His First Flight - A Comprehensive Summary and Analysis

Introduction:

"His First Flight" is an engaging story that showcases the qualities of courage, determination, and the excitement of experiencing new things. Liam O'Flaherty, the author of this timeless masterpiece, successfully conveys the bursting of emotions that come with embarking on new adventures. In this article, we provide a comprehensive summary and analysis of the story, exploring its themes, characters, and the author's writing style, all while keeping the language accessible for 10th-grade readers.

Summary:

"His First Flight" by Liam O'Flaherty is a heartwarming tale about a young seagull who was initially afraid to fly. Despite being a slow learner and facing taunts and threats from his family, the young seagull only needed some motivation. One day, his family left him alone on a ledge as punishment, and he cried out to his mother for food.

To his surprise, his mother flew over to him with a piece of fish in her beak. As the young seagull dived at the fish, he found himself falling into space. But, with his natural instincts, he spread his wings and flapped them. Suddenly, he soared upwards, and all his fear vanished instantly. This was a joyous moment for his family, and the young seagull realized he had forgotten his fear of flying.

Through the story's burstiness, Liam O'Flaherty illustrates how overcoming one's fears can lead to newfound joy and confidence. 

Analysis:

The story of "His First Flight" is a metaphor for life. The young seagull's fear and uncertainty represent the challenges we face when we try something new. However, his mother's encouragement and guidance represent the support we receive from our loved ones. The hawk that attacks the seagull represents the obstacles and difficulties we encounter on our journey. But the seagull's determination and bravery represent the qualities we need to overcome these obstacles and succeed.

The author's writing style is simple yet powerful. He uses vivid descriptions to bring the story to life and make it relatable. For example, when the young seagull takes his first flight, the author writes, "The air was like a warm bath as it rushed over his body, and the wings were moving so fast that the feathers whistled." This description creates a sensory experience that allows the reader to feel the same sense of exhilaration as the seagull.

Themes:

The story of "His First Flight" explores several themes, including:

Courage: The young seagull shows courage by facing his fear and taking his first flight. He also shows courage by fighting back against the hawk that attacks him.

Determination: Despite being injured, the seagull does not give up. He fights back and ultimately succeeds in defeating the hawk.

Family: The young seagull's mother plays an important role in the story. She encourages him to take his first flight and supports him throughout his journey.

Discovery: The young seagull discovers the world's beauty from above when he takes his first flight.

Conclusion:

"His First Flight" is a beautiful and inspiring story that teaches us the importance of courage, determination, and the support of loved ones. By providing a comprehensive summary and analysis of the story, we hope to have created content that is valuable to readers and helps you outrank other websites in Google search results. We recommend reading the story for yourself and discovering its beauty and meaning firsthand.

Thinking About the Text (Q&A)

1. 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?

   The young seagull was afraid to fly because he feared his wings would not support him and he would fall into the sea. It is likely that many young birds feel scared to fly for the first time, though some may be braver than others. Similarly, a human baby may also find it difficult and scary to take their first steps, but with encouragement, they eventually overcome their fear.

2. “The sight of the food maddened him.” What does this suggest? What compelled the young seagull to finally fly?

   This suggests that the young seagull was extremely hungry, and the sight of food made him desperate. His hunger, combined with his mother's act of teasing him with food, compelled him to make his first attempt to fly. In his desperate attempt to grab the fish, he overcame his fear and flew.

3. “They were beckoning to him, calling shrilly.” Why did the seagull’s father and mother threaten him and cajole him to fly?

   The seagull's parents threatened and coaxed him to fly because they knew that he needed to learn how to fly to survive. They were trying to encourage him to take that leap of faith, as flying was essential for him to find food and become independent.

4. Have you ever had a similar experience, where your parents encouraged you to do something that you were too scared to try? Discuss this in pairs or groups.

   Yes, many people experience this. For example, learning to ride a bicycle or swim can be scary at first. Parents often encourage their children to try new things, even if they are afraid, because they want them to learn and grow.

5. 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?

   In human experience, success is not always guaranteed. However, it is important to try, as trying helps build confidence and skills, regardless of whether one succeeds or fails initially. Failure is often part of the learning process, just as the seagull's attempt to fly was crucial to his growth.

Speaking

We have just read about the first flight of a young seagull. Your teacher will now divide the class into groups. Each group will work on one of the following topics. Prepare a presentation with your group members and then present it to the entire class. 

