Chapter-wise Previous-Year Board Exam Questions: Flamingo Prose | Class XII | Competency-Based | Important for 2025
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The Last Lesson
Q1. When do the residents of Alsace realize how precious their language is to them?
The residents of Alsace realize how precious their language is to them when M. Hamel announces that the order has come from Berlin to teach only German in the schools of Alsace and Lorraine. This revelation occurs during M. Hamel's last French lesson, marking the end of French language instruction. The news shocks the students and the villagers present in the school, making them aware of the imminent loss of their language. The realization dawns upon them that holding onto their language is crucial, as it is a key to preserving their identity and resisting the cultural assimilation imposed by the occupying Prussians.
Q2. What was Franz's feeling as he set out for school and why?
Franz's feeling as he set out for school was a mixture of dread and fear. He was particularly anxious about M. Hamel's announcement that there would be a question on participles, a topic he knew nothing about. The fear of a scolding and the pressure of the upcoming examination made Franz briefly consider skipping school and enjoying the beautiful day outdoors. However, Franz ultimately resists the temptation and decides to go to school despite his apprehensions.
Q3. Why was M. Hamel dressed in formal clothes in school?
M. Hamel was dressed in formal clothes in school because it was his last lesson before leaving Alsace. He wore his beautiful green coat, frilled shirt, and a little black silk cap, all embroidered. This attire was reserved for special occasions like inspections and prize days. M. Hamel's formal dressing on this particular day symbolized the significance and solemnity of the occasion, marking the end of his forty years of faithful service as a teacher in Alsace.
Q4. The last lesson reflects the flaws in human character that led to the sad plight of people in Alsace. Substantiate your answer with evidence from the text.
The text suggests the flaws in human character that contributed to the sad plight of the people in Alsace. M. Hamel, in his final lesson, points out the procrastination and neglect of learning among both the students and their parents. He mentions how everyone, including himself, had put off learning, thinking they had plenty of time. The teacher acknowledges his own role in diverting students from studies, such as sending them to water flowers or giving holidays for fishing.
Moreover, the mention of the old men of the village sitting in the back of the room with regretful expressions indicates a collective sense of remorse. Their failure to prioritize education and language learning contributed to the vulnerability of the community when faced with the imposition of German as the sole language of instruction. Overall, the text suggests that personal shortcomings, including procrastination and a lack of commitment to education, played a part in the cultural and linguistic crisis faced by the people of Alsace.
Q5. Explain the inference that can be drawn from the line : “Will they make them sing in German, even the pigeons ?” ( All India 2024/ Set 1/5/1)
Ans: The line “Will they make them sing in German, even the pigeons?” reflects the speaker’s frustration with the forced imposition of German on French villagers. It suggests the absurdity of the situation, as if the Prussians aim to control everything, even nature, symbolizing the villagers' helplessness at losing their language and identity.
Q6. We miss a thing when we are in fear of losing it. Substantiate this statement with two examples from ‘The Last Lesson’, how the people in the story suddenly realised how precious their language was to them. ( All India 2024 | Set 1/1/1)
Ans: The villagers realized the true value of their language when they were faced with losing it. Firstly, everyone, including Franz, regretted neglecting their French lessons. Franz felt a deep remorse for not paying attention earlier and suddenly saw his books as old friends. Secondly, the presence of village elders, like old Hauser, the former mayor, and postmaster, sitting in the back benches with tears and trembling voices highlighted their collective regret. This moment revealed their deep, belated appreciation for their language, which they feared losing forever.
Q7. M. Hamel in “The Last Lesson” and Gandhiji in “Indigo” were both concerned about the state of education in the face of oppression. Write a speech to be shared with your peers on the importance of education. You may use cues from the two texts. ( All India | Set 1/1/3)
Ans:
Dear friends,
Education is not just about acquiring knowledge; it is a powerful tool for freedom, resilience, and empowerment. We can see this through the stories of M. Hamel in The Last Lesson and Mahatma Gandhi in Indigo, both of whom understood the profound impact education has on individuals and communities.
M. Hamel, a dedicated teacher, taught us that language is the key to freedom. When the Alsatians were forbidden to speak their language, M. Hamel highlighted how precious their own language was to them. He showed that education instills resilience, helping people fight oppression and value their identity.
Similarly, Gandhiji recognized that illiteracy allowed exploitation to thrive. He opened primary schools in six villages and appealed for teachers, emphasizing that education is essential to break free from fear and oppression. Gandhi believed that education provides the capability to stand up against injustice and empower communities to shape their own futures.
In today’s world, let us not take education for granted. It is the gateway to freedom, equality, and a brighter future. Let’s ensure that we not only learn but also share the power of education with those around us.
Thank you.
Q8. Franz in “The Last Lesson” realizes the importance of going to school while Saheb in Lost Spring yearns to go to school. Write a paragraph exploring the different perspectives of these two young boys on learning and education. ( All India 2024 | Set 1/2/1)
Ans: Franz in The Last Lesson and Saheb in Lost Spring offer contrasting perspectives on education shaped by their circumstances. Franz, who has the privilege of attending school, takes it for granted. He is often distracted and uninterested, preferring the allure of activities outside the classroom. His casual approach changes when he learns that this will be his last lesson in French due to the imposition of German rule. It is only then, faced with the loss of his education, that he realizes its true value and regrets not appreciating it earlier.
In contrast, Saheb yearns for the opportunity Franz had but never received. Growing up in poverty, he dreams of going to school and is filled with hope when the author mentions setting one up. However, these promises prove empty, and Saheb remains deprived of education. While Franz’s realization comes from loss, Saheb’s perspective is marked by a longing for an opportunity that is continually out of reach. Q9. What was the ‘thunderclap’ the narrator received as M. Hamel began the lesson? (All India 2024 | Set 1/2/1)
Ans: The ‘thunderclap’ the narrator received as M. Hamel began the lesson was the sudden realization that it was the last French lesson. This shocking revelation came after an order from Berlin had been issued, mandating that German, not French, would be taught in schools in Alsace and Lorraine. For the narrator, this was a bolt from the blue, as he understood that he had taken his education, especially in his native language, for granted. This moment of realization struck him with the force of a thunderclap, symbolizing the loss of something deeply valued.
Q10. What was more tempting for Franz than the rule for participles ? Did he get tempted ? (All India 2024 | Set 1/2/2)
Ans: Franz found the warm and bright day more tempting than the rule for participles. The chirping of birds, the open fields, and the sight of Prussian soldiers drilling outside the classroom distracted him. Despite his temptation, he did not act on it, as he had to attend the last lesson.
