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  • Chapter 9: The Proposal, NCERT, Class 10th, English, First Flight

    Chapter 10 – The Proposal

    By Anton Chekhov

    NCERT Questions & Answers

    Thinking about the Play (Page 157–158)

    Q1. What does Chubukov at first suspect that Lomov has come for? Is he sincere when he later says “and I’ve always loved you, my angel, as if you were my own son”? Find reasons for your answer from the play.
    Answer:
    At first, Chubukov thinks Lomov has come to borrow money. When he realises Lomov wants to propose to his daughter, he quickly becomes affectionate. His earlier suspicion and sudden change show he is not entirely sincere — his affection depends on self-interest.

    Q2. Chubukov says of Natalya: “…as if she won’t consent! She’s in love; egad, she’s like a lovesick cat…” Would you agree? Find reasons for your answer.
    Answer:
    Yes, Natalya is eager to marry but does not openly express it. She argues with Lomov over land and dogs, yet when she learns he came to propose, she is desperate to bring him back. Her behaviour shows she does wish to marry him.

    Q3. (i) Find all the words and expressions in the play that the characters use to speak about each other, and the accusations and insults they hurl at each other.
    Answer:

    • Lomov calls Chubukov a grabber, intriguer, old rat.

    • Chubukov calls Lomov a pettifogger, lunatic, fool.

    • Natalya calls Lomov a malicious, double-faced intriguer.
      They accuse each other of dishonesty, lying, and cowardice.

    (ii) What do you learn about the characters from their exchanges?
    Answer:
    They are quarrelsome, short-tempered, and materialistic. Their pride and stubbornness overshadow reason. Yet, beneath all this, they are eager for marriage and social security.

    Q4. What does the play tell you about the contemporary notion of marriage?
    Answer:
    It shows that marriage was often seen as a social and economic arrangement, not just an affair of love. Land ownership, wealth, and social status mattered more than personal affection.

    Q5. How do Lomov and Natalya finally come to be married?
    Answer:
    Despite quarrelling about land and dogs, Natalya and Lomov are pushed by Chubukov, who insists they stop arguing and seal the proposal. In excitement, he blesses them, even as they continue bickering.

    Extra Questions & Answers

    Short Answer

    1. Why is the play called The Proposal?
      Because the entire play revolves around Lomov’s attempt to propose marriage to Natalya, though it keeps getting delayed by petty quarrels.

    2. Why is the play called a farce?
      It uses humour, exaggerated quarrels, and absurd situations to criticise human folly.

    3. What qualities of Lomov are revealed in the play?
      He is nervous, excitable, materialistic, and quarrelsome, yet also sincere in wanting to marry.

    Long Answer

    Q. Comment on the humour and satire in The Proposal.
    Anton Chekhov’s one-act play is a farce that uses humour to expose human weaknesses. Lomov, Chubukov, and Natalya indulge in endless quarrels over trivial issues like land and dogs, instead of focusing on the marriage proposal. Their exaggerated arguments, insults, and contradictions create comic effect.

    Chekhov satirises materialism — marriage is treated as a deal involving property and status, not love. He also mocks human stubbornness, as the characters are more eager to win arguments than to resolve matters. The humour lies in irony: Lomov proposes but ends up fighting; Natalya desires marriage but quarrels fiercely; Chubukov blesses the couple while they argue.

    Through laughter, Chekhov criticises the hypocrisy, greed, and folly of society. The play entertains while also prompting reflection on the true meaning of relationships.

    Summary of The Proposal

    Anton Chekhov’s The Proposal is a one-act farce that humorously exposes the materialism and foolishness of marriage arrangements in 19th-century Russian society.

    The play opens with Lomov visiting his neighbour Chubukov’s house. Chubukov first suspects that Lomov has come to borrow money. When Lomov reveals he has come to propose to Natalya, Chubukov becomes overjoyed and calls him “son.”

    Lomov is nervous and awkward in expressing his proposal. Instead of directly proposing, he begins discussing land disputes about the Oxen Meadows. Natalya quarrels fiercely, claiming the land belongs to her family. The quarrel escalates with insults. When Chubukov joins, the argument becomes louder.

    In frustration, Lomov leaves. When Natalya learns that he had come to propose, she becomes hysterical, begging her father to call him back. When Lomov returns, Natalya changes her tone. However, another quarrel starts, this time over whose dog is better — Lomov’s Guess or Natalya’s Squeezer. Again, harsh words are exchanged, and Lomov nearly collapses.

    Finally, Chubukov, exasperated, forces them to stop fighting and announces their engagement. Even then, the couple continues bickering, while Chubukov cheers that the marriage has been settled.

    The play ends with irony: the proposal is successful, but the foundation is quarrels and greed, not love.

    Chekhov, through witty dialogues and absurd situations, highlights human weaknesses — greed, pride, and lack of emotional depth. Marriage is portrayed as a social contract for wealth and property. The play is comic but also a satire on society’s misplaced priorities.

    Word Count: ~507

    ✦ Biography of Anton Chekhov

    Anton Pavlovich Chekhov (1860–1904) was a Russian playwright, short-story writer, and physician, considered one of the greatest writers in world literature.

    Born on 29 January 1860 in Taganrog, Russia, Chekhov came from a poor family. Despite hardships, he studied medicine at Moscow University, qualifying as a doctor in 1884. He practiced medicine throughout his life, famously saying, “Medicine is my lawful wife, and literature is my mistress.”

    Chekhov began writing humorous sketches to support his family. His early works gained popularity for their wit. Gradually, he developed a more serious style, producing masterpieces of short fiction noted for psychological depth and realism. His famous stories include The Lady with the Dog, The Steppe, and Ward No. 6.

    As a dramatist, Chekhov revolutionised theatre. His plays The Seagull, Uncle Vanya, Three Sisters, and The Cherry Orchard are landmarks of modern drama. Unlike melodramatic plots, Chekhov focused on everyday conversations, inner conflicts, and subtle emotions, creating realism on stage.

    His writing style is marked by brevity, understatement, irony, and compassion. He avoided moralising, instead presenting life as it is, with humour and sadness intertwined.

    Chekhov’s health was frail due to tuberculosis, which plagued him for years. He died on 15 July 1904 in Badenweiler, Germany, at the age of 44.

    Today, Chekhov is celebrated as a pioneer of the modern short story and drama. His works continue to influence literature and theatre worldwide, admired for their humanism, irony, and timeless relevance.

  • Chapter – 8, Poem – Anne Gregory, NCERT, Class 10th, First Flight

    For Anne Gregory (W. B. Yeats)

    NCERT – Thinking about the Poem

    Q1. What does the young man mean by the phrase “great honey-coloured / Ramparts at your ear”?
    He means Anne’s long, golden hair falling round her face like protective walls (“ramparts”). It’s a vivid image of her physical beauty.

    Q2. Why does the poet suggest the young man cannot love her “for herself alone”?
    Because he is overwhelmed by outward beauty (her yellow hair). His love is swayed by appearance, not the inner self.

    Q3. What does Anne say she can do to make young men “love me for myself alone / And not my yellow hair”?
    She says she could dye her hair brown, black, or carrot-red — showing how superficial beauty can be changed and shouldn’t be the basis of love.

    Q4. What is the meaning of “But only God, my dear, / Could love you for yourself alone / And not your yellow hair”?
    Human love is usually mixed with attraction to appearance; only divine love is completely unconditional, directed to the true self beyond looks.

    Q5. What view of love does the poem finally endorse — human or divine?
    It contrasts them to urge a higher (near-divine) ideal: love that values the person beyond surface charms, even while admitting human love often falls short.

    Extra Questions & Answers (Poem)

    Short

    1) What’s the poem’s central contrast?
    Outer beauty vs. inner self — and human attraction vs. unconditional (divine) love.

    2) How does dyeing hair work as an argument?
    If beauty can be altered so easily, it’s a weak foundation for true love.

    3) Tone of the poem?
    Gentle, teasing, conversational — but philosophical underneath.

    Long

    Q. Examine Yeats’s use of irony to critique love based on appearance.
    Yeats frames a playful dialogue to expose a serious irony: while suitors swear eternal love, it is often the “honey-coloured ramparts” — the hair — that captivates them. Anne deftly undercuts this by pointing out she can dye her hair any colour, proving how flimsy such love is if it hinges on mutable features. In the closing turn, the speaker cites a “text in learned books” that only God can love a person “for yourself alone,” setting human love against an ideal of unconditional regard. The irony works on two levels: it mocks superficial infatuation and, at the same time, gently concedes that most human affection does begin with the senses. Yeats’s light touch, simple diction, and repeated contrast keep the poem accessible while his final claim elevates the discussion, urging readers to seek a love that recognises and cherishes the enduring self beyond appearance.

    Summary of For Anne Gregory

    Yeats stages a witty conversation to probe what love truly values. A young admirer praises Anne Gregory’s “great honey-coloured ramparts” — her golden hair — a synecdoche for her external beauty. The speaker doubts that any young man could look past such allure to love her “for herself alone.” Anne counters with a practical, devastating point: she could dye her hair brown, black, or carrot-red. If appearance is so easily altered, it cannot be the rightful ground of lasting love. She wants to be loved for who she is, not for a changeable feature.

    In the final stanza the voice shifts: a “man in some scholars’ store” has found in sacred texts that “only God” can love a person purely for the self and not for the hair. With this, Yeats juxtaposes fallible human love, drawn to surfaces, with an ideal, unconditional love associated with the divine. The poem’s charm is in its playful tone and colloquial phrasing; its depth lies in the philosophical punchline that challenges readers to examine their own motives in love.

    Thus, through a light, teasing exchange Yeats delivers a serious reflection: while desire and beauty may ignite affection, a love worthy of the name must seek the enduring person beneath outward attractions. The poem becomes a compact meditation on appearance, identity, and the aspiration toward a purer love.

    Biography: W. B. Yeats

    William Butler Yeats (1865–1939) was an Irish poet and dramatist, a towering figure of 20th-century literature and a leader of the Irish Literary Revival. Born in Dublin and raised partly in Sligo, Yeats absorbed Irish folklore and myth, which would later infuse his poetry and plays. He co-founded the Abbey Theatre (1904) with Lady Gregory and J. M. Synge, shaping modern Irish drama.

    Yeats’s early poetry is lyrical and symbolist, marked by musical cadences and romantic yearning (The Wind Among the Reeds, 1899). Over time, his style hardened into a spare, powerful idiom reflecting public themes — nationhood, aging, spiritual struggle — as in Responsibilities (1914) and The Tower (1928). His complicated lifelong attachment to Maud Gonne, actress and Irish nationalist, inspired many poems; later, his marriage to Georgie Hyde-Lees deepened his interest in mysticism and the occult, leading to the esoteric system behind A Vision (1925).

    Politically engaged yet independent, Yeats served in the Irish Senate (1922–28). He won the Nobel Prize in Literature in 1923, cited for his “always inspired poetry” that gave voice to a nation. Among his most celebrated poems are “The Lake Isle of Innisfree,” “Easter 1916,” “Sailing to Byzantium,” “The Second Coming,” and “Among School Children.” His late work is remarkable for its vitality, tension, and aphoristic bite, compressing grand themes into memorable lines.

    Formally adventurous yet rooted in tradition, Yeats blended folklore, personal myth, philosophy, and politics into a distinctive, resonant voice. He died in 1939 at Roquebrune-Cap-Martin, France; his remains were reinterred in Drumcliff, County Sligo, honoring his famous line, “Under bare Ben Bulben’s head.” Yeats endures as a poet of exquisite craft and visionary scope, exploring the uneasy marriage of passion and wisdom, body and soul — and, as in “For Anne Gregory,” the human longing for a love that sees beyond appearances.

  • Chapter 8: The Sermon at Benares, NCERT, Class 10th, English, First Flight

    Chapter 8 – The Sermon at Benares

    (About Gautama Buddha, retold by Betty Renshaw)

    NCERT Questions & Answers

    Thinking about the Text (Page 135–136)

    Q1. When her son dies, Kisa Gotami goes from house to house. What does she ask for? Does she get it? Why not?
    Answer:
    Kisa Gotami asks for a handful of mustard seeds from any household that has never known death. She does not get it because death is universal — every house has experienced loss.

    Q2. Kisa Gotami again goes from house to house after she speaks with the Buddha. What does she understand this time?
    Answer:
    She understands that death is common to all, and human life is fragile and mortal. No one can escape death, just as ripe fruits fall and dying beings are like earthen pots that eventually break.

    Q3. Why do you think Kisa Gotami understood this only the second time? In what way did the Buddha change her understanding?
    Answer:
    Initially, grief blinded her, making her believe her son’s death was unique. Buddha guided her to face reality by seeking mustard seeds from a deathless home. This helped her realise that death is inevitable and not just her personal sorrow.

    Q4. How do you usually understand the idea of selfishness? Do you agree with Kisa Gotami that in grief a person becomes selfish?
    Answer:
    Usually, selfishness means caring only for oneself. Kisa Gotami is right — in grief, a person focuses only on their own loss, ignoring the universal truth of suffering. Her transformation shows that wisdom and acceptance come when we look beyond ourselves.

    ✦ Extra Questions & Answers

    Short Answer

    1. Why did Buddha use the mustard seed to teach Kisa Gotami?
      Because it was a simple, everyday object familiar to her, yet impossible to find from a deathless house — symbolising the universality of death.

    2. What truth did Buddha preach in his sermon?
      He preached that life is full of suffering and decay; death is inevitable, and only detachment from selfish desires can bring peace.

    3. How did Kisa Gotami’s perspective change after her search?
      From personal grief, she grew to understand the universality of death and accepted mortality calmly.

    Long Answer

    Q. What lesson does The Sermon at Benares teach about life and death?
    The sermon teaches that death is a universal truth, inevitable for all beings. Kisa Gotami’s grief over her son’s death blinded her to this reality. Buddha wisely directed her to fetch mustard seeds from a house untouched by death. Her failed search revealed that every family experiences loss. This helped her realise her suffering was not unique.

    Buddha explained that human life is as fragile as ripe fruits that fall or earthen pots that break. Understanding mortality leads to detachment and peace. The sermon conveys that clinging to selfish desires causes suffering, while wisdom lies in accepting death calmly. It is a message of compassion, realism, and spiritual awakening.

    Summary of The Sermon at Benares

    Gautama Buddha, originally Prince Siddhartha of the Sakya clan, was born in 563 B.C. Sheltered from suffering by his father, he lived in luxury. However, during excursions outside the palace, he encountered sights that changed his life: an old man, a sick man, a corpse, and a monk. These encounters made him realise that life is full of suffering and that renunciation could lead to peace. He left his palace, wife, and son at the age of 25 and meditated under a Bodhi tree until he attained enlightenment. He became the Buddha, or the Enlightened One.

    In his first sermon at Benares, Buddha addressed the universality of suffering and death. The story of Kisa Gotami illustrates his teaching. Kisa Gotami’s only son had died, and she was consumed by grief. In desperation, she carried the dead child from house to house, asking for medicine to restore him. People thought her mad. Finally, she approached the Buddha. Instead of rejecting her plea, Buddha gave her a task: to bring a handful of mustard seeds from a house where no one had died.

    Kisa Gotami eagerly set out but soon realised the impossibility of the task. Every house had experienced death — a father, mother, child, or relative. Gradually, her understanding grew. She realised death spares no one; it is the destiny of all. Her personal grief was no greater than that of countless others.

    When she returned empty-handed, Buddha explained that human life is fragile. Just as ripe fruits fall when their time comes, human beings too must die. Like earthen pots that eventually break, the human body is perishable. The wise accept this truth calmly, while the ignorant cling to grief and suffering.

    Through this sermon, Buddha taught that selfish attachment to life and possessions causes sorrow. True wisdom lies in recognising impermanence and letting go of attachment. Only then can one achieve peace of mind.

    The Sermon at Benares is thus both a spiritual and practical lesson. It teaches acceptance of mortality, compassion for others’ suffering, and the pursuit of detachment to overcome grief.

    ✦ Biography of Gautama Buddha

    Gautama Buddha (563–483 B.C.) was a spiritual teacher whose philosophy gave rise to Buddhism, one of the world’s major religions.

    He was born as Siddhartha Gautama in Lumbini, in present-day Nepal, into the royal Sakya clan. His father, King Suddhodana, shielded him from all forms of suffering, hoping Siddhartha would become a great ruler. At 16, Siddhartha married Princess Yashodhara, and they had a son, Rahula.

    At the age of 29, Siddhartha encountered what are called the “Four Great Sights”: an old man, a sick man, a corpse, and a wandering monk. These experiences profoundly disturbed him, making him aware of life’s inevitable suffering. Moved by compassion and a quest for truth, he renounced his palace life and became a wandering ascetic.

    For six years, Siddhartha practised severe austerities but found no answers. Finally, he meditated under a Bodhi tree at Bodh Gaya, vowing not to rise until he attained truth. After deep meditation, he achieved enlightenment at the age of 35, becoming the Buddha, “the Enlightened One.”

    Buddha spent the rest of his life teaching. His first sermon at Sarnath near Benares, called the Dhammacakkappavattana Sutta (Turning the Wheel of Dharma), laid down the Four Noble Truths and the Eightfold Path as a way to overcome suffering.

    His teachings emphasised impermanence, detachment, compassion, and self-realisation. He rejected ritualistic practices, focusing instead on ethical living and meditation.

    Buddha passed away at the age of 80 in Kushinagar. His message spread across Asia and influenced countless cultures and philosophies.

    Today, Gautama Buddha is revered as one of the greatest spiritual teachers, whose philosophy of compassion and mindfulness continues to guide millions worldwide.

  • Chapter – 7, Poem – The Tale of Custard the Dragon, NCERT, Class 10th, First Flight

    The Tale of Custard the Dragon

    By Ogden Nash

    NCERT Questions & Answers

    Q1. Who are the characters in this poem? List them with their pet names.
    Answer:

    • Belinda (the little girl)

    • Ink (the black kitten)

    • Blink (the grey mouse)

    • Mustard (the yellow dog)

    • Custard (the cowardly dragon)

    Q2. Why did Custard cry for a nice safe cage? Why is the dragon called a ‘cowardly dragon’?
    Answer:
    Custard cried for a safe cage because he was timid and felt unsafe outside. Though dragons are usually fierce, Custard lacked courage and longed for safety, so he was ironically called “cowardly.”

