clear rills
That for themselves a cooling covert make
`Gainst the hot season; the mid forest brake,
Rich with a sprinkling of fair musk-rose blooms;

a)​ How do ‘daffodils’ and ‘rills’ enrich the environment?

b)​ What makes the mid forest brake rich?
c)​ Find words in the passage which mean: (i) small streams (ii) shelter of thickets
d)​ Cooling covert is a (i) simile (ii) metaphor (iii) personification (iv) alliteration

5.​ And the sun too is the grandeur of the dooms

We have imagined for the mighty dead;
All lovely tales that we have heard or read;
An endless fountain of immortal drink,
Pouring unto us from the heaven’s brink.

a)​ Explain ‘the grandeur of the doom’.

b)​ What is implied by ‘all lovely tales that we have heard or read’?
c)​ What is the source of the ‘endless fountain of immortal drink’?

II.​ Answer the following in 30-40 words.

1.​ What does the line ‘Therefore are we wreathing a flowery band to bind us to earth’ suggest?
2.​ What makes human beings love life in spite of all troubles?
3.​ Why is grandeur associated with the ‘mighty dead’?
4.​ Do we experience things of beauty only for a short time?
5.​ What image does the poet use to describe the beautiful bounty of the earth?
6.​ What is the cause of our ‘gloomy days’ and ‘dark spirits’?
7.​ How does a thing of beauty provide us shelter and comfort?
8.​ What spreads the pall of despondency over our dark spirits? How is it removed?
9.​ What is the message of the ‘A Thing of Beauty’?
10.​How do the ‘daffodils’ and ‘clear rills’ enrich our environment?
11.​What is the ‘grandeur’ of the ‘dooms’ and ‘endless fountain of immortal drink’?
12.​What makes human beings love life in spite of troubles and sufferings?
13.​Keats feels that Nature binds us to the Earth. How does he justify this?
14.​A row can ‘mighty dead’ be things of beauty?
15.​In the hot season, how do man and beast get comfort?
16.​What rich bounty has heaven given us?
 Sri Venkateshwar International School
Sector-18, Dwarka, New Delhi-75
Class XII – Keeping Quiet – by Pablo Neruda
About the Poet: Columbian novelist Gabriel Garcia Marquez called Pablo Neruda, the greatest poet of the
20th century of any language. Pablo Neruda always wrote with green ink which according to him was the
colour of hope. He appeals to readers to take some time out of their busy lives for introspection and
retrospection. The aim is to return to our routines with renewed vigour and awareness of ourselves and our
actions.
Theme: In this deceptively simple poem, the poet has emphasized the need to introspect and bring in the spirit
of brotherhood among the people of the world.
Values: Introspection, retrospection, universal brotherhood, sensitivity to the environment, peace, empathy,
unity etc.
Title: The title is very appropriate as the poem celebrates the necessity of quiet introspection and silence. This
moment of silence will act as an antidote to war, violence, hatred, exploitation and turmoil. By keeping quiet,
mankind can try to understand itself and stop harming himself and others with death and destruction.
Understanding the Poem: Neruda begins by asking everyone to count to twelve and keep still. These twelve
seconds would help everyone calm themselves and relax and be ready to begin introspection or retrospection.
He wants people to break the barriers of communication and speak no language at all for a few minutes. These
moments of silence would be unique and enticing because in our mundane life, we are constantly working
towards selfish goals and never take the time to reflect. This sudden silence would give us an opportunity to
introspect and unite humanity. We would all perform this activity together. Since we would not speak for a
while, barriers between communities would break and a sense of brotherhood would prevail.
Man would get an opportunity to realize how he is destroying nature and harming himself in the process. The
fishermen that harm aquatic life would realize how nature brings them a cold reception. The man who gathers
salt from the sea would realize that nature retaliates by turning his hands rough. In this silence, futile wars
against men and nature would be arrested and a new feeling of unity would be experienced. Those who plan
and implement bio warfare and nuclear weaponry should, for once, shed their old attire (profession and
preoccupations) and put on clean clothes to walk among their fellow men. They must use this time to truly
witness what they would destroy with their attempts to achieve a fruitless victory. Such a win leaves no
survivors because even if they were physically alive, they would be emotionally dead and eventually, mankind
will perish.
The war will be a victory of scientific knowledge but there will be no survivors left. The poet does not want his
desire for inactivity to be misunderstood as a state of uselessness or death. He knows and accepts life as it is.
He accepts the rush, the noise and even the belligerent attitudes.
He says he does not resent death or want anything to do with it. He does not want people to be like dead,
doing nothing, forever. All he wants is that everyone should take out just a few moments from their busy lives
for themselves and for the natural world around them.
He feels that if men were not so determined to keep lives moving all the time, the ensuing silence would
interrupt sadness that has become so much a part of us that we do not even notice it. This sadness comes
from not knowing oneself and always trying to achieve everything possible at the earliest, out of an illogical fear
of impending death.
He wants men to learn a lesson from the Earth. The Earth appears to be inactive yet it is constantly and
selflessly productive. The natural world seems omnipresent without being ostentatious and hence, is taken for
granted. After the cold inactive unproductive winter, spring arrives with bounty and vivacity. Men too could be
productive and progressive without any aggression, selfishness and the urge for destruction. They could care
