Kendriya vidyalaya sangathan gurgaon region
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- Going Places
- MY MOTHER AT SIXTY SIX KAMALA DAS
- An Elementary School Classroom in a Slum Stephen Spender
- KEEPING QUIET by Pablo Neruda
- A Thing of Beauty by John Keats
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About the Author Louis Fischer was a well known Jewish American journalist of the 1950s. He wrote Mahatma Gandhi’s biography ‘the life of Mahatma Gandhi; on which the Oscar-winning film Gandhi was based. In this book Fischer details Gandhi’s struggle for the independence against the South African government and the fight against British rule in India. Gandhi helped free Indian people from British rule through nonviolence and truth called Satyagraha. And he is honoured by Indians as the Father of the Nation. About the lesson ‘’Indigo’’ is the story of how Gandhiji decided to urge the departure of Britishers form our motherland. The chapter is an excerpt from Louis Fischer’s book-‘the life of Mhatma Gandhi’. It is an account of British high-handedness and oppression and the contributions made by the masses to the freedom movement. The events and facts in the chapter help the reader understand the method of Gandhian activism very clearly. Theme
Main Points
SOLVED SHORT ANSWER QUESTIONS Q.1 How did Shukla succeed in persuading Gandhiji to visit Champaran? Ans: RajkumarShukla was a tenacious and resolute person. He kept on pressing Gandhi to visit Champaran till he finally agreed to do so. After meeting Gandhi for the first time at Lucknow he followed him everywhere right up to Sabarmati ashram. His resoluteness urged Gandhi to yield.
Or What did the peasants pay to the British Landlords as rent? Ans: The Champaran indigo sharecroppers were the vicitms of injustice of the landloard system in Bihar. Most of the arable land in Champaran belonged to English Landlords who compelled their Indian tenants to plant indigo in 15% of their holdings. They demanded the entire harvest as rent and thereby increased their poverty and miseries. Q.3.Why did Gandiji visit Muzzafarpur on his way to Champaran? Who received him there? Ans: Shukla had given a fairly detailed account of injustice meted out to the indigo sharecroppers of Champaran by the British landlords. However,Gandhiji wished to gather more information about the issue to have a better insight into the problem.Hence he visited Muzzafarpur. There he was received by J.B.Kriplani,and a large number of his students.
Ans. Shukla took Gandhi to Patna. He led him to the house of a lawyer, Rajendra Prasad,who was out of town, but the servants recognized Shukla as a poor indigo peasant. So they let him and his companion Gandhi stay on his premises. They presumed him to be another peasant. They thought Gandhi was an untouchable so he was not permitted to draw water from the well for fear that some drops from his bucket may pollute the entire well.
Long Answer Question:
Value Points:
Value Points for Q1.
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*************** Going Places About The Author A. R. Barton is a modern writer, who lives in Zurich and Writes in English. He has authored many stories like "Going Places" which are mainly concerned with the problems and the stage of adolescent, fantasising and hero worship. About The Story The story “Going Places” is a dream journey which every adolescent undertakes. It is natural for youngsters to indulge in fantasising and hero-worship when they are on the verge of forging ahead in life and choosing a career for themselves. They idolize successful people and dream of following their footsteps. Their dreams drive them away from the harsh realities of life, but when this fact dawns on them, it becomes difficult for them to come to terms with life. Sophie, the central character in the story and an adolescent, also lives in her pipe dreams. She belongs to a lower middle class family but dreams of making it big. She dreams of setting up a boutique after completing her school. It would be the best boutique and it would be visited by celebrities. She tries to live her dream by cooking up the story of her meeting with Danny Casey, an Irish soccer player outside Royce’s, a designer store. She even talks about her next meeting with him when he would give her autograph. Sophie tries to make her dream a reality by waiting for him, knowing fully well that he will not come. Even the Knowledge of the stark reality within her does not deter (stop) her from making her journey in and out of her dreams. Theme
‘If dreams were horses, beggars would ride. ‘The story “Going Places” centres around a similar theme. Dreams and fantasies are a natural and an integral part of our life. Without them life would lose its meaning. They acquire a prominent place in the life of the adolescents who view life as a bed of roses and spend most of their time in the world of their dreams. These youngsters easily take to hero-worship hoping to make it big in life like their heroes. They dream of their idols and fantasize about them. Although in their heart of hearts they know the reality, they most often do not want to accept it and try to turn their dreams into their reality. The story also highlights the strength of family bonds and relationships. The family is one anchor which supports you and helps you in times of need. Thus, Sophie’s family tries its best to help her see reality. Her brother Geoff, with whom she shares all her secrets and her friend Janise also help her, by not rejecting her dreams, but by believing in her and wishing she came out of them comfortably. Main Points
