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  • Chapter – 6, English, Hornbill, Poem – 1

    Poem – Father to Son

    Poet: Elizabeth Jennings

    Pre-text Questions (with answers)

    Q1. What kind of bond usually exists between a father and a son?
    Ans. The bond is expected to be close, affectionate, and based on love and understanding, though sometimes it may face gaps due to generational differences.

    Q2. Can communication gaps harm family relationships?
    Ans. Yes. Misunderstandings and lack of dialogue can create distance, even when there is deep love underneath.

    Post-text Questions (with answers)

    A. Understanding the Poem

    Q1. What problem does the father express in the poem?
    Ans. The father feels alienated from his son. Though they live together, he hardly understands his son’s thoughts, feelings, and choices.

    Q2. What does the father regret?
    Ans. He regrets that despite living under the same roof for years, he has failed to build a close emotional bond with his son.

    Q3. How does the son react to the father’s feelings?
    Ans. The son too feels the same distance. Though he does not express anger, he is unable to bridge the communication gap.

    Q4. What effort does the father make to restore the relationship?
    Ans. He offers reconciliation, saying he is ready to “forgive” and start afresh, hoping to heal their strained bond.

    Q5. What is the central idea of the poem?
    Ans. The poem highlights the emotional gap between generations, the pain it causes, and the father’s longing for understanding and reconciliation.

    B. Talking About the Poem

    Q1. Why is the tone of the poem described as both sad and hopeful?
    Ans. It is sad because the father feels isolated from his son, but hopeful because he expresses willingness to forgive and rebuild their relationship.

    Q2. How does Elizabeth Jennings portray universal family issues?
    Ans. She shows that gaps between parents and children are common, caused by changing values and lack of communication, yet love can overcome them.

    Q3. What lesson does the poem give?
    Ans. That communication, understanding, and forgiveness are essential for maintaining harmony between generations.

    C. Working with Words

    • Alienation → feeling of separation.

    • Reconciliation → restoring friendly relations.

    • Estrangement → emotional distance or separation.

    D. Noticing Form

    • The poem is written in free verse, expressing personal emotions without rhyme.

    • It uses repetition (“I do not understand this child”) to stress the father’s feelings.

    Summary of Father to Son

    Elizabeth Jennings’ poem Father to Son is a poignant reflection on the distance that often arises between parents and children as they grow older. The poem presents the voice of a father who feels alienated from his own son, despite sharing the same home and relationship.

    The father begins by confessing that he does not understand his son. Though they have lived together for many years, he feels as if he is speaking to a stranger. This highlights the generation gap, where differences in thoughts, values, and interests create emotional distance.

    The father regrets this estrangement. He laments that his son has grown into an independent individual with choices and beliefs that he cannot comprehend. The father feels that his son belongs to another world—one with which he himself is unfamiliar. This alienation causes him both sorrow and guilt.

    Despite his sadness, the father’s tone is not harsh or blaming. Instead, it is reflective and full of yearning. He admits his failure to establish a deeper bond but also acknowledges that the fault is mutual—both father and son have contributed to the distance.

    The son, though not directly speaking in the poem, is suggested to feel the same alienation. Neither of them openly quarrels, but the silence between them creates a wall stronger than words of anger. The lack of dialogue makes reconciliation difficult.

    However, the father does not give up. Towards the end of the poem, he expresses his willingness to forgive and start anew. He says, “I would have him prodigal, returning to his father’s house,” recalling the biblical story of the prodigal son. This indicates his readiness to welcome his son back into emotional closeness, without judgment.

    The poem ends with an image of extended hands—both father and son ready to reach out but unable to cross the final barrier. This unresolved tension makes the poem deeply moving, as it reflects real-life struggles within families.

    Thematically, Father to Son deals with communication gaps, generational conflict, and the universal longing for love and understanding. Jennings shows that even in relationships built on love, silence and misunderstanding can create painful distance. Yet, the possibility of reconciliation always remains if both sides are willing.

    In conclusion, the poem captures the complexity of family bonds, reminding us that while differences are natural, forgiveness and open dialogue are the keys to healing strained relationships.

    Biography of Elizabeth Jennings

    Elizabeth Jennings (1926–2001) was one of the most significant English poets of the 20th century, known for her lyrical, reflective, and deeply personal poetry. Unlike many of her contemporaries, Jennings avoided experimental styles, choosing instead to write in traditional forms with simplicity and emotional depth.

    She was born on 18 July 1926 in Boston, Lincolnshire, England, but grew up in Oxford, where she lived for most of her life. She studied English at St. Anne’s College, Oxford, and soon developed an interest in poetry. Jennings’ early influences included poets like Gerard Manley Hopkins, W.H. Auden, and T.S. Eliot, whose themes of faith, morality, and human experience resonated with her.

    Her first collection, Poems (1953), was well received, but it was A Way of Looking (1955) that established her as a major voice. Over the years, she published more than two dozen volumes of poetry, addressing themes of love, faith, loneliness, illness, and human relationships.

    Jennings’ poetry is often described as confessional—not in the modern American sense, but in its honesty and intimacy. She frequently wrote about her Catholic faith, her struggles with mental health, and her reflections on life’s fragility. Her simple language and clarity of thought allowed her poems to touch ordinary readers as well as critics.

    She was associated with “The Movement,” a group of British poets in the 1950s who reacted against modernist complexity and sought clarity and structure in verse. Alongside poets like Philip Larkin and Kingsley Amis, Jennings emphasised restraint, discipline, and accessibility.

    Despite her literary success, Jennings lived a modest and often difficult life. She struggled financially, faced health problems, and never sought fame. Her dedication to poetry was absolute, and she saw writing as both a vocation and a form of spiritual reflection.

    Her works include collections such as Song for a Birth or a Death (1961), The Mind Has Mountains (1966), Consequently I Rejoice (1977), and Collected Poems (1986). The poem Father to Son reflects her recurring theme of strained human relationships and the need for reconciliation.

    Jennings received several awards, including the Somerset Maugham Award (1955) and the Commander of the Order of the British Empire (CBE) in 1992 for her contribution to literature.

    Elizabeth Jennings passed away on 26 October 2001, but she left behind a vast body of poetry that continues to inspire readers with its sincerity, compassion, and timeless human themes

  • Chapter – 6, English, Hornbill, Prose – 1

    Silk Road

    Author: Nick Middleton

    Pre-text Questions (with answers)

    Q1. Why is the Silk Road famous in history?
    Ans. The Silk Road was an ancient trade route connecting Asia with Europe, famous for trade in silk, spices, culture, and ideas.

    Q2. What do travelogues usually show us?
    Ans. They give firsthand experiences of journeys, describing landscapes, people, and cultures from the perspective of the traveler.

    Post-text Questions (with answers)

    A. Understanding the Text

    Q1. Where was the author traveling and for what purpose?
    Ans. He was traveling to Mount Kailash in Tibet for a pilgrimage, describing the landscape and experiences along the way.

    Q2. What difficulties did the travelers face?
    Ans. They faced rough roads, altitude sickness, bad weather, and physical exhaustion during the journey.

    Q3. Who was Tsetan, and how did he help?
    Ans. Tsetan was the Tibetan driver who skillfully guided them through dangerous terrain and ensured their safety.

    Q4. How did the author describe the village people?
    Ans. He described them as simple, hospitable, and deeply spiritual, living in harmony with nature.

    Q5. What impression do we get about the landscape of Tibet?
    Ans. Tibet is portrayed as barren yet beautiful, with high mountains, icy winds, remote settlements, and an atmosphere of deep spirituality.

    B. Talking About the Text

    Q1. What values are reflected in the journey to Kailash?
    Ans. Determination, faith, endurance, and appreciation of cultural and natural beauty.