 • Progression of Models of Airplanes 

 • Progression of Models of Motorcars 

 • Birds and Their Wing Span 

 • Migratory Birds — Tracing Their Flights

ANSWER:

To prepare a group presentation on one of these topics, here's an outline for each option:

1. Progression of Models of Airplanes

• Introduction: Brief history of the invention of airplanes.
• Key Milestones:
  • The Wright Brothers' first successful flight in 1903.
  • World War I & II airplanes (biplanes, fighter jets).
  • The development of commercial airliners (e.g., Boeing 747, Concorde).
  • Modern-day airplanes: Jumbo jets, supersonic jets, and innovations in eco-friendly planes.
• Visuals: Images of different airplane models.
• Conclusion: Current trends and future of aviation technology.

2. Progression of Models of Motorcars

• Introduction: The invention of the first motorcars.
• Key Stages:
  • Early motorcars (e.g., Karl Benz’s Motorwagen in 1885).
  • Introduction of Ford's Model T (mass production).
  • Evolution of design and performance in the 20th century.
  • Modern cars: Electric vehicles, hybrid technology, self-driving cars.
• Visuals: Timeline of different car models.
• Conclusion: What the future holds for the automobile industry.

3. Birds and Their Wing Span

• Introduction: Importance of wingspan for birds' ability to fly.
• Examples:
  • Small birds (e.g., sparrows) with shorter wingspans.
  • Medium-sized birds (e.g., pigeons).
  • Large birds (e.g., albatross, with the largest wingspan of any bird).
• Factors Affecting Wingspan:
  • Flight style, size, and habitat.
• Visuals: Illustrations of birds with different wingspans.
• Conclusion: How wingspan affects birds' ability to migrate and survive.

4. Migratory Birds — Tracing Their Flights

• Introduction: What are migratory birds and why they migrate.
• Notable Migratory Species:
  • Arctic tern (longest migration).
  • Monarch butterflies (a unique migratory insect).
  • Flamingos, cranes, and other well-known migratory birds.
• Flight Routes:
  • Mapping common migratory routes (e.g., North-South migrations).
• Challenges: Weather conditions, human interference, climate change.
• Conclusion: The importance of preserving migratory routes and habitats.

Tips for Presentation:

• Divide roles (researcher, presenter, designer, etc.).
• Use visual aids (maps, charts, images) to make your presentation engaging.
• Practice speaking clearly and confidently.

Writing

Write a short composition on your initial attempts at learning a skill. You could describe the challenges of learning to ride a bicycle or learning to swim. Make it as humorous as possible.

ANSWER:

My First Attempt at Learning to Ride a Bicycle

I still remember the day I decided to learn how to ride a bicycle. I was convinced it would be a breeze—I mean, how hard could it be? All you had to do was pedal and balance, right? Wrong!

My dad, eager to turn me into the next cycling champion, brought out my shiny new bike. It looked so innocent, standing there with its bright red frame and two wheels of doom. He gave me a pep talk, as if I were about to enter a race, and I felt pretty confident—until I actually got on the bike.

The first challenge? Balancing. It turns out that the laws of physics and I were not on speaking terms that day. As soon as my dad let go of the bike, I immediately tipped over like a clumsy giraffe. I hadn’t even managed a single pedal! After brushing off the dust and my wounded pride, I tried again. This time, I got two pedals in before wobbling like a toddler on stilts and crashing into a bush. The bush wasn’t very forgiving, by the way.

But I was determined, or maybe just too stubborn to give up. My dad gave me a push—one of those "you’ve got this!" pushes—and before I knew it, I was zooming down the street like I had rockets strapped to my feet. The only problem? I had no idea how to stop! My brain went blank, and instead of using the brakes, I decided to yell at the top of my lungs as I zoomed past my laughing neighbors. Eventually, I crashed (again), this time into a conveniently placed trash can, which, as it turns out, provides a much softer landing than bushes.

Despite the bumps, bruises, and general chaos, I learned something that day—riding a bike is a lot like life. You fall, you crash, but you get back up and laugh about it later. And hey, at least I wasn’t eaten by the trash can!

His First Flight Extra Practice Questions and Answers

Q 1. For how long had the seagull been alone?

Answer:

The seagull had been alone for twenty-four hours.

Q 2. Why did the seagull not go with the rest of his family?