for nature as it cares for them. They could, after eons of selfish actions, bring back a degree of nobility,
thoughtful attitudes and universal brotherhood.
Explanations:-
Now we will count…… all keep still: The poet through this expression commences the session of
introspection and meditation. The poet feels that if for once we will keep quiet and still, it will provide us an
opportunity to introspect on our follies. Twelve is indicative of the twelve signs to measure hours on the clock.
For once …… our arms so much: Language breeds discrimination, and linguistic chauvinism breeds
domination and racial prejudice. The poet feels that if for some time no one spoke on the face of the Earth, all
this misunderstanding and mistrust will wither away in the depth of silence.
Man is a victim of his own doing. Much of the unrest faced in the world is a repercussion of man’s so-called
progressive activities. Therefore if man’s activities come to a standstill for a while and if man stops moving his
arms too much, peace and tranquillity will prevail in the world
It would be an exotic ……. sudden strangeness: This moment of silence, according to Pablo Neruda would
be a moment of immense world peace, universal brotherhood and love that will be created through
introspection and silence. In the modern competitive world there is a rat race to outshine others. The phrases
‘without rush, without engines’ are symbolic of the humdrum of modern life. Life can be peaceful only if this
thoughtless advancement is stopped. This exotic moment of silence will help build a sudden and strange
feeling of universal brotherhood. This feeling of togetherness is new and inexplicable. It will turn out to be a
blessing for mankind.
Fishermen in the cold ……..his hurt hands: This moment of quietude will help man realize the harm he has
been causing to others and to himself. The fishermen are symbolic of man’s indiscriminate exploitation of
nature for his vested interests. And when fishermen do not harm the whales they will no longer be on the verge
of extinction. The men, who gather salt, have no time to reflect on the pain they are causing to their hands and
to themselves. In his efforts to add comforts to his life man has paid little heed to the pain he has been causing
himself.
Those who prepare ……..doing nothing: The word ‘those’ refers to the politicians, statesmen and the
scientists who are involved in initiating and aggravating wars. The wars that are waged by man include wars
against Nature which is caused by pollution and the chemical and nuclear weapons created by man which
have caused his own annihilation. The war which man is waging against Nature will one day convert this ‘living
planet’ into a dead one and humans themselves will become an extinct species. The result of the war may be
indicative of man’s achievement and scientific knowledge, but there would be no survivors to celebrate this
victory. Men would put on clean clothes and for some time would reflect inwardly realizing the strength of
humanity and also become conscious of universal brotherhood. His destructive activities will come to a
standstill and this will provide a healing touch for mankind.
What I want …………truck with death: The poet clarifies to the readers that he does not want ‘total inactivity’.
By this he implies a phase of complete stagnation when no activity will take place on the face of the earth. This
is not what he advocates. What he wants man to do is to stop all his destructive activities for a while and
analyse their consequences and not become inactive and bring life to a standstill. Man should continue with his
positive an d constructive activities that are for the betterment of mankind. Lie is an on-going process and we
need to be a part of the flow. If we stagnate than it would not be worth living. The phrase ‘wants no truck
with death’ means that he refuses to associate with death or would not bring life to a dead end by such
inactivity.
If we were not so ………. ourselves with death: Man has become so single- minded that he is concerned
only about the scientific progress and advancement. He has not stopped to pay heed to the pros and cons of
this reckless progress and moves ahead without any thought about the consequences. His selfish nature is
worried about keeping ‘our lives moving’, which means that man leads a mechanized and busy life. Man, in his
race towards materialism has sacrificed the fulfilment of his emotional needs and thus has become sad and
isolated. The psychological problems faced by man are because he has not cared to satisfy his emotional
needs. He has failed to even realize that his unthinking progress has brought him on the verge of extinction.
The huge silence that results out of this introspection advocated by Neruda will interrupt this sadness making
man understand the need for peace and harmony in this world.
Perhaps the Earth ……..keep quiet and I will go: The Earth can teach us the lesson of preserving and
resurrecting life. Shelley clearly points out in his ‘Ode to the West Wind’ that the West Wind is both a preserver
and destroyer. It preserves the dead seeds in their dark wintry beds till spring comes and conducive weather
conditions help the seeds to procreate new life. Pablo Neruda also emphasizes the same point in these few
lines. The things which apparently seem dead in Nature prove to be alive later. The counting is then a part of
meditation asking man to experience those exotic moments of silence which will create a rejuvenation of
thoughts and a transition of our mind-set. He himself departs leaving the meditator in silence.
Figures of Speech
Anaphora
Anaphora is repeating a sequence of words at the beginnings of neighbouring clauses, thereby lending them
emphasis.​ ​ let's not speak in any language, let's stop for one second
Alliteration
The repetition of usually initial consonant sounds in two or more neighbouring words or syllables.