    Q2. How is the journey both physical and spiritual?
    Ans. Physically, it was challenging due to harsh conditions, while spiritually it gave inner strength, peace, and closeness to faith.

    Q3. What does the travelogue tell us about Tibetan life?
    Ans. Tibetans are shown as resilient people, living with few resources but strong in faith, simplicity, and contentment.

    C. Working with Words

    • Pilgrimage → religious journey.

    • Ascent → climb or upward journey.

    • Hospitable → welcoming, generous.

    D. Noticing Form

    • The text is a travelogue, blending factual description with personal impressions and reflections.

    Summary of Silk Road

    Nick Middleton’s Silk Road is a travelogue that recounts his adventurous journey through the inhospitable landscape of Tibet as he travels to Mount Kailash, a sacred pilgrimage site. The text is not just about physical travel but also about spiritual discovery and cultural exploration.

    The author begins his journey across rugged mountains and rough roads in the company of his Tibetan driver, Tsetan. The terrain is harsh, with icy winds, snow-covered passes, and dangerous roads, making the journey both exhausting and risky. Yet, Tsetan’s expertise and courage ensure safe passage, highlighting the resilience of the Tibetan people.

    During the journey, Middleton interacts with locals and describes their lifestyle. He portrays the Tibetan villagers as simple, kind-hearted, and deeply religious. Their homes are modest, but their hospitality is rich. He notices prayer flags, monasteries, and rituals, which add to the spiritual atmosphere of Tibet.

    The physical journey also takes a toll on Middleton, who experiences altitude sickness. The thin air, freezing cold, and long climbs test his endurance. Despite the difficulties, the spiritual significance of reaching Mount Kailash keeps him motivated.

    The travelogue captures the beauty of Tibet—its barren yet striking landscape, towering mountains, and vast plains. The author notes how nature dominates the land, shaping the lives of its people. Unlike urban societies, Tibet seems untouched by modern excess, retaining its spiritual essence.

    At a deeper level, the journey becomes symbolic. The hardships faced on the road mirror the struggles of life, while the destination—Mount Kailash—represents spiritual fulfillment. Middleton suggests that pilgrimage is not only about reaching a holy place but also about experiencing inner growth and reflection.

    The Silk Road, historically a trade route connecting Asia and Europe, becomes in the narrative a road of self-discovery. By documenting both the challenges and the rewards, Middleton presents a vivid account of how travel broadens horizons, tests human limits, and enriches the soul.

    In conclusion, Silk Road is more than a travel diary. It is a meditation on resilience, faith, and the harmony between human beings and nature. It reminds us that true journeys are both physical and spiritual, shaping not only our experiences but also our inner selves.

    Biography of Nick Middleton

    Nick Middleton (1960–2021) was a British geographer, writer, explorer, and television presenter, well known for his engaging travel books and documentaries. His work combined scientific geography with personal travel experiences, making complex ideas accessible to a wide audience.

    Born in London in 1960, Middleton studied geography at Oxford University, where he later became a fellow at St. Anne’s College. His academic focus was on environmental issues, climate, and the impact of geography on human societies. However, he was equally passionate about popularising geography through writing and media.

    Middleton’s career as a writer and explorer took him to more than 80 countries. He wrote extensively about deserts, mountains, and remote regions of the world. His book Going to Extremes (1998), based on a Channel 4 television series, explored how people survive in the harshest environments—deserts, Arctic tundra, and high mountains. This combination of scientific explanation and storytelling won him a wide readership.

    Another notable work, Atlas of the World’s Extreme Weather (2002), studied how geography and climate shape societies. His travel writings often blended personal adventure with cultural insights, as seen in Silk Road, where he described the harsh yet spiritually rich landscape of Tibet.

    In addition to books, Middleton appeared in documentaries and television programs, where he shared his experiences as a traveler and geographer. His warm style and curiosity made him popular among audiences.

    Academically, Middleton’s research included work on desertification, climate change, and environmental adaptation. He collaborated with institutions worldwide, bridging the gap between fieldwork and classroom learning.

    Despite his global recognition, Middleton remained grounded. He believed geography was not just about maps but about people—their struggles, adaptations, and stories. Through his writing, he showed how geography and culture are inseparable.

    Nick Middleton passed away in 2021, leaving behind a legacy as a geographer who could make the subject exciting and human-centered. His works continue to inspire students, travelers, and readers to view geography not just as a science but as a story of human survival and discovery.

  • Chapter – 5, English, Hornbill, Prose – 1

    The Adventure

    Author: Jayant Narlikar

    Pre-text Questions (with answers)

    Q1. Do you think history could have turned out differently if some events had changed?
    Ans. Yes. History depends on decisions, wars, and discoveries. If any major event had happened differently, the course of history would also have changed.

    Q2. How does science fiction help us think about history and reality?
    Ans. Science fiction allows us to imagine alternate possibilities—how science, time, or chance could create different worlds or versions of reality.

    Post-text Questions (with answers)

    A. Understanding the Text

    Q1. What strange experience did Professor Gaitonde have?
    Ans. He found himself in an alternate version of reality where history had taken a different course.

    Q2. How was the Maratha history different in this parallel world?
    Ans. In this world, the Marathas had defeated the British at the Battle of Panipat in 1761 and established strong rule, preventing British colonisation.

    Q3. What differences did Gaitonde notice in Bombay?
    Ans. He saw signs in Hindi and English, a different set of institutions, and a society influenced more by indigenous traditions than by Western colonial impact.

    Q4. How does the author use the concept of Catastrophe Theory in the story?
    Ans. He explains that small changes in historical events could lead to massive shifts in the course of history, creating alternate realities.

    Q5. How did Gaitonde return to his original reality?
    Ans. After an accident (a truck hitting him), he returned to his normal world, realising that he had experienced a time-space shift.

    B. Talking About the Text

    Q1. Why is this story called The Adventure?
    Ans. Because it combines the thrill of science fiction with the adventure of exploring alternate versions of history.

    Q2. What is the significance of the Battle of Panipat in the story?
    Ans. It is the turning point in history; in one world the Marathas lost, in the alternate world they won, leading to completely different futures.

    Q3. What message does Jayant Narlikar give through this story?
    Ans. That history is not fixed—it could have been different. Science and imagination can help us think critically about reality and its possibilities.

    C. Working with Words

    • Catastrophe Theory → a scientific idea that small events can trigger sudden large changes.

    • Parallel world → another version of reality.

    • Alternate history → imagining how history might have unfolded differently.

    D. Noticing Form

    • The story blends science fiction with historical imagination, creating a mix of realism and speculation.

    Summary of The Adventure

    Jayant Narlikar’s The Adventure is a fascinating story that blends science fiction with history. It uses the concept of alternate realities to explore how small changes in the past could have completely altered the present.

    The protagonist, Professor Gangadharpant Gaitonde, is a historian. One day, he experiences a strange shift after a road accident and finds himself in a world that looks familiar yet different. He realises that he has somehow entered an alternate version of reality.

    In this parallel world, history has taken a different course. The Battle of Panipat in 1761, a turning point in Indian history, ended differently here. Instead of losing to Ahmad Shah Abdali, the Marathas won decisively. As a result, they established a strong and unified rule in India, preventing British colonisation.

    This alternate victory had far-reaching consequences. When Gaitonde visits Bombay, he notices striking differences. The signs are in Hindi and English, the city is governed by Indian institutions, and society is deeply rooted in Indian traditions rather than Western influence. India in this reality has developed differently, with more indigenous confidence and less colonial dominance.

    Gaitonde is both amazed and unsettled by this discovery. Being a historian, he realises that this world is an example of how history could have diverged from the known timeline.