    Q3. “Belinda tickled him, she tickled him unmerciful…” Why?
    Answer:
    Belinda and her pets teased Custard mercilessly because he appeared cowardly and timid. They mocked his desire for a safe cage, unlike themselves who boasted of bravery.

    Q4. Who was Belinda? What did she own?
    Answer:
    Belinda was a little girl who lived in a little white house. She owned pets — a black kitten (Ink), a grey mouse (Blink), a yellow dog (Mustard), and a dragon (Custard).

    Q5. What did Belinda’s pets boast about? How did Custard react to their boasting?
    Answer:

    • Ink and Blink claimed bravery as if they could chase lions.

    • Mustard boasted of his courage.

    • Belinda believed herself to be brave as well.
      Custard, in contrast, admitted he was cowardly and asked for a safe cage.

    Q6. What happened when the pirate entered Belinda’s house?
    Answer:
    When a pirate with pistols and a cutlass entered, all the so-called brave pets panicked and ran away. Only Custard faced the pirate.

    Q7. How did Custard prove his bravery?
    Answer:
    Custard attacked the pirate, snorting like an engine, clashing his tail, and finally swallowing the pirate whole.

    Q8. What is the irony in the poem?
    Answer:
    The irony is that those who claimed bravery (Ink, Blink, Mustard, and Belinda) hid in fear, while Custard, who was mocked as cowardly, displayed true courage when danger came.

    Q9. How does the poet conclude the poem?
    Answer:
    After Custard killed the pirate, everyone praised him but soon went back to boasting about their own bravery, while Custard remained humble, still asking for a safe cage.

    Extra Questions & Answers

    Short Answer

    1. Why did Belinda and her pets ridicule Custard?
      Because he admitted his cowardice and asked for a cage, unlike them who falsely claimed bravery.

    2. What qualities of Custard make him different from the others?
      His honesty, humility, and true courage in the face of real danger.

    3. What lesson does the poem convey?
      It shows that real courage is proved through action, not boasting. Humility is greater than pride.

    Long Answer

    Q. Discuss the theme of irony in The Tale of Custard the Dragon.
    The poem revolves around irony, where appearances and reality differ. Custard the dragon is mocked as a coward because he longs for a safe cage, while Belinda and her other pets boast about their bravery. However, when real danger arrives in the form of a pirate, all the “brave” ones run and hide, leaving only Custard to face the threat. Contrary to his reputation, Custard fights fiercely, defeats, and eats the pirate, saving everyone.

    The irony lies in the reversal: the supposedly brave turn out cowardly, while the timid Custard becomes the true hero. Yet Custard remains humble even after his victory, continuing to ask for a safe cage. Ogden Nash uses humour and irony to deliver a powerful message: courage is not about words or appearances but about actions in times of crisis.

    Summary of The Tale of Custard the Dragon

    Ogden Nash’s humorous ballad The Tale of Custard the Dragon tells the story of a little girl, Belinda, and her unusual pets. She lives in a white house with her black kitten Ink, grey mouse Blink, yellow dog Mustard, and her dragon Custard.

    All of Belinda’s pets, including Belinda herself, boast about their bravery. Mustard is described as fierce as a tiger, Ink and Blink claim to be brave enough to chase lions, and Belinda is praised as courageous. In contrast, Custard the dragon is ridiculed because he is timid, admits his cowardice, and asks for a safe cage. Everyone mocks him for being “cowardly Custard.”

    The story takes a turn when a pirate enters Belinda’s house, armed with pistols and a cutlass. Suddenly, the so-called brave companions — Ink, Blink, Mustard, and even Belinda — panic and run to hide in fear. The irony unfolds as Custard, who was always called cowardly, now shows real bravery. He roars, clatters his tail, snorts like an engine, and fearlessly attacks the pirate. In the end, Custard swallows the pirate, saving everyone.

    After the danger passes, Belinda and the pets praise Custard’s bravery. But soon, they return to their old ways, boasting about their supposed courage. Custard, however, remains humble, still desiring a safe cage instead of bragging.

    The poem is humorous, ironic, and satirical. It mocks the human tendency to boast without substance while highlighting that true courage is tested only in times of crisis. Custard teaches that humility is nobler than pride, and actions speak louder than words.

    ✦ Biography of Ogden Nash

    Ogden Nash (1902–1971) was an American poet celebrated for his light verse, playful rhymes, and witty humour. He was born on 19 August 1902 in Rye, New York. After attending Harvard briefly, he worked in various jobs, including as a schoolteacher, a bond salesman, and in publishing before finding success as a writer.

    Nash’s first collection of humorous poems, Hard Lines (1931), made him instantly popular. His unique style used unconventional rhymes, wordplay, and a whimsical tone. Over his career, he wrote more than 500 pieces of comic verse, published in magazines like The New Yorker and collected in books such as I’m a Stranger Here Myself (1938) and Everyone But Thee and Me (1962).

    His poetry often poked fun at human nature, society, and everyday life. Simple in language but rich in wit, Nash’s verses appealed to both children and adults. The Tale of Custard the Dragon, written for children, remains one of his most beloved poems, combining humour, rhythm, and moral insight.

    Besides poetry, Nash also wrote screenplays, radio scripts, and lyrics for musicals. He collaborated with composers like Kurt Weill and worked on Broadway shows.

    Nash married Frances Rider Leonard in 1931, and they had two daughters. He lived much of his later life in Baltimore, Maryland.

    Ogden Nash passed away on 19 May 1971, leaving behind a legacy as America’s best-known writer of light verse. His poems continue to delight readers with their humour, irony, and timeless observations of life.

  • Chapter 7: Madam Rides the Bus, NCERT, Class 10th, English, First Flight

    Chapter 7 – Madam Rides the Bus

    By Vallikannan

    Oral Comprehension Check

    Page 119
    Q1. What was Valli’s favourite pastime?
    Her favourite pastime was standing in the doorway of her house, watching the street outside.

    Q2. What was the source of unending joy for Valli? What was her strongest desire?
    The bus that travelled between her village and the nearest town gave her endless joy. Her strongest desire was to ride that bus.

    Q3. What did Valli find out about the bus journey? How did she find out these details?
    She found out that the town was six miles away, the fare was thirty paise one way, and the trip took forty-five minutes. She gathered this information by listening to conversations between neighbours and regular passengers.

    Q4. What do you think Valli was planning to do?
    She was planning to take the bus to town and back, all on her own.

    Page 122
    Q1. Why does the conductor call Valli ‘madam’?
    He teasingly calls her “madam” because she behaved like a grown-up, demanding respect and seriousness.

    Q2. Why does Valli stand up on the seat? What does she see now?
    She stood up because her view was blocked by the canvas blind. She saw the canal, palm trees, distant mountains, fields, and a blue sky.

    Q3. What does Valli tell the elderly man when he calls her a child?
    She insists that she is not a child and that she has paid her fare just like the others.

    Q4. Why didn’t Valli want to make friends with the elderly woman?
    The woman was chewing betel nut, her gums were red, and she seemed nosy. Valli did not find her appealing and avoided conversation.

    Page 125
    Q1. How did Valli save up money for her first journey?
    She resisted buying peppermints, balloons, and toys, and avoided riding the merry-go-round, carefully saving every stray coin.

    Q2. What did Valli see on her way that made her laugh?
    She saw a young cow running in the middle of the road with its tail up. The scene amused her and made her laugh uncontrollably.

    Q3. Why didn’t she get off the bus at the town?
    She didn’t have money for both sightseeing and her return journey. She wanted to ensure she could return home safely.

    Q4. Why didn’t Valli want to go to the stall and have a drink? What does this tell you about her?
    She refused because she had no money left. This shows she was disciplined, self-respecting, and responsible.

    ✦ Thinking about the Text (Page 127–128)

    Q1. What was Valli’s deepest desire? How did she fulfil it?
    Her deepest desire was to ride the bus to town. She saved money, gathered information, and one day boarded the bus without telling anyone. She enjoyed the journey and returned safely, fulfilling her dream.

    Q2. How did Valli save money for the ride?
    She controlled her temptations: she didn’t buy sweets, toys, or rides on the merry-go-round. She even ignored her friends’ teasing, saving thirty paise each way.

    Q3. What did Valli see on her journey?
    She saw the canal, mountains, fields, distant sky, palm trees, a cow amusingly running, and later a dead cow on the return journey, which saddened her.

    Q4. Why didn’t she get down in the town? What lesson do you learn from her decision?
    She stayed on the bus because she wanted only the experience of riding, not to wander in the town. This shows her maturity, careful planning, and discipline.

    Q5. How did Valli react on seeing the dead cow?
    The sight shocked and saddened her. The dead cow reminded her of the earlier playful cow, revealing the harsh reality of life and death.

    Extra Questions & Answers

    Short Answer

    1. Why did Valli avoid telling her plan to her mother?
      Because she wanted independence and excitement, keeping her secret made her journey more thrilling.

    2. What kind of girl was Valli?
      She was curious, observant, disciplined, independent, and brave beyond her age.

    3. What is the irony in the story?
      The irony is that Valli fulfilled her dream but also confronted the reality of death through the dead cow, maturing in the process.

    Long Answer

    Q. What does the story ‘Madam Rides the Bus’ tell us about child psychology?
    The story beautifully captures the curiosity, determination, and innocence of a child. Valli is fascinated by the bus and secretly plans her first ride. Her actions show how children observe adults, gather information, and plan carefully to fulfil their desires. She shows maturity in saving money and resisting temptations, yet her excitement and amazement reveal her innocence.

    Her reaction to the cow shows the sensitivity of children. While she laughed uncontrollably at the playful cow, she was deeply saddened by its death. This shift from joy to sorrow mirrors a child’s first encounters with the realities of life. Vallikannan portrays how children dream big but also learn important life lessons from small experiences.

    Summary of Madam Rides the Bus

    The story is about an eight-year-old girl named Valli who lives in a village. Her favourite pastime was watching the bustling street outside her home. Among all activities, the bus running between her village and the nearby town fascinated her the most. She longed to ride it.

    She carefully observed and collected details: the fare was thirty paise one way, the journey lasted forty-five minutes, and the town was six miles away. Determined, she saved money by avoiding small pleasures like sweets and toys.

    One afternoon, when her mother was napping, Valli seized the opportunity and boarded the bus. The conductor teased her respectfully as “madam.” She enjoyed the scenery: fields, mountains, the blue sky, and a playful cow on the road. She felt thrilled and proud of her independence.

    At the town, she chose not to get off, as her plan was only to ride the bus. On her return, she saw a dead cow, which saddened her and contrasted sharply with the earlier scene of joy.

    The story ends with Valli quietly keeping her adventure a secret. It portrays her growth from excitement to maturity as she learns about life’s beauty and harshness.

    ✦ Biography of Vallikannan

    Vallikannan (1920–2006) was a renowned Tamil writer, journalist, critic, and translator. Born R. S. Krishnasamy in December 1920 in Rajapalayam, Tamil Nadu, he adopted the pen name Vallikannan early in his literary career.

    He began writing as a teenager and published his first short story in 1937. Over the decades, Vallikannan became one of the most respected voices in Tamil literature. His works spanned short stories, novels, literary criticism, poetry, and biographies.

    As a journalist, he contributed significantly to Tamil magazines and newspapers, shaping literary criticism in the state. His style combined simplicity with depth, often exploring social issues, human psychology, and everyday experiences.

    One of his most popular works for students is Madam Rides the Bus, which captures the innocence and curiosity of childhood. His ability to portray ordinary lives with sensitivity made him a beloved writer.

    Vallikannan was awarded the Sahitya Akademi Award (1978) for his critical work Tamil Ilakkiya Varalaru (History of Tamil Literature). He also translated works into Tamil, enriching its literary tradition.

    He passed away in 2006, leaving behind a legacy of over 75 published works. Vallikannan is remembered as a versatile writer who made Tamil literature accessible and engaging to a wide audience.

  • Chapter – 6, Poem – Fog, NCERT, Class 10th, First Flight

    Fog

    By Carl Sandburg

    NCERT Questions & Answers (Page 115)

    Q1. (Thinking about the Poem)
    (i) What does Sandburg think the fog is like?
    Answer: Sandburg thinks the fog is like a little cat that comes silently on its soft feet.

    (ii) How does the fog come?
    Answer: The fog comes slowly, quietly, and silently, just like a cat moving on padded paws.

    (iii) What does ‘it’ in the third line refer to?
    Answer: The word ‘it’ refers to the fog.

    (iv) Does the poet actually say that the fog is like a cat? Find three things that tell us this.
    Answer: Yes, the poet uses a metaphor, directly comparing fog to a cat.

    • It comes on little cat feet.

    • It sits looking over the harbour and city.

    • It moves on after sitting quietly.

    ✦ Extra Questions & Answers

    Short Answer

    1. What quality of fog is highlighted in the poem?
      Its silent, mysterious arrival and departure.

    2. Why does Sandburg compare fog to a cat?
      Because both come quietly, stay silently, and leave without notice.

    3. What is the poem’s rhyme scheme?
      There is no set rhyme scheme. It is a free-verse poem.

    4. What does the fog do after sitting?
      It looks silently over the harbour and city, then slowly moves on.

    Long Answer

    Q. Discuss the symbolism used in Carl Sandburg’s poem Fog.
    Carl Sandburg’s poem Fog is a six-line free-verse poem that uses an extended metaphor to compare fog to a cat. Fog, like a cat, arrives quietly and mysteriously. It settles softly, covering the city and harbour, then moves on silently. By comparing fog to a cat, the poet emphasises the fog’s unpredictable, stealthy, and transient nature.

    Symbolically, the fog can represent life’s uncertainties — events and problems that appear suddenly, cloud our vision, stay for a while, and then pass. The cat image suggests patience and observation, as both the cat and fog seem to watch silently before departing. The poem’s brevity and simplicity reflect the short-lived yet powerful effect of fog.

    Thus, Sandburg’s use of metaphor creates vivid imagery, presenting fog not just as a weather phenomenon but as a living, breathing creature. The poem blends nature with imagination, leaving a lasting impression despite its simplicity.

  • Chapter 6: Mijbil the Otter, NCERT, Class 10th, English, First Flight

    Chapter 6 – Mijbil the Otter

    By Gavin Maxwell

    Oral Comprehension Check

    Page 103
    Q1. What ‘experiment’ did Maxwell think Camusfearna would be suitable for?
    Answer:
    Maxwell thought his home at Camusfearna (in Scotland) would be suitable for keeping an otter instead of a dog as a pet.

    Q2. Why does he go to Basra? How long does he wait there, and why?
    Answer:
    He went to Basra to collect and transport an otter. He had to wait for several days for his mail to arrive, which was delayed.

    Q3. How does he get the otter? Does he like it? Pick out the words that tell you this.
    Answer:
    A friend sent Maxwell an otter from the Tigris marshes. At first, it was shy and covered in mud, but soon Maxwell grew fond of it. Words like “a small creature like a kitten”, “beautiful face”, and “charming” show his affection.

    Q4. Why was the otter named ‘Mijbil’?
    Answer:
    The otter belonged to a species called Maxwell’s Otter, found in Iraq. He shortened it affectionately to “Mijbil” or “Mij.”

    Page 106
    Q1. What happened when Maxwell took Mijbil to the bathroom? What was the effect on him?
    Answer:
    Mijbil was overjoyed in the water. He plunged, rolled, and splashed playfully. This revealed the otter’s natural love for water.

    Q2. How did Mijbil behave in the water?
    Answer:
    He played endlessly, floating, plunging, and rolling as if water was his natural home. He invented games with water, expressing pure joy.

    Q3. How did Mijbil get along with other animals?
    Answer:
    Mijbil was friendly but mischievous. He often created curiosity among dogs but did not harm or get harmed.

    Page 108
    Q1. How did Maxwell travel to England?
    Answer:
    He travelled by air, from Basra to Paris, then to London.

    Q2. What did Mijbil do to the box?
    Answer:
    The airline required Mijbil to be carried in a box. In anger, Mijbil tore the box apart, wrecking its interior.

    Q3. Why did Maxwell put the otter back in the box? How do you think he felt when he did this?
    Answer:
    He put Mijbil back into the box to meet airline regulations. Maxwell felt guilty, worried, and heartbroken to hear Mijbil’s distress.

    Q4. Why does Maxwell say the air hostess was “the very queen of her kind”?
    Answer:
    The air hostess kindly understood his problem and allowed Mijbil to sit on Maxwell’s knees during the flight.

    Q5. What happened when the box was opened?
    Answer:
    Mijbil leapt out, ran through the plane, causing chaos among passengers, before being coaxed back.

    ✦ Thinking about the Text

    Q1. Why is Mijbil described as “a wild creature of marshes”?
    Answer:
    Because Mijbil belonged to the species found in the Tigris marshes, his instincts were wild, and he was naturally adapted to life in water and marshlands.

    Q2. What are the examples of Mijbil’s playfulness?
    Answer:

    • Playing with water in the bathroom.

    • Inventing games with marbles.

    • Running and frolicking in the house.

    • Chasing things with endless energy.

    Q3. What is the significance of the relationship between Maxwell and Mijbil?
    Answer:
    It shows how love, patience, and care can tame even a wild animal. Their bond reflects companionship, trust, and joy.

    Extra Questions & Answers

    Short Answer

    1. Why did Maxwell want an otter instead of a dog?
      Because he wanted a unique pet that would suit the environment of Camusfearna, surrounded by water.

    2. What problem arose at the airport?
      The airline insisted Mijbil be caged in a box, which distressed the otter and caused trouble during the flight.

    3. How did passengers react when Mijbil ran through the plane?
      They were shocked and frightened, but later amused by his antics.

    Long Answer

    Q. How does the story show the bond between humans and animals?
    The story highlights the deep bond of love and trust between Maxwell and his otter, Mijbil. Though Mijbil was a wild creature, Maxwell’s care transformed him into a loyal and playful companion. Mijbil’s joy in water, his playful nature, and his trust in Maxwell reveal how animals reciprocate affection. Even in stressful situations, such as the plane journey, Maxwell’s worry and the air hostess’s kindness reflect human compassion for animals. The story suggests that animals, if treated with patience and love, can become true friends. It celebrates companionship beyond species, reminding us of the harmony possible between humans and nature.

    Summary of Mijbil the Otter

    The story narrates Gavin Maxwell’s experiences with his pet otter, Mijbil. Maxwell, living in Camusfearna, Scotland, wished to keep an otter as a pet. In Basra, Iraq, a friend sent him an otter from the Tigris marshes. At first shy, the otter soon won Maxwell’s heart with its charm and playfulness. He named it Mijbil.