​ Now we will count to twelve ​ wars with gas, wars with fire
​ and we will all keep still ​ would put on clean clothes
​ we would all be together ​ If we were not so single-minded
​ in a sudden strangeness ​ Now I'll count up to twelve
​ would look at his hurt hands
Antithesis
It is a figure of speech that places two completely contrasting ideas or clauses next to one another.​ ​
Now we will count to twelve and we will all keep still.
as when everything seems dead and later proves to be alive.
Repetition
Repetition is when a single word or phrase is used multiple times in short succession to secure emphasis.​
​ Now we will count to twelve and we will all keep still.
without rush, without engines
wars with gas, wars with fire,
Pun
A pun is a figure of speech that plays with words that have multiple meanings, or that plays with words that
sound similar but mean different things.
and not move our arms so much. -The word 'arms' could mean weapons and could also mean upper limb.
Symbolism
The use of symbols to signify ideas and qualities, by giving them symbolic meanings that are different from
their literal sense.
Now we will count to twelve (The number 12 symbolises 12 hours of the day or twelve months of the year).
Fishermen in the cold sea would not harm whales
(Fishermen and whales represent the oppressor and the oppressed respectively).
Those who prepare green wars, wars with gas, wars with fire, (Green wars symbolise the environmental
deterioration caused by human activities, ‘wars with gas’ is the increasing pollution and wars with fire represent
different wars which employ the use of nuclear weapons and explosives that cause massive destruction).
and walk about with their brothers ('Brothers' symbolises universal brotherhood and unity).
Transferred epithet
Transferred epithet is when an adjective usually used to describe one thing is transferred to another.
Fishermen in the cold sea (It's the fishermen who are so cold that they do not feel any emotions while
harming the whales).
Metaphor
A metaphor is a comparison between two things that states one thing is another in order to help explain an
idea or show hidden similarities.
would put on clean clothes (Clean clothes are compared to a new perspective or outlook).
in the shade, doing nothing. (The shade here refers to protection).
Personification - Perhaps the Earth can teach us
Imagery
The use of figurative language to evoke a sensory experience or create a picture with words for reader. ​​
Fishermen in the cold sea would not harm whales
and the man gathering salt would look at his hurt hands.
Enjambment
Enjambment is when a line of poetry carries its idea or thought over to the next line without a grammatical
pause.
“Now we will count to twelve and we will all keep still”,
“For once on the face of the Earth let’s not speak in any language,
let’s stop for one second, and not move our arms so much.” etc.
Irony & Repetition – Green wars; wars with gas, wars with fire; victory with no survivors
Euphemism- “A word or phrase used to avoid saying an unpleasant or offensive word”, e.g. no truck
Read the extracts and answer the questions that follow:
1. ​ It would be an exotic moment
without rush, without engines,
we would all be together
in a sudden strangeness.
a) What does he mean by ‘exotic moment’?​ b) How could man achieve this exotic moment?
c) Explain: ‘without rush, without engines.’
2. ​ Fishermen in the cold sea
Would not harm whales
And the man gathering salt
Would look at his hurt hands.
a) What are fishermen symbolic of?​ ​ b) What message does the poet convey in these lines?
c) What image does the poet create in the last line?
3. ​ Perhaps the Earth can teach us
as when everything seems dead
and later proves to be alive.
Now I’ll count up to twelve
and you keep quiet and I will go.
a) What can the Earth teach us?​ ​ ​ b) How does the Earth ‘prove to be alive’?
c) Explain: ‘you keep quiet and I will go’.
Answer the following in about 30-40 words.
1.​ What is the significance of ‘twelve’ in the context of this poem?
2.​ What is the sadness referred to in the poem?
3.​ How is inactivity different from death? What does the poet mean by ‘to have no truck with death’?
4.​ Which symbol from nature does the poet use to prove that keeping quiet is not total inactivity?
5.​ Do you think the poet advocates total inactivity and death?
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 Jh Venkateshwar International School
Sector-18, Dwarka, New Delhi-75
Class XII - Vistas : The Third Level – Jack Finney