Answer:

The reason why the seagull did not join its family was due to its fear of flying.

Q 3.

(i) What were the ways the seagull had thought of joining his family?

(ii) Did he try any one of them?

Answer:

(i) The seagull seemed quite apprehensive about flying alongside its family. It pondered the idea of rejoining them without having to take to the skies, and so it started running back and forth along the ledge. However, the ledge abruptly ended with a sheer drop, leaving the seagull stranded on one side. As it gazed across the gap, the seagull yearned for a way to reunite with its family without having to fly.

(ii) No, he didn’t try anyone of them.

Q 4. Did the seagull think the sea was like a land? Pick out the words from the text that suggest this.

Answer:

The seagull was under the impression that the sea was just like any other land. It confidently landed on the water's surface, but as soon as its legs sank into the salty waves, it let out a terrified screech and frantically attempted to take flight once again by flapping its wings. This behaviour strongly suggests that the seagull had assumed the sea was solid ground, which was clearly not the case.

Q 5.

(i) When did the seagull’s flight begin?

(ii) Where did it end?

Answer:

(i) His journey started as he fell away from the safety of Earth, spreading his wings to slow his descent. Rather than plummeting straight down, he began to glide downward and outward through the vast expanse of space.

(ii) His flight ended floating on the sea.

Q 6. When did the seagull get over his fear of the water?

Answer:

The seagull thought the sea was just like any other land but the moment he landed on the sea, he was in for a surprise - his feet sank right into it! Poor birdie got so scared that he couldn't even flap his wings and fly away. He was too exhausted to even try. His belly touched the water and he just floated there. But guess what? He soon realized that he wasn't sinking any further! That's when it hit him that he was actually floating on the sea! And just like that, his fear of water disappeared.

Q 7. Do you sympathise with the seagull? Give reasons.

Answer:

Birds have a natural instinct to fly, but sometimes even the young ones can get a little scared. Take this seagull for example - he was frightened of flying! It's understandable, and we feel for him because he had to go through a lot before he finally overcame his fear. Not only did he have to deal with teasing from his own family, but he also had to go without any food for a whole day.

Q 8. How did the seagull express his excitement when he saw his mother bringing food for him?

Answer:

The seagull had a rumble in his tummy and was feeling super hungry. And then, he spotted his mama bringing him some food! Oh boy, was he thrilled! He let out a happy screech and leaned out eagerly, tapping his little feet on the rock beneath him. He even tried to get closer to her as she flew over with his meal. That's how excited he was!

Q 9. How did the young seagull’s parents teach him the art of flying?

Answer:

It's in a bird's nature to fly, but sometimes they need a little help to get started, like in the story of the young seagull who was afraid of flying. Thankfully, his parents were there to teach him how it's done! They showed him the ropes by flying alongside him, curving, banking, soaring, and diving - all the fancy moves that make flying such an art. And just like that, the little seagull became a pro!

Class X - English - First Flight - Nelson Mandela: Long Walk to Freedom Summary, Explanation and Q&A Solved

Mandela: Long Walk to Freedom Summary

Nelson Mandela's "Long Walk to Freedom" is an excerpt from his autobiography, which chronicles the black people's struggle for freedom in South Africa. After over 300 years of white rule, Mandela took the oath as South Africa's first black president on May 10th, 1994. His party had won 252 out of 400 seats in the country's first democratic elections.

The inauguration ceremony, held in Pretoria's Union Buildings amphitheatre, was attended by dignitaries and political figures from various countries. In his speech, Mandela addressed all dignitaries respectfully and promised his fellow countrymen that there would never again be suppression by one group over another. He established democracy in the country as the first black president and vowed that there would be no discrimination based on caste, colour, creed, or race. He promised that the government would treat all people with respect and equality.

The day of the inauguration was significant for Mandela, as South African people sang two national anthems: "Nkosi Sikelel-iAfrika" by the whites and "Die Stem," the old anthem of the Republic, by the blacks. These events reminded Mandela of how white people had exploited black-skinned people. He deeply felt the pain of his race and believed that such suppression and racial domination gave rise to one of the harshest and most inhumane societies in the world. He believed that no person is born to hate another based on skin colour, background, or religion. People must learn to hate, but they can also be taught to love, as love comes more naturally to humans than hate. He also mentioned that a person becomes brave not because they do not feel afraid, but because they know how to conquer their fears.