    Mijbil’s natural love for water was evident when Maxwell let him into the bathroom. He splashed, dived, and played endlessly. At home, he invented games, especially rolling marbles, showing intelligence and curiosity.

    When Maxwell had to return to England, difficulties arose. The airline insisted Mijbil be kept in a box. Distressed, Mijbil tore the box apart. During the flight, he escaped, ran through the plane, and caused chaos, amusing the passengers. Fortunately, a kind air hostess allowed Mijbil to stay on Maxwell’s knee for the rest of the journey.

    Back in London, Mijbil became a celebrity. He accompanied Maxwell everywhere, making people curious and sometimes astonished. Their bond reflected trust, joy, and companionship.

    The story conveys a message about the close relationship humans can share with animals. It celebrates love, patience, and care as bridges between species.

    Biography of Gavin Maxwell

    Gavin Maxwell (1914–1969) was a Scottish naturalist, writer, and adventurer, best remembered for his book Ring of Bright Water, which recounts his life with otters in Scotland.

    Born on 15 July 1914 in Elrig, Scotland, Maxwell belonged to a military family. He studied at Stowe School and later at Oxford University. After serving in World War II, he turned to writing and exploring.

    Maxwell travelled widely, including to the Middle East. It was during one of his visits to Iraq that he acquired an otter, which became the inspiration for his famous works. Returning to Scotland, he settled in Camusfearna, a remote coastal home, where he lived closely with nature.

    His masterpiece, Ring of Bright Water (1960), sold over a million copies and was later adapted into a film. It brought public attention to otters and conservation. Maxwell’s deep affection for wildlife and his lyrical prose made him a beloved writer.

    Despite his achievements, Maxwell faced personal struggles, including financial difficulties and declining health. He died of cancer on 7 September 1969.

    Today, Gavin Maxwell is remembered as a pioneer in nature writing. His works blend adventure, natural history, and personal reflection, inspiring generations to appreciate and protect wildlife.

  • Chapter – 5, Poem – The Trees, NCERT, Class 10th, First Flight

    Poem: The Trees

    by Adrienne Rich

    Textual Questions (Page No. 98)

    Q1. (i) Find, in the first stanza, three things that cannot happen in a treeless forest.
    Ans. The sun cannot raise its head, the bird cannot sit, and the insects cannot hide in a treeless forest.

    (ii) What picture do these words create in your mind: “sun bury its feet in shadow,” “the moon is broken like a mirror,” “its pieces flash now in the crown of the tallest oak”?
    Ans. These phrases create vivid, poetic images:

    • The sun burying its feet in shadow suggests fading light and darkness spreading.

    • The moon broken like a mirror suggests scattered light, fragmented beauty.

    • The pieces flashing in the crown of the oak suggests shimmering moonlight reflected in the trees.

    Q2. (i) Where are the trees in the poem? What do their roots, leaves, and twigs do?
    Ans. The trees in the poem are inside houses, away from their natural habitat. Their roots try to free themselves, leaves push against the glass, and twigs strain toward the light, as if yearning to break free.

    (ii) What does the poet compare their branches to?
    Ans. The poet compares their long-cramped branches to newly discharged patients moving haltingly out of a clinic.

    Q3. (i) How does the poet describe the moon?
    Ans. The moon is described as broken like a mirror, its pieces scattered and flashing in the crown of the tallest oak outside.

    (ii) What happens to the house when the trees move out of it?
    Ans. The house becomes silent and empty, filled only with the smell of leaves and lichen, symbolising abandonment.

    Q4. Why do you think the poet does not mention “the departure of the forest from the house” in her letters?
    Ans. Perhaps the poet feels it is too personal or symbolic to explain in ordinary letters. It represents not only physical trees leaving but also freedom, rebellion, and change—things difficult to capture in casual words.

    Q5. What does the poem “The Trees” make you think of? Are there trees in your neighbourhood? Find out more about any one tree and write a paragraph about it.
    Ans. The poem makes us think of deforestation, urbanisation, and the loss of harmony with nature. (Example) Yes, in my neighbourhood we have a neem tree. It is tall, with medicinal leaves used in skincare and traditional remedies. It provides shade and homes for many birds. It stands as a reminder of nature’s importance in our lives.

    Extra Questions & Answers

    Short Answer Type

    1. Where are the trees in the beginning of the poem?
      They are inside houses, confined and struggling to break free.

    2. How do the trees attempt to free themselves?
      Their roots work to disengage from the cracks, leaves push against glass, and twigs stretch towards light.

    3. What does the comparison with “newly discharged patients” suggest?
      It suggests recovery, renewal, and the awkward yet determined struggle for freedom after long confinement.

    4. How is the moon described in the poem?
      As broken like a mirror, its pieces flashing in the crown of the tallest oak.

    5. What larger message does the poem convey?
      The poem conveys both ecological conservation and symbolic human liberation.

    Long Answer Type

    Q1. How does Adrienne Rich use imagery to present the theme of freedom in “The Trees”?
    Ans. Adrienne Rich employs powerful imagery to highlight the struggle for freedom. The trees are shown as imprisoned in houses, their roots breaking cracks, their leaves pressing against glass, and twigs straining towards light. This imagery conveys both the physical effort of trees and the metaphorical effort of humans seeking liberation. The branches are compared to patients newly discharged from clinics—weak yet determined, symbolising renewal. The house becomes silent and empty once the trees leave, showing that confinement is unnatural for them. The moon, broken like a mirror, with its fragments flashing on the oak, adds to the image of fragmentation leading to new beauty. Through these vivid images, Rich presents freedom as a hard but necessary process.

    Q2. Discuss the symbolic significance of trees in the poem.
    Ans. The trees in the poem are symbolic of both nature and human beings. On one level, they represent the natural world, which is trapped in human spaces through urbanisation, deforestation, and exploitation. Their struggle to move out signifies the ecological need to let nature be free. On another level, the trees symbolise women and marginalised groups struggling against confinement. Adrienne Rich, a feminist poet, often used such symbols to portray women breaking free from domestic and social oppression. The trees reclaiming the forest represent human beings reclaiming freedom and identity. Thus, the trees are not just physical plants but metaphors for liberation, growth, and renewal.

    Summary of the Poem

    Adrienne Rich’s poem The Trees is a symbolic work that deals with themes of nature, freedom, and the struggle against confinement. The poem uses the image of trees moving out of houses into the forest to represent both ecological and social liberation.

    The poem begins with a striking observation: the forest is empty because the trees have been imprisoned inside houses. They are potted, trimmed, and confined, unable to grow naturally. The poet lists what is missing from a treeless forest—the sunlight, birds, and insects. These images highlight the unnatural state of human interference with nature.

    The trees are depicted as striving for freedom. Their roots attempt to break out from the cracks in the veranda, while their leaves press against the window panes. The twigs stretch themselves out, straining toward the light. This imagery conveys both physical struggle and symbolic resistance against confinement.

    Rich compares the trees’ branches to patients who have just been discharged from a clinic. This simile suggests recovery, renewal, and the awkward yet determined steps of those who are regaining strength after long suffering. Similarly, the trees are regaining their natural freedom.

    As the trees begin to move out, the house is described as becoming silent and empty, except for the lingering smell of leaves and lichen. This shows that though human spaces may feel incomplete without nature, it is necessary for trees to reclaim their rightful place in forests.

    The poet also creates a vivid image of the moon as “broken like a mirror,” with its pieces flashing in the crown of the tallest oak. This image represents change and fragmentation, but also beauty and renewal. The oak, standing outside in its natural setting, becomes a symbol of nature’s triumph and continuity.

    Thematically, the poem has multiple layers. On one level, it is about ecology and the environment, reflecting the need for trees to grow in forests and not be trapped in human spaces. It conveys the message of conservation and respect for nature.

    On a deeper level, the poem can also be read as a metaphor for human liberation, particularly women’s struggle for freedom and independence. Adrienne Rich, a feminist poet, often used imagery of confinement and escape to symbolise women’s fight against patriarchal structures. The trees breaking free from houses can be seen as women reclaiming their power and identity.

    Stylistically, the poem is written in free verse, with strong imagery and symbolism. It does not rhyme, but its rhythm flows naturally, echoing the movement of trees. The poet’s use of metaphors—such as trees as patients, moon as a broken mirror—creates a powerful visual impact.

    In conclusion, The Trees is both an ecological and social poem. It speaks of the need to respect nature’s freedom and also symbolises human struggles for liberation. By giving voice to trees, Adrienne Rich reminds us that both nature and humanity seek freedom, growth, and renewal.

    ✒️ Biography of Adrienne Rich

    Adrienne Cecile Rich (1929–2012) was an American poet, essayist, and feminist widely regarded as one of the most influential voices of the 20th century. She was born on 16 May 1929 in Baltimore, Maryland, USA, into a scholarly family. Her father was a doctor and professor of pathology, while her mother was a pianist and composer.

    Rich studied at Radcliffe College, where she was deeply influenced by literary traditions but also began to develop her own voice. Her first collection, A Change of World (1951), was chosen by the famous poet W. H. Auden for publication, earning her early acclaim.

    Over the decades, Rich’s poetry evolved from formal structures to free verse, reflecting her growing engagement with social and political issues. She became a leading feminist voice, writing about women’s struggles, identity, and resistance against oppression.

    Her works include Diving into the Wreck (1973), which won the National Book Award, and The Fact of a Doorframe(1984). In her poetry, Rich combined personal experiences with broader themes of justice, equality, and ecology.

    The Trees, included in NCERT textbooks, reflects her concern with both environmental issues and symbolic liberation. The trees’ struggle to move out of houses can be read as nature reclaiming its space or as women breaking free from domestic confinement.

    Rich also wrote essays and lectures that influenced feminist theory and activism. She refused several prestigious awards, including the National Medal of Arts in 1997, as a protest against government policies, showing her commitment to principles.

    Throughout her career, she was known for her honesty, courage, and willingness to challenge societal norms. Her poetry was not just art but a form of activism, addressing issues like war, racism, inequality, and environmental destruction.

    Adrienne Rich passed away in 2012 at the age of 82. She remains one of the most celebrated feminist poets of the 20th century. Her works continue to inspire readers to question authority, value freedom, and respect nature.

  • Chapter 5: Tea from Assam, NCERT, Class 10th, English, First Flight

    Chapter 5 – Part III: Tea from Assam

    by Arup Kumar Datta

    Textual Questions (Page No. 93)

    Q1. What legends are associated with the discovery of tea?
    Ans. Two main legends are associated with tea:

    • One Chinese legend says that tea was discovered by Emperor Shen Nung when some tea leaves accidentally fell into the hot water he was boiling.

    • An Indian legend says that Buddhist monk Bodhidharma cut off his eyelids to stay awake while meditating, and from those eyelids grew tea plants.

    Q2. What are the various legends about the origin of tea?
    Ans. Apart from the Chinese and Indian legends, tea is also associated with the Japanese practice of drinking it for meditation and health. These stories, though mythical, show tea’s ancient cultural importance.

    Q3. What are the places mentioned in the lesson that are known for tea plantations?
    Ans. Assam and Darjeeling in India are mentioned as famous tea-growing regions. Assam, especially, is known for its vast tea plantations.

    Q4. Which story do you find more interesting—the Chinese emperor’s discovery or the Indian legend?
    Ans. (Open-ended) Many may find the Indian legend of Bodhidharma cutting off his eyelids fascinating for its dramatic imagery. Others may prefer the Chinese emperor’s story for its simplicity.

    Extra Questions & Answers

    Short Answer Type

    1. Who were Rajvir and Pranjol?
      Rajvir was a schoolboy visiting Assam for the first time, while Pranjol was his classmate, the son of a tea estate manager in Assam.

    2. How does Rajvir describe the popularity of tea?
      He says more than eighty crore cups of tea are drunk daily across the world, making it the most popular drink.

    3. What legends about tea does Rajvir share?
      The Chinese legend of Emperor Shen Nung and the Indian legend of Bodhidharma’s eyelids.

    4. What did Rajvir see on the way to Assam?
      He saw vast stretches of tea plantations and women plucking tea leaves with bamboo baskets on their backs.

    5. When was tea first drunk in Europe?
      Tea reached Europe in the sixteenth century and was initially used as medicine.

    Long Answer Type

    Q1. How does the story present the cultural and historical significance of tea?
    Ans. Tea from Assam presents tea not just as a beverage but as a cultural and historical phenomenon. Rajvir explains that tea is the world’s most popular drink, consumed daily in huge numbers. The story recounts fascinating legends about its discovery, from China’s Emperor Shen Nung to India’s Bodhidharma. Historically, tea was used in China as early as 2700 B.C. and reached Europe in the sixteenth century. Through Rajvir’s excitement, the reader learns about tea’s global journey. At the same time, the description of Assam’s tea plantations and women plucking leaves shows its economic and cultural significance in India. Thus, the story connects myth, history, and present-day reality, highlighting tea’s central role in human society.

    Q2. How does the train journey in the story become educational for the reader?
    Ans. The train journey with Rajvir and Pranjol is not just a simple ride but an exploration of India’s tea culture. Rajvir, though visiting Assam for the first time, is knowledgeable about tea’s history, legends, and popularity. He shares these with Pranjol and, through him, with the reader. As the train passes through Assam, readers experience the beauty of endless tea plantations, with women plucking fresh leaves. This combination of travel, conversation, and observation makes the journey educational. It provides insights into the origin of tea, its spread across the world, and its economic importance in Assam. Thus, the story transforms a simple train journey into an informative lesson about one of the most important beverages in human history.

    Summary of the Story

    Tea from Assam by Arup Kumar Datta is both a travel account and an informative essay about the world of tea. It combines a simple journey of two boys with fascinating facts and legends about one of the world’s most popular beverages.

    The story begins with two friends, Rajvir and Pranjol, travelling by train to Assam. Pranjol, who is from Assam, is already familiar with tea plantations, while Rajvir, though new to the region, is excited to learn about it. As they sip tea bought from a vendor, Rajvir shares interesting information about tea, showing his enthusiasm and knowledge.

    Rajvir explains that tea is the most popular drink in the world, with over eighty crore cups consumed daily. He recounts the legends associated with its discovery. The Chinese legend credits Emperor Shen Nung with its discovery when leaves accidentally fell into boiling water. The Indian legend associates tea with Bodhidharma, a Buddhist monk, who cut off his eyelids to fight sleep during meditation; tea plants are said to have sprung from them. Rajvir also mentions that tea was first used in China as early as 2700 B.C., and it reached Europe in the sixteenth century, initially as medicine.

    As the train moves deeper into Assam, Rajvir marvels at the endless stretches of tea plantations, describing them as “a sea of tea bushes.” He notices women plucking fresh leaves and filling bamboo baskets, a scene that reflects the culture and economy of Assam.

    Pranjol, being a native, takes all this as normal, while Rajvir’s excitement highlights the beauty and uniqueness of the landscape. The narrative blends the simple joy of a train journey with the educational aspect of tea’s history and production.

    The story ends as the boys arrive at Pranjol’s home in Assam, near the tea estate where his father works as a manager. Rajvir looks forward eagerly to learning more about tea cultivation and industry.

    Thematically, the story highlights:

    • The cultural significance of tea in India and across the world.

    • The blend of history, legend, and modern-day reality.

    • Assam’s central role in India’s tea industry.

    Stylistically, the story is light and conversational but informative. It entertains while teaching readers about tea’s discovery, legends, and production.

    In conclusion, Tea from Assam is not just a travel sketch but also a celebration of India’s natural wealth and cultural traditions. It teaches readers to appreciate the everyday cup of tea as something with a rich history and global importance.

    ✒️ Biography of Arup Kumar Datta

    Arup Kumar Datta (born 1946) is an acclaimed Indian author, journalist, and academic from Assam. He is best known for his fiction and non-fiction works that highlight the culture, history, and environment of North-East India.

    Datta was born and raised in Guwahati, Assam. After completing his education at Cotton College, he studied English literature at Delhi University. He then worked as a teacher and journalist, while also writing extensively.

    His first major success came with the adventure novel The Kaziranga Trail (1978), which won the Shankar’s Award and was later translated into many languages. The book drew attention to the Kaziranga National Park and its wildlife, especially the one-horned rhinoceros, raising awareness about conservation.

    Over the years, Datta has written more than 20 books, including fiction for children, travelogues, and works on history and culture. His writings often combine storytelling with social and environmental themes. Some of his well-known works include The Blind Witness, The Adventure Stories of Northeast India, and The Brahmaputra: The Story of India’s Greatest River.

    In Tea from Assam, included in NCERT textbooks, Datta combines fact and narrative to introduce readers to the tea culture of Assam. He skillfully weaves legends, history, and descriptions of plantations into the story of two boys travelling by train. This reflects his ability to inform while entertaining, a hallmark of his style.

    Datta has received numerous awards for his contributions, including the Padma Shri in 2018 for literature and education. His works remain influential in highlighting the richness of North-East India, both its natural beauty and its cultural heritage.

    Today, Arup Kumar Datta is regarded as one of the most important literary figures from Assam. His stories not only entertain but also educate readers about environmental conservation, history, and the unique traditions of India’s North-East.

  • Chapter 5: Coorg, NCERT, Class 10th, English, First Flight

    Chapter 5 – Part II: Coorg

    by Lokesh Abrol

    📖 Textual Questions (Page No. 90)

    Q1. Where is Coorg?
    Ans. Coorg (Kodagu) is a small district in Karnataka, located midway between Mysore and Mangalore in the Western Ghats of India.

    Q2. What is the story about the Kodavu people’s descent?
    Ans. One story suggests that the Kodavu people are of Greek origin, descendants of Alexander’s army who settled there. Another theory is that they are of Arab descent, as their traditional dress resembles Arab styles.

    Q3. What is the main crop of Coorg?
    Ans. Coffee is the main crop of Coorg. The district is famous for its coffee plantations, with a strong aroma of coffee lingering in the air.

    Q4. Coorg is called the land of … ?
    Ans. Coorg is called the land of coffee, courage, and culture, known for its plantations, hospitality, and bravery of its people.

    Q5. Here are some nouns from the text. Say whether they are abstract or concrete:

    • Elegance – Abstract

    • Tradition – Abstract

    • Panthers – Concrete

    • Culture – Abstract

    • Rains – Concrete

    • Humour – Abstract

    • Discipline – Abstract

    • Livestock – Concrete

    Extra Questions & Answers

    Short Answer Type

    1. What is Coorg famous for?
      Coorg is famous for its coffee plantations, spices, rich biodiversity, and the bravery of its Kodava people.