The Third Level by Jack Finney is about the harsh realities of war. War has irreversible
consequences thus leaving people in a state of insecurity. It is also about modern-day problems and
how the common man tends to escape reality by various means. In this story, a man named Charley
hallucinates and reaches the third level of the Grand Central Station which only has two levels.

Theme of the Lesson

The third level represents a break from the “life full of insecurity, fear, war, worry and all the rest of it”
modern world. The 1890s depict a tranquil lifestyle that is not feasible in the present. The main
character wants to take his wife Louisa to Galesburg, Illinois, from this point on. While his psychiatrist
friend refers to it as a “waking-dream wish fulfillment,” for him, it is a part of reality.

Summary
The story revolves around a 31 year old man named Charley, who experienced something weird. One
day after work coming from the Subway, he reached the third level of the Grand Central station
(which doesn’t actually exist). He reminisces the entire experience with his psychiatrist friend Sam.
Charley thought he experienced time travel and had reached somewhere in the eighteen-nineties, a
time before the world saw two of its deadliest wars. As soon as he realised what time he is in, he
immediately decided to buy two tickets to Galesburg, Illinois; one for himself and the other for his
wife. Unfortunately, the currency used in that century was different. Thus, the next day he withdrew all
his savings and got them converted even if it meant bearing losses. He went looking for the third level
but failed to find it. It worried his wife and the psychiatrist Sam who told him that he is hallucinating in
order to take refuge from reality and miseries of the modern world which is full of worry. Charley thus
resorts to his stamp collection in order to distract himself when suddenly one day he finds a letter
from his friend Sam who had gone missing recently. Sam wrote that he always wanted to believe in
the idea of third level and now that he is there himself, he encourages Charley and Louisa to never
stop looking for it.

Questions & Answers

1.​ How did Charley reach the third level of the Grand Central Station?
2.​ What was Charley’s strange experience at the Grand Central Station?
3.​ How did The World help Charley to confirm his doubts regarding the existence of a third
level?
4.​ How did Charley ascertain that he had reached the 1894 world?
5.​ Why did Charley run away from the third level?
6.​ What was Sam’s answer to Charley’s dilemma?
7.​ How did Charley’s friends relate his stamp collecting habit to his being abnormal?
8.​ Does Charley agree that stamp collecting habit is a way of escapism? Why
9.​ Why was Charley not able to get to Galesburg?
10.​How did Charley’s behavior return to normal?
11.​How did Sam reach Galesburg?
12.​How did Sam settle down in the old Galesburg?
13.​Why couldn’t Sam practice psychiatry in Galesburg?
This was what happened on the third level. Next day Charley first went a shop that sold old currency,
bought some old currency and went to the station. He began searching for the tunnel that led to the
third level but could not locate it any more. For a week he came, searched for the tunnel and went
back disappointed. Finally he told the whole story to Louisa and the good lady brought him to their
friend Sam, a psychiatrist.

●​ Sam heard his friend’s story and termed it a slight deviation of the mind.
●​ He explained it happened to Charley because he was always in search of a place to escape from
the burden and monotony of city life.
●​ Charley disagreed to this explanation but Louisa and other people believed the psychiatrist.
●​ Slowly Charley stopped his search for the unknown.
●​ He was returning to a normal state when suddenly the most unexpected happened – Sam
reached the third level and sent him a message.