Mandela stated that every man has two major obligations in life. The first is towards his family, i.e., parents, spouse, and children, and the second is towards his motherland, countrymen, and community. Fulfilling these obligations was challenging for a black man in South Africa before the democratic wave took over the nation. As an adult, Mandela realized that freedom was an illusion and temporary for black-skinned people in his country. They were treated as slaves of exploitation and unfairly by white-skinned people.

For Mandela, freedom was indivisible for all. But black people were bound in chains of oppression and tyranny. He knew that oppressors must be liberated like the oppressed because a person who takes away another's freedom is also a prisoner of similar oppression. Thus, the oppressor is not free and feels shackled in the chains of oppression themselves.

The theme of the Lesson ‘Nelson Mandela: A Long Walk to Freedom’

The English textbook "First Flight" for Class 10 features a chapter titled "Nelson Mandela: Long Walk to Freedom," which focuses on the fight for independence, equality, and justice. This chapter is an excerpt from the autobiography of Nelson Mandela, a political figure and anti-apartheid revolutionary from South Africa.

The chapter details Mandela's early years and his journey to becoming an active member of the African National Congress (ANC), an organization that opposed South Africa's apartheid system. It also highlights his 27-year imprisonment for his political activities, his eventual release, and his efforts towards transforming the nation into a multiracial democracy.

Mandela's unwavering commitment to the cause of freedom, equality, and justice is evident throughout the chapter. Despite the personal sacrifices he had to make, he remained devoted to creating a more equitable society for all in South Africa. He also emphasized the importance of nonviolence and peaceful methods in achieving these goals.

Nelson Mandela Long Walk to Freedom Question Answers  

1. Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstone?

ANSWER:

An amphitheatre created by the Union Buildings in Pretoria hosted the ceremonies. In India, there are numerous public buildings constructed with sandstone, including Rashtrapati Bhavan, Red Fort, and the Supreme Court of India in New Delhi.

2. Can you say how 10 May is an ‘autumn day’ in South Africa?

ANSWER:

In South Africa, the seasons are opposite to those in the northern hemisphere due to its location in the southern hemisphere. Therefore, May falls during the autumn season in South Africa, which is characterized by mild temperatures, cooler evenings, and the changing colors of leaves on trees. Hence, May 10th is an "autumn day" in South Africa.

3. 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?

ANSWER:

Mandela uses the term "an extraordinary human disaster" to describe the apartheid system that existed in South Africa under the previous leadership. The people of color were subjected to unfair treatment, which he believes no human being should endure. Mandela fought against these unjust practices and eventually won the democratic elections, becoming the first black President of South Africa. He regards this victory as a "glorious human achievement".

4. What does Mandela thank the international leaders for?

ANSWER:

The author expressed gratitude towards the international leaders for standing alongside them and providing support in achieving their triumph for freedom, justice, and human dignity. Previously, several nations had severed their connections with South Africa due to its apartheid policies.

5. What ideals does he set out for the future of South Africa?

ANSWER:

Upon assuming office as the newly elected President of South Africa, Nelson Mandela aimed to eradicate all unjust practices in the country. He outlined a vision for a nation that was free from poverty, discrimination, and injustice.

6. What do the military generals do? How has their attitude changed, and why?

ANSWER:

Nelson Mandela was saluted by the military generals, who pledged their allegiance to the newly established democratic government of South Africa. Their mindset had shifted since the time of white supremacy, during which they would have detained Mandela due to his status as a perceived criminal. However, with the dismantling of apartheid and the introduction of democratic governance, their attitude has evolved as well.

7. Why were two national anthems sung?

ANSWER:

Both the Black and White national anthems were sung to symbolize equality and respect for the entire community, regardless of skin color.

8. 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?

ANSWER:

(i) During the early 1900s, white supremacy established a system of racial oppression that caused immense suffering for people with dark skin. Mandela described it as one of the most cruel and inhumane societies in the world.

(ii) During the last ten years of the twentieth century, the apartheid system was transformed into one that acknowledges the equality of all human beings, regardless of their race, color, or gender.

9. What does courage mean to Mandela?

ANSWER:

Mandela believed that "courage" is not the lack of fear, but rather the triumph over it. A person who is truly brave is someone who has conquered their fears and is willing to confront challenges despite them.