Q11. Imagine you are Mukund Padmanabhan from the Indian (The Interview) and you interview M. Hamel, after he finished delivering the last lesson. (The Last Lesson) Write a paragraph on Hamel’s views on individual responsibility and nationalism. ( All india 2024 | Set 1/4/2)
Ans: In the interview, M. Hamel expresses a deep sense of responsibility towards education, emphasizing its importance for both individuals and the nation. He reflects on the role of parents, urging them to prioritize education over sending children to work in the mills or fields. As a teacher, Hamel stresses the need to engage students in meaningful academic pursuits, rather than allowing them to take their education lightly or procrastinate. He highlights the collective responsibility of the villagers to value their mother tongue, as it is essential for preserving cultural identity and fostering nationalism. Hamel believes that language is the key to freedom and self-expression, and by holding on to their mother tongue, individuals can safeguard their heritage and contribute to the strength of their nation.
Q12. Franz from ‘The Last Lesson’ and the peddler from ‘The Rattrap’ demonstrate the importance of learning from one’s mistakes and rising up to evolve as a better person. Write an article based on the two texts on how a man evolves after learning from his mistakes. ( All India 2024 | Set 1/4/3)
Ans:
In The Last Lesson, Franz, a young schoolboy, begins by seeing his school lessons as a nuisance, particularly his grammar lessons. However, when he attends his final French lesson, he is struck by the gravity of the situation. The realization that he has taken his education and mother tongue for granted comes too late, as the district has been annexed and French is no longer taught. His regret is palpable, as he now comprehends his grammar lessons with ease, understanding them in a way he never did before.
Franz begins to appreciate the value of learning and the importance of his language, now realizing that these were "old friends" he had neglected. His respect for his teacher, M. Hamel, grows, as he recognizes the teacher's commitment to his students despite the end of an era. The elderly villagers' presence in the class shows that everyone, irrespective of age, values the power of education and language. Through this painful experience, Franz learns that procrastination and neglecting one’s responsibilities lead to irreversible loss, teaching him the importance of cherishing one’s opportunities to learn.
Similarly, in The Rattrap, the peddler starts as a cynical, self-centered man who sees life only as a series of traps, offering no hope for change. He steals thirty kronor from Edla, yet her kindness and compassion cause him to reflect on his actions. In contrast to his previous behavior, where he justified his theft, the peddler feels remorse. He returns the stolen money and confesses his wrongdoing to Edla, marking a crucial turning point in his life. The peddler, once a petty thief, is now a reformed individual who has learned from his mistake. His redemption is further symbolized when he signs a letter as a dignified Captain, representing the change in his character from a man driven by greed to one who values integrity.
Both Franz and the peddler demonstrate that learning from one's mistakes is essential for personal growth. Franz evolves from a careless student into one who values education, while the peddler transforms from a thief into a man of honor. These characters remind us that mistakes are inevitable, but it is how we learn from them that defines our journey towards becoming better individuals.
Lost Spring
2023
Q1. What vicious circle are the bangle-makers trapped in?
The bangle-makers in Firozabad are trapped in a vicious circle involving middlemen, police, bureaucrats, and politicians. These middlemen exploit the poverty and helplessness of the bangle-making families, keeping them in a perpetual state of poverty. The lack of organization and leadership among the bangle-makers prevents them from breaking free from this cycle. The middlemen, along with other authorities, create a system that perpetuates their exploitation, making it difficult for the bangle-makers to improve their lives or escape from the clutches of poverty.
Q2. The description of Seemapuri creates a very dismal picture. Explain
Ans: Seemapuri is described as a place on the periphery of Delhi, inhabited by squatters who came from Bangladesh in 1971. The living conditions in Seemapuri are dismal, with structures made of mud, roofs of tin and tarpaulin, and a lack of basic amenities such as sewage, drainage, or running water. The 10,000 ragpickers who live in Seemapuri have no official identity or permits, but they manage to survive through ration cards that allow them to buy grain. The place is characterized by poverty, lack of infrastructure, and a struggle for survival, highlighting the harsh realities faced by those who have migrated and settled in such areas.
Q3. Firozabad presents a strange paradox the beauty of the glass bangles and the misery of the people who make bangles. Discuss. (120-150 words/ 5 Marks)
Firozabad encapsulates a poignant paradox where the aesthetic allure of glass bangles sharply contrasts with the pervasive misery of the individuals responsible for crafting these intricate ornaments. The town, renowned for its glass-blowing industry, produces bangles that epitomize vibrant hues and cultural significance, symbolizing auspiciousness in marriages. The craftsmanship involved in creating these adornments adds to their beauty, making them sought after across the country.
However, this picturesque image unravels when one delves into the lives of the bangle-makers. These artisans, toiling in dingy cells without adequate light or ventilation, endure harsh conditions while creating these symbols of beauty. The narrative unveils the grim reality of child labor, where approximately 20,000 children work in the glass furnaces, exposed to high temperatures and risking the brightness of their eyes.
The families involved in bangle-making, despite being an integral part of a renowned industry, live in squalor. Poverty, lack of education, and absence of basic amenities define their daily existence. The paradox lies in the stark dichotomy between the allure of the final product and the grim circumstances of those crafting it. Firozabad becomes a microcosm of the societal disparities, where the beauty of tradition is overshadowed by the exploitation and destitution of the very artisans preserving it.
Q4. Why can the bangle-makers not organize themselves into a cooperative ?
The bangle-makers cannot organize themselves into a cooperative due to the fear of legal repercussions. The young men in Firozabad express concern that even if they were to organize, they would be targeted by the police, beaten, and possibly sent to jail for engaging in what is considered illegal activities. This fear reflects the power dynamics and exploitation present in their working environment. The absence of a leader among them and the belief that even organized efforts would be met with legal consequences contribute to their reluctance to form a cooperative and break free from the exploitative system imposed by middlemen and authorities.
Q5. ‘Lost Spring’ and ‘Indigo’ bring out how the common man is a victim of exploitation. Explain.
Ans: Both "Lost Spring" and "Indigo" highlight the exploitation and victimization of the common man, especially in the context of socio-economic and cultural issues.
1. Economic Exploitation in 'Indigo'
In "Indigo," the exploitation is evident in the relationship between the English landlords and Indian sharecroppers in Champaran. The landlords, owning large estates, forced the peasants to plant a significant portion of their land with indigo and surrender the entire harvest as rent.
The landlords took advantage of the peasants' lack of awareness and literacy to secure agreements, later compensating them for the release of the indigo arrangement when synthetic indigo was introduced.
The peasants were coerced and oppressed, facing the dilemma of signing agreements that they didn't fully understand. The landlords, backed by legal and physical force, perpetuated the economic exploitation.