Questions & Answers

1.​ What made Louisa, Charley’s wife, believe that the third level was a reality?
2.​ What do you think had happened with Sam the psychiatrist friend after he went missing
from New York?
3.​ Why did Charley think that Sam could not practice psychiatry in Galesburg?|
4.​ What is a first day cover?
5.​ How did Sam’s mail reach Charley?
6.​ What is role of the stamp-collection in the story?
7.​ How does the psychiatrist turn out to be a firm supporter of Charley and his third level?
8.​ Briefly describe Charley’s strange experience in the third level?
9.​ Do you think Charley was really a worried man as his psychiatrist friend and the other
friends believed?
 Sri Venkateshwar International School
Sector-18, Dwarka, New Delhi-75
Class XII - Vistas : The Tiger King – by Kalki
Introduction: Kalki takes his readers to the days of autocratic and eccentric kings. These kings lived under the
thumb rule of the British, hence they fear them. In order to make the story mysterious Kalki has added
supernatural element in the story. The haughty king disapproved the prophecy made by the astrologer about
his death, but his death from the wooden tiger (100th tiger) approved it.
The story ‘The Tiger King’ is satire on the conceit of those in power. Most of the time the rulers are not
interested in serving the people or work for the welfare of the public; instead they spend their time foolish
pursuits. Even the coteries who surround these power centres are interested in taking advantage of the
proximity for their own welfare. This is a story about transience-of life, of power and reverberates the maxim:
‘Too many slips between a cup and a lip.’
The Title: “The Tiger King” is a very appropriate title for the story for several reasons. First of all, the king is
crazy about tiger hunting so much that he marries a princess whose father’s kingdom has a sizeable tiger
population. He kills one hundred tigers just to 1fulfil his vow. Secondly, the king with all his frenzy, anger and
ruthlessness is as ferocious as a tiger. Thirdly, he dies of a silver prick received from a wooden toy tiger.
Finally, the prediction that a tiger would cause the king’s death also comes true. Since the story revolves round
the king and the hundred tigers that he kills, it could not be better titled than “The Tiger King”.
Irony: ‘The Tiger King’ is replete with irony that reveals the follies of autocratic and willful rulers who flout all
laws and bend them to suit their selfish interests. The dramatic irony in the story is sharp when the Tiger King
alone is unaware that his bullet had not killed the hundredth tiger. The other characters and the readers
anticipate his doom as he celebrates his triumph over his destiny. We realize how misplaced the King’s pride at
killing the first tiger was. The astrologers had prophesied, “You may kill ninety nine tigers like this, but your
death will be brought on by the hundredth tiger.” The King wanted to prove the astrologer wrong and to save
his life. Ironically, to avert death he actually invites it. The lofty titles used to introduce the Tiger King,
suggesting an invincible ferocity are indeed ironic for he is finally killed by a cheap, crudely made wooden toy
tiger which became the tool of Nature’s revenge. He had killed a hundred tigers in vain and must be punished
for it. Irony is indeed sharp when the surgeons announce the operation successful and declare the king dead.
Instances of Satire: Satire employs irony, sarcasm, ridicule, etc. in exposing and criticizing follies and vices in
men. The story uses humour to criticize self-seeking Kings who wilfully exploit both nature and their subjects
for selfish interests.
​ When the Maharaja of Pratibandhpuram was told that he would be killed by a tiger, he could never imagine
the twist in fate where a toy tiger could be fatal. Because of his conceit, he was unprepared for such
surprises flung by life at him.
​ The grandeur associated with a king’s life proves a mockery. The news of the king’s ailment invited not one,
but three surgeons. They got so tied up in technicalities that they declared the operation successful even
though the king died.
​ The story also satirizes the corrupting influence of power. Just because the Tiger King had power, he felt he
could browbeat his subjects and even defeat fate. He neglected his responsibility as a ruler. He neglected
the welfare of his subjects, his family, increased and reduced taxes at will and sacked his officers. They
feared him or else he would have learnt the truth.
​ When we see the king gloating over his bravery after killing the hundredth old, weak tiger, we notice that
Kalki is satirizing the notions of cowardice and bravery. There is no heroism in fighting an unequal battle.
The King’s cowardice was obvious when he justifies that one may kill even a cow in self-defence.
​ Kalki is also criticizing the King‟s men and subjects who pander to his whims out of fear or like the
shopkeeper manipulate and fool him.
Humour:
​ The instance of the Stuka bomber,
​ The king’s offer of mouse hunt etc.
​ The incoherent blabbering by the Dewan and the Chief Astrologer,
​ The Dewan procuring an old tiger from people’s park and its stubborn refusal to get off the car and the
description of its waiting in humble supplication to be shot,
​ The shopkeeper quoting three hundred rupees for a cheap two annas and a quarter toy tiger.
Read the following extracts and answer the questions:
1.​ At that very moment a great miracle took place. An astonishing phrase emerged from the lips of the
ten-day-old Jilani Jung Jung Bahadur, “O wise prophets!’ Everyone stood transfixed in stupefaction.
They looked wildly at each other and blinked. “O wise prophets! It was I who spoke.”
a)​ What is the moment mentioned here?
b)​ What was the miracle?
c)​ Who is Jilani Jung Jung Bahadur?
d)​ Explain ‘transfixed in stupefaction’.
2.​ There were innumerable forests in the Pratibandapuram State. They had tigers in them. The Maharaja
knew the old saying, “You may kill even a cow in self-defence‟. There could certainly be no objection to
killing tigers in self-defence. The Maharaja started out on a tiger hunt.
a)​ Why did the maharaja need to kill tigers?
b)​ Where did he the Maharaja begin his tiger hunt? Was he successful in his attempt?
c)​ How did he justify the killing of tigers?
Points for the Textual Long Answer Questions:
Introduction ....two sentences...- name of the lesson and author, and the theme......body (1 - 2 paragraphs)
1.​ The story is a satire on the conceit of those in power. How does the author employ the literary device of
dramatic irony in the story?
Dramatic Irony involves a situation in which the audience share the knowledge with the author in which the
character is innocent- author has made dexterous use of it- having killed the first tiger- King elated- but
astrologer warns him of the hundredth tiger- so takes up a mission of killing 100 tigers- believes he has
