Tag: Class 10 English Story Solutions

  • 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: 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: 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: 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: 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: 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: 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: A Letter to God, NCERT, Class 10th, English, First Flight

    Chapter 1: A Letter to God

    by Gregorio López y Fuentes


    Page No. 5 – Oral Comprehension Check

    Q1. What did Lencho hope for?
    Ans. Lencho hoped for a good shower of rain to nourish his ripe cornfield, as it was the only requirement left for a successful harvest.

    Q2. Why did Lencho say the raindrops were like ‘new coins’?
    Ans. Lencho compared the raindrops to coins because they promised prosperity and wealth. The big drops were imagined as ten-cent pieces and the smaller ones as five-cent pieces. For him, rain symbolised money, since it would result in a rich harvest.

    Q3. How did the rain change? What happened to Lencho’s fields?
    Ans. At first, it rained beautifully, but soon strong winds blew and large hailstones fell. Within an hour, Lencho’s fields were completely destroyed—crops, flowers, and trees were ruined.

    Q4. What were Lencho’s feelings when the hail stopped?
    Ans. Lencho was deeply saddened. He realised that nothing was left, and his family would starve that year.


    Page No. 6 – Oral Comprehension Check

    Q1. Who or what did Lencho have faith in? What did he do?
    Ans. Lencho had absolute faith in God. He wrote a letter to God, requesting one hundred pesos to re-sow his field and sustain his family until the next harvest.

    Q2. Who read the letter?
    Ans. A postman discovered the letter and showed it to the postmaster, who then read it.

    Q3. What did the postmaster do then?
    Ans. The postmaster admired Lencho’s unshakable faith and decided to help him. He collected money from his employees and friends, contributed part of his own salary, and sent Lencho seventy pesos in the name of God.


    Page No. 7 – Oral Comprehension Check

    Q1. Was Lencho surprised to find a letter for him with money in it?
    Ans. No, Lencho was not surprised. His faith in God was so strong that he firmly believed God would reply to his request.

    Q2. What made him angry?
    Ans. Lencho became angry because the money was only seventy pesos instead of one hundred. He thought the post office employees had stolen the remaining thirty pesos.


    Page No. 7 – Thinking About the Text

    Q1. Who does Lencho have complete faith in? Which sentences in the story tell you this?
    Ans. Lencho had complete faith in God. Sentences that prove this are:

    • “It was during the meal, just as Lencho had predicted, big drops of rain began to fall.”

    • “It’s during the night only one hope remained: the help of God, whose eyes see everything.”

    • “Such was his confidence — but he became angry when he counted the money.”

    Q2. Why does the postmaster send money to Lencho? Why does he sign the letter ‘God’?
    Ans. The postmaster sent money to Lencho to preserve his faith in God. He was moved by Lencho’s innocent belief. He signed as ‘God’ so that Lencho would remain convinced that his prayer had been answered.

    Q3. Did Lencho try to find out who had sent the money to him? Why/Why not?
    Ans. No, Lencho did not try to find out. His faith was so unquestioning that he assumed God had sent it. He believed no human could intervene.

    Q4. Who does Lencho think has taken the rest of the money? What is the irony in the situation?
    Ans. Lencho thought the post office employees had stolen the remaining thirty pesos. The irony is that these very employees had collected the money out of kindness, but Lencho considered them thieves.

    Q5. Are there people like Lencho in the real world? What kind of a person would you say he is?
    Ans. Yes, some people still possess blind, unquestioning faith. Lencho is simple, innocent, hardworking, and naive, but also ungrateful and unquestioning.

    Q6. There are two kinds of conflict in the story: between humans and nature, and between humans themselves. How are these conflicts illustrated?
    Ans.

    • Humans vs. Nature: Lencho’s crops were destroyed by the hailstorm, showing man’s helplessness against natural calamities.

    • Humans vs. Humans: Lencho doubted and insulted the very people who helped him, showing mistrust among humans.

    Extra Questions & Answers

    Short Answer Type

    1. Why did Lencho compare raindrops with coins?
      Because they promised wealth. A good harvest meant money, so raindrops were “new coins.”

    2. Why was Lencho’s family sorrowful after the hailstorm?
      Because all their crops were destroyed, leaving them with nothing to eat or sell.

    3. What did the postmaster admire in Lencho?
      He admired Lencho’s unquestioning faith in God.

    4. Why did Lencho call the post office employees ‘a bunch of crooks’?
      He thought they had stolen part of the money God had sent him.

    5. What is the main irony in the story?
      The helpers were mistaken as thieves by the man they tried to support.


    Long Answer Type

    Q1. Describe Lencho’s faith in God. How did it affect his actions?
    Ans. Lencho had absolute faith in God. When a hailstorm destroyed his crops, he did not despair completely but turned to God as his only hope. He wrote a letter asking for one hundred pesos, convinced that God would send it. His faith was so strong that he was neither surprised when he received money nor grateful to the post office employees who had helped him. Instead, he believed God had sent the money, but the postal workers had stolen a part of it. His blind faith made him unquestioning and innocent, but also ungrateful. Thus, his actions highlight how faith can give hope but can also blind a person to human kindness.