2. Social and Cultural Exploitation in 'Lost Spring':
In "Lost Spring," the focus is on the socio-economic conditions of ragpickers living in Seemapuri, a settlement of squatters on the outskirts of Delhi.
The residents, originally from Bangladesh, lack official identities and live in abject poverty. They scavenge through garbage dumps for a living, highlighting their economic exploitation and marginalization.
The story also touches upon the cultural exploitation as the ragpickers, despite living in the same city, remain invisible and excluded. They lack access to basic amenities like education, perpetuating a cycle of poverty.
3. Child Labor and Lack of Opportunities in 'Lost Spring':
"Lost Spring" introduces characters like Saheb and Mukesh, who symbolize the exploitation of child labor. Saheb scrounges for gold in garbage dumps, and Mukesh works in a glass-blowing industry in Firozabad.
Mukesh's dream of becoming a motor mechanic is overshadowed by the harsh reality of poverty, lack of education, and limited opportunities. The children are forced into labor due to economic conditions and social structures that deny them a chance for personal development.
4. Resistance and Change in 'Indigo':
In "Indigo," resistance comes in the form of Mahatma Gandhi, who challenges the unjust system. His involvement in the Champaran episode illustrates how civil disobedience can be a powerful tool against economic exploitation.
Gandhi's efforts lead to an official inquiry, exposing the exploitation by landlords, and ultimately a settlement that brings relief to the sharecroppers. This marks a significant shift in power dynamics and the beginning of liberation for the peasants.
In summary, both stories shed light on the multifaceted exploitation faced by the common man, encompassing economic, social, and cultural dimensions. They emphasize the need for resistance, awareness, and collective efforts to bring about positive change and alleviate the plight of the marginalized.
2020
Q6. Life of the bangle makers of Firozabad shows the grinding state of poverty and traditions that condemn thousands of people to live a life of misery. Elaborate
Introduction:
The depiction of life in Firozabad in "Lost Spring" unveils a stark reality – the relentless grip of grinding poverty on families engaged in the traditional occupation of bangle-making. This narrative sheds light on the hazardous working conditions, lack of education, and limited opportunities that generations of bangle makers face.
Cycle of Poverty:
The families, deeply entrenched in glass-blowing and bangle-making, find themselves trapped in a perpetual cycle of poverty. Despite their artistic contributions to culturally significant items, such as bangles, economic exploitation and societal norms prevent them from breaking free.
Hazardous Working Conditions:
The story highlights the dismal working conditions in which children, often losing their eyesight before adulthood, are forced to contribute to the family's meager income. The lack of awareness about legal protections perpetuates their exploitation.
Societal Norms and Economic Exploitation:
The tradition of making bangles, passed down through generations, becomes both a source of identity and a shackle. The families remain ensnared in poverty, unable to break free due to societal norms and economic exploitation by middlemen and sahukars.
Call for Reforms:
The narrative highlights the urgent need for social reforms, education, and economic empowerment to break the cycle of poverty that persists in traditional occupations like bangle-making. The lives of these bangle makers illuminate the broader issues of poverty and exploitation plaguing the common man.
Q7. Rajkumar Shukla in ‘Indigo’ decided to take up the cause of the peasants and raise his voice against injustice. The bangle makers were a stark contrast and accepted their plight of oppression because of tradition and caste. Write a comparative analysis of the two different attitudes towards unjust domination. ( All India 2024 | Set 1/1/2)
Ans: Rajkumar Shukla and the bangle makers of Firozabad represent two contrasting responses to unjust domination.
Rajkumar Shukla, though illiterate, was resolute and fearless in challenging oppression. He fought against the exploitation of the peasants in Champaran, despite their crushed spirits and fear. Shukla sought help from Mahatma Gandhi, eventually spearheading the Champaran movement to address the injustices of British landlords. His determination to seek justice sparked a larger resistance against oppressive authority.
In contrast, the bangle makers of Firozabad accepted their plight as a consequence of tradition and caste. Trapped in poverty and bound by societal stigma, they saw bangle making as their inevitable destiny. The younger generation mirrored the despair of the older generation, and their efforts to organize against the exploitation of middlemen, sahukars, policemen, and politicians were stifled by the harsh realities of mind-numbing toil. The stark difference lies in Rajkumar Shukla’s defiance and the bangle makers' resigned acceptance of their oppression.
their vulnerability and the transient, fleeting nature of their childhood.
ecting change.
Q9. Explain the sentence “an army of barefoot boys who appear like the morning birds and disappear at noon.” ( All India 2024 | Set 1/2/1)
Ans: The sentence refers to a group of young ragpickers in Lost Spring. These boys begin their day early in the morning, collecting scraps and working in harsh conditions, much like the early birds that appear at dawn. By noon, they disappear, likely due to the heat or exhaustion, symbolizing their brief, difficult existence in a harsh world where they are forced to work instead of attending school. The comparison to birds also emphasizes
Q10. Why is Mukesh’s dream compared to a mirage? (All India | set 1/3/1)
Ans: Mukesh’s dream of becoming a car mechanic is compared to a mirage because it seems like an unattainable illusion amidst his harsh reality. Living in poverty and trapped in an endless cycle of exploitation by middlemen, his dream appears distant and nearly impossible given his current circumstances.
Q11. Compose an oral presentation to be shared with your peers on what Gandhi’s advice (Indigo) would be the bangle makers of Firozabad. (All India 2024 | Set 1/3/2)
Ans:
Good morning, everyone.
If Gandhi’s advice from Indigo were shared with the bangle makers of Firozabad, it would focus on conquering fear and fostering empowerment. Gandhi believed in self-reliance and urged individuals to stand up against oppression. He would advise the bangle makers to gain knowledge about their rights and not yield to the unjust control of middlemen. Awareness and unity among them could break the cycle of exploitation. Education and collective action would be key to transforming their circumstances. Lastly, Gandhi would emphasize that those in power must be held accountable to support the community’s growth and end the social discrimination that traps them in poverty. Thank you.
Q12. How is Mukesh different from other boys of his age ? (All India 2024 | Set 1/3/2)
Ans: Mukesh is different from other boys of his age because he dares to dream of a better future beyond the generational bangle-making trade. Unlike others who accept their fate, he aspires to break free from the cycle of poverty. With conviction and determination, he plans to become a mechanic, showing a realistic approach and courage to pursue his goal.