SOLVED SHORT ANSWER QUESTIONS Q.1 Why did Sophie dream of having a boutique after leaving school? Ans. Sophie was struck by the glamorous world like most adolescents are. The glamour of fashion is beyond the reach of middle class girl like Sophie. So she dreams of having a boutique, for it is the most likely place visited by celebrities and brings good money likely place visited by celebrities and brings good money also. Q2. How is Jansie different from Sophie? Ans. Jansie is practical and down to earth where as her friend Sophie lives in a world of dream and fantasy. Sophie dreams to have a boutique, wants to become an actress and fashion designer. But Jansie doesn’t want her to go on imaginary flights, as she knows that they are made for biscuit factory. Q3. What did Sophie think of Geoff who does not share his thought with anyone? Ans. Sophie thought of Geoff as grown up now. She suspected ‘areas of his life’ about which she knows nothing and he never spoke. Sophie thought when Geoff didn’t speak he was thinking of these places. They attained a special fascination for her simply because they were ‘unknown’ and beyond her reach. Q4. Describe the reaction of Sophie’s family on her story. Ans. Geoff looked around Sophie abruptly with disbelief when he heard her meeting with Danny Casey, the wonder boy of football. When she gave the footballer’s detailed physical appearance he believed her. But Sophie’s father turned his head on his thick neck with an expression of disdain and ridiculed her. He muttered something inaudible and dragged himself round in his chair called it a wild story. Q5. What is referred to as `the weekly pilgrimage for the family’ Why? Ans. The author calls the family’s weekly visit to watch the `United` as a pilgrimage to highlight the hero worship of the family. They religiously came to watch the football matches they were deeply interested in the game and being absolutely fascinated by Danny Casey, they loved to see him in action.
Q7. How did Sophie convince Jansie to keep her meeting with Danny a secret? Ans. Sophie was first surprised and upset with Geoff for having talked about her meeting with Danny to Frank. She felt it was something that should have been to brother and sister. She told Jansie that it was to be kept a secret because if her dad got to hear about it he would be angry. Jansie was surprised as she thought her father ought to be pleased. Sophie realized that Jansie didn’t know about her meeting him the following week. Sophie said that her father would hate to have people asking him about Danny.
Value Points For Q1.
Value Points For Q2.
Value Points: Like Sophie
Like Janise
Questions for practice:
Value Points-Q10
****************** MY MOTHER AT SIXTY SIX KAMALA DAS ABOUT THE POET: Kamala Das was born in Malabar, Kerala. Her works are known for their originality ,versatility and the indigenous flavor of the soil. Kamala Das has published many novels and short stories in English and Malayalam .Some her works in English include the novel Alphabet of Lust , a collection of short stories Padmavati the Harlot and Other Stories , in addition to five books of poetry .She is a sensitive writer who captures the complex subtleties of human relationships in lyrical idiom. Main Points of the Poem The poet is driving from her parents home to Cochin airport by car ,her mother is sitting beside her—dozing with open mouth—pale, colorless and frail like a dead body The poet looks at her and feels disturbed and mental agony that soon death will cast her mother from her. Turns away her attention , looks outside at the young trees and happy children coming out of their homes in a playful mood. After the security check at the airport looked back at her mother’s face—lifeless ,wrinkled and pale. She looks like the late winter’ s moon. The old familiar ache and fear of the poet’s childhood return. She hides her sentiments and reassures her mother that they will meet again .She smiles at her and leaves. COMPREHENSION QUESTIONS 1. Driving from her parent’s home to Cochin last Friday Morning. I saw my mother ,beside me ,doze, Open mouthed, her face ashen like that Of a corpse and realized with pain That looked as old as she was But soon put that thought far away. Q1 .Where was the poet driving to ? Ans. The poet was driving from her ancestral home to Cochin airport ,travelling by a car and her aged mother sits beside her. Q2.How does the describe her mother? Ans . The poet describes her mother as an old ,pale ,colorless and lifeless .As she dozed off beside her ,the mother looked almost l like corpse and face was wrinkled. Q3. Who does she refer to in the last line? What thought she had driven away? Ans. ‘She’ here refers to the poet ,Kamala Das .She wanted to put the haunting thought of parting with her mother away. Q4. Explain the expression –Pain that looked as old as she was …’ Ans. Her pain about losing her mother is as old as she was. The poet wants to express the idea that the fear was haunting her since her childhood. 