    2. What legends are associated with the Kodavas’ origin?
      Some believe they descended from Alexander’s soldiers, while others say they are of Arab descent.

    3. Why are Kodavas allowed to carry firearms without a license?
      Because of their martial traditions and bravery, the Kodavas have a unique privilege of carrying firearms.

    4. Name two adventure sports that can be enjoyed in Coorg.
      Trekking and river rafting are popular adventure activities in Coorg.

    5. Who was General K. M. Cariappa?
      He was the first Indian Commander-in-Chief of the Indian Army and belonged to Coorg.

    Long Answer Type

    Q1. Describe the natural beauty and biodiversity of Coorg.
    Ans. Coorg is a land of breathtaking natural beauty, nestled in the Western Ghats. It is known for its rolling hills, evergreen forests, and coffee plantations. The air is filled with the aroma of coffee and cardamom. The river Kaveri originates here, adding life to the region. Coorg’s forests are teeming with wildlife such as elephants, langurs, macaques, wild dogs, jackals, deer, and countless birds. The hills echo with their sounds, making Coorg a paradise for nature enthusiasts. The rain-washed landscapes and mist-covered hills make it picturesque throughout the year. Its biodiversity and serene environment make it one of India’s most attractive tourist destinations.

    Q2. How does the essay portray the people of Coorg?
    Ans. The people of Coorg, known as Kodavas, are portrayed as hospitable, brave, and proud of their traditions. They are famous for their martial spirit and are the only Indians allowed to carry firearms without a license. They have made significant contributions to the Indian Army, with leaders like General K. M. Cariappa emerging from their community. The Kodavas are also known for their unique customs and attire, which show traces of both Greek and Arab influence. Apart from bravery, they are warm and welcoming, treating guests with generosity. Their culture and courage add to the charm of Coorg, making it the “land of coffee and courage.”

    Summary of the Story

    Coorg by Lokesh Abrol is a descriptive and informative account of the district of Kodagu (Coorg) in Karnataka. The passage celebrates its natural beauty, cultural richness, and the unique character of its people.

    The author begins by introducing Coorg as a small, evergreen land between Mysore and Mangalore. Nestled in the Western Ghats, Coorg is described as a place of rolling hills, lush forests, and plantations, often called “a piece of heaven.” The best time to visit is between September and March, when the weather is pleasant.

    The people of Coorg, known as Kodavas, are famous for their hospitality, courage, and traditions. Their origins are shrouded in mystery. Some believe they descended from Alexander’s soldiers who settled in India, while others claim they are of Arab descent, as suggested by their attire. Regardless of their origin, they are known for their unique martial traditions and culture.

    Coffee is the lifeline of Coorg. The district is renowned for its coffee plantations, particularly its strong, fragrant coffee. The air of Coorg is filled with the aroma of coffee mixed with the scent of cardamom. Besides coffee, Coorg also produces spices and is a land of rich biodiversity.

    The Kodavas are also well known for their bravery. They are the only people in India allowed to carry firearms without a license. Their tradition of valour is seen in their proud contribution to the Indian Army, with figures such as General K. M. Cariappa, the first Indian Commander-in-Chief, belonging to Coorg.

    Coorg is also a haven for adventure seekers. Its forests and rivers make it ideal for activities like trekking, river rafting, canoeing, rock climbing, and mountain biking. The river Kaveri, which originates here, is central to the land and culture of Coorg.

    The flora and fauna of Coorg are rich and diverse. The forests are home to elephants, langurs, macaques, slender lorises, wild dogs, jackals, deer, and many birds, including kingfishers. The hills often echo with the sounds of animals and birds, making Coorg a paradise for nature lovers.

    Tourist attractions in Coorg include Buddhist monasteries, which add to the cultural diversity of the place. The Namdroling Monastery, with its golden statues, is especially famous.

    In conclusion, Coorg is not merely about a place but a celebration of harmony between nature, culture, and people. It paints Coorg as a destination of coffee and courage, where beauty and bravery coexist. It also highlights the pride and hospitality of the Kodavas, making Coorg truly a unique land of India.

    ✒️ Biography of Lokesh Abrol

    Dr. Lokesh Abrol is an Indian physician, nature enthusiast, and writer known for his work in promoting environmental awareness and cultural heritage. Though primarily a medical doctor, he has devoted much of his life to spreading knowledge about India’s biodiversity, geography, and traditions.

    Born and raised in India, Dr. Abrol developed an interest in nature and culture alongside his medical career. His passion for writing emerged from his desire to educate young readers about the richness of India’s natural and cultural landscapes. He has contributed to school textbooks, journals, and newspapers, where his essays often combine information, description, and a love for India’s heritage.

    In his essays, Dr. Abrol often explores the relationship between humans and nature, emphasising harmony and sustainability. His descriptive style captures both scientific facts and cultural beauty, making his works engaging for readers of all ages.

    A Baker from Goa, Coorg, and Tea from Assam—the three parts of Glimpses of India—show his ability to celebrate regional diversity. While “A Baker from Goa” is by Lucio Rodrigues, Dr. Abrol’s contribution lies in “Coorg,” where he beautifully describes the geography, people, and traditions of Karnataka’s Kodagu district. His essay serves both as a travel guide and a cultural portrait.

    Through his writings, Abrol aims to inspire pride in India’s natural wealth and cultural traditions. He encourages responsible tourism, respect for local communities, and conservation of biodiversity.

    Apart from his literary contributions, Dr. Abrol is active in environmental conservation projects. He frequently delivers talks and workshops on the importance of sustainable living and cultural preservation.

    Dr. Lokesh Abrol remains an important figure whose work bridges the gap between science and literature. His essay on Coorg highlights his skill in presenting factual information with literary charm, making him a valuable contributor to Indian English prose.

  • Chapter 5: A Baker from Goa, NCERT, Class 10th, English, First Flight

    Chapter 5 – Part I: A Baker from Goa

    by Lucio Rodrigues

    Textual Questions (Page No. 86)

    Q1. What are the elders in Goa nostalgic about?
    Ans. The elders in Goa are nostalgic about the good old days of the Portuguese rule, when there was great importance given to bakers and their bread. They fondly recall the traditional loaves, cakes, and the role bakers played in village life.

    Q2. Is bread-making still popular in Goa? How do you know?
    Ans. Yes, bread-making is still popular in Goa. The narrator notes that the tradition continues even after the Portuguese have gone, and the bakers are still recognised and respected in Goan villages.

    Q3. What is the baker called?
    Ans. The baker is called a pader in Goa.

    Q4. When would the baker come every day? Why did the children run to meet him?
    Ans. The baker would come twice a day—once in the morning with his jingling bamboo and again later. Children ran to meet him in the morning because they expected bread bangles, sweet bread, or special treats.

    Q5. Match the following: (The first one is done for you.)

    Column A Column B
    (i) Pader (a) Baker
    (ii) Bolinhas (b) Sweet bread
    (iii) Staff (c) The baker’s bamboo
    (iv) Bread-bangles (d) Children longed to eat those
    (v) Marriage gifts (e) Bol, sweet bread for special occasions

    Answer:

    • (i) Pader → (a) Baker

    • (ii) Bolinhas → (e) Bol, sweet bread for special occasions

    • (iii) Staff → (c) The baker’s bamboo

    • (iv) Bread-bangles → (d) Children longed to eat those

    • (v) Marriage gifts → (b) Sweet bread

    Extra Questions & Answers

    Short Answer Type

    1. What is the role of the baker in Goan culture?
      The baker is central to daily life and celebrations. Bread, cakes, and bol are indispensable at marriages, festivals, and family gatherings.

    2. What did children look forward to from the baker?
      They eagerly awaited bread-bangles and sweet treats.

    3. What is the baker’s staff described as?
      A bamboo staff that jingled, announcing the baker’s arrival.

    4. What is the baker’s traditional dress called?
      It was called the kabai, a single-piece frock reaching the knees.

    5. How can one recognise a baker even today?
      By his plump physique and round belly, a sign of prosperity.

    Long Answer Type

    Q1. Describe the significance of the baker in Goan life as presented in the essay.
    Ans. The baker in Goan life is not just a tradesman but a cultural icon. He plays a vital role in everyday life as well as in special occasions. Bread is a staple at every household meal, but during weddings, the sweet bread bol is indispensable. Cakes, sandwiches, and biscuits prepared from his loaves mark festivals like Christmas. Children, on the other hand, eagerly await his morning visit to receive bread-bangles and sweets. His arrival is heralded by the jingling bamboo staff, a sound that brings excitement to households. The baker also has a distinct appearance, wearing the traditional kabai and maintaining a prosperous physique. The essay shows that bakers were financially well-off and socially respected. Thus, the baker symbolises both livelihood and festivity in Goa.

    Q2. “A Baker from Goa is a nostalgic sketch.” Discuss.
    Ans. Lucio Rodrigues writes the essay with fondness and nostalgia. He recalls the Portuguese days when bread was introduced to Goa, and how the baker became a beloved part of village life. The essay paints a vivid picture of mornings filled with excitement at the baker’s arrival, children running for bread-bangles, and families preparing for celebrations. Rodrigues notes that even after the Portuguese left, the tradition of bread-making and the presence of bakers continues. His humorous description of the bakers’ appearance and attire adds to the charm. The essay is not merely informative but a heartfelt remembrance of the joy, simplicity, and cultural richness of Goan society. It is this nostalgic tone that makes the essay delightful and memorable.

    Summary of the Story

    A Baker from Goa by Lucio Rodrigues is a nostalgic account of the tradition of bread-making in Goa, a practice introduced by the Portuguese and still cherished by Goans today. The story highlights the cultural significance of bakers, the joyous memories of childhood, and the continuing presence of this unique tradition in Goan society.

    The narrator begins by recalling the days of Portuguese rule in Goa when the baker, or pader, was an essential figure in every village. Even though the Portuguese have left, their legacy continues in the form of bread-making, which remains an integral part of Goan culture.

    The baker was not just a tradesman but a vital part of social and family life. His arrival every morning was a much-anticipated event. The jingling bamboo staff he carried announced his presence, and children rushed eagerly to meet him. For them, the most delightful treats were bread-bangles, sweet loaves, and special goodies. These were far more exciting than any fancy food because they represented joy and indulgence in their simple lives.

    Bread was also central to important occasions. During marriages, the sweet bread called bol was indispensable. Cakes and sandwiches made from bread were prepared during Christmas and other festive occasions. In fact, no celebration was considered complete without the baker’s products.

    The baker’s visits were not only memorable for the children but also for the entire household. The maidservants purchased loaves, while the children cherished the small pieces given to them. This created a sense of community, where the baker’s arrival was more than a commercial exchange—it was a cultural event.

    The narrator fondly remembers the bakers’ distinctive attire: a special frock-like garment called the kabai. It was a single-piece, knee-length dress, giving the bakers a unique identity. In modern times, the bakers wear simple trousers and shirts, but the tradition of their service continues.

    Bakers were not just respected but also financially stable. Their families were often well-fed and content. The narrator humorously remarks that one could always recognise a baker by his physical appearance—he had a plump physique with a prominent “jackfruit-like belly,” a sign of prosperity.

    Through these recollections, the author brings out the cultural bond between the people of Goa and the bakers. The baker was not merely a provider of food but a symbol of festivity, comfort, and community. His presence was woven into the daily routines and special occasions of Goan life.

    Thematically, the story highlights nostalgia, tradition, and cultural continuity. It shows how colonial influences left lasting impressions on local traditions. The baker symbolises both heritage and joy, reminding us of the importance of simple pleasures and community ties.

    In conclusion, A Baker from Goa is more than a story about bread. It is about memories, traditions, and the cultural identity of Goa. It teaches us that some traditions, though simple, hold deep significance and remain timeless.

    ✒️ Biography of Lucio Rodrigues

    Lucio Rodrigues (1916–1973) was a noted Goan essayist, teacher, and folklorist who made significant contributions to Indian English literature. Born in South Goa, Rodrigues grew up in a culturally rich environment influenced by both Portuguese colonial heritage and traditional Goan life. This duality shaped much of his writing, which often focused on Goan culture, folklore, and traditions.

    Rodrigues worked as a teacher of English Literature in colleges across Goa and later in Mumbai. He was admired not only for his teaching but also for his engaging essays that captured the essence of Goan life. He wrote extensively about the customs, traditions, and everyday experiences of the Goan people, giving readers insights into a unique cultural landscape.

    His essays were published in reputed journals and periodicals such as The Illustrated Weekly of India, The Times of India, and The Hindu. Through these writings, Rodrigues became an important voice in portraying the socio-cultural life of Goa during and after Portuguese rule.

    A Baker from Goa, included in NCERT’s First Flight, is one of his most popular essays. It highlights the lasting legacy of the Portuguese—the tradition of bread-making—and reflects on its role in Goan society. With a mix of humour, nostalgia, and vivid description, Rodrigues brings alive the image of the baker, the village community, and the joy associated with bread.

    As a folklorist, Rodrigues was dedicated to preserving Goan cultural traditions, which were at risk of fading under modernisation. His writings serve as valuable records of Goan social life, celebrations, and practices.

    Although he did not produce a large volume of work, the quality and authenticity of his essays earned him recognition in the field of Indian English literature. He is often remembered for his ability to turn everyday details into memorable cultural narratives.

    Lucio Rodrigues passed away in 1973, but his legacy endures through his essays, which continue to be studied in schools and colleges. His works not only preserve Goan heritage but also remind readers of the importance of valuing local culture and traditions.

  • Chapter – 4, Poem – Amanda!, NCERT, Class 10th, First Flight

    Poem: Amanda!

    by Robin Klein

    Textual Questions (Page No. 62)

    Q1. How old do you think Amanda is? How do you know this?
    Ans. Amanda appears to be an adolescent, around 12–14 years old. This is evident from the instructions she receives—don’t bite nails, sit up straight, do homework, and behave properly. Such directions are commonly given to children in their early teenage years.

    Q2. Who do you think is speaking to her?
    Ans. The speaker is most likely Amanda’s parent or guardian, who is constantly correcting her behaviour and habits.

    Q3. Why are Stanzas 2, 4, and 6 given in parentheses?
    Ans. These stanzas reflect Amanda’s inner thoughts and fantasies, not spoken aloud. They are set in parentheses to separate them from the parent’s instructions and to highlight her imaginative escape from reality.

    Q4. Who is the speaker in Stanzas 2, 4, and 6? Do you think this speaker is imagining?
    Ans. The speaker in these stanzas is Amanda herself. Yes, she is imagining alternate worlds where she can be free—like a mermaid, an orphan, or Rapunzel.

    Q5. What could Amanda do if she were a mermaid?
    Ans. If Amanda were a mermaid, she would drift peacefully in the sea, free from restrictions and demands.

    Q6. Is Amanda an orphan? Why does she say so?
    Ans. Amanda is not really an orphan. She imagines being one because she feels suffocated by constant nagging. In her fantasy, being an orphan means freedom to walk barefoot, make patterns in the dust, and live without interference.

    Q7. Do you know the story of Rapunzel? Why does she want to be Rapunzel?
    Ans. Yes. Rapunzel was locked in a tower by a witch but lived happily with her long hair. Amanda wants to be like Rapunzel because, in isolation, she imagines herself free from scolding and restrictions.

    Q8. What does the girl yearn for? What does this poem tell you about Amanda?
    Ans. Amanda yearns for freedom, peace, and self-expression without constant control. The poem shows that she is imaginative, sensitive, and longs for independence, but also feels burdened by parental authority.

    Q9. Read the last stanza. Do you think Amanda is sulking and is moody?
    Ans. No, Amanda is not sulking or moody. She is simply lost in her imaginative world. Her parent misinterprets her silence as sulking, which shows a lack of understanding of her feelings.

    Extra Questions & Answers

    Short Answer Type

    1. Why does Amanda imagine herself as a mermaid?
      Because she wants to escape into a world of peace and freedom, drifting in the sea without restrictions.

    2. What does Amanda mean when she imagines being an orphan?
      She imagines freedom from parental control, living independently, and doing whatever she pleases.

    3. Why does Amanda compare herself to Rapunzel?
      Because Rapunzel lived alone in a tower, away from scolding or interference, symbolising Amanda’s wish for isolation and freedom.

    4. What does Amanda’s parent misunderstand at the end?
      The parent mistakes Amanda’s silence and imagination for sulking and moodiness.

    5. What is the main theme of the poem?
      The conflict between parental authority and a child’s desire for independence and imagination.

    Long Answer Type

    Q1. How does the poem “Amanda!” portray the conflict between parent and child?
    Ans. The poem reflects the common tension between a growing child’s need for freedom and a parent’s desire to discipline. Amanda’s parent constantly nags her—not to bite nails, to sit properly, to finish homework, and to clean her room. These instructions, though well-meant, feel oppressive to Amanda. In her imagination, she escapes into worlds of freedom—living like a mermaid in the sea, wandering as an orphan, or being Rapunzel in a tower. The parent, however, misinterprets her silence as sulking. The poem highlights how miscommunication can occur when parents focus only on discipline without understanding a child’s feelings. It suggests that while guidance is necessary, excessive control stifles individuality. Amanda’s imagination symbolises the creativity and independence every child longs for.

    Q2. What role does imagination play in Amanda’s life?
    Ans. Imagination is Amanda’s way of coping with constant restrictions. When her parent scolds her, she retreats into fantasies—of being a mermaid, an orphan, or Rapunzel. Each fantasy represents freedom from rules, duties, and scolding. Imagination gives her relief and a sense of independence that reality denies her. It also highlights her creativity and sensitivity. The poem suggests that imagination is not mere escape but an essential part of childhood that helps children survive pressure and find joy. Amanda’s imaginative world reflects her resilience against authority and her longing for self-expression.

    Summary of the Poem

    Robin Klein’s Amanda! is a powerful poem that captures the struggles of adolescence, especially the conflict between parental authority and a child’s longing for freedom. Through the character of Amanda, the poet explores themes of imagination, discipline, and the yearning for independence.

    The poem is structured as a dialogue between Amanda’s parent and Amanda’s inner thoughts. The parent’s voice dominates most stanzas, giving instructions and reprimands. The parent tells Amanda not to bite her nails, not to hunch her shoulders, and to sit up straight. Later, the parent reminds her to do her homework, clean her room, and not to eat chocolates (as it causes acne). In the final stanza, the parent accuses Amanda of sulking and behaving moodily.