Q13. In spite of the conditions prevailing in Seemapuri, children like Saheb and Mukesh are not devoid of hope. How far do you agree ? (All India 2024 | Set 1/3/2)
Ans I agree that, despite the harsh conditions in Seemapuri, children like Saheb and Mukesh are not devoid of hope. Saheb views garbage as a source of wonder and excitement, symbolizing his hope and curiosity about life. He even expresses a willingness to attend school, showing his aspiration for a better future. Similarly, Mukesh dares to dream beyond the cycle of poverty and bangle-making, with the ambition of becoming a mechanic. His willingness to walk to the garage for training reflects his determination to pursue his goal and break free from the constraints of his environment.
Q14. ‘A Roadside Stand’ and ‘Lost Spring’ depict two contrasting worlds existing in the society. Justify this statement with reference to the poem ‘ A Roadside Stand’ and the text ‘ The Lost Spring’. You may begin. Social satire in the two texts portrays two contrasting worlds that exist in society. ( All India 2024 | Set 1/4/1)
Ans: Social satire in A Roadside Stand and Lost Spring portrays two contrasting worlds that exist in society, highlighting social and economic inequalities. In A Roadside Stand, the poem depicts the stark divide between the prosperous city dwellers and the impoverished countryside people. The city people, indifferent and self-serving, pass by without empathy, while the “greedy good-doers” exploit the simple, trusting villagers, worsening their hardships.
Lost Spring similarly contrasts the world of the rag pickers and bangle makers with that of the affluent. The poor are trapped in a vicious cycle controlled by sahukars, middlemen, and the police, unable to break free from poverty. The narrative exposes how the marginalized struggle for survival while the privileged remain unaware of their plight. Both texts emphasize the need to address these disparities and create a more equitable society.
Deep Water
What were Douglas' initial thoughts when he was pushed into the pool?
Ans: When pushed into the pool, Douglas initially felt frightened but retained enough composure to plan an escape. He intended to jump off the bottom to reach the surface but was quickly overtaken by panic as he felt suffocated, unable to scream, and paralyzed by fear.
Why did Douglas decide to go to the YMCA pool to learn swimming ?
Ans: Douglas chose the YMCA pool for learning to swim because it was safer than the dangerous Yakima River, known for frequent drownings. His mother’s warnings reinforced his choice to opt for the more controlled and shallow environment of the pool for practising.
What handicap did Doughlas suffer from? How did he overcome that?
Ans: Douglas suffered from an intense fear of water after nearly drowning experiences in childhood. This fear became a significant handicap, affecting activities like boating and fishing. He overcame it by working with an instructor who used structured practice. Step by step, Douglas learned swimming techniques, building confidence through repeated exposure and systematic training. Eventually, he tested himself by swimming in lakes & thus he overcame his fear of water.
2020
Q4. How did William Douglas’s fear of water start ?
Douglas’s fear of water began when he was three or four years old at a beach in California. While standing in the surf with his father, a strong wave knocked him down and swept over him. He was buried under water, lost his breath, and felt immense terror. Though his father laughed, the incident left Douglas deeply frightened by the overpowering force of water.
Q5. The persistent determination of both Raj Kumar Shukla in “Indigo” and Douglas in “Deep Water” reflects a strong will to overcome challenges and achieve one’s goal. Elaborate with reference to the texts. ( All India 2024 | Set 1/2/3 )
Ans: Raj Kumar Shukla and William Douglas both demonstrate unwavering determination in overcoming challenges. Shukla’s persistence in Indigo is evident as he follows Gandhi tirelessly, determined to secure a meeting with him to address the plight of peasants in Champaran. His tenacity played a key role in initiating the Champaran movement, ultimately leading to the abolition of sharecropping and empowering the oppressed farmers.
Similarly, in Deep Water, Douglas exhibits remarkable determination to learn swimming despite a traumatic drowning experience. Undeterred by his fear, he hires an instructor and overcomes his anxieties. Through relentless practice, he conquers his fear of water, eventually becoming a proficient swimmer. Both individuals, through their resolute actions, achieve their goals, highlighting the power of perseverance in overcoming obstacles.
Q6. “I was frightened, but not yet frightened out of my wits.” Says Douglas. Which qualities of the speaker are highlighted in the above statement? ( All India 2024 | Set 1/4/1)
Ans: The statement highlights Douglas’s resilience and ability to remain calm and composed in the face of adversity. It shows that even when confronted with fear, he retained enough presence of mind to think clearly and act systematically. This determination and courage allowed him to plan and execute steps to overcome his fear of water.
The Rattrap
Q1. Why was the peddler hesitant to accompany the ironmaster to the manor house?
The peddler was hesitant to accompany the ironmaster to the manor house because he had initially deceived the ironmaster by pretending to be an old acquaintance named Captain von Stahle. The ironmaster mistook him for someone else, and the peddler was afraid that his true identity as a poor trader would be revealed. Additionally, he had stolen money from the old man's leather pouch in the cottage, and he feared facing consequences if he went to the manor house with the ironmaster.
Q2. Edla is a contrast to her father, the ironmaster. Explain. (120-150 words/ 5 Marks)
Edla, the daughter of the ironmaster, serves as a stark contrast to her father in terms of compassion, empathy, and social outlook. The ironmaster, driven by societal norms and skepticism, initially views the peddler with suspicion, assuming he is an old acquaintance. In contrast, Edla approaches the situation with a more humane perspective, recognizing the peddler's need for shelter and warmth.
While the ironmaster represents a more rigid and class-conscious attitude, Edla exhibits a kind and open-hearted nature. Her actions, such as interceding for the peddler and insisting on his stay for Christmas Eve, reveal a willingness to see beyond societal stereotypes and extend help to those in need. Edla's compassionate demeanor challenges her father's initial judgment, emphasizing a stark generational and ideological difference between them. This contrast highlights the theme of kindness and humanity prevailing over social status and skepticism in the narrative.
Q3. What made the ironmaster invite the peddler to his house ?
The ironmaster invited the peddler to his house initially because he mistook him for an old regimental comrade named Captain von Stahle. Believing the peddler to be an acquaintance, the ironmaster thought it was only right to offer him shelter and hospitality, especially on Christmas Eve. However, once the ironmaster discovered the deception and the peddler's true identity, he was less pleased and wanted him to leave.
Q4. Who was Edla Williamson ? Why did she visit the forge at night ?
Edla Willmansson is the daughter of the ironmaster in the story. She represents a compassionate and empathetic character in contrast to her father's initial skepticism. Edla visited the forge at night to offer help and shelter to the peddler, a man she believed to be in need. This act of kindness stemmed from her understanding of the peddler's difficult life, as well as her desire to bring warmth and Christmas cheer to someone who seemed destitute.
Q5. Why did the iron master compare Edla to a parson ?