killed the hundredth one- but readers know that it only fainted- basking in the glory that he has disproved
the predictions- wooden tiger- kills him by a sliver-author has shown how the king uses his power and does
not take a ‘no’ for an answer- wants to disprove the prediction at the cost of hundred tigers- eccentric in his
behaviour.
1.​ What is the narrator’s indirect comment on subjecting innocent animals to the willingness of human
beings?
The author wants to tell his readers- man is living in a world that God has created- every creature has a
right to live- those who intrude into the lives of other living beings- committing an unpardonable sin-
Maharaja kills tigers mercilessly- author also advocates against hunting through this lesson- this may lead
to the extinction of a species- the next generation might be deprived of even seeing the species- King
finally killed because it seems to be a punitive action for what he did.
2.​ How would you describe the behaviour of the Maharaja’s minions towards him? Do you find them truly
sincere towards him or are they driven by fear when they obey him? Do we find a similarity in today’s
political order?
Since the Maharaja’s existence revolved around killing hundred tigers- his minions were driven by fear-
determined to fulfil his mission threatened to confiscate the wealth of anyone who would fling even a stone
on a tiger-when tiger population in his country reduced- married a girl from a state with more tiger
population- exempted people from taxes when a tiger was reported in a village- doubled the taxes when it
was not found- dewan knew that the hundredth tiger had to be found- bought a tiger from the People’s Park
in Madras- even when the target was missed- people killed it for fear of losing their jobs- so the minions are
not sincere but only feared the King- did not offer genuine advice - sycophants prevent the authorities from
seeing the truth- even today autocratic rulers and monopolies have such a system.
Short Answer questions:
1.​ What is the author’s indirect comment on subjecting innocent animals to the willfulness of human beings?
2.​ Why do you think, the author goes into detailed identification of the Tiger King through a variety of titles?
Does he really mean to humour him?
3.​ What predictions did the astrologers make at the birth of the tiger king?
4.​ What justification did the tiger king give before he started out on tiger hunt?
5.​ What did the State astrologer say he would do ‘if the hundredth tiger were also killed’?
6.​ What did the high-ranking British officer wish to do? Was his wish fulfilled?
7.​ How did the Maharaja manage to save his throne?
8.​ What unforeseen hurdle brought the tiger hunt to a standstill?
9.​ Why did Maharaja order the dewan to double the tax?
10.​Why did the Dewan decide to give up his own tiger to be killed by the Maharaja?
11.​Why was the Maharaja overcome with elation when he thought he had killed the hundredth tiger?
 Sri Venkateshwar International School
Sector-18, Dwarka, New Delhi-75
Class XII - Vistas : Journey to the End of the Earth – by Tishani Doshhi
Introduction In ‘Journey to the End of the Earth’ Tishani Doshi describes the journey to the coldest, driest and
windiest continent in the world, Antarctica. The world’s geological history is trapped in Antarctica. Geoff
Green’s ‘Students on Ice’ programme aims at taking high school students to the ends of the world. Doshi thinks
that Antarctica is the place to go and understand the earth’s present, past and future.
Biginning of Journey- The narrator boarded a Russian research ship-The 'Akademik Shokalskiy'. It was
heading towards the coldest, driest and the windiest continent in the world, Antarctica. His journey began 13.09
degrees north of the Equator in Madras (Chennai). She crossed nine time zones, six checkpoints, three bodies
of water and at least three ecospheres. She travelled over 100 hours in car, aeroplane and ship to reach there.
Southern Supercontinent (Gondwana)- Six hundred and fifty million years ago a giant southern
supercontinent Gondwana did indeed exist. It centered roughly around present-day Antarctica. Human beings
hadn't arrived on the global scene. The climate at that time was much warmer. It supported a huge variety of
flora and fauna. When the dinosaurs became totally extinct and the age of mammals began, the landmass was
forced to separate into countries as they exist today.
Study of Antarctica-The purpose of the visit was to know more about Antarctica. It is to understand the
significance of Cordilleran folds and pre-Cambrian granite shields; ozone and carbon; evolution and extinction.
Ninety per cent of the earth's total ice volumes are stored in Antarctica. Icebergs are as big as countries. Days
go on and on in 24-hour austral summer light.
Human Impact- The most hotly contested debate of our time is whether West Antarctica Ice sheet will melt
entirely or not. If we want to study the earth's past, present and future, Antarctica is the place to go. Antarctica
has a simple eco-system and lack of biodiversity. It is the perfect place to study how little changes in the
environment can have big repercussions (results). Scientists warn that a further depletion of the ozone layer
will affect the lives of the sea-animals and birds of the region. It will also affect the global carbon cycle. The
burning of fossil fuels has polluted the atmosphere. It has created a blanket of carbon dioxide around the
world. It is increasing the global temperature which is visible at Antarctica when we see ice bergs melting away.
It shows how minor changes in the atmosphere can cause huge effect. If the global temperature keeps on
increasing the human race may be in peril. ‘Students on ice’ is a programme which provides the students an
ample opportunity to understand how global temperature can be a big threat to human existence. It inculcates
a new understanding in them. Geoff Green thinks that high school students are the future policy makers. They
can help in saving the earth from ecological dangers and the effects of global warming.
Effect of Climatic Change- The author gives us an example to show how small changes in the atmosphere
can be threatening. The microscopic phytoplanktons are single celled plants. They nourish the entire Southern
Ocean’s food chain. They use the sun’s energy to assimilate carbon and supply oxygen. Any further depletion
in the ozone layer may affect this functioning and indirectly affect the lives of all marine animals. Walk on the
Ocean-It was the most thrilling experience of the visit. They climbed down the gangplank and walked on the
ocean. They were 52 persons. They were walking on a meterthick ice-pack. Under the ice pack there was 180
meters of living, breathing, salt water. Seals were enjoying themselves in the sun on ice. The narrator was
wondering about the beauty of the place. he wished it would not become a warm place as it used to be millions
of years ago. If it happens, the results can be ruinous.