2. ‘…but soon Put that thought far away ,and looked out at young Trees sprinting ,the merry children spilling Out of their homes. Q1 What was the poet looking at ? What did she notice? Ans. The poet was looking at her mother. She noticed the mother’s ashen and almost lifeless face distraught with pain . Q2. What thought did she try to drive away? Ans. She tried to drive away the thought of hre mother’s approaching death. Q3. Why did the poet start looking out? What does her gesture suggest? Ans. Wanted to drive away the pain and agony—experienced on seeing her aged mother—drive away her helplessness in the wake of her mother’s aging and approaching death. Q 4. What did the images of young trees and merry children symbolize? Ans. Symbolize the spring of life ,its strength ,vigour and happiness which contrasts with lifelessness and helplessness that seta in with her age. 3 ‘…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. Q1 . What familiar ache did the poet feel ? Ans. Fear of losing her mother—realization—can not care for her aging mother---helplessness—fear of separation from her mother. Q2. What could have been the poet’s childhood fear ? Ans. Lose her mother or be separated from her mother--- death would consume her mother. Q3. Why do you think ,the poet did not share thoughts with her mother? Ans. Sharing them with the mother would have worried the frail old women to death. Q4. Why did the poet smile and smile? Ans. The body language of the mother worried the poet . but she had to hide her real feelings from her mother. She smiled and smiled to reassure that they would meet soon. SHORT ANSWER QUESTIONS Q1 Why does the poet draw the image of sprinting trees and merry children ? Ans. Suggest fresh life ,warm energy ,youthfulness and high spirit etc. --- a scene of contrast with the pale , dull and withered face of the mother at the declining stage of her health. Q2 . Why have the trees been described as sprinting? Ans. Driving her car from her parent’s home to Cochin airport—young trees growing outside appear to be running with the speeding car--- contrast to passivity of her mother. Q3. Why has the mother been compared to the late winter’s moon? Ans. The late winter moon lacks luster—suggests the end of session and mother too is nearing the end of her life –an image of decay. Q4. What is the familiar ache? Ans. The fear of losing her mother has tortured the poet from her very childhood because she had been intimately bound up with her . Therefore this ache is familiar to her. Q5 What is the significance of the parting words of the poet ? Ans. The parting words of the poet reflect the poet’s pain ,anxiety and helplessness .But she wears a smile on her face to mask her pain and give hope, happiness and reassurance to her mother. QUESTIONS FOR PRACTICE 1.Describe the face of the poet’s mother. Why is to compared to a corpse? 2. Why has the poet given the image of the merry children ‘spilling’ out of their homes? 3 .What does the poet do after the security check-up? What does she notice? 4 .What is the kind and ache that the poet feels ? . . An Elementary School Classroom in a Slum Stephen Spender About the poet: Sir Stephen Harold Spender (1909-1995) is an English poet, novelist and essayist who concentrated on themes of social justice and the class struggle in his work. Some of his representative works are The God That Failed (novel) Poems of Dedication, The Edge of Being, Trial of a Judge (drama) , The Temple. He was awarded Golden PEN Award in 1995. This poem was written during the time of the Civil Rights movement in the United States. There is a political voice resonating throughout the poem. In this poem, Spender raises his voice against capitalism and social injustice, in general, although this poem does not name any country or race. Setting: The poem is set in a slum classroom where the students are deprived and emaciated. The classroom is “dim” with “sour cream walls”. The environment is foggy where the narrow streets are “sealed in with a lead sky”. Their lives move from “fog to endless night” and the slum is as overwhelming as “doom”. Theme: In this poem the poet has talked about the inequality prevailing in primary education (elementary education) which has reduced children of slums to ‘children of a lesser god’. He calls upon the members of the so- called civilized society and the government to give quality education to the children of slums so that a level playing field can be created for these children to compete with the children of the better world. Summary: Stanza 1: In the first stanza the poet has introduced the children sitting in the class. Their faces are sans energy and vitality and their unkempt hair is spread on their pale faces. There is a tall girl with her “weighed- down head”. She is ill and exhausted (physically, mentally and emotionally). The second student is a “paper – seeming boy, with rat’s eyes”. He is very thin, emaciated and malnourished. His eyes are defensive and scared, like a scavenger, a rat. The third student is having a genetic disease which he has inherited from his father. He is an “unlucky heir of twisted bones”. He is unlucky because he has inherited poverty, disease and squalor from his parents. The fourth student is sitting in the corner of the class, unnoticed. At