    Later, through his friend Rajendra Deshpande, the concept of Catastrophe Theory and quantum mechanics is introduced. Catastrophe Theory suggests that a small event at a crucial point can completely change the outcome of history. In this case, a different decision at Panipat altered the entire destiny of the subcontinent.

    Gaitonde eventually returns to his original reality after another accident, realising that his journey into the parallel world was a time-space shift—a glimpse of how things might have been.

    The story highlights the fragility of history and the power of imagination. It shows that the world we live in is only one of many possibilities. Science fiction, through such alternate histories, makes us reflect on the complexity of time, space, and chance.

    At its core, The Adventure is not just about fantasy. It is a meditation on history, science, and destiny. It teaches that while history is fixed in our records, it could have easily taken another turn, reminding us of the uncertainty of human progress.

    Biography of Jayant Narlikar

    Jayant Vishnu Narlikar (1938– ) is one of India’s most distinguished astrophysicists and a noted writer of science fiction. He is admired both for his scientific contributions and for his ability to popularise science through lectures, essays, and imaginative stories.

    Born on 19 July 1938 in Kolhapur, Maharashtra, Narlikar was the son of a mathematician and a Sanskrit scholar, which gave him an early exposure to both scientific and cultural traditions. He pursued his undergraduate studies in physics at Banaras Hindu University (BHU), where he stood first in his class. Later, he went to the University of Cambridge, UK, for higher studies.

    At Cambridge, Narlikar worked under the famous astrophysicist Fred Hoyle. Together, they developed the Hoyle–Narlikar theory of gravitation, an alternative to Einstein’s general relativity. This theory attempted to explain the universe’s structure and offered a different perspective on cosmology.

    Narlikar’s research covered a wide range of areas in astrophysics, including cosmology, relativity, and gravitational theory. His contributions earned him recognition worldwide. He was also a strong advocate for independent and original thinking in Indian science.

    In addition to his scientific work, Narlikar is also celebrated as a science communicator and writer. He wrote extensively in English and Marathi, producing essays, books, and stories that made complex scientific concepts accessible to general readers. His science fiction blends imagination with solid scientific ideas, inspiring curiosity in younger generations.

    Stories like The Adventure show his creative side. By mixing history with scientific theories such as quantum mechanics and catastrophe theory, he demonstrates how science fiction can be a bridge between fact and imagination. His works often encourage readers to think critically about science, society, and the future.

    Narlikar has received numerous awards, including the Padma Bhushan (1965) and the Padma Vibhushan (2004) for his contributions to science. He also served as the founding director of the Inter-University Centre for Astronomy and Astrophysics (IUCAA) in Pune, making it an international hub for astrophysics research.

    Despite his global reputation, Narlikar remained committed to science education in India. He delivered public lectures, wrote popular science books, and inspired countless students to pursue careers in research.

    Jayant Narlikar represents the rare combination of a world-class scientist and a creative storyteller. Through his research, he expanded the horizons of cosmology, and through his writings, he expanded the horizons of imagination.

  • Chapter – 4, English, Hornbill, Poem – 1

    Poem – Childhood

    Poet: Markus Natten

    Pre-text Questions (with answers)

    Q1. What do you think marks the end of childhood?
    Ans. Childhood ends when innocence gives way to awareness—when a child begins to question, reason, and understand the realities of life.

    Q2. Do you believe childhood is lost suddenly or gradually?
    Ans. Childhood is lost gradually; as children grow, their thinking changes and they move into maturity step by step.

    Post-text Questions (with answers)

    A. Understanding the Poem

    Q1. What questions does the poet raise about childhood?
    Ans. He asks when childhood ended—was it when he realized that adults are hypocritical, when he discovered the difference between truth and lies, or when he became aware of individuality?

    Q2. What realization did the poet have about adults?
    Ans. He realized that adults often preach love and goodness but do not practice it, which made him question their honesty.

    Q3. What truth about life did the poet discover?
    Ans. That heaven and hell are not real physical places, but only exist in the human mind and imagination.

    Q4. What is meant by “individuality” in the poem?
    Ans. It means self-awareness—the understanding that each person is unique, with an independent identity and personality.

    Q5. Where does the poet say childhood has gone?
    Ans. He says childhood has gone into some forgotten place, hidden in an infant’s face, symbolising innocence that cannot be regained.

    B. Talking About the Poem

    Q1. Do you think the poet looks at childhood with nostalgia or criticism?
    Ans. With nostalgia. He remembers childhood as a time of innocence, faith, and simplicity, which contrasts with the doubts and complexities of adulthood.

    Q2. What message does the poem convey?
    Ans. That childhood is a stage of purity and wonder, but it inevitably ends as awareness, reasoning, and individuality take over.

    C. Working with Words

    • Hypocrisy → pretending to have virtues one does not follow.

    • Individuality → uniqueness of a person.

    • Innocence → purity, absence of doubt or guilt.

    D. Noticing Form

    • The poem is written in free verse with a reflective, questioning tone.

    • Repetition of the question “When did my childhood go?” emphasises the poet’s search for answers.

    Summary of Childhood

    Markus Natten’s poem Childhood is a reflective exploration of the transition from innocence to experience. The poet contemplates when exactly childhood ends and maturity begins, raising deep philosophical questions about human growth.

    The poem begins with the poet asking when his childhood went away. He suggests several possibilities. Perhaps it ended when he realized that adults often do not practice what they preach. They talk about love and goodness but fail to live up to these ideals. This hypocrisy made the poet question the sincerity of grown-ups. Childhood, in contrast, was a stage of unquestioning faith.

    The poet then considers another possibility. Maybe childhood ended when he discovered that heaven and hell were not real physical places but mere concepts. This realization shattered a part of his innocence. As a child, he believed what he was told, but with reasoning and maturity, he understood that such stories were only symbolic.

    The third possibility is when he became aware of his individuality. Childhood is often marked by dependence and lack of self-identity, but adulthood comes with the realization that every human being is unique, with independent thoughts, choices, and responsibilities. This awareness may mark the end of innocence and the beginning of maturity.

    Despite these reflections, the poet acknowledges that childhood is never truly gone—it hides in “some forgotten place,” perhaps visible in the pure face of an infant. Childhood remains as a symbol of innocence, untouched by hypocrisy, reasoning, or self-consciousness.

    The poem captures the universal human experience of growing up. It shows how loss of innocence is both natural and inevitable. Childhood is marked by trust, simplicity, and wonder, but maturity brings doubt, logic, and individuality. This shift is not necessarily negative but highlights the complexity of human development.

    The structure of the poem—with repeated questioning—mirrors the poet’s confusion and search for answers. The use of free verse and reflective tone adds to its philosophical quality.

    In essence, Childhood is not about a specific time but about a mental shift. It reflects the bittersweet reality of growing up—where one gains self-awareness but loses the innocence of unquestioned belief. Through this poem, Markus Natten reminds readers of the beauty of childhood and the inevitability of change.

    Biography of Markus Natten

    Markus Natten is a contemporary Norwegian poet best known for his reflective poem Childhood, which is widely studied in schools and universities. Though not a very prolific poet, Natten has gained recognition for his ability to capture deep philosophical ideas in simple language.

    Born in Norway in the 20th century, Markus Natten grew up in a literary environment that valued nature, introspection, and philosophical questioning—qualities that strongly influence his writing. Details of his personal life remain relatively private, but his work reveals a deep concern with universal human experiences such as growth, innocence, and the search for meaning.

    Childhood, his most famous poem, explores the transition from innocence to awareness, questioning when exactly childhood ends. Natten uses simple, conversational language to reflect profound thoughts, making the poem accessible to young readers while still resonating with adults. This ability to balance simplicity with depth is a hallmark of his style.

    Natten’s poetry is often associated with themes of identity, philosophy, and human development. He does not use ornate language or rigid structures. Instead, he prefers free verse, allowing his ideas to flow naturally, almost like a conversation.