    Amanda’s responses, given in parentheses, are not spoken aloud but are her inner fantasies. In these, she escapes from her parent’s nagging into worlds of freedom and peace. She imagines herself as a mermaid, drifting happily through the sea, far away from restrictions. She then imagines being an orphan, free to wander barefoot, draw patterns in the dust, and live without interference. Finally, she imagines herself as Rapunzel, living in a tower away from the world, happy in solitude without anyone to scold her.

    The contrast between the parent’s voice and Amanda’s imagination forms the heart of the poem. The parent represents discipline, order, and societal expectations, while Amanda represents imagination, individuality, and the desire for self-expression. The parent’s nagging, though well-intentioned, comes across as oppressive, leaving Amanda yearning for escape.

    At a deeper level, the poem raises questions about the nature of childhood and adolescence. Growing children need guidance, but excessive control can stifle creativity and individuality. Amanda’s fantasies show her need for freedom, while her silence at the end reflects how misunderstood children often feel.

    Stylistically, the poem is simple and conversational but carries profound meaning. The alternating stanzas effectively highlight the contrast between external authority and inner imagination. The use of parentheses emphasises Amanda’s private world, which remains hidden from her parent. The imagery of a mermaid, orphan, and Rapunzel adds a fairy-tale quality, symbolising Amanda’s wish to live free from restrictions.

    Thematically, the poem deals with:

    • Adolescence – the stage where children seek identity and independence.

    • Imagination – as an escape from strict control.

    • Parental authority vs. freedom – the balance between discipline and individuality.

    • Miscommunication – Amanda’s parent misinterprets her silence as sulking, showing the gap between adult expectations and a child’s feelings.

    In conclusion, Amanda! is not just about one girl but about every child who has felt restricted by rules and longed for freedom. It reflects the universal tension between growing children and their parents. The poem reminds us that guidance must be balanced with understanding, and that children’s imagination should be respected, not suppressed.

    ✒️ Biography of Robin Klein

    Robin Klein (1936–2015) was an acclaimed Australian author of children’s and young adult literature. Born in Kempsey, New South Wales, Klein grew up in a large family and developed a love for reading and writing from a young age.

    Before becoming a full-time writer, she worked in various professions, including as a nurse, teacher, and bookseller. These experiences gave her insight into human behaviour, especially the struggles of children and adolescents, which became central themes in her work.

    Klein published her first book in 1981 and quickly established herself as a major voice in Australian children’s literature. Her stories often explored the complexities of childhood, growing up, and the challenges faced by young people. She wrote with empathy, humour, and honesty, making her works relatable to both children and adults.

    Some of her most notable works include Hating Alison Ashley (1984), which became a classic in Australian schools and was later adapted into a film, and Came Back to Show You I Could Fly (1989), which won the Human Rights Award for Literature. She also wrote fantasy novels, picture books, and poetry.

    Her writing style was marked by simplicity and emotional depth. She often portrayed children navigating between authority and independence, as seen in her poem Amanda!. The poem reflects her keen observation of how adolescents feel restricted by adult rules and how they retreat into imagination for comfort.

    Klein received several awards for her contributions to literature, including the Children’s Book Council of Australia (CBCA) Book of the Year Award. She was also shortlisted for international prizes, bringing Australian children’s literature to a global audience.

    Later in life, Klein suffered from serious health issues that limited her writing, but her legacy remained strong. Her works continue to be studied in schools and loved by readers for their honesty and sensitivity.

    Robin Klein passed away in 2015, leaving behind a legacy of stories and poems that captured the voice of young people with authenticity. Through works like Amanda!, she gave expression to the struggles of growing children who seek freedom, individuality, and understanding.

  • Chapter 4: From the Diary of Anne Frank, NCERT, Class 10th, English, First Flight

    Chapter 4: From the Diary of Anne Frank

    by Anne Frank

    Page No. 51 – Oral Comprehension Check

    Q1. What makes writing in a diary a strange experience for Anne Frank?
    Ans. For Anne, writing in a diary was strange because she had never written anything before. Also, she felt that no one—including herself—would be interested in the musings of a thirteen-year-old girl.

    Q2. Why does Anne want to keep a diary?
    Ans. Anne felt lonely and lacked a true friend with whom she could share her feelings. She wanted the diary to be her friend, which she named Kitty, and confide in it.

    Q3. Why did Anne think she could confide more in her diary than in people?
    Ans. She believed that paper has more patience than people. She thought people might not understand her, but her diary would always listen silently without judgment.

    📖 Page No. 51–52 – Oral Comprehension Check

    Q1. Why does Anne provide a brief sketch of her life?
    Ans. She felt that no one would understand her diary entries unless she provided some background about herself, her family, and her life.

    Q2. What tells you that Anne loved her grandmother?
    Ans. Anne mentions that she often thought of her grandmother with love, and during her birthday celebration in 1942, a candle was lit in her memory. This shows her deep affection and respect for her grandmother.

    📖 Page No. 54 – Oral Comprehension Check

    Q1. Why was Mr Keesing annoyed with Anne? What did he ask her to do?
    Ans. Mr Keesing, Anne’s mathematics teacher, was annoyed because she talked too much in class. As punishment, he gave her extra homework in the form of essays on topics like “A Chatterbox,” “An Incorrigible Chatterbox,” and “Quack, Quack, Quack, Said Mistress Chatterbox.”

    Q2. How did Anne justify her being a chatterbox in her essay?
    Ans. She wrote that talking was a student’s trait and that she inherited it from her mother, who was also talkative. She argued convincingly that it was a natural trait and not easy to control.

    Q3. Do you think Mr Keesing was a strict teacher?
    Ans. Initially, Mr Keesing seemed strict as he punished Anne for talking. However, later he appreciated her witty essay written in verse and began making jokes himself. This shows he had a good sense of humour and was not too harsh.

    Q4. What made Mr Keesing allow Anne to talk in class?
    Ans. Anne’s last essay, written in verse with the help of her friend Sanne, humorously portrayed a duck family punished for quacking too much. Mr Keesing enjoyed the joke and shared it with other classes. Since then, he allowed Anne to talk freely in class.

    📖 Thinking About the Text (Page No. 55–56)

    Q1. Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl?
    Ans. At that time, Anne believed nobody would care about her writings. Ironically, her diary became one of the most widely read books in the world. It provides deep insights into the mind of a young girl facing extraordinary circumstances.

    Q2. There are some examples of diary or journal entries in the ‘Before You Read’ section. Compare these with what Anne writes in her diary. What language was the diary originally written in? In what way is Anne’s diary different?
    Ans. The ‘Before You Read’ entries are factual and descriptive, while Anne’s diary is intimate and emotional. Her diary was originally written in Dutch. Unlike routine records, Anne’s writing treats her diary as a close friend, making it personal and engaging.

    Q3. Why does Anne need to give a brief sketch about her family? Does she treat ‘Kitty’ as an insider or an outsider?
    Ans. Anne shares her background so that her imaginary friend ‘Kitty’ and future readers can understand her better. She treats Kitty as an insider, confiding in her as a trusted friend.

    Q4. How does Anne feel about her father, her grandmother, Mrs Kuperus, and Mr Keesing? What do these tell you about her?
    Ans. Anne adored her father, loved her grandmother deeply, respected Mrs Kuperus (her headmistress), and found Mr Keesing amusing despite his strictness. This shows that she was affectionate, observant, and capable of valuing people in her life.

    Q5. What does Anne write in her first essay?
    Ans. Her first essay, “A Chatterbox,” argued that talking is a student’s trait and an inherited quality from her mother, so it was difficult for her to control.

    Q6. Anne says teachers are most unpredictable. Is Mr Keesing unpredictable? How?
    Ans. Yes. Mr Keesing shifted from being strict and punishing Anne to laughing at her jokes and even sharing her essay with other classes. His change of attitude shows his unpredictability.

    Q7. What do these statements tell you about Anne Frank as a person?

    • (i) Anne’s wish to confide shows she longed for deep companionship.

    • (ii) Her desire to treat her diary as a friend shows creativity and imagination.

    • (iii) Her humour about being a birthday present for Margot shows wit.

    • (iv) Her remark about dummies and unpredictable teachers shows frankness.

    • (v) Her clever arguments in her essay show originality and intelligence.

    Together, these reveal Anne as sensitive, witty, intelligent, observant, and imaginative.

    Extra Questions & Answers

    Short Answer Type

    1. Why did Anne name her diary ‘Kitty’?
      Because she wanted to imagine her diary as a true friend with whom she could confide her thoughts.

    2. Why did Anne dislike giving a sketch of her life?
      She felt it was boring and unnecessary but thought it important for readers to understand her story.

    3. What was Anne’s relationship with her grandmother?
      She loved her grandmother deeply and remembered her fondly, even lighting a candle in her memory on her birthday.

    4. How did Anne outsmart Mr Keesing in the last essay?
      She wrote a humorous poem about quacking ducks, which turned his punishment into a joke on him.

    5. What shows Anne’s sense of humour?
      Her witty remark that she was a “birthday present” for her sister Margot shows her playful side.

    Long Answer Type

    Q1. How does Anne Frank’s diary reflect her personality?
    Ans. Anne Frank’s diary reveals her as witty, intelligent, sensitive, and imaginative. She treated her diary as a friend, “Kitty,” showing her need for companionship. She had a sharp sense of humour, as seen in her essays to Mr Keesing. She loved her family deeply, especially her father and grandmother. At the same time, she was honest about her feelings, admitting her loneliness and her struggles with friendships. Her writing style shows clarity of thought, originality, and creativity. Though she was only thirteen, she displayed maturity by reflecting on human nature and the unpredictability of teachers. Her diary captures both the innocence of youth and the depth of a reflective mind. This blend of qualities makes Anne’s writing timeless and relatable.

    Q2. What universal lesson does Anne Frank’s diary teach us?
    Ans. Anne Frank’s diary teaches that words have the power to preserve truth and human experience. Though she believed no one would care about her musings, her diary became a global voice against hatred and oppression. It reminds us that every individual’s story matters, no matter how young or ordinary they may seem. Her reflections on loneliness, friendship, family, and teachers are relatable to everyone. At the same time, the diary symbolises resilience in the face of suffering. It shows that even in the darkest times, one can find humour, love, and hope. Thus, Anne’s diary is not only a personal record but also a universal lesson about humanity, courage, and the importance of freedom.

    Summary of the Lesson (500+ words)

    From the Diary of Anne Frank is an extract from Anne Frank’s world-famous diary, The Diary of a Young Girl. It presents the thoughts and experiences of a thirteen-year-old Jewish girl living under extraordinary circumstances during World War II.

    Anne begins by explaining why she decided to keep a diary. Although she had a family and acquaintances, she lacked a true confidante. She decided to treat her diary as her closest friend, naming it Kitty. Writing in a diary seemed strange at first, but she felt paper had more patience than people.

    Anne then provides a brief account of her life. She was born in Frankfurt in 1929. Her family moved to Holland after the Nazis came to power in Germany. She lived with her parents and sister Margot, whom she loved dearly. She cherished memories of her grandmother, whose death left a lasting impact.

    The extract also describes Anne’s school life. She mentions her classmates’ nervousness about exams and her own confidence in most subjects except mathematics. Her maths teacher, Mr Keesing, was annoyed by her constant talking. He gave her extra homework in the form of essays as punishment.

    Anne’s witty and intelligent responses to these punishments show her creativity. In her first essay, she argued that talking was a student’s trait and an inherited quality. Mr Keesing laughed but continued to punish her. In another essay titled “An Incorrigible Chatterbox,” she again defended herself. Finally, when asked to write “Quack, Quack, Quack, Said Mistress Chatterbox,” Anne, with her friend Sanne’s help, turned it into a humorous poem about ducks punished for quacking too much. Mr Keesing enjoyed the joke, read it aloud to other classes, and allowed Anne to talk in class thereafter.

    The extract highlights Anne’s personality—witty, observant, intelligent, and sensitive. She could write with humour even about her punishments. She also shows deep affection for her father, grandmother, and teachers.

    At a deeper level, the extract reflects the resilience of a young girl living in difficult times. Anne’s diary was written while she was hiding from the Nazis. Though the extract does not directly mention war or suffering, it represents the thoughts of a girl who sought comfort in writing when human companionship was insufficient.

    In conclusion, Anne Frank’s diary is more than a record of daily life. It reflects her inner world—her longing for companionship, her wit, her intelligence, and her courage. The extract makes us realise why her diary became one of the most widely read books in the world. It provides a timeless lesson about the power of words to capture human experience, even in the darkest times.

    ✒️ Biography of Anne Frank

    Anneliese Marie “Anne” Frank (1929–1945) was a German-born Jewish girl whose diary became one of the most powerful testimonies of the Holocaust. Born on 12 June 1929 in Frankfurt, Germany, Anne was the younger daughter of Otto Frank and Edith Hollander Frank.

    In 1933, when the Nazis came to power, the Frank family moved to Amsterdam to escape persecution. However, after the German occupation of the Netherlands in 1940, Jews faced increasing restrictions. In July 1942, when deportations of Jews began, the family went into hiding in a secret annex of Otto Frank’s office building. They were joined by the Van Pels family and later Fritz Pfeffer.

    During two years in hiding, Anne kept a diary, which she received on her thirteenth birthday. In it, she recorded her daily life, fears, hopes, and reflections. She named her diary “Kitty” and treated it as her closest friend. Her entries reveal her sharp observations, humour, intelligence, and deep emotions.

    In August 1944, the hiding place was betrayed, and the residents were arrested. Anne and her sister Margot were deported to Bergen-Belsen concentration camp, where they both died of typhus in early 1945. Anne was only fifteen years old.

    Otto Frank, the only survivor of the group, later discovered Anne’s diary preserved by Miep Gies, a helper. Recognising its value, he arranged for its publication. First published in Dutch in 1947 as Het Achterhuis (The Secret Annex), the diary was later translated into many languages under the title The Diary of a Young Girl. It has since sold millions of copies worldwide.

    Anne Frank’s diary is remarkable not only because it documents life during Nazi persecution but also because it reflects the voice of a young girl growing up in extraordinary circumstances. Her writings show maturity beyond her age, combined with innocence and humour. She wrote about her relationships, ambitions, and dreams, as well as about fear and suffering.

    The diary has been adapted into plays, films, and even operas. Anne Frank has become a symbol of the human cost of hatred and war. Her words—“I still believe, in spite of everything, that people are truly good at heart”—continue to inspire readers across generations.

    Today, Anne Frank is remembered not only as a victim of the Holocaust but as a gifted writer whose voice continues to speak for millions who suffered. Her diary stands as a testament to resilience, hope, and the enduring power of words.

  • Chapter – 3, Poem – The Ball Poem, NCERT, Class 10th, First Flight

    Poem: The Ball Poem

    by John Berryman

    Textual Questions (Page No. 47)

    Q1. Why does the poet say, “I would not intrude on him”? Why doesn’t he offer him money to buy another ball?
    Ans. The poet does not want to intrude because the boy is experiencing a deep, personal loss. Offering money would not help, as the boy is not grieving for the object itself but for what it represents—his childhood, memories, and the realisation of loss.

    Q2. “… staring down/All his young days into the harbour where/His ball went …” Do you think the boy has had the ball for a long time? Is it linked to the memories of days when he played with it?
    Ans. Yes, the boy had the ball for a long time. It was linked with the joy and innocence of his childhood days, and losing it felt like losing part of those precious memories.

    Q3. What does “in the world of possessions” mean?
    Ans. It means the material world where people are attached to objects and ownership. The boy is realising that possessions can be lost and that life involves facing such losses.

    Q4. Do you think the boy has lost anything earlier? Pick out the words that suggest the answer.
    Ans. No, it seems this is his first experience of loss. The line “He senses first responsibility / In a world of possessions” suggests that this is the boy’s first encounter with grief and responsibility.

    Q5. What does the poet say the boy is learning from the loss of the ball?
    Ans. The poet says the boy is learning the reality of loss—that possessions cannot always be replaced, and money cannot buy back memories. He is learning the responsibility of coping with loss, a lesson every human must learn.

    Q6. Have you ever lost something you liked very much? Write a paragraph describing how you felt then, and saying whether—and how—you got over your loss.
    Ans. (Example) Yes, once I lost a watch gifted to me by my grandfather. I felt heartbroken, not because of its price but because of the emotional bond. Over time, I realised that memories live in the heart, not just in objects. This helped me overcome the grief.

    Extra Questions & Answers

    Short Answer Type

    1. What happened to the boy’s ball?
      The ball bounced down the street and fell into the water, where it was lost forever.

    2. Why is the boy so upset about losing his ball?
      Because it represented his childhood memories, not just an object.

    3. Why doesn’t the poet offer him another ball?
      Because money can buy a new ball but not the memories and emotions attached to the lost one.

    4. What does “epistemology of loss” mean in the poem?
      It means understanding the true nature of loss—learning how to cope with it.

    5. What life lesson does the boy begin to learn?
      That loss is a part of life, and one must accept it with responsibility.

    Long Answer Type

    Q1. How does the poet use the image of a ball to convey a universal truth about life?
    Ans. John Berryman uses the image of a ball as a metaphor for childhood and innocence. When the boy loses his ball, he is not just upset about the toy but about the memories and joy it symbolises. The ball rolling into the water represents the inevitable losses of life—childhood slipping away, moments gone forever, and possessions that cannot be regained. The poet explains that money is external and cannot buy back what is truly lost. By watching the boy’s grief, we realise that everyone must learn to cope with loss. The boy begins to sense responsibility, understanding that life is not only about possessions but also about acceptance. This small incident reflects a universal truth: loss is part of human existence, and growing up means learning to stand up after losses.

    Q2. Do you agree that “The Ball Poem” is about much more than a boy losing a toy? Explain.
    Ans. Yes. While on the surface, the poem is about a boy losing his ball, its deeper meaning lies in the lesson of loss. The ball symbolises the boy’s childhood, innocence, and happy memories. Losing it becomes his first experience of grief. The poet highlights that money cannot replace what truly matters—memories, relationships, or moments. This makes the poem about the larger truth of human life: everyone faces loss, and learning to accept it is part of growing up. Thus, the poem transcends the simple incident and becomes a meditation on maturity, responsibility, and resilience.

    Summary of the Poem

    The Ball Poem by John Berryman is a reflective and moving poem about loss, growing up, and learning responsibility. Through the simple incident of a boy losing his ball, the poet conveys profound truths about life.

