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Tag: Class 10 English Poem Solutions

  • 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 – 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 – 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 – 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 – 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 – 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 – 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 – 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.

  • Chapter – 1, Poem – Dust of Snow, NCERT, Class 10th, First Flight

    Poem 1: Dust of Snow

    by Robert Frost

    Page No. 14 – Textual Questions

    Q1. What is a “dust of snow”? What does the poet say has changed his mood? How has the poet’s mood changed?
    Ans. A “dust of snow” refers to the fine particles of snowflakes that fell from the hemlock tree when a crow shook its branches. The poet says this small, natural incident changed his mood. Earlier, he was gloomy and regretful, but the sudden sprinkle of snow brightened his spirits and saved a part of his day from being wasted in sorrow.

    Q2. How does Frost present nature in this poem?

    (i) What are the birds that are usually named in poems? Do you think a crow is often mentioned in poems? What images come to your mind when you think of a crow?
    Ans. Birds like the nightingale, peacock, dove, cuckoo, and skylark are usually mentioned in poems for their beauty and sweet voice. A crow, however, is rarely mentioned. It is often associated with darkness, harshness, or bad omens.

    (ii) What is “a hemlock tree”? Why doesn’t the poet write about a more ‘beautiful’ tree such as a maple, or an oak, or a pine?
    Ans. A hemlock is a poisonous tree. The poet deliberately chose it instead of a beautiful tree because he wanted to show that even seemingly unpleasant things in nature can bring positivity and joy.

    (iii) What do the ‘crow’ and ‘hemlock’ represent—joy or sorrow? What does the dust of snow that the crow shakes off a hemlock tree stand for?
    Ans. The crow and the hemlock generally symbolise gloom and sorrow. Yet, in this poem, they unexpectedly bring joy. The dust of snow represents a small, positive experience that can transform one’s mood and outlook.

    Q3. Have there been times when you felt depressed or hopeless? Have you experienced a similar moment that changed your mood that day?
    Ans. Yes. There are moments when one feels low due to failure or problems. But sometimes, a small act of kindness, a pleasant message, or a natural sight such as a rainbow, birdsong, or a cool breeze changes the entire day. Just like the poet, we realise that small moments can rescue us from sadness.

    Extra Questions & Answers

    Short Answer Type

    1. What effect did the “dust of snow” have on the poet?
      It changed his mood from gloom to cheerfulness and saved a part of his day from being wasted.

    2. Why did Frost use a crow and a hemlock tree in the poem?
      To show that even unattractive or negative symbols in nature can bring joy and positivity.

    3. What message does the poem convey?
      That small, ordinary moments can have a big impact on our lives and outlook.

    4. How many lines and stanzas are there in the poem?
      The poem has 8 lines divided into 2 stanzas.

    5. What is the rhyme scheme of the poem?
      The rhyme scheme is abab cdcd.

    Long Answer Type

    Q1. How does the poem “Dust of Snow” convey the idea that small incidents can bring about big changes?
    Ans. Robert Frost’s Dust of Snow beautifully conveys the message that even the smallest incidents can change the course of our day. The poet, who was in a gloomy and regretful mood, experienced an unexpected moment when a crow shook snow off a hemlock tree. The sprinkle of snow fell on him, lightening his heart and altering his mood. This trivial event became powerful enough to save his day from being wasted in sadness. Frost deliberately chose symbols of gloom—the crow and the hemlock tree—to suggest that positivity can arise from the most unlikely sources. The poem emphasises the importance of appreciating little things in life, as they can carry profound meaning. It teaches us to stay open to the surprises life offers and to understand that happiness may come from places we least expect.

    Q2. Discuss the symbolic meaning of the crow, the hemlock tree, and the dust of snow.
    Ans. In Dust of Snow, Robert Frost uses symbolism to enhance the depth of meaning. The crow symbolises darkness, harshness, and negativity, while the hemlock tree represents gloom and poison. Normally, these symbols are associated with sadness, death, or ill omen. However, in the poem, they become sources of joy. The dust of snow that falls on the poet symbolises a small, unexpected moment of happiness that transforms his mood. Frost conveys that even negative or unpleasant elements in life can bring about positive outcomes. By using these images, he challenges conventional associations and suggests that beauty and relief can be found even in the seemingly unimportant or unattractive aspects of nature.

    Summary of the Poem

    Dust of Snow by Robert Frost is a deceptively simple but deeply meaningful poem that emphasises the power of small moments in changing our perspective. Through just eight short lines, Frost conveys how nature, even in its most ordinary and unexpected forms, can uplift the human spirit.