    His work reflects the Scandinavian tradition of introspection and simplicity, echoing broader European philosophical ideas. By blending personal reflection with universal concerns, Natten ensures that his poetry remains timeless.

    Although Childhood is part of the NCERT Class 11 English textbook Hornbill, his writings are appreciated beyond classrooms. The poem resonates globally because every individual experiences the bittersweet passage from childhood to adulthood.

    Natten’s contribution lies not in a vast body of work but in his clarity of thought and philosophical depth. Through a single poem, he has managed to provoke generations of students and readers to reflect on their own lives, questioning when and how innocence gives way to maturity.

    Even though Markus Natten is not a household name like other great poets, his poem Childhood has earned him a lasting place in literary studies. By raising questions without fixed answers, he teaches readers that growth is complex and subjective.

    Thus, Markus Natten’s legacy lies in the way his poetry helps readers explore themselves. Through Childhood, he gives voice to universal emotions, making him a significant yet understated poet of our times.

  • Chapter – 4, English, Hornbill, Prose – 1

    The Ailing Planet: The Green Movement’s Role

    Author: Nani Palkhivala

    Pre-text Questions (with answers)

    Q1. Why do we call Earth “Mother Earth”?
    Ans. Because it nourishes, sustains, and protects all living beings just like a mother cares for her children.

    Q2. Do you think human beings have respected nature enough?
    Ans. No. Human beings have exploited natural resources for selfish gain, leading to pollution, deforestation, and global warming.

    Post-text Questions (with answers)

    A. Understanding the Text

    Q1. What is the Green Movement? When did it start?
    Ans. The Green Movement is a global effort to protect the environment. It started in 1972 when the first worldwide environmental conference was held in Stockholm.

    Q2. What are the four principal biological systems mentioned in the text?
    Ans. Fisheries, forests, grasslands, and croplands.

    Q3. Why does the author call Earth “an ailing planet”?
    Ans. Because human exploitation, overuse of resources, deforestation, and pollution have endangered the planet’s health.

    Q4. What is sustainable development according to the author?
    Ans. Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

    Q5. Why is population control important for the survival of Earth?
    Ans. Because unchecked population growth leads to overconsumption, resource depletion, unemployment, and poverty, which strain the planet’s limited resources.

    B. Talking About the Text

    Q1. Why does the author say that we have not inherited the Earth from our forefathers but borrowed it from our children?
    Ans. Because our responsibility is not just to use resources but to preserve them for future generations.

    Q2. What is the significance of the Green Movement in modern times?
    Ans. It reminds us to protect the environment, adopt sustainable practices, and act responsibly as trustees of the planet.

    Q3. What solutions does the author suggest to save the planet?
    Ans. Resource conservation, population control, afforestation, sustainable development, and ecological awareness.

    C. Working with Words

    • Holistic → complete, interconnected.

    • Degradation → decline, destruction.

    • Ecology → the study of relationships between living beings and environment.

    D. Noticing Form

    • The essay blends factual information, statistics, and persuasive argument in a journalistic style.

    Summary of The Ailing Planet

    Nani Palkhivala’s essay The Ailing Planet: The Green Movement’s Role is a thought-provoking reflection on the environmental crisis facing humanity. It highlights the urgent need to protect natural resources and adopt sustainable development.

    The essay begins by noting the rise of the Green Movement in 1972, which signaled the world’s awakening to environmental concerns. The author emphasizes that Earth is not a limitless resource to be exploited but a living entity that sustains life. Yet, human beings have treated it recklessly, leading to its gradual decline.

    Palkhivala identifies four essential biological systems—forests, fisheries, grasslands, and croplands. These systems form the foundation of life, but human exploitation has severely damaged them. Overfishing has depleted marine life; deforestation has destroyed biodiversity; grasslands have been degraded by overgrazing; and croplands have been overused without giving time for soil renewal.

    Another major concern is the uncontrolled growth of human population. The author calls it the greatest problem facing mankind. Every additional person puts pressure on resources, creates unemployment, and contributes to poverty. Population explosion, coupled with resource misuse, has made the Earth “ailing.”

    Palkhivala underlines the concept of sustainable development—meeting present needs without compromising the future. He stresses that resources must be preserved for future generations, echoing the idea that “We have not inherited this planet from our forefathers; we have borrowed it from our children.” This perspective makes human beings trustees, not masters, of the Earth.

    The essay also highlights the importance of awareness. Governments, NGOs, and individuals must recognize that economic progress without ecological balance is meaningless. True progress should integrate environmental responsibility with growth.

    In conclusion, the author appeals to readers to act with wisdom and responsibility. Protecting forests, controlling population, and practicing sustainable development are essential steps. Only then can humanity ensure a healthy planet for future generations.

    Thus, the essay is both a warning and a call to action. It reminds us that the Earth is fragile and finite, and unless we change our ways, we risk destroying the very foundation of life.

    Biography of Nani Palkhivala

    Nani Ardeshir Palkhivala (1920–2002) was one of India’s most respected jurists, economists, and public intellectuals. Renowned for his brilliance in law and his eloquence in writing and speech, Palkhivala was also a passionate advocate for environmental and economic issues.

    Born on 16 January 1920 in Bombay (now Mumbai), Palkhivala overcame early challenges—he had a speech impediment and struggled with stammering. Yet, through determination, he transformed into one of the most articulate lawyers and speakers of his time. He studied at St. Xavier’s College and Government Law College, Bombay, and went on to become a legal legend.

    Palkhivala gained national fame as a constitutional lawyer. He argued several landmark cases in the Supreme Court of India, including the famous Kesavananda Bharati case (1973), which established the “basic structure doctrine” of the Indian Constitution. This judgment became a cornerstone of Indian democracy, ensuring that Parliament could not alter the fundamental framework of the Constitution.

    Beyond law, Palkhivala was deeply engaged with economics and public policy. He wrote extensively on India’s economy and delivered popular lectures explaining the Union Budget to the general public in simple language. His book We, the People became a classic on Indian democracy and governance.

    Palkhivala was also a champion of environmental awareness. At a time when ecological concerns were not widely discussed in India, he raised his voice for the protection of forests, sustainable development, and ecological balance. His essay The Ailing Planet: The Green Movement’s Role reflects his visionary concern for the Earth’s future. He understood that true progress is not possible if we destroy the natural systems that sustain life.

    Throughout his career, Palkhivala served on various national and international bodies. He represented India at the United Nations and was also India’s ambassador to the United States in the 1970s. His intellect, integrity, and humility earned him admiration worldwide.

    Despite his professional achievements, Palkhivala lived a simple life, dedicated to knowledge and service. His speeches drew thousands, as he could explain complex issues with clarity, passion, and moral conviction.

    Nani Palkhivala passed away on 11 December 2002, leaving behind a rich legacy of law, literature, and public service. He is remembered as a defender of democracy, a visionary thinker, and a voice of conscience for environmental and economic justice. His writings continue to inspire new generations to act responsibly towards society and the planet.

  • Chapter – 3, English, Hornbill, Poem – 2

    Poem – The Voice of the Rain

    Poet: Walt Whitman

    Pre-text Questions (with answers)

    Q1. Why is rain important for life on earth?
    Ans. Rain renews soil fertility, supports crops, quenches thirst, and sustains the cycle of nature. Without rain, life cannot flourish.

    Q2. Do you think natural elements like rain can be personified? Why?
    Ans. Yes, because poets often give human voices and emotions to nature, allowing us to connect with it more deeply.

    Post-text Questions (with answers)

    A. Understanding the Poem

    Q1. What does the rain say about its origin?
    Ans. Rain says it is born from the earth—rising as vapour from land and sea, then returning to refresh the earth in a perpetual cycle.