Short answer Questions

1.​ Why did Geoff Green decide to take high school students to Antarctica
2.​ Why is Students on Ice Program a success?
3.​ How is Antarctica significant in climatic debates?
4.​ How do geological phenomena help us to know about the history of humankind
5.​ The world’s geological history is trapped in Antarctica. How is the study of this region useful to us?
6.​ What is ‘Students on Ice?
7.​ Why are the youngsters called the future policy makers of the earth?
8.​ What are phytoplanktons? How are they important for the earth’s survival? What does the parable of
phytoplankton teach us?
9.​ What are the indications for the future of humankind?
10.​Why does Tishani Doshi call her two week stay in Antarctica ‘a chilling prospect’?
Long Answer Questions:
1.​ ‘Take care of small things and big things will take care of themselves.’ What is the relevance of this
statement in the context of the Antarctica’s environment?
2.​ Why is Antarctica the place to go to, to understand the earth’s present, past and future?

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 Jh Venkateshwar International School
Sector-18, Dwarka, New Delhi-75
Class XII - Vistas : The Enemy

Introduction
The story highlights how a Japanese doctor saves the life of an American prisoner of war and rises
above narrow national prejudices. He risks his honour, career, position and life by sheltering a war
prisoner of the enemy camp and saving his life. The author has beautifully portrayed the conflict in the
doctor’s mind as a private individual and as a citizen with a sense of national loyalty.

Setting
The story takes place on a coastal town of Japan in the year 1941 when Japan attacked Pearl
Harbor. A war going on between America and Japan. Japanese were hostile to the Americans and
ready to kill any American found in their soil.

Theme
‘The Enemy’ gives the message that humanism transcends all man made prejudices and barriers. Dr.
Sadao upholds the ethics of medical profession in treating an enemy. The story is a great lesson of
peace, love, sympathy, fellow feeling and humanism.