the back of the “dim class” his eyes “live in a dream”. Poverty has still not disillusioned and marred his hopes of a better future. There is two pair of eyes in this stanza (“rat’s eyes” and the one that “live in a dream”). Stanza 2: The poet has described the classroom with “sour cream walls” and its contents. The classroom is strung together with “donations” that are apparently doled out to the slum classroom by the rich people. There are five things displayed in the class .1) Shakespeare’s head 2) a painting of dawn 3) a picture of dome 4) a scenery showing belled, flowery, Tyrolese valley 5) a world map. These things related to the good aspects of life and displayed on the sour cream walls are in sharp contrast to the lives of these children. Shakespeare is an epitome of highest literary achievement. Shakespeare’s plays (especially the comedies) deal with kings and queens, prince and princesses, conquests and love. The painting of cloudless dawn is in sharp contrast to the “lead sky” which constantly hovers their lives. “Civilized domes “are a symbol of architectural extravaganza and human progress. Flowers- fragrant and fresh – are symbols of beauty. The belled, flowery valley, rivers and capes are beyond the reach of these children. The map hanging on the wall promises a world beyond while their future has already been “sealed”. The aforementioned donations by rich people are in fact teasing these children. In a way the poet has laid bare the glaring disparity in the lives of rich and poor. But the truth is that this map is not their world. Their world is a limited one which can be seen outside the window leading to “narrow street sealed in with a lead sky”. The word “sealed” has an element of finality pointing towards futility of education that is being imparted to these children. Their future is already “painted with a fog”. It is hazy, unclear and uncertain and will lead them from nowhere to nowhere. Stanza 3: In the third stanza, Spender questions the reality of the students’ futures. He calls Shakespeare “wicked” because in his plays Shakespeare talks of ships (conquests), sun (epitome of hope and life) and love. He gives these children ideas of escape from “ lead “ skies to “ sun” filled worlds. He raises the expectations of these children and because there aren’t adequate means to fulfill these expectations, it is “tempting them to steal”. He is assisting the slum to commit crime. The poet also calls “the map a bad example” because maps are promises of a better horizon while these children are destined to spend their lives in “cramped holes”. Theirs is not a journey from darkness to light but from ignorance (“fog”) to death (“endless night”). Their bodies are merely a burden (“heap”) of waste (“slag”).They are so thin that the bones peep through the skin. They wear “spectacles of steel / With mended glass”. Their life is mended and never whole. Their existence is like “bottle bits on stones”- shattered, scattered. All their time and space are consumed by “foggy slum”. The overwhelming slum ( as overwhelming as death-“doom”) is a big blot on the civilized world. It also shows that the haziness (fog) has blotted their fate. Stanza 4: In the last stanza, Spender comes full circle. Hopelessness is replaced by hope and pessimism is replaced by optimism. The dim atmosphere of the class is replaced by an array of colours- green, azure and gold. The monotonus lives of these children only undergo a change when governors, inspectors and visitors come to the school. He is imploring the authorities to do away with temporary solution like donation and impart quality education to the children of slum .There is an urgency of tone as he begs for a change that will “ break o break open” the “windows /That shut upon their lives like catacombs” and free the children from a suffocating, strangulating life. These children are also craving for knowledge –“let their tongues run naked into books”. Only quality education (and not mere schooling) will add colours to their lives and will take them to “green fields” (green is symbolic of prosperity) and will allow them to” run azure on gold sands “ (azure is symbolic of limitless possibility ). Only education can liberate these children from a restrictive life. The poet has immense faith in education as he feels that “history theirs whose language is the sun”. Sun is symbolic of the light of knowledge. It also symbolizes equality because when the sun shines, it makes no discrimination between a king’s palace and a poor man’s hut. Education is a great liberator and equalizer. Solved examples: 1. Describe the three deprived children as described by Spender in the poem? The three deprived children described by Spender in the poem are the tall girl with a” weighed down head” signifying that she was physically and physically exhausted. The second is the “paper seeming boy” with frightened eyes. He was malnourished with twisted bones .The third child is malnourished and has twisted bones which he has inherited from his father. 2. Contrast the imagery of the slum with donations on the wall. The slum is described as dark and dim where the children live on slag heap. They have a foggy future. The course of life for them is a narrow street with a lead sky that encloses on them. This is in contrast to the donations on the wall. Shakespeare’s head symbolizes an enlightened mind and the cloudless bright skies and the Tyolese valley are contrasted with the foggy environment of the slum. The donations talk both of beauty and progress, while the slum is regressive. 