    Q2. The story “A Letter to God” illustrates both kindness and irony. Discuss.
    Ans. The story reflects human kindness through the postmaster and his staff, who collected money for Lencho to preserve his faith in God. Their selflessness shows the good side of humanity. However, the story also ends in irony. Lencho, instead of being thankful, accuses these very helpers of being crooks. His blind faith prevents him from seeing the truth. This creates situational irony, where the outcome is opposite to what one expects. Therefore, the story blends kindness with irony, making it deeply thought-provoking.

    Summary of the Story

    A Letter to God by Gregorio López y Fuentes is a touching short story that explores human faith, simplicity, and irony in life. It is centred around a poor farmer named Lencho, who lived with his family in a solitary house atop a valley. His only wealth was his cornfield, which promised a good harvest. All it required was a timely shower.

    Lencho was optimistic and predicted rainfall. His prediction came true as dark clouds appeared, and raindrops fell like a blessing. With excitement, he compared raindrops to new coins, symbolising prosperity. However, this joy was short-lived. The rain turned violent, accompanied by hailstones that destroyed the entire field. In just an hour, all the crops, flowers, and trees were ruined. Lencho and his family were heartbroken as they faced certain starvation.

    Despite the devastation, Lencho’s faith in God remained unshaken. He believed that God saw everything and would not let his family die of hunger. Relying on this faith, he decided to write a letter directly to God. In his letter, he requested one hundred pesos to re-sow the field and support his family until the next harvest.

    When the letter reached the post office, it surprised the employees. The postmaster, a kind-hearted man, admired Lencho’s innocence and deep faith. He decided to respond, not to break Lencho’s trust. With the help of his staff, friends, and part of his own salary, he collected seventy pesos. Though it was not the full amount, he placed it in an envelope, signed it as “God,” and sent it to Lencho.

    The next Sunday, Lencho eagerly checked for a reply. Seeing the money, he was not astonished; instead, his confidence grew stronger. However, upon counting, he grew angry. He was certain that God would never make a mistake and would have sent the entire hundred pesos. Therefore, he concluded that the post office employees had stolen thirty pesos. With great conviction, he wrote another letter to God, complaining and requesting that the remaining money be sent directly to him, not through the “crooks” at the post office.

    The story ends with dramatic irony. The very people who helped Lencho were accused of dishonesty. This highlights the irony of blind faith—while faith can inspire noble actions, it can also blind one to reality.

    The story beautifully portrays two conflicts: between humans and nature, and between humans themselves. On one hand, Lencho’s helplessness before natural calamity reflects the vulnerability of farmers. On the other, his mistrust of human helpers highlights the lack of faith between people.

    Through Lencho, the author paints a portrait of a man both admirable and flawed. His unwavering faith is inspiring, but his inability to recognise kindness makes him appear naive and ungrateful.

    Thus, A Letter to God is not merely about a farmer’s plea but a universal tale of hope, faith, generosity, and irony. It reminds us that while faith sustains us, it must be accompanied by gratitude and understanding.


    ✒️ Biography of Gregorio López y Fuentes

    Gregorio López y Fuentes (1897–1966) was a distinguished Mexican writer, journalist, and novelist, celebrated for his powerful portrayals of rural life and the struggles of common people. Born in Veracruz, Mexico, López y Fuentes grew up in an environment that deeply influenced his literary themes. His keen observations of farmers, indigenous communities, and the effects of social inequalities shaped his writings.

    He began his career as a journalist, contributing to Mexican newspapers and magazines, where he refined his craft of storytelling. Journalism gave him access to real struggles of rural Mexico, particularly the plight of peasants who often suffered from poverty, illiteracy, and natural calamities. His transition from journalism to literature allowed him to give voice to these neglected sections of society.

    One of his defining qualities as a writer was his ability to blend realism with compassion. His stories often reflected the harsh realities of Mexican rural life while also emphasising universal themes of hope, faith, and human resilience. In A Letter to God, his most famous short story, López y Fuentes captured the innocence of a farmer who believed so strongly in divine help that he mistook human kindness for God’s intervention.

    Apart from short stories, López y Fuentes authored several novels, many of which dealt with the Mexican Revolution and its impact on ordinary people. His works such as Campamento and Tierra reflected the turmoil of social transformation. His writing style was simple, direct, and powerful, enabling him to reach a broad audience.

    López y Fuentes was also recognised for his humanitarian approach. His writings were not just creative expressions but also social commentaries. They often highlighted the injustice, inequality, and exploitation faced by peasants. Through his works, he became a chronicler of rural Mexico during a time of great political and economic change.

    Throughout his career, he received acclaim not only in Mexico but also internationally. His works were translated into several languages, making him one of the most widely read Mexican authors of his time. His ability to blend local colour with universal human emotions gave his stories a timeless appeal.

    Gregorio López y Fuentes passed away in 1966, but his legacy endures. His stories, particularly A Letter to God, are still read worldwide as lessons in faith, irony, and the human condition. By portraying ordinary men like Lencho, he immortalised the struggles and hopes of countless farmers. His writings remind us of the fragile balance between human resilience, faith, and reality.