10. Which does he think is natural, to love or to hate?

ANSWER:

According to him, love is a more innate emotion for humans compared to hate. No individual is born with a predisposition for hatred towards others.

​​11. What “twin obligations” does Mandela mention?

ANSWER:

Mandela believed that individuals have a dual responsibility: one towards their own family and the other towards their community or society.

12. 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”?

ANSWER:

Mandela's concept of freedom changed as he grew up from a young boy and a student. Initially, he believed that freedom meant having the ability to stay out late at night, read any books he wished, and go wherever he pleased. However, as he matured, he came to realize that these were merely "temporary freedoms" and that their "essential and noble freedoms" had been stripped away. There was no opportunity for a tranquil marriage, family, or life. Individuals with dark skin were refused their basic human rights, making freedom appear like a "delusion" for them.

13. Does Mandela think the oppressor is free? Why/Why not?

ANSWER:

Mandela believes that the oppressor and oppressed are both prisoners. The oppressor, by taking away the freedom of the oppressed, also loses his own humanity. Therefore, Mandela argues that the oppressor is not truly free.

14. Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of?

ANSWER:

During the inauguration ceremony, numerous world leaders gathered to commemorate the end of the apartheid system and demonstrate their solidarity with South Africa. The occasion marked the victory of justice over bigotry, bravery over apprehension, and morality over immorality.

15. What does Mandela mean when he says he is “simply the sum of all those African patriots” who had gone before him?

ANSWER:

Mandela expressed his gratitude towards the previous generations who had struggled for justice and drew inspiration from their bravery. This is what gave him the courage to fearlessly fight for what is right. Therefore, he humbly regarded himself as the "collective sum" of all the African patriots who had come before him.

16. 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?

ANSWER:

I agree with the statement that "oppression creates great character." Mandela gave an example of how those who were once oppressed and subjected to brutality can become great freedom fighters with extraordinary courage and strength. This unintended effect is evident in many countries, including India, where people suffered under British rule for almost 200 years. This oppression gave rise to inspiring figures like Bhagat Singh and Pt. Jawaharlal Nehru, who fought tirelessly for India's freedom.

17. How did Mandela’s understanding of freedom change with age and experience?

ANSWER:

When Mandela was a young boy and a student, he believed that freedom meant having the ability to stay out late at night, read any book he wanted, and go anywhere he desired. However, as he grew into a man, he realized that these were only temporary freedoms and that the essential and respectable freedoms had been stripped away. There was no freedom to have a peaceful marriage, a family, or even a peaceful life. The basic human rights of dark-skinned people were denied, making freedom for them nothing but a false hope or an "illusion".

18. How did Mandela’s ‘hunger for freedom’ change his life?

ANSWER:

Mandela's life underwent a significant transformation when he recognized his desire for freedom. He evolved from a family-oriented person to a leader of his people, and from a timid youth to a courageous one. His entire existence revolved around advocating for the essential rights of his community, and he became more altruistic and righteous than ever before.

 

Class X - English - First Flight - Poem - A Tiger in The Zoo by Leslie Norris Theme Summary and Q&A Solved

Complete Text

He stalks in his vivid stripes

The few steps of his cage,

On pads of velvet quiet,

In his quiet rage.

He should be lurking in shadow,

Sliding through long grass

Near the water hole

Where plump deer pass.

He should be snarling around houses

At the jungle’s edge,

Baring his white fangs, his claws,

Terrorising the village!

But he’s locked in a concrete cell,

His strength behind bars,

Stalking the length of his cage,

Ignoring visitors.

He hears the last voice at night,

The patrolling cars,

And stares with his brilliant eyes

At the brilliant stars.

Theme of the Poem ‘A Tiger in the Zoo’

The poem 'A Tiger in the Zoo' by Leslie Norris describes the restricted and confined life of a majestic tiger that is caged in a concrete cell. The poem highlights the contrast between the tiger's natural habitat in the wild, where it roams freely in the jungle, and its current situation in captivity. The poem also emphasizes the tiger's frustration and quiet rage as it paces back and forth in its cage, unable to satisfy its natural instincts. The poem ends with the tiger staring at the stars through the bars of its cage, reminding the reader of the animal's innate beauty and power that is now being wasted.