    Q2. How does the poet describe the cycle of rain?
    Ans. Rain rises from the earth, travels through the sky, forms clouds, and falls back to earth, giving life and completing a continuous cycle.

    Q3. Why does the rain call itself “the poem of the earth”?
    Ans. Because like poetry, rain emerges naturally, beautifies life, quenches thirst, and returns silently, enriching the world without asking for reward.

    Q4. What comparison does Whitman make between rain and music/poetry?
    Ans. He compares rain to songs—both are born from within, travel outward, return to their origin, and spread joy, beauty, and life.

    Q5. What is the central idea of the poem?
    Ans. The poem highlights the eternal life cycle of rain and compares it to the artistic cycle of poetry, both of which renew, nurture, and beautify the world.

    B. Talking About the Poem

    Q1. Why does the poet use dialogue form in this poem?
    Ans. To make the rain speak directly, personifying it, so its life cycle can be explained in simple yet profound terms.

    Q2. How does the poem show the relationship between nature and art?
    Ans. Just as nature (rain) sustains life, art (poetry) sustains the human spirit. Both work silently yet powerfully.

    Q3. What message does Whitman want to give through this poem?
    Ans. That natural processes and artistic creation are interconnected—they follow cycles of birth, growth, return, and renewal.

    C. Working with Words

    • Impalpable → intangible, cannot be touched.

    • Perpetual → everlasting, continuous.

    • Latent → hidden, not visible but present.

    D. Noticing Form

    • The poem is written in free verse with no rhyme or rhythm, reflecting Whitman’s unique style.

    • It uses personification (rain speaking in first person) and metaphor (rain compared to poetry).

    Summary of The Voice of the Rain

    Walt Whitman’s The Voice of the Rain is a short yet profound poem that captures the eternal cycle of rain and its symbolic connection with poetry. The poem begins with the poet asking the rain: “And who art thou?” In response, the rain personifies itself and speaks directly.

    The rain describes itself as the “poem of the earth.” It explains that it rises invisibly from the land and sea as vapour, ascends into the sky, transforms into clouds, and then returns to earth as rain. This cycle is endless and perpetual, sustaining all life. By returning to the place of its birth, rain nourishes plants, quenches thirst, and cleanses the world, fulfilling its purpose.

    The rain emphasizes its silent, selfless role in life. It quenches drought, revives nature, and helps seeds germinate, ensuring the continuation of the natural world. It works without expectation of recognition or reward, much like poetry.

    Whitman then compares the rain to poetry. A poem, he says, is born from the poet’s heart or mind. It travels into the world, touches people, and then returns to the poet with recognition, love, or simply in silence. Like rain, poetry is part of a cycle—nurturing human emotions, beautifying life, and then retreating to its origin.

    The poem also highlights the similarity between natural and artistic processes. Both rain and poetry arise from within (earth/poet), travel outward (clouds/readers), and then return enriched (life/recognition). Both bring joy and fulfillment, working silently but leaving a lasting impact.

    Another key theme is the eternal renewal of life. Rain symbolizes the never-ending cycle of birth, growth, death, and rebirth. Similarly, art never dies; poems may outlive their creators, renewing themselves with each new reader.

    Whitman’s use of free verse enhances the natural flow of thought. The dialogue form gives the rain a human voice, making its eternal wisdom accessible to the reader. The imagery of water rising, floating, and falling mirrors the beauty of nature’s processes.

    In essence, The Voice of the Rain is not just about the water cycle. It is a meditation on the relationship between nature and creativity. Rain sustains the physical world, and poetry sustains the human soul. Both follow cycles that are silent yet powerful, selfless yet essential, ordinary yet profoundly beautiful.

    Biography of Walt Whitman

    Walt Whitman (1819–1892) is celebrated as one of America’s greatest poets and the “father of free verse.” His poetry broke traditional forms and embraced a bold, democratic vision of life, nature, and humanity.

    Whitman was born on 31 May 1819 in West Hills, Long Island, New York, into a working-class family. He had limited formal education and worked various jobs—printer, teacher, journalist—before devoting himself to writing. His early exposure to ordinary American life shaped his poetry, which celebrated common people and everyday experiences.

    His most famous work, Leaves of Grass, was first published in 1855. It was groundbreaking because it abandoned rhyme and meter, using free verse instead. The book shocked critics but also earned admiration for its originality. Whitman continuously expanded Leaves of Grass throughout his life, adding new poems in each edition.

    Whitman’s poetry reflects themes of democracy, equality, nature, and spirituality. He believed that poetry should speak for all people—not just the elite. His works celebrated farmers, workers, soldiers, women, and people from all walks of life. He envisioned America as a land of unity and diversity, and his poetry became a voice of democracy.

    Nature was central to his vision. Poems like The Voice of the Rain show his reverence for natural cycles. He saw connections between the physical world and the human spirit, often blurring the line between the two.

    During the American Civil War, Whitman worked as a nurse, caring for wounded soldiers. This experience deepened his compassion and inspired moving war poems such as Drum-Taps. He also wrote essays and journalistic pieces, but his poetry remained his most lasting contribution.

    Whitman’s style was revolutionary. He rejected rigid structures, writing in long, flowing lines that mirrored natural speech. He used repetition, cataloguing, and vivid imagery to create rhythm without rhyme. His openness about the body, sexuality, and individuality was controversial but paved the way for modern poetry.

    Though criticized in his time, Whitman gained recognition later as a literary giant. Writers like T.S. Eliot, Ezra Pound, and Allen Ginsberg were influenced by his work. Today, he is regarded as a pioneer of modern poetry and a champion of freedom, equality, and human dignity.

    Walt Whitman died on 26 March 1892 in Camden, New Jersey. His legacy endures in the timeless beauty of Leaves of Grass and poems like The Voice of the Rain, which continue to inspire readers with their democratic spirit, love of nature, and celebration of life’s interconnectedness.

  • Chapter – 3, English, Hornbill, Poem – 1

    Poem – The Laburnum Top

    Poet: Ted Hughes

    Pre-text Questions (with answers)

    Q1. What do you usually notice in a tree when it has no birds or animals around?
    Ans. It appears silent, lifeless, and still, even though it may still be alive in itself.

    Q2. How does the presence of birds make a tree more lively?
    Ans. Birds bring sound, movement, and energy to trees. Their chirping and activity turn silence into vibrancy.

    Post-text Questions (with answers)

    A. Understanding the Poem

    Q1. What is described at the beginning of the poem?
    Ans. The laburnum tree, quiet and still, with yellowing leaves, symbolizing lifelessness and emptiness.

    Q2. What happens when the goldfinch arrives?
    Ans. The goldfinch enters the tree suddenly, bringing a burst of energy and activity. The tree, once silent, comes alive with sound and movement.

    Q3. How does the bird transform the tree?
    Ans. The bird is like an engine that energises the tree; it turns into a lively machine full of activity and sound.

    Q4. What happens when the bird flies away?
    Ans. The tree once again becomes silent and still, returning to its lifeless state.

    Q5. What is the central idea of the poem?
    Ans. The poem shows the contrast between silence and vitality, suggesting that energy and life come from dynamic forces (symbolised by the bird) even in an otherwise still environment.

    B. Talking About the Poem

    Q1. Why does the poet compare the bird to an engine?
    Ans. Because the bird, like an engine, powers the tree with life, activity, and sound, transforming its stillness into vibrancy.

    Q2. How does the poem highlight the interdependence of nature?
    Ans. It shows that trees and birds complement each other: the tree provides shelter, and the bird brings liveliness.

    Q3. What message do you derive from the poem?
    Ans. Life is a balance of stillness and activity. Vitality comes and goes, but both silence and liveliness are natural parts of existence.