    The poem begins with a boy watching helplessly as his ball bounces away, rolls down the street, and finally falls into the harbour. For most people, this might seem trivial since balls are inexpensive and easy to replace. However, for the boy, the loss is devastating. He stands stiff, trembling, and staring at the water where his ball is lost, filled with grief.

    The poet clarifies that the ball is not merely a toy. It represents the boy’s childhood, his past days of innocence, and the experiences tied to it. Losing the ball symbolises the boy’s first encounter with the reality of loss. He realises that possessions, once gone, cannot always be recovered.

    The poet deliberately refrains from interfering or offering him money to buy another ball. He says: “I would not intrude on him.” This shows the importance of allowing the boy to process his grief on his own. Money is external—it can buy another ball but not the same memories attached to the lost one.

    The poem then broadens its meaning. The boy begins to sense his “first responsibility in a world of possessions.” This means he is learning the lesson that everyone, sooner or later, must learn—that loss is inevitable. Objects, people, and moments will be lost throughout life, and one must learn to cope with such experiences.

    The poet calls this lesson the “epistemology of loss.” The word epistemology means the study of knowledge. Here, it refers to the knowledge of what loss truly means. By losing his ball, the boy is beginning to understand the harsh truth of human existence—that nothing lasts forever.

    Stylistically, the poem is written in free verse, without rhyme or regular rhythm. This adds to the seriousness of its tone, making it more reflective than playful. The imagery of the ball bouncing merrily, then sinking into the harbour, contrasts sharply with the boy’s grief, symbolising how quickly joy can turn into loss.

    Thematically, the poem deals with growing up, facing reality, and developing resilience. Childhood is a time of innocence, but as one grows, the reality of loss enters life. The boy, by experiencing grief, is taking his first step into maturity.

    In conclusion, The Ball Poem uses a small incident to teach a universal lesson. Loss is an unavoidable part of life, and money cannot buy back what is truly lost. Everyone must learn to cope with grief, accept change, and move forward. Through the boy’s experience, Berryman highlights the painful but necessary process of growing up.

    ✒️ Biography of John Berryman

    John Allyn Berryman (1914–1972) was an American poet and scholar, regarded as one of the most important voices of twentieth-century poetry. He was born on 25 October 1914 in McAlester, Oklahoma, USA. His childhood was marked by trauma—his father died by suicide when John was only twelve years old. This personal tragedy deeply affected him and later influenced his poetry, which often dealt with themes of loss, grief, and the search for meaning.

    Berryman studied at Columbia University and later at Cambridge University, England. He became a professor of English and taught at several universities, including the University of Minnesota. Alongside teaching, he developed his career as a poet.

    His early works showed the influence of W. B. Yeats and other modernist poets, but over time, Berryman developed a unique voice. His most famous work, The Dream Songs (published in 1964 and 1968), is a sequence of 385 poems written in a highly original style. These poems combine humour, despair, and deep introspection, creating a complex picture of human experience. The collection earned him the Pulitzer Prize for Poetry in 1965 and later the National Book Award.

    Berryman’s poetry often reflected his inner struggles with mental illness, alcoholism, and depression. He wrote candidly about despair, failure, and the challenges of life, but also infused his work with wit, playfulness, and intellectual depth. This combination made his poems powerful, unique, and emotionally resonant.

    The Ball Poem, one of his shorter and simpler works, is frequently included in school curricula because of its universal theme. In it, Berryman uses the image of a lost ball to symbolise the loss of innocence and the painful lesson of growing up. While less complex than The Dream Songs, it demonstrates his ability to find deep meaning in everyday events.

    Apart from poetry, Berryman was also a literary critic and biographer. He wrote a notable biography of Stephen Crane, an American novelist and poet.

    Despite his success, Berryman continued to struggle with personal demons. His battles with alcoholism and depression eventually led to his death in 1972, when he tragically took his own life.

    Today, John Berryman is remembered as one of America’s greatest confessional poets. His works are studied for their raw honesty, emotional power, and innovative style. Poems like The Ball Poem remain timeless for their simplicity and depth, offering life lessons about loss, responsibility, and resilience.

  • Chapter – 3, Poem – How to Tell Wild Animals, NCERT, Class 10th, First Flight

    Poem: How to Tell Wild Animals

    by Carolyn Wells

    Textual Questions (Page No. 44–45)

    Q1. Does ‘dyin’ really rhyme with ‘lion’? Can you say it in such a way that it does?
    Ans. Strictly speaking, ‘dyin’ and ‘lion’ do not rhyme perfectly. But the poet deliberately shortens “dying” to “dyin’” so that, when spoken in a humorous or exaggerated way, it can be made to rhyme with “lion.”

    Q2. How does the poet suggest that you identify the lion and the tiger? When can you do so, according to him?
    Ans. You can identify the lion if a large, tawny beast roars at you as you’re about to die. The tiger can be identified if a wild animal with black stripes on yellow skin eats you. Both can be recognised in dangerous encounters.

    Q3. Do you think the words ‘lept’ and ‘lep’ in the third stanza are spelt correctly? Why does the poet spell them like this?
    Ans. The correct spelling is “leapt.” The poet uses “lept” and “lep” to maintain rhythm and humour. The misspelling creates a playful, comic effect, suiting the humorous tone of the poem.

    Q4. Do you know what a ‘bearhug’ is?
    Ans. A bearhug is a tight, strong embrace. In the poem, it humorously suggests how a bear attacks its victim by hugging it very hard, while in daily life, a bearhug can mean a warm, affectionate hug.

    Q5. Look at the line: “A novice might nonplus.” How would you write this ‘correctly’? Why is the poet’s ‘incorrect’ line better in the poem?
    Ans. The correct form is: “A novice might be nonplussed.” However, the poet’s shorter version maintains the rhyme and rhythm, while also adding humour and simplicity.

    Q6. Can you find other examples of poets taking liberties with language?
    Ans. Yes. Many humorous and nonsense poets like Edward Lear, Ogden Nash, and Lewis Carroll deliberately bend grammar, spelling, or meaning to create comic or rhythmic effects. Even in Hindi and other regional languages, poets sometimes play with words for humour.

    Q7. Which lines in the poem did you like the most and why?
    Ans. Many students like the stanza on the leopard: “’Twill do no good to roar with pain, / He’ll only lep and lep again.”These lines are funny because the misspelling and rhythm enhance the comic image of a leopard repeatedly pouncing.

    Extra Questions & Answers

    Short Answer Type

    1. How can one identify the Asian Lion, according to the poet?
      By its roar, which comes just as it is about to kill you.

    2. What is the humorous rule for recognising a Bengal Tiger?
      If it eats you, then you can be sure it’s a Bengal Tiger.

    3. What does the poet say about the leopard’s attack?
      That crying out in pain won’t help, because the leopard will only leap on you again and again.

    4. What is meant by a ‘bearhug’ in the poem?
      It humorously refers to the bear attacking its prey by squeezing tightly, but sounds like a friendly hug.

    5. Why are the crocodile and hyena easy to confuse?
      Because hyenas seem to smile, while crocodiles seem to weep, both giving misleading impressions.

    Long Answer Type

    Q1. What makes “How to Tell Wild Animals” a humorous poem?
    Ans. The humour of Carolyn Wells’s poem lies in exaggeration, irony, and playful use of language. Instead of realistic descriptions, she gives absurd ones—for example, you can identify a lion if it roars while killing you, or a tiger if it eats you. The leopard is described as leaping repeatedly, with comic misspellings like “lep.” The bear is introduced through the idea of a “bearhug,” which is actually a deadly embrace. She also plays with expressions like “crocodile tears” and the “laughing” hyena, making them literal. Finally, the chameleon is humorously described as invisible—if you see nothing on a tree, it may be a chameleon. These exaggerations, combined with rhyme and rhythm, make the poem entertaining.

    Q2. Do you think the poem has a hidden message beyond humour? Discuss.
    Ans. While primarily humorous, the poem may be seen as a gentle satire on human fear of animals and our tendency to exaggerate danger. Instead of scientific facts, the poet gives comic rules for recognising animals, showing how little humans may truly understand nature. The poem also reminds us that wild animals are powerful and dangerous, and that observing them closely requires caution. At the same time, its humour makes it enjoyable and easy to remember. Thus, the poem blends fun with subtle reflection on how humans perceive the animal world.

    Summary of the Poem

    How to Tell Wild Animals by Carolyn Wells is a humorous poem that playfully suggests dangerous ways to identify wild animals. Written in a light-hearted tone, the poem uses irony and exaggeration to entertain readers while describing the characteristics of various creatures.

    The poem begins with the lion. If, while roaming in the jungle, one encounters a large tawny beast that roars as you are about to die, then it is surely the Asian Lion. The poet makes this terrifying meeting sound comical by suggesting that you can “identify” the lion at the very moment it kills you.

    Next, she describes the Bengal Tiger. If you meet a beast with black stripes on a yellow coat, you can know it is a tiger when it eats you. Again, the humour arises from the absurdity of learning the animal’s identity too late to save oneself.

    Then comes the leopard. Its skin is peppered with spots. The poet jokes that if it leaps on you, roaring in pain will do no good because the leopard will only keep “lepping” again and again. The use of the misspelt word “lep” adds a playful, rhythmic quality.

    The bear is described through the idea of a “bearhug.” If a large animal embraces you very tightly, leaving you unable to breathe, then it is a bear. The hug here is a metaphor for the bear’s deadly attack, but it is presented in a humorous way.

    The poet then compares the crocodile and hyena. The hyena is known for its strange, laughter-like sound, while crocodiles are thought to shed false tears (“crocodile tears”). Thus, if an animal smiles at you, it is a hyena; if it weeps while swallowing you, it is a crocodile. The use of common expressions adds wit to the poem.

    Finally, the chameleon is described. It is a small lizard-like creature that has neither ears nor wings. Its camouflage is so perfect that if you look at a tree and see nothing, it may actually be a chameleon blending into the bark.

    The central theme of the poem is humour through exaggeration. While most poems about animals glorify their beauty or power, Wells chooses to make readers laugh at the absurd ways of recognising them. The poem also plays with language—using misspellings, shortened words, and unexpected rhymes to maintain rhythm and humour.

    At a deeper level, the poem may also be seen as a satire on the way humans often exaggerate the danger of wild animals or fail to truly understand them. Instead of scientific or realistic descriptions, Wells gives comic ones that make the animals memorable in a different way.

    In conclusion, How to Tell Wild Animals is both entertaining and imaginative. By blending rhythm, wordplay, and exaggeration, Carolyn Wells creates a delightful poem that children and adults alike enjoy. It shows that poetry can be playful as well as meaningful, and that humour is a powerful tool for learning and remembering.

    ✒️ Biography of Carolyn Wells

    Carolyn Wells (1862–1942) was an American writer and poet, best known for her humorous verse, children’s literature, and mystery novels. She was born on 18 June 1862 in Rahway, New Jersey, USA. From a young age, Wells showed talent for wordplay, rhymes, and storytelling, which later became the foundation of her literary career.

    Initially, Wells worked as a librarian, where she developed a passion for books and literature. She soon began writing poetry, and her witty, humorous verses quickly gained popularity. She contributed to newspapers and magazines, publishing light verse that was entertaining, rhythmic, and filled with clever wordplay.

    Her humorous poetry collections, such as Idle Idyls (1900) and Such Nonsense! (1918), showcased her playful style. She often experimented with language, bending grammar, spelling, and rhythm to create comic effects. This made her work especially appealing to children and young readers. How to Tell Wild Animals is a perfect example, using exaggeration and comic descriptions to make animals both amusing and memorable.

    Wells was also a prolific author of children’s books. She wrote fairy tales, parodies, and stories filled with adventure and humour. Her ability to engage children through rhyme and imagination made her a beloved figure in American children’s literature.

    Later in her career, she turned to mystery novels, inspired by the success of Arthur Conan Doyle and other crime writers. She wrote over 170 books, including popular detective stories such as The Clue (1909) and the Fleming Stone series. Though her mysteries were formulaic, they were widely read in the early twentieth century.

    What set Wells apart was her versatility. She moved easily between poetry, humour, children’s tales, and detective fiction. Her writing was marked by lightness, wit, and accessibility, qualities that gave her a wide readership.

    Carolyn Wells passed away in 1942, leaving behind a vast body of work. Though her detective novels have faded in popularity, her humorous poems remain cherished for their charm and wit. Today, she is remembered as a writer who brought laughter and delight to her readers, especially through poems like How to Tell Wild Animals.

  • Chapter 3: Part II – Fredrick Forsyth – The Black Aeroplane, NCERT, Class 10th, First Flight

    Chapter 3 – Part II: The Black Aeroplane

    by Frederick Forsyth

    📖 Textual Questions (Page No. 40)

    Q1. “I’ll take the risk.” What is the risk? Why does the narrator take it?
    Ans. The risk was flying his old Dakota straight into huge storm clouds. The narrator took this risk because he was eager to reach England in time for breakfast and meet his family, despite knowing the danger.

    Q2. Describe the narrator’s experience as he flew the aeroplane into the storm.
    Ans. As soon as he entered the clouds, everything turned black. The plane twisted and jumped. His compass stopped working, other instruments failed, and the radio went dead. He was completely lost, unable to see or communicate, and running out of fuel.

    Q3. Why does the narrator say, “I landed and was not sorry to walk away from the old Dakota…”?
    Ans. Because he had narrowly escaped a dangerous situation. His plane had no compass, no radio, and very little fuel left. Landing safely gave him relief, and he did not regret leaving the plane after such a terrifying experience.

    Q4. What made the woman in the control centre look at the narrator strangely?
    Ans. She looked at him strangely because, according to radar records, no other aircraft was flying that night. Yet, the narrator insisted that another plane had guided him through the storm.

    Q5. Who do you think helped the narrator to reach safely?
    Ans. The story leaves the question open. It might have been a phantom plane, his imagination, or divine intervention. Symbolically, the “black aeroplane” could represent hope, courage, or unseen help that guides us through dark times.

    Extra Questions & Answers

    Short Answer Type

    1. What was the narrator’s dream while flying at night?
      He dreamed of reaching England in time for breakfast with his family.

    2. Why couldn’t the narrator fly around the storm clouds?
      Because his plane had limited fuel, not enough to go north or south.

    3. What went wrong with the Dakota inside the storm?
      The compass spun, other instruments stopped working, the radio went dead, and he lost his way.

    4. Why did the narrator follow the black aeroplane?
      Because he was lost and frightened, and the mysterious pilot seemed to guide him safely through the storm.

    5. What mystery remained unsolved at the end?
      The identity of the black aeroplane and its pilot, since radar showed no such plane existed.

    Long Answer Type

    Q1. How did the narrator escape from the storm?
    Ans. The narrator escaped from the storm with the unexpected help of a mysterious black aeroplane. When his Dakota’s instruments and radio failed, he was lost and terrified. At that moment, he saw another plane flying close by, with a pilot who gestured for him to follow. Trusting him, the narrator obediently followed the black aeroplane like a child. For half an hour, it guided him through the dark storm until he suddenly saw runway lights below. He landed safely, relieved and grateful. However, when he turned to thank his mysterious saviour, the black aeroplane had vanished. The control centre confirmed that no other planes were flying that night. This left the narrator puzzled but alive. His escape remains a mystery, suggesting unseen forces of hope or divine help in times of crisis.

    Q2. “The Black Aeroplane” is a story of mystery and faith. Discuss.
    Ans. The story blends adventure with mystery. The narrator risked flying into a storm out of desire to reach home. When his plane failed and he was lost, a black aeroplane appeared to guide him. Yet, no record of that plane existed. The mystery lies in whether the plane was real, imagined, or supernatural. Readers are left to decide whether it was divine intervention, a guardian spirit, or the narrator’s imagination born out of desperation. The story symbolises faith—sometimes unseen forces guide us through life’s storms. It teaches that in difficult times, courage and hope can create miraculous escapes. The mystery of the black aeroplane makes the story unforgettable and thought-provoking.

    Summary of the Story

    The Black Aeroplane by Frederick Forsyth is a thrilling and mysterious story about a pilot’s narrow escape while flying at night. It combines suspense, adventure, and mystery, leaving readers to ponder the strange events that saved the narrator’s life.

    The story begins with the pilot flying his old Dakota aeroplane from France to England. It was one thirty in the morning, and the night sky was clear with the moon shining and stars twinkling. The narrator was happy and looked forward to enjoying an English breakfast with his family. He was confident, with Paris Control guiding him on the route.

    After passing Paris, he noticed huge black storm clouds ahead, like dark mountains across his path. He knew he did not have enough fuel to fly around them or go back to Paris. Still, driven by his desire to reach home, he decided, “I’ll take the risk,” and flew into the storm.

    Inside, everything turned pitch dark. The plane tossed violently, making it difficult to control. To his horror, the compass spun uselessly, the instruments failed, and the radio went silent. He was completely lost, unable to see or contact anyone, and his fuel was almost gone. Fear gripped him as he realised the danger of crashing.

    Then, in the midst of the storm, he spotted another aeroplane flying alongside him. It was black, had no lights, but he could clearly see the pilot’s face. The other pilot gestured to him to follow. Relieved, the narrator obediently followed the mysterious plane like a child, believing it would lead him to safety.

    For about half an hour, he followed the black aeroplane through the storm, until suddenly he saw runway lights below. He landed his Dakota safely, his heart filled with gratitude. But when he turned to look for his guide, the mysterious plane had vanished.

    After landing, the narrator rushed to the control centre and asked about the other pilot. The woman in charge looked surprised and told him that no other planes were in the sky that night. His Dakota was the only one on the radar.

    The story ends with a haunting question: Who was the pilot of the black aeroplane? Was it a real person, a phantom, or a creation of the narrator’s imagination? Forsyth leaves it unanswered, intensifying the mystery.

    Thematically, the story reflects human vulnerability, courage, and the mysterious forces that sometimes guide us in life. The “black aeroplane” may symbolise hope, divine intervention, or inner strength that appears during crises. The story is also a reminder of how survival often depends not only on skill but also on faith in the unknown.

    With its suspenseful narration and unresolved ending, The Black Aeroplane remains a fascinating tale that stirs both curiosity and imagination.

    ✒️ Biography of Frederick Forsyth

    Frederick Forsyth (1938–2022) was a celebrated British author and journalist, best known for his gripping thrillers and adventure stories. He was born on 25 August 1938 in Ashford, Kent, England. From an early age, he showed a keen interest in languages and adventure.