Characters
Dr. Sadao Hoki:​ A Japanese doctor trained by Americans.
Sadao’s father: ​ much concerned about his son’s education, a true patriot.
Hana: ​ ​ Wife of Dr. Sadao, met in America, became friends and got married in Japan.
Tom: ​ ​ ​ An American prisoner of war, a soldier of U.S. Navy.
The old General: ​ a sick Japanese army General, needed an operation, trusted only Dr. Sadao.
An officer: ​ ​ A messenger of the General.
Gardener: ​ ​ an old gardener in the house of Dr. Sadao.
Yimi: ​ ​ ​ Hana’s maid servant.
The cook: ​ ​ an old cook in the house of Dr. Sadao.
Place
House of Dr. Sadao: a house built on a narrow beach near the sea.

Summary
Sadao was a Japanese surgeon. He studied in America and returned with Hana, a Japanese girl
whom he met there, and married her in Japan and settled down comfortably. While most of the
doctors were sent to serve the Japanese army in the World War II, Sadao was allowed to stay home
because he was wanted by the old General who was dying. But one night into his uneventful life
came an American Navy-man, shot, wounded and dying. Though unwilling to help his enemy, Sadao
took the young soldier into his house and provided him with medical aid. He was in danger from that
moment. Soon his servants left him. Dr. Sadao saw that the soldier was getting well and absolutely
alright. Once his patient was no more in need of him, the doctor turned out to be his assassin,
conspiring to kill him in his sleep. He informed the General of the American and the General
promised, he would send his private men to kill the American. Sadao awaited the American’s death
every morning but to his gloom the man was still alive, healthier and posing danger to him. At this
point Sadao becomes the real man in him, a true human being who realizes the essential worth of
human life and universal brotherhood. He thinks beyond countries and continents and races and
wars. He finds no reason to believe that the American is his enemy. Sadao rescues the American.
Thus Sadao rises above narrow prejudices and acts in a truly humanitarian way.
GIST OF THE LESSON:
Sadao, a Japanese surgeon finds a wounded American soldier on the beach near his house.
He is unable to throw him back though he was his enemy as he was a doctor and his first duty was to
save a life.
Hana, his wife, though initially reluctant because it was dangerous for all including the children to
keep the enemy in the house, joins her husband in operating and nursing the enemy soldier back to
health, even though the servants desert the house.
Hana assists Dr. Sadao in operating the soldier in spite of her physical discomfort and hesitation.
Though it was war time and all hands were needed at the front, the General did not send Sadao with
the troops as he is an expert surgeon and the General needed him.
Sadao tells him about the enemy soldier but he does not take any action as he is self-absorbed and
forgets his promise that he would send his private assassins to kill the enemy and remove his body.
Taking advantage of the general’s self-absorption Sadao decides to save the soldiers life. After the
soldier is out of danger Dr. Sadao helps him to escape from his house to safety.

Short Answer Type Questions (2 Marks, 30-40 words)

1.​ Why did Dr Sadao treat the American soldier even though, it was an unpatriotic act on his part?
2.​ How did Hana help Dr Sadao?
3.​ Why did the General not order immediate arrest of Dr Sadao who had sheltered a
4.​ Whiteman?
5.​ What forced Dr Sadao to be impatient and irritable with his patient?
6.​ What made a cool surgeon like Sadao speak sharply to his wife and what was her reaction?
7.​ Why had Hana to wash the wounded man herself?
8.​ How did Dr Sadao ensure that the American sailor left his house but he himself remained safe and
secure?
9.​ How does the writer indicate that Dr Sadao’s father was a very traditional and conventional man?
10.​Why did the messenger come to Dr Sadao? What did Hana think about it?
11.​Why did the General spare the American soldier?
12.​Why was Dr Sadao not sent to the battlefield?
13.​How did Dr Sadao get rid of the enemy soldier?
14.​What secret plan did the General have about the American soldier staying under the
15.​care of Sadao?
16.​Hana told Yumi to wash the soldier. How did Yumi react? (Delhi 2008)
17.​Why did the servants leave Dr Sadao’s house?

Long Answer Type Questions (5 Marks, 120-150 Words)

1.​ What was the General’s plan to get rid of the American prisoner? Was it executed?
2.​ What conflicting ideas arise in Dr Sadao’s mind after he has brought the woundedAmerican
soldier home? How is the conflict resolved?
3.​ Do you think Dr Sadao’s final decision was the best possible one in the circumstances? Why/Why
not? Explain with reference to the story, ‘The Enemy’.
4.​ What impression do you form about Dr Sadao as a man and as a surgeon on your reading the
chapter The Enemy’?
5.​ Why did Sadao help the American soldier to escape? How did he do it?
6.​ Why did Sadao Hoki go to America? Narrate his experiences there.
7.​ Dr Sadao was compelled by his duty as a doctor to help the enemy soldier. What made Hana, his
wife, sympathetic to him in the face of open defiance from the domestic staff?