The ironmaster compared Edla to a parson because of her compassionate and charitable nature. He used the phrase when he said, "You do preach worse than a parson," in response to Edla's plea to let the peddler stay for Christmas Eve. The ironmaster acknowledged her inclination towards kindness and generosity, even though he may not have fully shared her sentiments initially.
Q6. What made the peddler think that he had fallen into the trap?
The peddler thought that he had fallen into the trap when he found himself lost in the confusing forest after stealing money from the old man's leather pouch. He had earlier compared the world to a rattrap, where people are enticed by baits, and once ensnared, everything comes to an end. Now, he realized that he had become a victim of his own analogy. The forest represented the trap closing in on him, and he felt trapped in an impenetrable prison from which he thought he could never escape. This situation made him reflect on his own thoughts about the world and its traps.
Q7. The iron master accuses the peddler of not being quite honest. What does the peddler say to justify the situation? ( All India 2022 | Set 1/2/1)
The peddler, in response to the ironmaster's accusation of dishonesty, emphasizes several points to justify his actions. Firstly, he asserts that he had not pretended to be anything other than a poor trader. Furthermore, the peddler emphasizes that he had pleaded and begged to be allowed to stay in the forge. The act of pleading and begging suggests a vulnerability and a sincere desire for temporary shelter rather than a malicious intent. Lastly, the peddler presents the option of putting on his rags again and leaving.
Q8. What did the peddler say in his defence when it was clear that he was not the person the ironmaster thought him to be ? ( All India 2024 | Set 1/1/1 )
Ans: In The Rattrap, when exposed as an imposter, the peddler defended himself by asserting he never pretended to be anything other than a poor trader. He reminded the ironmaster that he had only pleaded for shelter at the forge and, when confronted, expressed readiness to don his rags and leave without causing any trouble.
Indigo (2024-2022)
Q1. Describe the role of Raj Kumar Shukla in Indigo.
Ans: Raj Kumar Shukla played a crucial role in the Champaran episode related to the indigo cultivation issue. He was a sharecropper from Champaran who approached Gandhi during the 1916 Indian National Congress party convention. Shukla, representing the grievances of indigo sharecroppers, persistently requested Gandhi to visit Champaran and address the injustice of the landlord system. Shukla's determination and continuous presence alongside Gandhi influenced him to eventually agree to visit Champaran. Shukla served as a catalyst in drawing Gandhi's attention to the plight of the peasants, leading to Gandhi's involvement in the Champaran struggle against the oppressive indigo plantation system.
Q2. Champaran Episode as the Beginning of Indian Struggle for Independence.
The Champaran episode is considered the beginning of the Indian struggle for independence because it marked Mahatma Gandhi's first organized act of civil disobedience against British rule in India.
In 1917, Gandhi, in response to the plight of indigo sharecroppers, led a nonviolent protest against oppressive British landlords in Champaran, Bihar. This was a pivotal moment as it demonstrated Gandhi's method of nonviolent resistance and mass mobilization against unjust colonial policies.
The success of the Champaran movement showcased the power of nonviolent civil disobedience, inspiring subsequent movements against British rule. It laid the foundation for Gandhi's philosophy of Satyagraha and provided a template for the larger independence struggle, setting a precedent for peaceful resistance against colonial oppression.
Q3. Why did Gandhi agree to a settlement of twenty-five percent refund to the peasants?
Gandhi agreed to a settlement of twenty-five percent refund to the peasants in the Champaran indigo issue as a pragmatic compromise. When the British planters offered to refund only 25 percent of the money extorted from the sharecroppers, Gandhi surprisingly accepted the offer. Despite the expectations that he would demand full repayment, Gandhi prioritized the symbolic victory over the monetary amount. By accepting the 25 percent refund, he aimed to break the deadlock and emphasize the landlords' obligation to surrender part of the money, thus diminishing their prestige. For Gandhi, the essence lay in establishing the principle that the landlords were accountable and that the peasants had rights and defenders.
Q4. Civil Disobedience had triumphed for the first time in modern India. When and how did it happen? (120-150 words/ 5 Marks)
The triumph of civil disobedience in modern India occurred during the Champaran episode. In 1917, when Gandhi was summoned to court for his refusal to leave Champaran and received a notice to quit the region, he disobeyed the order. Facing a potential legal battle, Gandhi declared his guilt and was prepared to face the consequences.
However, a spontaneous demonstration by thousands of peasants in support of Gandhi outside the courthouse created a situation where the authorities felt powerless without his cooperation. The officials requested a delay in the trial, and eventually, the Lieutenant-Governor ordered the case to be dropped. This marked the first instance of civil disobedience succeeding against the British authorities in modern India, establishing a precedent for future nonviolent resistance.
Q5. What does Gandhi refer to as ‘conflict of duties’?
Ans: Gandhi refers to the 'conflict of duties' when he explains his refusal to obey the order to leave Champaran immediately. On one hand, he felt a duty not to set a bad example as a lawbreaker, and on the other hand, he was committed to rendering "humanitarian and national service" for the distressed peasants.
Gandhi believed that his disobedience was not a disregard for lawful authority but an obedience to the higher law of conscience, emphasizing the moral and ethical dimensions of his actions. This 'conflict of duties' highlights Gandhi's philosophy of balancing legal obligations with a higher moral duty to serve humanity and fight against injustice.
Q6. What would be the impact of synthetic indigo on the prices of natural indigo?
Ans: The landlords in Champaran compelled sharecroppers to cultivate indigo as the chief commercial crop. However, when Germany developed synthetic indigo, the landlords obtained agreements from sharecroppers to release them from the 15 percent indigo cultivation arrangement. This suggests that the availability of synthetic indigo made the traditional cultivation less profitable or desirable.
The shift to synthetic indigo would likely have led to a decline in demand for natural indigo, potentially affecting its prices negatively. The landlords sought compensation from sharecroppers for releasing them from the indigo arrangement, indicating a recognition of the changing economic dynamics due to the introduction of synthetic alternatives.
2022
Q7. What would be the impact of synthetic indigo on the prices of natural indigo?
Ans: Refer to the above answer.
Q8. What changes occurred in the lives of farmers after Gandhi's visit to Champaran?
Ans: After Gandhi's visit to Champaran, several significant changes occurred in the lives of the farmers:
1. End of Indigo Sharecropping: The successful intervention by Gandhi and the subsequent inquiry led to a resolution of the issues faced by the indigo sharecroppers. The British planters agreed, in principle, to make refunds to the peasants, signaling the end of the oppressive indigo sharecropping system.
2. Empowerment and Liberation: The spontaneous demonstration by thousands of peasants in support of Gandhi marked the beginning of their liberation from fear of British authorities. This empowerment was a result of the nonviolent resistance led by Gandhi, showcasing the potential of civil disobedience in challenging colonial oppression.