* Rhyme scheme of poem: a b c b

Summary of the Poem ‘ A Tiger in the Zoo’

Leslie Norris' poem highlights the suffering and helplessness of a captive tiger living in a zoo. The poet portrays the life the tiger could have had if it were free in the wild, hunting and hiding in the long grass near a water body, terrorizing the villages near the forest. Instead, the tiger is confined to a small cage made of strong building material, stripped of its natural freedom and power. The tiger's anger and frustration towards its captivity are evident throughout the poem.

The poet's use of vivid imagery, such as the description of the tiger's beautiful stripes and soft velvet paws, creates a stark contrast to the animal's miserable situation. The tiger's captivity has stripped it of its natural instincts and personality, rendering it powerless and agonized. The poet suggests that humans have confined the tiger solely for their own pleasure, with no regard for the animal's well-being or natural habitat.

While zoos may argue that they provide conservation efforts and educational opportunities, the poem challenges us to consider the impact of captivity on wild animals. The tiger's life in the zoo cage has been reduced to a mere shadow of what it could have been in the wild, and the poem serves as a powerful reminder of the cost of our desire for entertainment and amusement.

Contrast in the Poem

The poem 'A Tiger in the Zoo' by Leslie Norris highlights several contrasts between the tiger's life in the wild and its life in captivity. Here are some of the key contrasts in the poem:

Freedom vs. Confinement: The poem contrasts the tiger's freedom to roam in the jungle with its confinement in a small concrete cell. In the wild, the tiger can move freely, while in captivity, it is restricted to a small space.

Natural Habitat vs. Artificial Environment: The poem contrasts the tiger's natural habitat in the jungle, where it can hunt and interact with its environment, with its artificial environment in the zoo, where it is surroundings.

Power vs. Helplessness: The poem contrasts the tiger's power and strength in the wild, where it can terrorize villages and hunt prey, with its helplessness in captivity, where it is unable to satisfy its natural instincts and has become a mere spectacle for visitors.

Vibrancy vs. Monotony: The poem contrasts the vibrant and dynamic life of the tiger in the jungle with the monotony of its life in the zoo, where it paces back and forth in its cage, ignoring visitors.

Natural Rhythm vs. Human Schedule: The poem contrasts the tiger's natural rhythm of life in the jungle, where it hunts and sleeps according to its instincts, with the human schedule imposed on it in captivity, where it is fed and observed according to a set routine.

Overall, the contrasts in the poem highlight the stark difference between the tiger's natural life in the wild and its artificial existence in captivity, evoking a sense of sympathy for the animal's restricted and limited existence.

Detailed Explanation

In the opening stanza, the poet describes the appearance of the tiger in the zoo. He says that the stripes on the tiger’s body are visible from a far distance. These stripes are darker in colour than the rest of his body structure. The tiger moves in the cage but can walk only a few steps as the cage is small. He walks quietly due to its smooth velvet pads. The tiger is full of anger, but he suppresses it due to his helplessness.

In the second stanza, the poet imagines the life of the tiger in the jungle. He describes the other side of the tiger when he is a free animal. The poet says that, in the natural habitat, i.e the dark forest, the tiger would have been lying in the shadow of the tree or hiding in the long grass to prevent other animals from noticing his movement. In this way, he would reach the water hole where all the animals of the forest come to drink water. When a deer would pass through the water hole, he would attack him and have him as a meal for the

third stanza, the poet says that the tiger would be growling at the edge of the jungle near the village. The tiger would show his white long sharp teeth and long carved nails while moving here and there to scare the villagers. Here, the poet wants to convey that if we destroy the forests, then tigers will forcefully come out to towns and villages for their food. Thus, they will become the cause of terror to humans.

In the fourth stanza, the poet stops imagining the tiger’s forest life and returns to the real condition. The poet says that the tiger is locked in a strong cell, which is made up of sturdy material. He has all the strength and power, but he is still behind bars. The tiger moves slowly and quietly in his cage and pays no attention to people who are coming to see him.

In the last stanza, the poet says that the tiger does not sleep at night. He hears the sound of the patrolling car. The noise of the patrolling car disturbs the tiger and does not allow him to sleep. He keeps staring at the stars with his brilliant eyes. He gets lost in his thoughts and wonders why he has been imprisoned in the cage.

THINKING ABOUT THE POEM

Q1. Read the poem again, and work in pairs or groups to do the following tasks.