3. Who can change the lives of the slum children and how? An enlightened person like a governor, inspector, or visitor can transform the lives of the slum children. These educated minds would liberate the imprisoned minds of the children. The poet visualizes the liberated children running on “gold sands” and delving into the books. Their minds will be empowered and enlightened like the sun. Questions for practice: Extract from the poem: 1.“Far far from gusty waves these children’s faces. Like rootless weeds, their hair torn round their pallor: The tall girl with her weighed- down head. The paper- Seeming boy, with rat’s eyes.” a.Name the poem and the poet. (1) b. What is peculiar about the faces of these children?(1) c.Explain ‘ like rootless weeds’(1) d. What is the poetic device used in the expression ‘the paper seeming boy, with rat’s eyes?’(1) 2.”On sour cream walls, donations. Shakespeare’s head, Cloudless at dawn, civilized dome riding all cities. Belled, flowery ,Tyrolese valley. Open –handed map Awarding the world its world. And yet, for these Children, these windows, not this map their world” a. How do the “ sour cream walls” reflect the mood of the classroom?(1) b. The images on the wall are antithetical to the life of the slum dwellers.Explain.(1) c. Why is the world of these children like a window?(1) d. What does “Shakespeare’s head” symbolize? 3. “Break o break open till they break the town And show the children green fields and make their world Run azure on gold sands, and let their tongues Run naked into books, the white and green leaves open History is theirs whose language is the sun” a.“The tone and mood of the poem changes in the last stanza. Comment. b. Where does he want to lead the children? c.“Let their tongues run naked into books”. Explain. d. Which literary device has been used in the first line? Short Answer Questions:
KEEPING QUIET by Pablo Neruda THE POET
Pablo Neruda (1904-1973) was the pen name of the Chilean writer and politician Neftali Ricardo Reyes Basoalto. With his works translated into many languages, Pablo Neruda is considered one of the greatest and most influential poets of the twentieth century. In 1971 Neruda won the Nobel Prize for literature. Colombian novelist Gabriel Gracia Marquez called him the greatest poet of the twentieth century in any language. Theme
The poem emphasizes on the necessity of quit Introspection to create a feeling of mutual understanding among human beings. It conveys Neruda’s philosophy of an exotic moment of silence and inactivity which can be an antidote to war ,hatred ,exploitation .By keeping Quiet and understanding itself mankind can stop harming itself with death and destruction About the poem Pablo Neruda, the winner of the Nobel Prize for literature in the year, 1971, in his poem, Keeping Quiet talks about the necessity of quiet introspection and creating a feeling of understanding among human beings. He suggests that if everybody for a little while ceases to do what he is doing, there is a chance that we can save the world, for in that moment of silence and inactivity we would all be one. Divided by regions, cultures, languages and personal motivation, each one of us is pursuing one’s own goal without seeing the larger picture. The ability to see the larger context, of a harmonious world and of a people at peace with one another, we need introspection, and this is possible only in moments of suspended activity. The poet suggests that we all commit ourselves to complete silence and inactivity for a space of just twelve seconds and observe the miraculous consequences of the same. In the absence of the hustle and bustle of life there would be a feeling of peace and quiet, and we would be united in our mutual commitment. The idea that the fishermen would not harm the whale is only a metaphor for the thought that humans would not destroy nature and wars would cease. The whole question of wars and the speculation of winners of wars and the survivors of war would become null and void, resulting in complete harmony between human beings themselves and between man and nature. The poet does not wish to advocate total inactivity or death but laments the fact that in our single minded desire to keep our lives active we lose sight of our true goals and in so doing we reach a stage when we have no leisure to either understand ourselves or our fellow human beings. This is a sad state of affairs and main reason for this discord in the world and the reason for the imbalance that exist between man and nature. This discord and this imbalance are potentially dangerous for us as they spell destruction. Our survival and that of the world rests upon our ability to comprehend this and thus divert this sad eventuality. The poet says that since our salvation rests on this, let us proceed to observe the silence and thus find ourselves. SOLVED QUESTIONS: Read the extracts given below and answer the following questions:
As when everything seems dead And later proves to be alive Now I will count upto twelve And you keep quiet and I will go.”