3. Land Reversion to Peasants: Within a few years, the British planters abandoned their estates, and the land reverted to the peasants. This marked a significant shift in land ownership, giving the peasants control over the land they cultivated.
4. Cultural and Social Development: Gandhi recognized the cultural and social backwardness in Champaran villages. As part of his efforts to bring about immediate change, he appealed for teachers, and volunteers, including Gandhi's associates and their wives, started opening primary schools in six villages. This initiative aimed to address the educational needs of the community.
5. Health and Sanitation Improvement: Gandhi, during his stay, addressed health conditions by getting a doctor to volunteer services. Basic medical treatments were provided, and efforts were made to improve personal cleanliness and community sanitation.
6. Development of Self-Reliance: Gandhi's emphasis on self-reliance was evident when he opposed the idea of relying on an Englishman, Charles Freer Andrews, during the struggle. This instilled a sense of self-reliance among the local leaders, as highlighted by Rajendra Prasad's comments.
In summary, Gandhi's visit to Champaran brought about a positive transformation in the lives of the farmers, leading to the end of oppressive practices, empowerment, and improvements in education, health, and self-reliance.
Q9. How did Civil disobedience triumph for the first time in India?
Ans: The triumph of civil disobedience for the first time in modern India is illustrated in the Champaran episode, as depicted in the story . Here's a detailed explanation:
1. Gandhi's Disobedience and Summons to Court:
Gandhi, in response to the grievances of indigo sharecroppers in Champaran, refused to obey the order to leave the region, asserting his commitment to addressing the issues faced by the peasants.
This act of civil disobedience by Gandhi, openly defying British authorities, led to his summons to appear in court for his refusal to comply with the order.
2. Spontaneous Peasant Demonstration:
The news of Gandhi's summons spread quickly among the local peasants in Champaran.
In a remarkable show of support and solidarity, thousands of peasants gathered outside the courthouse in a spontaneous demonstration, expressing their backing for Gandhi.
3. Authorities Powerless without Gandhi's Cooperation:
Faced with the massive and united demonstration of the local population, the British authorities found themselves powerless to proceed without Gandhi's cooperation.
The officials, feeling the strength of the united peasant front, requested a delay in the trial, indicating their recognition of the potential unrest and challenges they would face without Gandhi's cooperation.
4. Case Dropped and Triumph of Civil Disobedience:
The Lieutenant-Governor, influenced by the situation and the support for Gandhi, ordered the case against him to be dropped.
This marked the triumph of civil disobedience for the first time in modern India. Gandhi's refusal to obey the order and the subsequent overwhelming support from the local population forced the British authorities to concede, signaling the effectiveness of nonviolent resistance against colonial oppression.
5. Impact and Symbolism:
The Champaran episode became a symbol of the power of civil disobedience and nonviolent resistance against British rule.
It inspired confidence among Indians that peaceful mass mobilization could challenge and triumph over the seemingly unquestionable authority of the British colonial rulers.
Conclusion:
In essence, the Champaran episode represents the first successful instance of civil disobedience in modern India, as Gandhi's principled stand and the united support of the peasants compelled the British authorities to back down and drop the case against him. This event laid the groundwork for Gandhi's philosophy of Satyagraha and became a beacon for future movements in the Indian struggle for independence.
Q10. Gandhiji worked for the social backwardness in Chamaparan villages. Elaborate with instances from the text.
Ans: Gandhi's work in Champaran extended beyond addressing the economic grievances of the indigo sharecroppers. He also focused on alleviating the social and cultural backwardness in the villages. Several instances from the text highlight Gandhi's efforts in this regard:
1. Education Initiatives:
Gandhi appealed for teachers to address the educational needs of the community in Champaran.
Volunteers, including Gandhi's associates and their wives, responded to the call, and primary schools were opened in six villages.
This initiative aimed to uplift the educational standards of the local population, contributing to the overall social development.
2. Focus on Personal Cleanliness and Community Sanitation:
Kasturbai, Gandhi's wife, took on the role of teaching the ashram rules on personal cleanliness and community sanitation.
This effort was a practical step toward improving hygiene practices and living conditions in the villages, addressing a crucial aspect of social well-being.
3. Health Improvement Measures:
Gandhi noticed the poor health conditions in Champaran and took action to address them.
A doctor volunteered his services for six months, offering medical assistance to the villagers.
Basic medicines, including castor oil, quinine, and sulphur ointment, were provided to address common health issues, reflecting Gandhi's concern for the well-being of the community.
4. Empowerment of Women:
Gandhi, recognizing the conditions of women in Champaran, addressed the issue of dirty clothes.
He instructed Kasturbai to talk to women about improving cleanliness and hygiene.
This intervention aimed at empowering women and enhancing their living conditions, contributing to the broader social upliftment.
5. Societal Transformation Through Education:
Gandhi's emphasis on education went beyond academic learning; it included imparting values and principles for personal and community development.
By establishing schools and promoting education, Gandhi sought to bring about a broader societal transformation, empowering individuals with knowledge and fostering a sense of responsibility and community.
6. Awareness of Latrine Maintenance:
Gandhi, even from a distance, monitored the ashram and its activities in Champaran.
He emphasized the importance of maintaining hygiene by instructing the filling of old latrine trenches and digging new ones.
Conclusion:
This directive reflected Gandhi's holistic approach to social development, considering even basic sanitary facilities as essential for community well-being.
In summary, Gandhi's work in Champaran went beyond the economic aspects, encompassing initiatives to address social backwardness.
Through education, health interventions, cleanliness campaigns, and empowerment efforts, he aimed to uplift the overall well-being of the Champaran villages, reflecting his commitment to holistic and sustainable social development.
2022
Q11. Gandhi effectively managed to redress the problems of the indigo sharecroppers with the Lieutenant Governor. What did he achieve?
Ans: Gandhi, through persistent efforts, convinced the Lieutenant Governor to appoint an official commission of inquiry into the grievances of indigo sharecroppers in Champaran. This led to a resolution where landlords agreed, in principle, to refund 50% of the unjustly extorted money, marking a significant victory for the peasants.
Q12. Gandhi not only alleviated the economic conditions of the Champaran people but also their social and cultural background. Justify.
Ans:
Educational Reforms:
Gandhi's commitment to social transformation in Champaran extended to addressing educational gaps. He appealed for teachers, leading to the establishment of primary schools, aiming to uplift the community's educational standards.