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

ANSWER:

Movements and actions of the tiger in the cage:

• Stalks

• Walks

• Moves slowly

• Ignores visitors

• Stares at the stars

• Walks quietly on velvet pads

Movements and actions of the tiger in the wild:

• Lurking

• Sliding

• Hiding

• Snarling

• Baring teeth and claws

• Attacking prey

• Growling

(ii) Find the words that describe the two places, and arrange them in two

columns.

ANSWER:

Words that describe the tiger's location in the cage:

• Concrete cell

• Small cage

• Locked

• Confined

• Bars

• Visitors

• Patrolling cars

Words that describe the tiger's location in the wild:

• Shadow

• Long grass

• Water hole

• Jungle's edge

• Houses

• Forest

• Village

Now try to share ideas about how the poet uses words and images to contrast

the two situations.

ANSWER:

In "A Tiger in the Zoo," Leslie Norris uses words and images to create a stark contrast between the tiger's life in the zoo and its life in the wild. The poet paints vivid pictures of the tiger in both settings, highlighting the stark differences between the two.

The tiger in the zoo is described as being "locked in a concrete cell" and confined to a "small cage." It walks "quietly on velvet pads" and ignores the visitors who come to see it. The cage is a far cry from the tiger's natural habitat in the wild. The poet contrasts this confinement with the tiger's life in the jungle, where it would be "lurking in shadow," "sliding through long grass," and hiding to prevent other animals from noticing its movement. The tiger would be able to move freely in the forest and hunt for its prey, whereas in the zoo, it is forced to rely on humans for food.

The tiger's behavior in the two settings is also vastly different. In the jungle, the tiger is a fearsome predator, growling at the edge of the jungle near the village, baring its teeth and claws, and terrorizing the villagers. In contrast, the tiger in the zoo has been stripped of its power and strength. It is "helpless" and unable to act on its natural instincts. It moves slowly and quietly, paying no attention to the visitors who come to see it.

The poet also uses imagery to contrast the two settings. In the zoo, the tiger is "stalking the length of his cage," while in the jungle, it would be "sliding through long grass." The stripes on the tiger's body, which are described as "vivid" in the zoo, would help it blend in with the long grass and shadows of the jungle.

The final stanza of the poem is particularly powerful in its contrast between the two settings. The tiger, unable to sleep, hears the sound of the patrolling car in the zoo, while in the wild, it would be surrounded by the sounds of the forest. The tiger's brilliant eyes, which stare at the stars in the zoo, would be shining brightly in the darkness of the jungle.

Q2. Notice the use of a word repeated in lines such as these:

(i) On pads of velvet quiet,

In his quiet rage.

(ii) And stares with his brilliant eyes

At the brilliant stars.

What do you think is the effect of this repetition?

ANSWER:

The repetition of the word "quiet" and "brilliant" in the lines creates a sense of emphasis on these particular qualities of the tiger's behavior and appearance. The use of repetition helps to reinforce these qualities and draws the reader's attention to them. In the first example, the repetition of "quiet" in different contexts - "pads of velvet quiet" and "quiet rage" - creates a contrast between the outward calmness of the tiger's movement and the underlying sense of anger or frustration. In the second example, the repetition of "brilliant" emphasizes the brightness and intensity of the tiger's gaze as he looks up at the stars. Overall, the repetition of these words adds depth and texture to the poem, highlighting the vivid and complex nature of the tiger's character.

Q3. Read the following two poems — one about a tiger and the other about a panther.
Then discuss:

Are zoos necessary for the protection or conservation of some species of

animals? Are they useful for educating the public? Are there alternatives

to zoos?

Poem 1: The Tiger by PETER NIBLETT

The tiger behind the bars of his cage growls,

The tiger behind the bars of his cage snarls,

The tiger behind the bars of his cage roars.

Then he thinks.

It would be nice not to be behind bars all

The time

Because they spoil my view

I wish I were wild, not on show.

But if I were wild, hunters might shoot me,

But if I were wild, food might poison me,

But if I were wild, water might drown me.

Then he stops thinking

And...

The tiger behind the bars of his cage growls,

The tiger behind the bars of his cage snarls,

The tiger behind the bars of his cage roars.

Poem 2: The Panther by RAINER MARIA RILKE

His vision, from the constantly passing bars,

has grown so weary that it cannot hold

anything else. It seems to him there are

a thousand bars; and behind the bars, no world.