Ans. a) The earth teaches us how new life springs from dead remains and how there is life under apparent stillness. b) The poet wants to achieve peace by counting upto twelve. He wants us to introspect in a moment of silence. c) Keeping quiet doesn’t mean being idle. It means that we should avoid all such activities, which are hurting the nature and, in turn, us. 2. “ It would be an exotic moment, Without rush, without engines, We would all be together In a sudden strangeness.”
Ans. a) It is an ecstatic moment of tranquility without rush or running of engines. b) It would be an exotic moment because it will be an instance of universal peace and brotherhood. In that moment, all of us would initiate introspection through meditation and the whole world will be enveloped in quietness. c) We would feel very strange at the moment, because at that time everyone will be feeling oneness with their fellow human beings in it. It will be a new feeling altogether. SHORT ANSWER QUESTIONS
Ans. The poet wants us to keep quiet to feel the strangeness of being quiet. When we all will keep quiet it will be an exotic moment which will allow us to establish communion with our fellow beings and all other living beings at spiritual level.
Ans. No, the poet does not advocate it. He wants no truck with death. In fact he wants to live life full bloodedly. But by advocating quietness he wants mixing of physical and spiritual aspect of life.
Ans. The poet wants us not to speak in any language to introspect and know what we are about- know the meaning of our existence. He wants everybody to know his spirit and have spiritual contact with others for some time for which no language is required. UNSOLVED QUESTIONS
A Thing of Beauty by John Keats About the poet Keats belonged to the 2nd generation of Romantic Poets. He was last to be born and the first to die. Born in 1795, in the city of London to a poor stable keeper, he was brought up amid surroundings and influences by no means calculated to awaken poetic genius. Rendered an orphan at the age of eight he was apprenticed as a surgeon by his guardian Mr. Abbey. However as soon as he was of nineteen years, he abandoned the medical profession to devote his time to literature as he realized that poetry was his true vocation. He received much encouragement and inspiration from his friends, Leigh Hunt, Haydon, etc. and published his first volume of poems in1817. Braving his ill health, his financial constraints and the hostile criticism he received for his second volume, he continued undeterred giving his best creation “The Great Odes” in the last phase of his life. Keats breathed his last in February 1821 at the age of twenty – six. Keats is rated among the greatest poets of England. He was also a worshipper of beauty. Beauty for him was the moving spirit of his life and art. The present poem is a statement of Keats’ conviction that beauty is a heavenly thing. About the poem Directory: userfiles -> file file -> Title: Associate Professor file -> Chief Patron Shri Avinash Dikshit Commissioner Patron file -> Iccf congress, seixal, portugal 5th to 12th October 2002 file -> Wilkerson says ‘politics file -> The kiwanis club of greater columbus, georgia club history file -> Lot # Title file -> Policies, Operations, Procedures file -> Orinda Aquatics Welcomes Jon Howell Head Coach of Emory University Swimming & Diving file -> 1985 Toyota Tacoma, super swamper tires, open to offers; asking $4500. 00 Call 780-516-0907 Download 1.12 Mb. Share with your friends:
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