Health and Hygiene Initiatives:
Recognizing the poor health conditions, Gandhi took steps to improve healthcare. A volunteered doctor provided medical assistance, and basic medicines were distributed. Efforts to enhance personal cleanliness and community sanitation were also emphasized.
Empowering Women:
Gandhi's concern for women's conditions in Champaran manifested in instructions to address clothing issues. This initiative aimed at empowering women and improving their living conditions, contributing to broader societal upliftment.
Self-Reliance and Holistic Transformation:
Gandhi's emphasis on self-reliance went beyond economic aspects, fostering a holistic societal transformation. His vision integrated education, health, and empowerment initiatives, aiming to break social and cultural backwardness and create an inclusive and empowered community.
Conclusion :
The Champaran episode exemplifies Gandhi's multifaceted approach, not only addressing economic injustices but also laying the foundation for comprehensive social development. His initiatives formed an integral part of India's journey towards independence.
2020
Q13. What was the contract between the sharecroppers of Champaran and their British landlords?
Ans:
1. Mandatory Indigo Cultivation: The landlords required all tenants, who were sharecroppers, to plant a specific portion of their holdings with indigo. This was typically set at three twentieths or 15 percent of their total land.
2. Surrender of Entire Indigo Harvest: According to the contract, the sharecroppers were obligated to surrender the entire indigo harvest from the specified portion of their land to the landlords as rent. This was done under a long-term contractual arrangement.
Q14. Why did Gandhi say : “Freedom from fear is more important than legal justice for the poor” ? (All India 2024 | Set 1/3/1)
Ans: Gandhi said, “Freedom from fear is more important than legal justice for the poor” because he believed true change begins with self-reliance and courage. He aimed to empower the peasants to overcome their fear of oppression, as courage would enable them to stand up for their rights and fight for justice independently.
Poets & Pancakes
In the chapter ' Poets and Pancakes', the author has used gentle humour to point out human foibles. Pick out instances of this to show how it served to make the extract engaging. ( All India 2023 | Set 1/3/1)
Ans:
1. Humorous Description of the Make-up Department
Asokamitran humorously describes the make-up department, likening it to a “hair-cutting salon” filled with incandescent lights.
The staff could transform any “decent-looking person into a hideous crimson-hued monster” with their pancake make-up.
This exaggeration highlights the absurdity of the excessive make-up, bringing a comedic tone to the otherwise mundane activities.
2. Strict Hierarchy within the Department
The hierarchy in the make-up department is amusingly portrayed, where only the chief artist handles lead actors and actresses.
Lesser artists work on secondary actors, while the office boy is tasked with painting the crowd players.
This rigid system, which applies even to make-up, serves to mock the overly serious approach to trivial matters.
3. The Office Boy’s Unfulfilled Dreams
The office boy, who once aspired to be a star, now finds himself applying make-up to extras.
His disappointment and bitterness are humorously directed at Subbu, whom he envies and blames for his lack of success.
This resentment showcases human vanity and ambition, adding a layer of irony to the narrative.
4. Contrast between Poetic Aspirations and Studio Reality
Asokamitran highlights the irony of poets and writers, often serious and idealistic, working in a film studio.
The author humorously presents Gemini Studios as a place where the lofty ideals of poetry clash with the commercial world of cinema.
This adds a layer of subtle satire, making the text more engaging and reflective of human contradictions.
What does “The God That Failed” refer to? (All India 2024 | Set 1/1/1)
Ans: “The God That Failed” refers to a book comprising essays by six prominent writers, including Stephen Spender, which critiqued and reflected on their disillusionment with communism. In Poet and Pancakes, it symbolizes the failure of communism, and the edition mentioned was a low-priced student version commemorating the 50th anniversary of the Russian Revolution.
Q3. How was there a great deal of national integration in the make-up department? ( All India 2024 | Set 1/2/1)
Ans: There was a great deal of national integration in the make-up department as it was composed of people from diverse backgrounds and regions. The team included individuals of different castes and creeds, such as Bengalis, Maharashtrians, Kannadigas, Andhras, Anglo-Burmese, Madras Indian Christians, and local Tamils. This diverse mix symbolized unity and collaboration across cultures within the department.
The Interview
Q1. What according to Umberto Eco is the belief that most journalists and publishers have ? ( All India 2024 | Set 1/1/1)
Ans: According to Umberto Eco, most journalists and publishers believe that readers prefer easy, superficial content rather than complex, challenging reading experiences. They think people generally avoid serious literature. This belief left them puzzled by the unexpected success of Eco's intellectually demanding novel The Name of the Rose, which became widely popular despite its depth and complexity.
Q2. Did Umberto Eco like to be identified as a novelist ? Give reasons in support of your answer. ( All India 2024 | Set 1/2/1)
Ans: Umberto Eco did not like to be primarily identified as a novelist. He viewed himself as a university professor who wrote novels on Sundays and preferred academic activities over literary circles. Eco identified with the academic community, participating in conferences rather than pen clubs or writers' meetings.
Q3. Imagine you are Mukund Padmanabhan (The Interview) and you interviewed M. Hamel, after he had finished delivering the last lesson (The Last Lesson). Write a paragraph on Hamel’s views on individual responsibility and nationalism. ( All India 2024 | Set 1/2/2)
Ans: As M. Hamel reflected on his teaching after delivering the last lesson, he emphasized the crucial role of individual responsibility in both education and nationalism. He urged parents to prioritize their children's education over sending them to the mill or fields to work. For students, he stressed the importance of valuing their education and not procrastinating, while teachers must engage their students with genuine academic pursuits.
On a broader level, Hamel highlighted the significance of preserving one's mother tongue as a vital aspect of identity and freedom. He strongly believed that language is a powerful symbol of national pride, and it is essential to hold fast to one’s cultural roots. For Hamel, nationalism was rooted in respect for one's language and the understanding that education, particularly in the mother tongue, was the key to freedom and self-determination.
Q4. Umberto Eco (The Interview) has a talk with Danny Casey from the story “Going Places”. Danny, being a football prodigy, feels his popularity may affect his game as he can’t devote much time to it. What advice will Umberto Eco give Danny about time management ? Write a paragraph on the interaction between the two and the advice given by Umberto Eco. ( All India 2024 | Set 1/3/1 )
Ans: In their conversation, Umberto Eco, known for his philosophy of using “interstices” or gaps of time effectively, would offer Danny Casey advice on managing his demanding schedule. Eco would emphasize the importance of making the most of the small, often overlooked moments throughout the day for reflection and strategizing. He would tell Danny that balancing his popularity and game requires a judicious use of time, ensuring he dedicates intervals for focused thinking, planning, and practice, free from distractions. Eco would encourage Danny to remain grounded, reminding him that true mastery and fame in football come from consistent effort and dedication. By channeling his energy into productive gaps and maintaining a sharp focus, Danny could manage his popularity while continuing to excel on the field. Eco’s advice would blend practical time management with a reminder of prioritizing passion and commitment to avoid being overwhelmed by fame.