    The poem begins with the image of a crow shaking off snow from a hemlock tree. Both of these images—the crow and the hemlock—are unusual choices in poetry. Poets generally associate crows with bad omens and harshness, while hemlock is a poisonous tree. Instead of beauty, Frost deliberately picks symbols of gloom and negativity. This choice underlines his central idea: even from unpleasant or ignored aspects of life, something positive can emerge.

    The crow, by simply moving, dislodges a small dusting of snow onto the poet. This insignificant incident becomes symbolic. The snow touches the poet, and it brings about a change in his mood. He had been in a state of gloom, regret, or depression earlier. But this sprinkling of snow shakes him out of his negative state of mind. Suddenly, his heart is lighter, and his day is saved from being wasted in sorrow.

    The “dust of snow” symbolises small experiences that may appear trivial but carry the power to transform our emotional state. Frost suggests that life is made up not only of grand or dramatic moments but also of tiny incidents that can leave a lasting impact. The poet did not expect joy from a crow or from a hemlock tree, yet the universe surprised him by providing comfort from these unlikely sources.

    Thematically, the poem explores the idea of perspective. A bad day does not necessarily remain bad; even a small encounter with nature can shift our focus and change how we perceive our situation. It also conveys an underlying message of optimism—that beauty, relief, and joy can come from unexpected sources.

    The brevity of the poem is itself significant. With just two stanzas of four lines each, Frost captures a universal truth about human emotions. His style is simple, but his thought is profound. The rhyme scheme—abab—gives the poem a musical quality while maintaining its simplicity.

    The poem also connects with Frost’s larger philosophy. In many of his works, he presents nature not as a romanticised, idealised force but as a real and practical companion to human life. Nature in Frost’s poetry reflects truth—sometimes harsh, sometimes comforting, but always meaningful. Here, he shows that even dark, ignored aspects of nature can bring joy, teaching us not to dismiss anything as useless or negative.

    In conclusion, Dust of Snow is not only about a crow or a snowflake. It is about the transformative power of small moments. It teaches us that life can be uplifted by the simplest of experiences if we remain open to them. The poem is a reminder that our mood and outlook are not fixed; they can be altered by something as small as a dust of snow falling from a tree. Frost makes us realise the importance of appreciating little things, which often carry larger significance.

    ✒️ Biography of Robert Frost

    Robert Frost (1874–1963) was one of America’s greatest poets, renowned for his realistic depictions of rural life and his deep exploration of human emotions and philosophical ideas. Born on March 26, 1874, in San Francisco, California, Frost moved to Massachusetts with his family after his father’s death. This shift to New England shaped his imagination and provided the landscapes that became central to his poetry.

    Frost’s early life was filled with struggles. After leaving college without a degree, he worked as a teacher, cobbler, and farmer while writing poetry. His determination eventually led him to success when his first collection, A Boy’s Will(1913), was published in England, followed by North of Boston (1914). These works immediately established him as a significant literary voice.

    Nature was Frost’s constant inspiration, but unlike Romantic poets, he did not glorify it blindly. Instead, he presented nature realistically—sometimes harsh, sometimes comforting, but always intertwined with human life. His poems often explore themes of choices, isolation, resilience, hope, and the relationship between man and the natural world. Famous works like Stopping by Woods on a Snowy Evening, The Road Not Taken, Mending Wall, and Birches reflect his deep philosophy and symbolic style.

    Frost was known for writing in traditional forms and simple language, which made his poetry accessible. Yet, beneath the simplicity lay profound truths. He frequently used rural New England settings and ordinary events to comment on universal human concerns. For example, in Dust of Snow, he used the common images of a crow and a hemlock tree to convey the transformative power of small experiences.

    Over his career, Frost received immense recognition. He won the Pulitzer Prize for Poetry four times, a record achievement. He was also invited to recite his poem “The Gift Outright” at President John F. Kennedy’s inauguration in 1961, cementing his role as a national literary figure.

    Despite his fame, Frost’s personal life was marked by tragedies. He lost several children at young ages and endured the illness of family members. These hardships often seeped into his poetry, giving it depth and emotional resonance. His exploration of human struggle and perseverance made his poetry relatable to readers across generations.

    Robert Frost passed away on January 29, 1963, in Boston. Yet, his legacy endures. He is remembered as the poet who captured the essence of rural America while addressing timeless questions of human existence. His ability to find larger significance in small moments continues to inspire readers worldwide.