    C. Working with Words

    • Laburnum → a type of tree with yellow flowers.

    • Goldfinch → a small bright yellow bird.

    • Stirring → moving, coming alive.

    D. Noticing Form

    • The poem is in free verse, with no rhyme scheme, creating a natural, conversational tone.

    • It uses metaphors and similes to compare the bird with an engine and the tree with a machine.

    Summary of The Laburnum Top

    Ted Hughes’ The Laburnum Top is a symbolic poem that beautifully captures the cycle of silence and vitality in nature through the imagery of a tree and a bird.

    The poem opens with a description of a laburnum tree. It appears still, quiet, and lifeless, with yellowing leaves that suggest decay and emptiness. This imagery sets the tone of calmness and silence, highlighting the tree’s dormant state.

    Suddenly, the goldfinch enters. The bird is small but energetic, and its arrival immediately changes the atmosphere. As it perches and moves inside the tree, the once-silent laburnum becomes full of movement and sound. The tree is compared to a machine that has been powered by an engine—the goldfinch. The metaphor captures how the bird’s energy infuses the tree with life.

    The poet describes how the bird feeds its young ones hidden in the tree. Their chirping and fluttering make the tree vibrate with activity. The laburnum, which seemed lifeless, is transformed into a lively and dynamic space.

    However, this liveliness is temporary. Once the goldfinch flies away, the energy departs, and the laburnum returns to silence and stillness. The cycle of silence, sudden vitality, and silence again mirrors the rhythm of life itself.

    The poem highlights the interdependence of life in nature. The laburnum tree provides shelter and protection to the bird and its nestlings, while the goldfinch fills the tree with life. Together, they symbolise how different elements of nature support each other.

    At a deeper level, the poem symbolises the human condition. Just as the tree remains still until the bird animates it, human lives often gain meaning and energy through relationships, inspiration, or fleeting moments of joy. Yet, silence and stillness are also essential parts of existence.

    The poem also reflects Hughes’ fascination with the natural world. His choice of the goldfinch, a bright and energetic bird, highlights the sudden burst of vitality that life brings into otherwise ordinary settings. The contrast between the lifeless laburnum and the energetic bird underscores the theme of transience—that life, energy, and joy are temporary, yet profoundly meaningful.

    In conclusion, The Laburnum Top is more than a simple description of a bird and a tree. It is a reflection on how vitality comes and goes, how nature’s cycles mirror human life, and how silence and energy together form the rhythm of existence.

    Biography of Ted Hughes

    Ted Hughes (1930–1998) was one of the most influential English poets of the 20th century. Known for his powerful imagery, deep connection with nature, and exploration of human instincts, Hughes’ poetry continues to be studied and admired worldwide.

    Born on 17 August 1930 in Mytholmroyd, Yorkshire, England, Edward James Hughes (later known as Ted Hughes) grew up surrounded by the wild moors, rivers, and countryside of northern England. This early environment shaped his lifelong fascination with animals and the raw forces of nature, themes that dominate much of his poetry.

    He studied at Cambridge University, initially focusing on English literature before switching to archaeology and anthropology. His interest in myth, folklore, and human origins deeply influenced his later works.

    Hughes’ first collection, The Hawk in the Rain (1957), immediately established him as a significant voice. His poetry was noted for its vigorous rhythm, stark imagery, and elemental power. Collections such as Crow (1970) and Moortown(1979) continued his exploration of the relationship between humans, animals, and nature.

    In 1956, Hughes married the American poet Sylvia Plath. Their marriage was famously turbulent, and Plath’s tragic suicide in 1963 drew public attention. Hughes was both criticised and sympathised with, but he later edited and published much of Plath’s poetry, ensuring her legacy.

    As a poet, Hughes was not limited to one style. While much of his poetry is raw and elemental, he also wrote children’s literature, translations, plays, and essays. His children’s works, such as The Iron Man (1968), gained immense popularity.

    Hughes’ poetry often portrays animals and birds as symbols of instinctual power. In The Laburnum Top, for instance, the goldfinch symbolises energy and vitality that transforms silence into life. His work is marked by a sense of awe at the brutality and beauty of nature.

    In recognition of his contribution to literature, Hughes was appointed Poet Laureate of the United Kingdom in 1984, a position he held until his death in 1998. His later works, including Birthday Letters (1998), addressed his relationship with Sylvia Plath and won the Whitbread Book of the Year award.

    Ted Hughes died on 28 October 1998, but his legacy endures. His poetry continues to be celebrated for its intense power, its exploration of nature and human instinct, and its ability to capture life’s energy in striking language.

  • Chapter – 3, English, Hornbill, Prose – 1

    Discovering Tut: The Saga Continues

    Author: A.R. Williams

    Pre-text Questions (with answers)

    Q1. Why do ancient discoveries like pyramids and tombs fascinate us?
    Ans. Because they connect us to lost civilizations, reveal mysteries of history, and make us wonder about human achievements thousands of years ago.

    Q2. Do you think science has made archaeology more powerful? How?
    Ans. Yes. With tools like CT scans, DNA testing, and carbon dating, archaeologists can learn details about ancient lives, diseases, and cultures that were impossible to know earlier.

    Post-text Questions (with answers)

    A. Understanding the Text

    Q1. Why was Tutankhamun such a significant figure in history?
    Ans. Tutankhamun, the “boy king” of Egypt, ruled during the 18th dynasty. His early death at 19 and the discovery of his intact tomb made him one of the most studied figures of ancient history.

    Q2. What problems did archaeologists face when Tut’s body was discovered in 1922?
    Ans. His body was badly preserved due to hasty burial, resins had hardened like cement, and attempts to remove the body caused damage.

    Q3. What did modern technology reveal about Tut’s body?
    Ans. A CT scan in 2005 revealed detailed 3D images of Tut’s body, confirming his physical condition, injuries, and possible causes of death.

    Q4. Why is Tutankhamun’s death still a mystery?
    Ans. Some historians believe he was murdered, while others think he died due to illness, accident, or genetic issues. No theory has been confirmed.

    Q5. How does the author connect past and present in this text?
    Ans. By showing how modern science and technology are applied to solve ancient mysteries, bridging the gap between history and modern research.

    B. Talking About the Text

    Q1. Do you think disturbing Tut’s tomb was justified? Why or why not?
    Ans. Opinions differ. Some say it was justified for historical and scientific knowledge; others argue it disrespects cultural and spiritual traditions.

    Q2. What role does technology play in reshaping history?
    Ans. Technology like CT scans allows us to uncover facts hidden for centuries, thus rewriting or refining historical understanding.

    Q3. Why do people continue to be fascinated by Tutankhamun even today?
    Ans. His youth, mysterious death, and the treasure-filled tomb make him a symbol of mystery, glory, and tragedy.

    C. Working with Words

    • “Resurrection” → coming back to life

    • “Casket” → small box, often for burial

    • “Forensic” → relating to scientific investigation of crimes/deaths

    D. Noticing Form

    • The text blends scientific reportage with historical narrative, making it informative and dramatic at the same time.

    Summary of Discovering Tut: The Saga Continues

    This lesson explores the story of Tutankhamun, the “boy king” of Egypt, whose life, death, and tomb continue to fascinate the world. Written by A.R. Williams, the article combines history, archaeology, and modern science to show how technology has reshaped our understanding of the past.

    Tutankhamun ascended the throne at a very young age and died mysteriously at 19, around 1324 BC. His reign was brief, but his death and the subsequent discovery of his tomb in 1922 by Howard Carter made him one of the most famous figures in archaeology. The tomb contained stunning treasures—gold, jewels, and artifacts—that provided insight into Egyptian civilization.