Q5. What do you understand by “interstices”? How does Umberto Eco utilize his interstices ? (All India 2024 | Set 1/3/1)
Ans: "Interstices" refer to gaps or intervals between activities. Umberto Eco uses these interstices effectively by treating them as valuable time pockets to engage in productive work. He utilizes these spaces between tasks to plan, write, and sketch out his next projects, maximizing his output and creativity.
Q6. Stephen Spender’s visit to the Gemini Studios was viewed as an unexplained mystery by the Gemini family. How did Asokamitran solve this mystery years later ? ( All India 2024 | set 1/3/1)
Ans: Stephen Spender’s visit to Gemini Studios puzzled everyone as they were unfamiliar with his name and relevance. Years later, Asokamitran discovered that Spender was a co-writer of The God That Failed, a book critiquing communism. This revelation clarified that Spender’s visit was linked to anti-communist ideology, solving the long-standing mystery.
Going Places
1. Why did Sophie wish to delve more deeply in her brother's affections?
Ans: Sophie wished to delve more deeply into her brother's affections because she felt a sense of curiosity and longing for the world outside her immediate surroundings. Geoff, being older and working as an apprentice mechanic, represented a connection to a broader world that Sophie desired to explore. She sensed that Geoff had experiences and knowledge beyond her reach, and she wanted to be a part of that, breaking free from the limitations of her current life.
2. Fantasizing and unrealistic dreams sometimes lead to disappointment and disillusionment. Discuss this with reference to the story Going Places. (120-150 Words/ 5 Marks)
Answers: In the story "Going Places," Sophie's fantasizing and unrealistic dreams serve as a central theme that leads to disappointment and disillusionment. Sophie dreams of having a boutique and compares herself to successful figures like Mary Quant. However, her family's financial constraints and the practicalities of life make achieving these dreams challenging. Her aspirations clash with the reality of her future earmarked for the biscuit factory.
Similarly, Sophie's encounter with Danny Casey, a famous footballer, becomes a source of fantasy and excitement. However, when she waits for him by the canal, he doesn't show up, shattering her dreams. This highlights the contrast between her idealized vision and the harsh realities of life. The story underscores the notion that indulging in fantasies and unrealistic dreams can set one up for inevitable disappointment and disillusionment when confronted with the limitations and practicalities of the real world.
Q3. What inference can you draw about Sophie’s relationship with her father from the story ‘Going Places’? (All India 2024 | set 1/1/1)
Ans: Sophie’s relationship with her father in Going Places is strained and distant. While Sophie sought his approval, her father showed disapproval and dismissiveness toward her imaginative stories. His practical, no-nonsense nature clashed with Sophie’s dreamy outlook. He was often aggressive, prompting Sophie to avoid confrontations, revealing a lack of warmth or understanding.
Q4. Bring out the contrast between Jansie and Sophie in the story ‘Going Places’. (All India 2024 | Set 1/2/1)
Ans:
Jansie is pragmatic and practical-minded, fully aware of her limitations and realistic about life. She is level-headed and uses reason, accepting their working-class background without unrealistic aspirations.
On the other hand, Sophie is a daydreamer, constantly romanticizing her adolescence with fanciful ideas. She is highly imaginative and infatuated with the idea of a glamorous life, indulging in hero-worship, particularly of the football star Danny Casey. Sophie’s unrealistic dreams contrast sharply with Jansie’s grounded nature.
Q5. The lesson ‘The Rattrap’ is both entertaining and philosophical. Do you agree with the statement? Give reasons. (All India 2024 | Set 1/2/1)
Ans: Yes, The Rattrap is both entertaining and philosophical.
Entertaining aspects include the humor infused in the story, such as when the peddler amusingly calls himself a rat caught in the world’s rattrap. His comical revenge of imagining others as rats adds a light-hearted touch, as does the humorous outburst when he interacts with the ironmaster, who mistakes him for an old acquaintance.
Philosophically, the story portrays life as a metaphorical rattrap, suggesting that the world offers temptations as baits, trapping people in a cycle of greed and consequences. The peddler’s eventual realization that kindness and generosity can set one free from this trap carries a profound message about the power of compassion and redemption.
Q6. ‘Resignation was no sudden thing’. What is the implication of this remark in the context of Sophie’s character? ( All India 2024 | Set 1/3/1)
Ans: The remark "Resignation was no sudden thing" reflects Sophie’s refusal to accept the harsh realities of her life. She lives in a world of fantasy, dreaming of meeting Danny Casey and achieving something extraordinary. Even when disappointed, she doesn’t quickly give up, clinging to her dreams rather than resigning herself to reality.
Q7. ‘Soaf, you really should be sensible !’ What does Jansie’s advice to her friend Sophie reveal about their friendship? ( All India 2024 | Set 1/4/1)
Ans: Jansie’s advice reveals a true and honest friendship between her and Sophie. Their friendship is marked by contrasts: Jansie is practical, cautious, and grounded, while Sophie is a dreamer who lives in a world of fantasies. Jansie’s concern shows her genuine care for Sophie, urging her to be realistic and avoid disappointment. This reflects a supportive dynamic where Jansie tries to protect Sophie from her unrealistic aspirations.
Q8. After reading ‘Aunt Jennifer’s Tiger’ and ‘Going Places’, you realize that Aunt Jennifer and Sophie’s mother have been subdued by their respective husbands. As a social activist you have to write an article to a newspaper on the need to empower women. ( All India 2024 | Set 1/4/1)
You may begin like this. Empowerment of women is a very essential social reform. It needs to be accelerated for any nation to progress…….
Ans: Empowerment of Women: A Need for Progress
Empowerment of women is a very essential social reform. It needs to be accelerated for any nation to progress, as women make up approximately 50% of the population. An empowered woman contributes to social, economic, and educational growth, driving a nation forward. Gender equality, representation in government, and increased opportunities for education and employment are critical for this change.
In literature, examples like Aunt Jennifer in Aunt Jennifer’s Tigers and Sophie’s mother in Going Places illustrate the impact of subjugation. Aunt Jennifer’s life is overshadowed by the dominance of her husband, restricting her potential and leaving her broken. Similarly, Sophie’s mother is portrayed as a silent, passive observer, reflecting the lack of empowerment.
To build a just and progressive society, we must challenge these norms, ensuring that women are empowered to use their voices, reach their potential, and shape their futures.
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