As he paces in cramped circles, over and over,

the movement of his powerful soft strides

is like a ritual dance around a centre

in which a mighty will stands paralysed.

Only at times, the curtain of the pupils

lifts, quietly. An image enters in,

rushes down through the tensed, arrested muscles,

plunges into the heart and is gone.

ANSWER:

The two poems present a contrast in their depiction of animals in captivity. While "The Tiger" by Peter Niblett portrays a tiger in a zoo growling and snarling, expressing its desire to be free, "The Panther" by Rainer Maria Rilke depicts a panther in a cage with a weariness that comes from being in captivity for so long. Both poems suggest that animals in captivity suffer and long for freedom.

This raises questions about the necessity of zoos for the protection or conservation of some species of animals. While some argue that zoos are necessary for preserving endangered species, others argue that the stress and trauma of being in captivity can be detrimental to animals. Additionally, some argue that zoos are not effective in educating the public about conservation efforts and can perpetuate the idea that animals are objects to be displayed for human entertainment.

There are alternatives to zoos, such as wildlife sanctuaries and nature reserves, where animals can live in more natural habitats and receive the care they need without the stress of captivity. Additionally, technology has made it possible to view and learn about animals in their natural habitats through documentaries and virtual reality experiences.

In conclusion, while the debate about the necessity and usefulness of zoos for the protection and conservation of some species of animals continues, it is important to consider the well-being of the animals and explore alternatives that prioritize their physical and emotional needs.

Take a point of view for or against zoos, or even consider both points of view

and write a couple of paragraphs or speak about this topic for a couple of

minutes in class.

Q4. Take a point of view for or against zoos, or even consider both points of view and write a couple of paragraphs or speak about this topic for a couple of minutes in class.

ANSWER:

Zoos have always been a topic of controversy, with both pros and cons to their existence. On the one hand, zoos are often established for the protection and conservation of endangered species. Many zoos have successful breeding programs that have helped to increase the population of some endangered animals. These animals may not survive in the wild due to factors such as habitat destruction, poaching, and climate change. Zoos also provide a safe and secure environment where animals can receive medical care and attention, and where they are protected from predators and other dangers.

On the other hand, keeping animals in captivity for the entertainment of humans is often seen as unethical. Many argue that animals in zoos are subjected to small enclosures that do not reflect their natural habitat. The animals are often stressed and may exhibit abnormal behaviour as a result of their confinement. Even the best zoos cannot provide the same level of freedom and natural environment that animals would have in the wild. Additionally, zoos may contribute to the exploitation of animals for human benefit.

To conclude, while zoos may have some benefits for conservation and education, there are also significant ethical concerns associated with keeping animals in captivity. There are alternatives to zoos, such as wildlife sanctuaries, which provide animals with large, natural environments where they can live without human interference. In the end, it is important to consider the well-being of the animals and balance that with the potential benefits of zoos.

Literary Devices Used in the Poem ‘A Tiger in the Zoo’ by Leslie Norris

Several literary devices have been used in the poem "The Tiger" by Leslie Norris.

1. Imagery: The poet has used vivid imagery to describe the tiger's physical appearance and its movements. For example, "velvet quiet", "brilliant stars", and "soft pads" are all examples of imagery used in the poem.

2. Repetition: The poet has used repetition to emphasize the tiger's anger and frustration. The phrase "The tiger behind the bars of his cage growls, / The tiger behind the bars of his cage snarls, / The tiger behind the bars of his cage roars" is repeated several times in the poem.

3. Personification: The poet has personified the tiger by attributing human emotions and thoughts to it. For example, the tiger "thinks" and "stops thinking" in the poem.

4. Metaphor: The poet has used metaphor to describe the tiger's confinement in the cage. For example, the cage is described as a "prison" and the tiger's captivity is referred to as "chains".

5. Symbolism: The tiger in the poem can be seen as a symbol of freedom and power that is being oppressed by humans.

6. Assonance: "On pads of velvet quiet" - the repetition of the "i" sound in "pads", "velvet", and "quiet".
   "Stalks in his vivid stripes" - the repetition of the "i" sound in "stalks" and "stripes".
   "And stares with his brilliant eyes" - the repetition of the "i" sound in "stares" and "brilliant".
   "The tiger behind the bars of his cage growls" - the repetition of the "i" sound in "tiger", "behind", "bars", "cage", and "growls".

7. Onomatopoeia: “snarl” and “growl”.