    Forsyth began his career as a journalist. He worked for Reuters and later as a BBC correspondent, covering international events. His assignments took him across Europe, Africa, and the Middle East, giving him firsthand experience of global politics and conflicts. This background gave authenticity and realism to his novels.

    His breakthrough came with The Day of the Jackal (1971), a political thriller about an assassination attempt on French President Charles de Gaulle. The book was an instant bestseller and established him as a master of the thriller genre. It was later adapted into a successful film.

    Forsyth’s writing was marked by detailed research, journalistic precision, and suspenseful storytelling. His novels, including The Odessa File (1972), The Dogs of War (1974), The Devil’s Alternative (1979), and The Fourth Protocol(1984), combined fact with fiction so seamlessly that they felt both believable and thrilling.

    Though The Black Aeroplane is a simple short story included in school texts, it reflects Forsyth’s ability to create suspense and mystery within a concise framework. It departs from his usual political thrillers but still carries his hallmark of tension and unanswered questions.

    Apart from writing, Forsyth led an adventurous life. He served briefly in the Royal Air Force as a pilot, an experience that influenced many of his aviation-themed stories. He also worked as a war correspondent during conflicts such as the Biafran War in Nigeria, which shaped his understanding of human struggle and survival.

    Forsyth received numerous awards for his literary contributions, including the Edgar Award and the Crime Writers’ Association’s Cartier Diamond Dagger. In 1997, he was appointed Commander of the Order of the British Empire (CBE) for services to literature.

    He passed away on 2 August 2022 at the age of 83. Frederick Forsyth is remembered as one of the greatest thriller writers of the twentieth century, whose works combined suspense, politics, and adventure. His stories, including The Black Aeroplane, continue to captivate readers with their mix of realism and mystery.

  • Chapter 3: Liam O’Flaherty – Part I – His First Flight, NCERT, Class 10th, First Flight

    Chapter 3 – Part I: His First Flight

    by Liam O’Flaherty

    Textual Questions (Page No. 36)

    Q1. Why was the young seagull afraid to fly? Do you think all young birds are afraid to make their first flight, or are some birds more timid than others? Do you think a human baby also finds it a challenge to take its first steps?
    Ans. The young seagull was afraid to fly because he thought his wings would not support him and he would fall into the deep sea below. Yes, it is natural for young birds to hesitate before flying; some are more timid than others. Similarly, a human baby also faces difficulty and fear while taking its first steps, but encouragement and practice help them overcome it.

    Q2. “The sight of the food maddened him.” What does this suggest? What compelled the young seagull to finally fly?
    Ans. The sight of food maddened him because he was starving after not eating for 24 hours. His mother tempted him with a piece of fish but stopped short of giving it to him. Hunger overpowered his fear, and he dived to grab the food, which forced him to fly.

    Q3. “They were beckoning to him, calling shrilly.” Why did the seagull’s father and mother threaten him and cajole him to fly?
    Ans. His parents wanted him to learn the essential skill of flying for survival. They threatened him with starvation and tried to lure him with food to push him to overcome his fear. Their intention was to encourage him to be independent.

    Q4. Have you ever had a similar experience, where your parents encouraged you to do something that you were too scared to try?
    Ans. Yes. Many of us hesitate to ride a bicycle, swim, or speak in public for the first time. Parents often encourage us, sometimes with strictness and sometimes with persuasion, to overcome fear. These efforts help us succeed eventually.

    Q5. In the case of a bird flying, it seems a natural act, and a foregone conclusion that it should succeed. In the examples you have given in answer to the previous question, was your success guaranteed, or was it important for you to try, regardless of a possibility of failure?
    Ans. Success is never guaranteed, but trying is important. Like the young seagull, we need courage to attempt new things. Even if we fail, trying gives us confidence, and eventually we succeed.

    Extra Questions & Answers

    Short Answer Type

    1. Why didn’t the young seagull fly with his brothers and sister?
      Because he lacked courage and was afraid his wings wouldn’t support him.

    2. How did the seagull’s family treat him when he refused to fly?
      They scolded, threatened, and taunted him. Finally, they left him alone to starve.

    3. What role did hunger play in the story?
      Hunger acted as a driving force, compelling him to dive for food and unknowingly take his first flight.

    4. What happened when the seagull finally dived for the fish?
      His fear vanished as he discovered his wings could support him, and he began to fly joyfully.

    5. What lesson does the story convey?
      That fear can only be overcome by action, and independence comes when we face challenges bravely.

    Long Answer Type

    Q1. How did the young seagull overcome his fear of flying?
    Ans. The young seagull overcame his fear through a combination of hunger, instinct, and encouragement from his family. Initially, he was terrified of the vast sea below and convinced his wings would not support him. His parents tried various means—scolding, threatening, and ignoring him. Finally, his mother used food as bait. When she flew close with a piece of fish but stopped short, hunger drove him to dive towards it. In that moment, instinct took over. He spread his wings, felt the wind beneath them, and realised he could fly. Fear gave way to exhilaration as he soared, dived, and joined his family in the sky. Hunger acted as the trigger, but courage and instinct enabled him to succeed.

    Q2. “His First Flight” is not only about a bird but about all learners. Discuss.
    Ans. The story symbolises the struggles faced by anyone learning a new skill or becoming independent. Just as the young seagull was afraid of flying, humans too hesitate before taking new steps—whether it is walking, swimming, speaking, or facing challenges in life. Like the seagull’s parents, mentors and parents often push us out of comfort zones. Failure or fear is natural, but persistence and necessity help us succeed. The story teaches that growth requires effort, courage, and sometimes the push of hunger or need. It reflects a universal truth—that success comes to those who dare to try. Thus, the seagull’s flight mirrors human journeys of learning and independence.

    Summary of the Story

    His First Flight by Liam O’Flaherty is a heart-touching story about a young seagull who is afraid of taking his first flight. It illustrates the universal truth that growth requires courage, and fear must be conquered with determination.

    The young seagull lived with his parents, two brothers, and a sister on the edge of a cliff. His siblings had already flown the previous day, but he hesitated. When he tried to run to the brink and flap his wings, the vast sea below terrified him. He was certain that his wings would fail and that he would fall into the depths. So, he hid under the ledge in fear. His family encouraged him, scolded him, and even threatened to let him starve, but he could not gather the courage.

    The next day, he watched as his family enjoyed flying. They perfected the art of soaring and diving, and his elder brother even caught his first herring. The young seagull felt miserable and lonely as hunger gnawed at him. His parents ignored him, hoping he would be compelled to take flight.

    The sun blazed, and he was weak from hunger. Then he saw his mother tearing at a piece of fish, sharpening her beak on the rock. Maddened by hunger, he begged her for food. She flew across to him with the fish, but just as she was about to reach him, she stopped mid-air, holding the food just out of reach. Desperate, he dived forward to snatch it.

    That moment changed everything. Though he plunged outward in terror, he instinctively spread his wings. He felt the wind beneath them, lifting him. The fear vanished as he realised he was flying. His parents and siblings cheered him on, soaring and diving around him. Joy replaced his fear as he curved, soared, and shrieked in delight.

    He soon reached the sea and attempted to land, but when his feet sank, he panicked. His family reassured him, and he found that he could float on the water. His hunger was satisfied as they offered him fish, and his pride soared with his first successful flight.

    The story is symbolic of the struggles all beings face in overcoming fear and learning independence. It highlights the role of encouragement, hunger (as motivation), and instinct in helping one succeed. The young seagull’s transformation from cowardice to courage mirrors human growth when facing challenges like walking, speaking, or learning new skills.

    In essence, the story teaches that fear is natural but must be conquered. Once the leap is taken, courage grows, and the joy of achievement replaces fear. The young seagull’s first flight becomes a universal metaphor for stepping out of one’s comfort zone and embracing independence.

    ✒️ Biography of Liam O’Flaherty

    Liam O’Flaherty (1896–1984) was an Irish novelist and short-story writer, best known for his realistic portrayal of Irish life, struggles, and the human condition. Born on 28 August 1896 on Inishmore, one of the Aran Islands off the west coast of Ireland, O’Flaherty grew up in a traditional Gaelic-speaking community. His upbringing amidst rugged landscapes and fishing communities profoundly shaped his literary imagination.

    Educated in Galway and later at University College Dublin, he developed a love for literature and history. However, his life took a dramatic turn when he enlisted in the Irish Guards during World War I. His wartime experiences deeply scarred him, leaving him with shell shock (now known as PTSD). This trauma influenced his writing, which often carried themes of violence, survival, and the fragility of life.

    O’Flaherty’s literary career flourished in the 1920s and 1930s. His works reflected Irish rural life, social conflicts, and the struggles of ordinary people. He wrote novels, short stories, and political essays. Some of his most acclaimed works include The Informer (1925), which won the James Tait Black Memorial Prize and was later adapted into an Oscar-winning film by John Ford. Other notable works are Skerrett (1932) and Famine (1937), which depicted Ireland’s Great Famine with stark realism.

    He was also a socialist and politically outspoken, often engaging with themes of class struggle and injustice. His writing style was marked by simplicity, vivid descriptions, and emotional intensity. He could capture both the beauty of nature and the harshness of human life with equal skill.

    “His First Flight,” one of his most widely read short stories, departs from political themes and instead focuses on personal growth, courage, and instinct. By using a young seagull as the protagonist, O’Flaherty created an allegory that resonates universally. It reflects his deep understanding of human psychology and nature’s lessons.

    Despite literary success, O’Flaherty lived a turbulent life. He struggled with poverty, political exile, and health issues. Nevertheless, he remained committed to his craft. In his later years, he lived quietly, continuing to write and reflect on Irish identity and struggles.

    Liam O’Flaherty passed away on 7 September 1984 in Dublin. He left behind a rich legacy of novels and stories that portray human resilience, social struggles, and the challenges of life. His works, including His First Flight, continue to inspire readers worldwide by reminding us of the courage required to overcome fear and embrace independence.

  • Chapter – 2, Poem – A Tiger in the Zoo, NCERT, Class 10th, First Flight

    Poem: A Tiger in the Zoo

    by Leslie Norris

    Textual Questions (Page No. 29–30)

    Q1. Find the words that describe the movements and actions of the tiger in the cage and in the wild. Arrange them in two columns.

    • Tiger in the cage: stalks, quiet rage, locked, stalking the length of his cage, ignoring visitors, hears voices, stares.

    • Tiger in the wild: lurking in shadow, sliding through long grass, near the water hole, snarling, baring fangs and claws, terrorising the village.

    Q2. Find the words that describe the two places, and arrange them in two columns.

    • Cage: few steps, concrete cell, bars, patrolling cars, last voice at night.

    • Jungle: shadow, long grass, water hole, jungle’s edge, houses, village, stars.

    Q3. What do you think is the effect of the repetition in the following lines?

    • “On pads of velvet quiet, / In his quiet rage.”

    • “And stares with his brilliant eyes / At the brilliant stars.”

    Ans. The repetition emphasises the contrast between the tiger’s appearance and his condition. His movement is soft, but his anger is suppressed. His brilliant eyes reflect his strength, but his gaze is trapped between the bars, unable to reach the brilliant stars.

    Q4. Are zoos necessary for the protection or conservation of some species of animals? Are they useful for educating the public? Are there alternatives to zoos?
    Ans. Zoos may protect endangered species and educate people, but they often confine animals unnaturally, denying them freedom. Alternatives such as wildlife sanctuaries, national parks, and reserves allow animals to live in their natural habitats while still being protected. These are more humane and educational.

    Extra Questions & Answers

    Short Answer Type

    1. How does the poet describe the tiger in the cage?
      He is locked in a small concrete cell, pacing silently in “quiet rage,” his strength wasted behind bars.

    2. Where should the tiger be instead of the cage?
      He should be in the jungle, lurking in the shadows, sliding through the grass, hunting deer, and terrorising villagers.

    3. Why does the tiger stare at the stars?
      He stares at the brilliant stars with longing, as they remind him of the freedom and world he has lost.

    4. What is the central theme of the poem?
      The contrast between captivity and freedom, highlighting the cruelty of imprisoning wild animals.

    5. What effect do the words “quiet rage” create?
      They show suppressed anger—the tiger cannot roar or attack, but his spirit burns silently within.

    Long Answer Type

    Q1. How does the poem contrast the tiger’s life in the zoo with his life in the wild?
    Ans. Leslie Norris’s poem vividly contrasts the restricted life of a tiger in captivity with the freedom of his natural habitat. In the zoo, the tiger is confined to a concrete cell, pacing back and forth in frustration. His majestic strength is wasted, and his rage is silent because he is powerless. The visitors treat him as an exhibit, and his natural instincts are suppressed. At night, he listens to human voices and stares at the stars, longing for freedom.
    In contrast, the poet imagines the tiger in the wild, where he would roam freely through shadows and tall grass. He would wait near water holes, hunt deer, or roar at the jungle’s edge, instilling fear in villages. In the wild, his strength and instincts have meaning, and he lives as nature intended. By placing these two images side by side, Norris highlights the cruelty of captivity and the dignity of freedom.

    Q2. What message does Leslie Norris convey through “A Tiger in the Zoo”?
    Ans. The poem conveys a strong message about the importance of freedom and the cruelty of captivity. Norris shows how a powerful creature like the tiger, designed to rule the jungle, becomes helpless and frustrated in a cage. The poem criticises human insensitivity in treating animals as entertainment while depriving them of dignity. It urges readers to rethink the purpose of zoos and to consider alternatives that preserve animals’ natural habitats. The poet suggests that true conservation does not mean imprisoning animals but protecting them in the wild. The tiger staring at the stars symbolises his yearning for freedom, reminding us that every creature has a right to live with dignity.

    Summary of the Poem

    Leslie Norris’s poem A Tiger in the Zoo is a thought-provoking work that contrasts the life of a tiger in captivity with that of a tiger in the wild. It highlights the suffering caused when animals are deprived of their freedom and natural environment.

    The poem opens with the image of a tiger confined to a small cage. His stripes are vivid, but his movements are restricted to a few steps. He moves silently, padded on velvet paws, but within him burns “quiet rage.” This rage represents his suppressed anger and frustration at being imprisoned. His natural instincts and strength are wasted behind bars.

    The poet then shifts to an imagined picture of the tiger in the wild. In his natural habitat, the tiger should be lurking in the shadows, sliding through the tall grass, or waiting near the water hole for deer. He should be free to snarl, display his fangs and claws, and even terrorise villages near the jungle. This image conveys his power, authority, and dominance as the king of beasts. It contrasts sharply with his helplessness in captivity.

    The poem returns to the cage, where the tiger is described as “locked in a concrete cell.” His strength and ferocity are useless behind bars. He paces endlessly, ignoring visitors who come only to watch his suffering. His reality is monotonous and unnatural.

    At night, the tiger hears the last sounds of humans—the voices of patrolling cars. Then, in silence, he lifts his gaze to the stars. His brilliant eyes meet the brilliant stars, suggesting both his majestic spirit and his longing for freedom. The stars remind him of the world beyond bars, where he belongs but cannot return.

    The central theme of the poem is the contrast between freedom and captivity. The poet makes readers realise the cruelty of confining wild animals. The tiger is not merely a zoo attraction but a powerful creature designed to live in the wild. His cage strips him of dignity, strength, and purpose.

    The poem also critiques human insensitivity. Visitors see the tiger as entertainment but fail to understand his suffering. The patrolling cars at night symbolise human dominance that continues to cage and control nature.

    Stylistically, the poem is simple yet powerful. The repetition of words like “quiet” and “brilliant” stresses the tiger’s suppressed emotions and his majestic qualities, even in confinement. The alternating stanzas—wild vs. cage—create a sharp contrast, reinforcing the tragedy of captivity.

    Ultimately, A Tiger in the Zoo is not just about a tiger; it is about freedom, dignity, and respect for all living beings. It asks us to rethink our treatment of animals and realise that true conservation means allowing them to live naturally, not imprisoning them for human amusement.

    ✒️ Biography of Leslie Norris

    George Leslie Norris (1921–2006) was a Welsh poet and short story writer renowned for his sensitive depictions of nature, animals, and human emotions. Born on 21 May 1921 in Merthyr Tydfil, South Wales, Norris grew up during a time of economic hardship. His early life experiences in industrial Wales greatly influenced his literary vision.

    Initially, Norris worked in various jobs, including as a miner and in the Royal Air Force during World War II. His passion for literature, however, guided him towards teaching and writing. He later became a professor of English at several universities, including Brigham Young University in the United States.

    Norris was deeply influenced by the natural world. Many of his poems revolve around animals, birds, and landscapes. He wrote with keen observation, blending vivid imagery with emotional depth. His style was known for its precision, musicality, and simplicity. A Tiger in the Zoo is one such poem where he combines empathy for animals with a critique of human cruelty.

    Apart from poetry, Norris also wrote acclaimed short stories. His collections often explored working-class life, family struggles, and relationships, capturing the spirit of ordinary people with dignity and compassion. His stories, like his poems, are admired for their clarity and emotional impact.

    Norris received recognition and awards for his contribution to literature, including the Cholmondeley Award for Poetry. His works were widely anthologised in British and international collections, making him a significant voice in modern poetry.

    His life as a teacher also shaped his literary career. Norris inspired generations of students, encouraging them to engage with literature and develop sensitivity towards the world around them. His teaching and writing reflected his belief in the power of words to change perspectives.

    Norris passed away in 2006, but his legacy endures. He is remembered as one of Wales’s finest poets, who gave voice to both human and animal experiences. Through poems like A Tiger in the Zoo, he continues to teach readers empathy, respect for freedom, and awareness of the consequences of human actions on nature.

  • Chapter 2: Nelson Mandela – Long Walk to Freedom, NCERT, Class 10th, First Flight

    Chapter 2: Nelson Mandela – Long Walk to Freedom

    Page No. 18–19 – Oral Comprehension Check

    Q1. Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstone?
    Ans. The ceremonies took place in the sandstone amphitheatre of the Union Buildings in Pretoria, the administrative capital of South Africa. In India, notable sandstone buildings include the Red Fort and Jama Masjid in Delhi, and Fatehpur Sikri near Agra.

    Q2. Can you say how 10 May is an ‘autumn day’ in South Africa?
    Ans. In the Southern Hemisphere, the seasons are opposite to those in the Northern Hemisphere. Hence, 10 May falls in autumn in South Africa.

    Q3. At the beginning of his speech, Mandela mentions “an extraordinary human disaster.” What does he mean by this? What is the “glorious human achievement” he speaks of at the end?
    Ans. By “an extraordinary human disaster,” Mandela refers to apartheid—decades of racial discrimination, oppression, and inequality in South Africa. The “glorious human achievement” was the establishment of a democratic, non-racial government after centuries of colonialism and white domination.