    However, Tut’s mummy raised questions. Carter’s team, in their eagerness, mishandled the body, using hot blades and chisels to separate it from hardened resins. This caused severe damage to the remains. For decades, mystery surrounded Tut’s death—was he murdered, or did he die of natural causes?

    In 2005, advanced technology offered new opportunities. Tut’s body was removed from his tomb and subjected to a detailed CT scan, producing 1,700 digital images. These scans revealed the structure of his skull, ribcage, and other features, allowing scientists to create a 3D reconstruction of his body. Though the exact cause of death remained uncertain, the scans ruled out some theories and gave fresh insights into his health.

    The CT scans suggested he was a young, physically fragile king who may have suffered injuries before death. Some researchers believe he died from an infection after a leg fracture, while others argue for genetic illness. The debate continues, but technology has provided unprecedented clarity compared to earlier speculation.

    The lesson also reflects on the symbolic nature of Tutankhamun’s story. He is not just an ancient king; he is a reminder of human mortality and the mysteries of history. His tomb, filled with treasures, highlights both the glory and the fragility of ancient civilizations.

    Ultimately, this text shows how modern science collaborates with history, offering new answers while raising further questions. Tutankhamun, even thousands of years after his death, continues to live in global memory as a symbol of youth, mystery, and discovery.

    Biography of A.R. Williams

    A.R. Williams (Andrew R. Williams) is an American journalist, editor, and writer known for his contributions to archaeology and history reporting. He has worked extensively with National Geographic, one of the world’s leading magazines on science, history, and culture. Williams is celebrated for his ability to transform complex archaeological discoveries into engaging stories for general readers.

    His career spans decades of covering global archaeological projects, from ancient Egyptian tombs to Mayan ruins in Central America. His writings often explore the intersection of history, science, and human culture, showing how discoveries from the past shape our understanding of the present.

    Williams has written on topics like mummies, lost civilizations, ancient artifacts, and burial rituals. His articles are notable for combining factual accuracy with narrative drama, which allows readers to not only learn but also feel the excitement of discovery.

    One of his most famous works is his coverage of Tutankhamun, the Egyptian boy king. In Discovering Tut: The Saga Continues, Williams explains how modern scientific methods like CT scans and forensic analysis help unravel ancient mysteries. His writing demonstrates a balance between reverence for history and enthusiasm for scientific progress.

    In his career at National Geographic, Williams contributed as a senior editor in the Archaeology Department. He collaborated with scientists, archaeologists, and photographers to produce groundbreaking stories that brought archaeology into mainstream media. His articles often highlight the painstaking work of archaeologists and the role of technology in making new discoveries.

    Williams’ passion for history extends beyond Egypt. He has covered topics like the Roman Empire, the Inca civilization, and Native American archaeology. His work reflects a global curiosity about how humans lived, built, and believed across centuries.

    As an editor and writer, A.R. Williams has also mentored younger journalists and contributed to books, documentaries, and exhibitions on archaeology. His career demonstrates how journalism can bridge the gap between scientific research and popular understanding.

    Through his work, Williams has helped millions of readers engage with archaeology—not as a dry academic subject but as a living, thrilling exploration of human history. His legacy lies in making the ancient world accessible, exciting, and meaningful to the modern world.

  • Chapter – 2, English, Hornbill, Prose – 1

    Lesson 1 – We’re Not Afraid to Die… If We Can All Be Together

    Authors: Gordon Cook & Alan East

    Pre-text Questions (with answers)

    Q1. How would you describe people who go on dangerous sea voyages?
    Ans. They are adventurous, courageous, and determined. They embrace risk in pursuit of discovery or personal challenge.

    Q2. Why do you think people risk their lives in such expeditions?
    Ans. To test human limits, seek adventure, experience nature’s power, and often to fulfill dreams or achieve recognition.

    Post-text Questions (with answers)

    A. Understanding the Text

    Q1. List the preparations made by the narrator and his family for their voyage.
    Ans. They spent 16 years planning, built a 23-metre boat Wavewalker, tested it in harsh weather, and trained themselves in seamanship and survival.

    Q2. Describe the initial part of their journey.
    Ans. They sailed smoothly from Plymouth, England, in July 1976, covering 1,05,000 km over the years and reaching Cape Town successfully.

    Q3. What happened on January 2, 1977?
    Ans. They were hit by a gigantic wave in the Indian Ocean. The boat was badly damaged, water flooded in, and the narrator was injured.

    Q4. How did the children display courage during the storm?
    Ans. The son said he was not afraid to die if all stayed together, and the daughter showed cheerfulness despite her injuries, encouraging her parents.

    Q5. How did they manage to survive?
    Ans. By pumping out water, making temporary repairs, and navigating carefully with determination and teamwork until they reached Ile Amsterdam, a small island.

    B. Talking About the Text

    Q1. What values are highlighted in this story?
    Ans. Courage, resilience, teamwork, family unity, and optimism in the face of adversity.

    Q2. Would you call this a story of adventure or survival? Why?
    Ans. It is both. It begins as an adventure but turns into a gripping story of survival, where human spirit and determination triumph over disaster.

    Q3. How do the children’s responses inspire the adults?
    Ans. Their calm acceptance of danger and faith in togetherness inspired the adults to continue fighting for survival.

    C. Working with Words

    • “Mayday call” → emergency distress signal

    • “Stern” → rear part of a ship

    • “Deck” → floor surface of a ship

    D. Noticing Form

    • The story is a first-person account, filled with vivid description and suspense, which makes readers feel the intensity of the storm.

    Summary of We’re Not Afraid to Die…

    This lesson narrates an extraordinary story of courage, resilience, and survival against nature’s fury. Written by Gordon Cook and Alan East, it documents a sea expedition undertaken by the narrator, his family, and two crewmen.

    The narrator, his wife Mary, and their two children Jonathan (6) and Suzanne (7) set out from Plymouth, England, in July 1976, aiming to replicate the round-the-world voyage of Captain James Cook. They spent 16 years planning the journey and had a custom-built boat, Wavewalker, prepared and tested. The initial part of their journey was smooth, and they reached Cape Town safely.

    However, while crossing the Indian Ocean on January 2, 1977, they encountered a massive storm. The waves were monstrous, and the boat was repeatedly struck. Suddenly, a gigantic wave hit them, causing severe damage. The narrator was injured, and water gushed into the boat, threatening to sink it. Despite the chaos, everyone displayed remarkable courage. The narrator and his crew fought tirelessly to pump out water, repair the sails, and keep the boat afloat.

    The most touching moment came from the children. Jonathan, the six-year-old son, said, “We are not afraid to die if we can all be together.” This innocent yet powerful statement gave the parents immense strength. Suzanne, despite being injured, remained cheerful and brave. Their courage motivated the adults to continue their struggle.

    For 15 hours, they battled against nature, working in shifts, enduring exhaustion and fear. Eventually, they managed to control the flooding and make temporary repairs. Guided by determination, seamanship, and teamwork, they navigated towards Ile Amsterdam, a small French island.

    After days of struggle, they finally reached the island, where they were rescued. The survival was a triumph not only of skill but also of human endurance, family unity, and the will to live.

    The story is not just about adventure but about the human spirit. It shows how ordinary people can rise to extraordinary challenges when they act with courage and support each other. Nature may be powerful, but human resilience, hope, and unity can overcome even the harshest storms.

    In conclusion, the lesson teaches us that survival depends on optimism, teamwork, and never giving up, even in the face of overwhelming odds.

    Biography of Gordon Cook & Alan East

    Gordon Cook was a British sailor, adventurer, and writer who undertook several sea voyages in the 20th century. He is best known for his adventurous round-the-world sailing expeditions, one of which forms the basis of the lesson We’re Not Afraid to Die…. Cook, along with his wife and two children, attempted to follow the historic route of Captain James Cook. His passion for the sea reflected not only in his sailing but also in his writing, where he documented the challenges, risks, and beauty of ocean voyages.

    Cook’s accounts highlight the qualities of courage, preparedness, and human resilience. He was meticulous in planning his expeditions, often spending years in preparation. His writing style was simple yet gripping, focusing on real-life struggles and lessons in survival. Through stories like this, Gordon Cook inspires readers to embrace challenges, test their limits, and value teamwork and family bonds.

    Alan East was a British journalist and writer who collaborated with Gordon Cook to document the story. East had a background in adventure writing and journalism, with a flair for bringing real-life experiences alive on the page. His contribution was to shape the raw experience of Cook’s voyage into a coherent, dramatic narrative that could inspire readers.

    Alan East often focused on themes of resilience, courage, and the power of the human spirit in his works. By co-authoring this piece, he helped immortalise a real-life adventure into a story that speaks universally to readers about survival, optimism, and unity.

    Together, Gordon Cook and Alan East produced a work that is now part of school curricula, teaching young learners the values of perseverance and courage. Their writing is a reminder that literature is not only about fiction or imagination but also about documenting human experiences that inspire and educate.

    Although not widely known in the literary mainstream, both Cook and East contributed significantly to the genre of adventure writing. Their legacy lies in showing how ordinary families and individuals can face extraordinary challenges with strength and determination.

  • Chapter – 1, English, Hornbill, Prose – 2

    Lesson 2 – A Photograph

    Author: Shirley Toulson

    Pre-text Questions (with answers)

    Q1. Why do photographs often carry strong emotions with them?
    Ans. Because they freeze moments in time, bringing back memories of people, places, and feelings connected to them.

    Q2. Do you think photographs help us remember people who are no longer alive?
    Ans. Yes. Photographs become tangible memories, reminding us of the presence, love, and bond we shared with those who have passed away.

    Post-text Questions (with answers)

    A. Understanding the Text

    Q1. What does the cardboard show? Why has this word been used?
    Ans. The cardboard shows a childhood photograph of the poet’s mother, about twelve years old, with her cousins at the beach. The word “cardboard” is used because old photographs were mounted on stiff paper, and also to suggest the fragility and fadedness of time.

    Q2. What has the camera captured?
    Ans. The camera has captured the smiling faces of the poet’s mother and her cousins as children, enjoying themselves at the beach with their uncle.

    Q3. What has not changed over the years?
    Ans. The sea, which has been there for eternity, has not changed, while human life has altered and moved on.

    Q4. The poet’s mother laughed at the snapshot. What did this laugh indicate?
    Ans. It indicated nostalgia and fondness. She remembered her carefree childhood days and laughed at how different life was back then.

    Q5. What is the meaning of the line: “Both wry with the laboured ease of loss”?
    Ans. It means both the poet and her mother smiled at the photograph but with a sense of helpless acceptance. The mother recalled her childhood with a sense of loss, and now the poet recalls her mother with the same bittersweet feeling.

    Q6. What does the poet mean by “its silence silences”?
    Ans. The poet means that the photograph evokes deep grief. It reminds her of her mother’s death, leaving her speechless and overcome by silence.

    B. Talking About the Text

    Q1. The poet’s mother laughed at her childhood photo. What does this tell us about her?
    Ans. It shows she had a simple, affectionate nature. She could laugh at herself and recall her childhood fondly.

    Q2. The sea has not changed, but human life has. What message does this contrast convey?
    Ans. It highlights the permanence of nature compared to the transience of human life. While natural elements endure, human beings live and die.

    Q3. How does the poem capture the idea of loss and memory?
    Ans. Through the photograph, the poet reflects on her mother’s childhood, her mother’s nostalgia in adulthood, and finally the poet’s grief after her mother’s death.

    C. Working with Words

    • “Cardboard” → old photograph

    • “Transient” → short-lived

    • “Wry” → ironic, slightly bitter

    D. Noticing Form

    • The poem is free verse, without rhyme scheme, giving it a conversational and reflective tone.

    Summary of A Photograph

    Shirley Toulson’s poem A Photograph is a poignant meditation on time, memory, and the loss of loved ones. The poem reflects the universal experience of remembering those who are no longer with us and the inevitable passage of life.

    The poem begins with the poet describing a photograph mounted on cardboard. The picture shows her mother as a twelve-year-old girl, standing at a beach with her cousins while their uncle takes the photo. The description is simple, yet full of tenderness: the girls are smiling, carefree, and enjoying their childhood moments. The sea, timeless and eternal, forms the backdrop to this fleeting human joy.

    The poet then reflects on how her mother used to look at this picture and laugh. For her mother, the photograph was a reminder of her childhood days—simple, innocent, and carefree. She recalled those times fondly but also with a sense of loss, knowing that those moments could never return. Thus, the mother too was aware of the transient nature of life.

    The poem then shifts to the poet’s own perspective. Many years have passed, and now the mother herself is no longer alive. For the poet, the photograph has become doubly painful. It first showed her mother’s nostalgia for her lost childhood, and now it reminds the poet of her own lost mother. The photograph becomes a silent witness to generations passing away.

    The lines “Both wry with the laboured ease of loss” express how both the mother and daughter dealt with loss—first the loss of childhood, and then the loss of life itself. Both accepted these losses with a kind of weary resignation, aware that time cannot be reversed.

    The poem ends with the deeply moving phrase: “Its silence silences.” The photograph is mute, but its silence conveys grief more powerful than words. For the poet, the silence of the photograph is the silence of her mother’s absence, and this overwhelms her.

    At its heart, the poem is about the contrast between permanence and transience. The sea has remained unchanged for centuries, while human life is short-lived and fragile. Childhood gives way to adulthood, and life eventually gives way to death. The photograph freezes a moment, but only highlights the inevitability of change and loss.

    Through simple imagery and gentle tone, the poem evokes a universal truth: memories stay, but people pass away, leaving behind only silence.

    Biography of Shirley Toulson

    Shirley Toulson (1924–2018) was a British poet, writer, and folklorist best known for her sensitive poems on memory, family, and the passage of time. She combined her literary talent with a passion for history and culture, particularly in the study of local traditions and landscapes.

    Born in Henley-on-Thames, England, Shirley Toulson received her education at Prior’s Field School and later studied English literature at Birkbeck College, University of London. Early in life, she developed a love for poetry and creative writing, which shaped her career as both a poet and prose writer.

    Toulson’s poetry is often marked by themes of loss, nostalgia, and memory. She wrote with great simplicity, yet her words carried emotional depth and universal appeal. Her most widely studied poem, A Photograph, reflects on the fleeting nature of life and the sorrow of losing loved ones. In this poem, she captures how photographs preserve memories, while time continues to take people away. This blend of personal reflection and universal emotion made her poetry resonate with readers across generations.

    Apart from poetry, Shirley Toulson had a strong interest in folklore, archaeology, and the English countryside. She wrote extensively about rural traditions, landscapes, and historical trails. One of her most important contributions was her work on ancient pathways and traditions in Britain. Her book The Drovers’ Roads of Wales explored the ancient routes once used by farmers and traders in Wales. She also wrote The Celtic Year, which examined traditional Celtic festivals and beliefs linked to seasons and agriculture.

    Toulson combined her literary skill with her interest in history to produce works that were both informative and evocative. She believed that the past lived on in traditions, landscapes, and stories, and much of her work sought to preserve this connection.

    Throughout her career, she published collections of poetry, essays, and books on local history and folklore. Her ability to weave together personal memory with cultural history made her a unique voice in English literature.

    Shirley Toulson passed away in 2018, but her works continue to be read in schools and appreciated by lovers of poetry and folklore. Through her poetry, she taught us the value of memory, the inevitability of loss, and the beauty of life’s fleeting moments.