    Q4. What does Mandela thank the international leaders for?
    Ans. He thanks them for attending the inauguration and sharing in South Africa’s victory for justice, peace, and human dignity. Their presence signified recognition of the triumph over apartheid.

    Q5. What ideals does he set out for the future of South Africa?
    Ans. Mandela pledges to liberate all South Africans from poverty, suffering, gender inequality, and discrimination, and to build a society based on justice, peace, and human dignity.

    Page No. 21 – Oral Comprehension Check

    Q1. What do the military generals do? How has their attitude changed, and why?
    Ans. The military generals saluted Nelson Mandela and pledged their loyalty to the new democratic government. Earlier, they would have arrested him. Their attitude changed because apartheid had ended, and democracy had been established.

    Q2. Why were two national anthems sung?
    Ans. To symbolise unity, the old anthem Die Stem was sung by blacks, and the new anthem Nkosi Sikelel – iAfrika by whites. It showed reconciliation and the start of a shared future.

    Q3. How does Mandela describe the systems of government in his country (i) in the first decade, and (ii) in the final decade, of the twentieth century?
    Ans.

    • (i) In the first decade, South Africa had one of the harshest systems of racial domination in the world.

    • (ii) In the final decade, it had a democratic government based on equality and the recognition of human rights.

    Q4. What does courage mean to Mandela?
    Ans. For Mandela, courage is not the absence of fear but the triumph over it. A brave man is not one who never feels afraid but one who conquers fear.

    Q5. Which does he think is natural, to love or to hate?
    Ans. Mandela believes love is natural to the human heart. People are taught to hate, but love comes more naturally.

    Page No. 23 – Oral Comprehension Check

    Q1. What “twin obligations” does Mandela mention?
    Ans. Mandela mentions obligations to one’s family, parents, wife, and children, and obligations to one’s people, community, and country.

    Q2. What did being free mean to Mandela as a boy, and as a student? How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”?
    Ans.

    • As a boy, freedom meant enjoying childhood—running, swimming, or roaming without restrictions.

    • As a student, freedom meant making personal choices such as reading what he liked or staying out at night.
      He later contrasted these with “basic and honourable freedoms,” such as the right to earn a livelihood, marry, and live with dignity.

    Q3. Does Mandela think the oppressor is free? Why/Why not?
    Ans. No, Mandela believes the oppressor is also not free. By denying others freedom, he becomes a prisoner of hatred, prejudice, and narrow-mindedness. Thus, both oppressed and oppressor are robbed of their humanity.

    Thinking About the Text (Page No. 24–25)

    Q1. Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of?
    Ans. They attended to celebrate the end of apartheid and the victory of democracy in South Africa. It signified the triumph of justice, equality, and human dignity over racial oppression.

    Q2. What does Mandela mean when he says he is “simply the sum of all those African patriots” who had gone before him?
    Ans. Mandela acknowledges that his achievement is not his alone but the result of sacrifices made by countless patriots. He is a representative of their struggle and courage.

    Q3. Would you agree that the “depths of oppression” create “heights of character”? How does Mandela illustrate this? Can you add your own examples to this argument?
    Ans. Yes. Mandela illustrates this by pointing out leaders like Oliver Tambo, Walter Sisulu, and Chief Luthuli, who emerged as strong, wise, and generous because of oppression. Similarly, figures like Mahatma Gandhi, Martin Luther King Jr., and Malala Yousafzai showed extraordinary character due to injustice.

    Q4. How did Mandela’s understanding of freedom change with age and experience?
    Ans. As a child, freedom meant personal liberty. As a young man, it meant opportunities to study, work, and raise a family. Later, he realised true freedom meant equality and dignity for all people. His hunger for freedom expanded from himself to all South Africans.

    Q5. How did Mandela’s ‘hunger for freedom’ change his life?
    Ans. His hunger for freedom transformed him from a law-abiding young man to a rebel leader. It drove him to sacrifice his family life, comfort, and safety to dedicate himself to the liberation of his people.

    Extra Questions & Answers

    Short Answer Type

    1. What was the significance of 10 May 1994 for South Africa?
      It was the day of the first democratic inauguration, marking the end of apartheid and the beginning of equality.

    2. Why did Mandela feel ‘overwhelmed with a sense of history’?
      Because South Africa had transformed from centuries of racial oppression to a democracy within his lifetime.

    3. What did Mandela consider South Africa’s greatest wealth?
      Its people—braver, truer, and finer than the purest diamonds.

    4. What is Mandela’s definition of courage?
      Courage is not the absence of fear but the ability to overcome it.

    5. What does Mandela mean when he says both oppressor and oppressed are not free?
      The oppressed lose their rights, while the oppressors are imprisoned by hatred and prejudice.

    Long Answer Type

    Q1. Describe Nelson Mandela’s view on freedom. How did his understanding evolve over time?
    Ans. For Mandela, freedom was a concept that grew deeper with age. As a child, freedom meant the ability to run, play, and enjoy life. As a student, it meant personal choices—studying what he liked or staying out late. Later, as a young man, it meant the basic rights of working, marrying, and living with dignity. However, as he grew older and witnessed apartheid, he realised that his freedom was incomplete as long as his people remained oppressed. His hunger for freedom expanded from individual liberty to collective liberation. This transformation turned him from a law-abiding youth into a revolutionary leader. He sacrificed his personal happiness for the cause of equality. For Mandela, true freedom meant not just the absence of chains but the presence of justice, dignity, and equal opportunity for all.

    Q2. How did apartheid shape the character of South Africans, according to Mandela?
    Ans. Mandela believed apartheid created both suffering and strength. It inflicted pain, humiliation, and deprivation on millions. Yet, it also produced leaders of extraordinary character, such as Oliver Tambo, Walter Sisulu, and Chief Luthuli. These men embodied courage, wisdom, and generosity, qualities that may never have emerged without such deep oppression. Mandela argued that the depths of injustice created heights of character. Ordinary people displayed resilience and bravery in the face of brutality. He himself drew inspiration from such individuals, who risked their lives for freedom. Thus, apartheid, though cruel, unintentionally forged leaders of remarkable moral strength.

    Summary of the Lesson

    Nelson Mandela: Long Walk to Freedom is an autobiographical extract from Nelson Mandela’s memoir. It reflects his journey from being a victim of apartheid to becoming South Africa’s first black President. The chapter describes his historic inauguration on 10 May 1994 and his thoughts about freedom, courage, and humanity.

    Mandela begins by describing the day of his swearing-in as President. The Union Buildings in Pretoria, once a symbol of white supremacy, now hosted dignitaries and leaders from over 140 countries. Mandela considered their presence as an acknowledgment of South Africa’s triumph over racism. He thanked them for celebrating with his people and expressed that the day marked not only political emancipation but also the birth of a new, just, and equal society.

    He highlighted the extraordinary struggle of South Africans against apartheid, which he called “an extraordinary human disaster.” The “glorious human achievement,” according to him, was the establishment of a democratic, non-racial government. Mandela pledged to continue fighting poverty, deprivation, and discrimination, and to ensure that no one would be oppressed again in his country.

    Mandela vividly describes the military display and the singing of two national anthems—an old and a new one. These acts symbolised reconciliation and unity among races. He felt deeply moved, recalling the injustices of the past and the sacrifices of patriots who gave their lives for freedom. He considered himself a continuation of their struggle.

    Mandela then reflects on the meaning of courage. For him, courage is not the absence of fear but the ability to overcome it. He had seen many men and women risk their lives for justice, showing resilience and strength. He also explains that love is more natural to human beings than hate. Though people can be taught to hate, they can also be taught to love.

    Mandela discusses the “twin obligations” every human has—towards family and towards society. Under apartheid, fulfilling both was impossible for black South Africans. In striving to serve his people, Mandela had to sacrifice his role as a husband and father.

    He further describes how his understanding of freedom evolved. As a child, freedom meant simple joys. As a young man, it meant opportunities and dignity. Later, he realised that his freedom was incomplete unless his people were free. His hunger for freedom grew from personal desire to collective responsibility.

    Finally, Mandela notes that the oppressor is as much a prisoner as the oppressed. The oppressed lose their rights, while the oppressors lose their humanity by being trapped in hatred and prejudice. True freedom requires liberation of both.

    In essence, the chapter highlights Mandela’s vision of a just, humane, and equal society. It portrays him as a leader of great courage and humility, who recognised the sacrifices of others and remained committed to the ideals of freedom and equality. His words inspire not only South Africans but the whole world to value justice, peace, and human dignity.

    ✒️ Biography of Nelson Mandela

    Nelson Rolihlahla Mandela (1918–2013) was one of the greatest leaders of the twentieth century, renowned for his fight against apartheid and his role in establishing democracy in South Africa. Born on 18 July 1918 in the village of Mvezo in the Eastern Cape, he was a member of the Thembu royal family. Mandela studied law at the University of Fort Hare and later at the University of Witwatersrand, where he became politically active.

    In 1944, Mandela co-founded the African National Congress (ANC) Youth League, which sought to end racial discrimination. He soon emerged as a prominent leader in the anti-apartheid movement. He organised protests, strikes, and campaigns against unjust laws. His activism led to repeated arrests, and in 1962 he was sentenced to life imprisonment for sabotage and conspiracy against the government. He spent 27 years in prison, mostly on Robben Island.

    During his imprisonment, Mandela became a global symbol of resistance to oppression. Despite harsh conditions, he showed resilience and inspired millions through his writings and speeches. His imprisonment drew international condemnation of apartheid, leading to sanctions and isolation of South Africa.

    Mandela was released in 1990 after intense global pressure and negotiations with the South African government. He played a central role in dismantling apartheid and establishing multiracial elections in 1994. That year, Mandela became South Africa’s first black President. His presidency focused on reconciliation, nation-building, and laying the foundation for democracy. He introduced policies to address poverty, inequality, and racial divisions.

    Mandela’s leadership style was marked by humility, forgiveness, and inclusiveness. Instead of seeking revenge, he promoted unity. His ability to forgive his oppressors and work with them set an example for the world. He often said, “Courage is not the absence of fear—it’s inspiring others to move beyond it.”

    After serving one term as President, Mandela stepped down in 1999, showing his commitment to democratic principles. He continued to work for peace, education, and health through the Nelson Mandela Foundation. He also became a global advocate for HIV/AIDS awareness and children’s rights.

    Mandela received over 250 honours, including the Nobel Peace Prize in 1993. His life and values continue to inspire movements for justice worldwide.

    He passed away on 5 December 2013 at the age of 95, leaving behind a legacy of courage, resilience, and humanity. Mandela is remembered as the “Father of the Nation” in South Africa and as a global icon of peace and equality.

  • Chapter – 1, Poem – Fire and Ice, NCERT, Class 10th, First Flight

    Poem 2: Fire and Ice

    by Robert Frost

    Page No. 15 – Textual Questions

    Q1. There are many ideas about how the world will ‘end’. Do you think the world will end some day? Have you ever thought what would happen if the sun got so hot that it ‘burst’, or grew colder and colder?
    Ans. Yes, scientists and philosophers have long speculated about the end of the world. If the sun grew too hot and exploded, all life would perish in fire. On the other hand, if the sun grew colder and lost its heat, the earth would freeze, and life would die in ice. These are both possible scientific and poetic imaginations.

    Q2. For Frost, what do ‘fire’ and ‘ice’ stand for?
    Ans. For Frost, fire symbolises desire, passion, greed, and lust, which can consume humanity with uncontrolled intensity. Ice symbolises hatred, coldness, indifference, and insensitivity, which can also destroy human relationships and society. Both have equal potential for destruction.

    Q3. What is the rhyme scheme of the poem? How does it help in bringing out the contrasting ideas in the poem?
    Ans. The rhyme scheme is aba abc bcb. This interlinked pattern reflects the balance and contrast between fire and ice. It mirrors how both forces—though different—are equally capable of causing destruction.

    Extra Questions & Answers

    Short Answer Type

    1. What does “fire” stand for in the poem?
      Fire symbolises desire, greed, passion, and uncontrolled emotions that can destroy humanity.

    2. What does “ice” stand for in the poem?
      Ice represents hatred, indifference, coldness, and insensitivity that can slowly destroy relationships and societies.

    3. Which destructive force does the poet support more strongly?
      The poet agrees more with fire (desire) but also recognises ice (hatred) as equally destructive.

    4. How many lines does the poem have?
      The poem has nine lines.

    5. What message does the poem convey?
      That human emotions like desire and hatred are powerful enough to destroy the world.

    Long Answer Type

    Q1. What are the two destructive forces described in the poem? How are they similar and different?
    Ans. Robert Frost’s poem describes two forces—fire and ice—as possible causes of the world’s end. Fire symbolises human desires, passion, and greed, which burn intensely and consume everything in their path. Ice, on the other hand, represents hatred, indifference, and rigidity, which destroy gradually by freezing emotions and relationships. While fire is fast and furious, ice is slow and silent. Both, however, lead to destruction. Frost suggests that unchecked desire can lead to wars and conflicts, while hatred can lead to isolation, cruelty, and collapse of society. Though they differ in nature—one hot, the other cold—they share the same destructive power. The poem highlights that humanity’s downfall may not come from external forces but from its own emotions.

    Q2. Explain how the poem “Fire and Ice” is both literal and symbolic.
    Ans. Fire and Ice operates on two levels. Literally, it refers to scientific and mythological ideas of how the world might end—either in flames or in ice. Symbolically, it represents destructive human emotions. Fire stands for greed, lust, and unchecked passion, while ice symbolises hatred, indifference, and insensitivity. Both are equally capable of causing ruin. By blending literal and symbolic meanings, Frost creates a powerful meditation on human nature. He warns that destruction is not just a cosmic event but something rooted in human behaviour. Thus, the poem carries both a physical and moral message, making it universally relevant.

    Summary of the Poem

    Fire and Ice by Robert Frost is a compact yet profound poem that deals with the potential end of the world. In just nine lines, Frost manages to present two opposing possibilities of destruction—by fire and by ice—while also symbolising human emotions and flaws.

    At a literal level, the poem refers to scientific and mythological ideas about how the world might end. Some theories suggest a fiery end, with the sun exploding or global warming increasing beyond control. Others suggest an icy end, with the earth freezing due to a loss of heat. Frost uses these possibilities to reflect on deeper truths of human nature.

    Symbolically, fire stands for desire, passion, greed, and lust. These are emotions that burn intensely, pushing people toward selfishness, conflict, and violence. When unchecked, desire consumes not only individuals but also societies, leading to wars, corruption, and ultimately destruction. On the other hand, ice symbolises hatred, indifference, intolerance, and coldness of heart. Unlike fire, which is passionate and quick, ice is slow, but equally destructive. It freezes relationships, isolates individuals, and destroys humanity in a more silent yet certain way.

    Frost admits he has “tasted desire” and therefore agrees with those who think the world will end in fire. Yet he does not dismiss the power of ice. Having observed enough hate, he recognises that ice too is sufficient to bring destruction. By presenting both sides, Frost suggests that either fire or ice—either passion or hatred—has the power to doom humanity.

    The beauty of the poem lies in its simplicity and brevity. With only nine lines, Frost conveys a message of universal significance. His language is direct, without decorative imagery, but the ideas are layered and profound. The alternating rhyme scheme (aba abc bcb) interlocks the stanzas, reflecting how both fire and ice are interconnected forces of destruction.

    Another striking feature is the philosophical depth hidden beneath everyday language. On the surface, Frost is speaking about natural elements, but in reality, he is meditating on human emotions. The poem becomes a commentary on human behaviour, warning us that both uncontrolled desire and unrelenting hatred are dangerous.

    Thematically, the poem blends science, mythology, and psychology. It touches upon the physical end of the world, myths of destruction, and the moral collapse caused by human flaws. Its universal appeal lies in its relevance across cultures and times—desire and hate are emotions that have always existed and will continue to threaten humanity if unchecked.

    Ultimately, Fire and Ice is not only about cosmic destruction but also about the destruction within human hearts and societies. It forces us to reflect: What is more dangerous—burning greed or freezing hatred? Frost leaves the question open, but warns that both can be equally catastrophic.

    Thus, in just a handful of lines, Frost captures one of the greatest truths of human existence—the world may end in fire or in ice, but the seeds of that destruction lie within ourselves.

    ✒️ Biography of Robert Frost

    Robert Lee Frost (1874–1963) is celebrated as one of the most influential poets of the twentieth century. His poetry captured the essence of rural America, while also exploring universal philosophical and emotional themes.

    Born in San Francisco, Frost faced hardship early. His father died when he was just eleven, and the family moved to Lawrence, Massachusetts. Despite financial struggles, Frost showed brilliance in academics and literature. He briefly attended Dartmouth College and later Harvard University but never completed a degree. Instead, he pursued various jobs—teaching, working in mills, and farming—while writing poetry in his spare time.

    Frost’s early career was not easy. Many of his poems were initially rejected by publishers in America. Determined, he moved to England in 1912 with his family, where he found encouragement. His first two collections, A Boy’s Will (1913) and North of Boston (1914), were published there and received great acclaim. With this success, he returned to the United States as a recognised poet.

    Throughout his career, Frost maintained a balance between simplicity and depth. His poems often used everyday settings, natural imagery, and rural characters, but beneath their surface lay profound questions about life, death, desire, loneliness, and morality. Works such as The Road Not Taken, Mending Wall, Stopping by Woods on a Snowy Evening, and Fire and Ice established him as a poet who combined accessibility with philosophical depth.

    Frost was awarded the Pulitzer Prize for Poetry four times, an unmatched achievement. His reputation extended beyond literature—he became a cultural figure in America, admired by politicians, scholars, and ordinary readers alike. In 1961, he read his poem “The Gift Outright” at the inauguration of President John F. Kennedy, cementing his position as America’s “poet laureate of the people.”

    Despite his fame, Frost’s life was marked by personal tragedies. He lost several children at young ages and struggled with depression in his family. These experiences often shaped his poetry, adding emotional depth and sensitivity. His reflections on human suffering, perseverance, and resilience remain timeless.

    Robert Frost died on January 29, 1963, in Boston. He left behind a legacy of poems that continue to inspire generations. His works remind us of the intimate connection between man and nature, the significance of choices, and the dangers of unchecked emotions. Fire and Ice, in particular, demonstrates how Frost could transform a simple idea into a universal truth about human life and destiny.