The Rattrap by Selma Lagerlöf - NCERT Solutions & Notes

Introduction

Looking for The Rattrap chapter solutions, summary, and notes? This post offers easy and detailed explanations for Class 10 English students. Here, you will find NCERT solutions, meanings of difficult words, and important questions and answers from the chapter The Rattrap by Selma Lagerlöf. Whether you want to understand the story better or prepare for exams, this guide covers everything in simple language.

Table of Contents

• 1. Summary of The Rattrap
• 2. About the Author: Selma Lagerlöf
• 3. Detailed Explanation of the Story
• 4. Character Analysis
• 5. Important Themes and Motifs
• 6. Summary of Important Events
• 7. NCERT Solutions
• Answers to In-text Questions
• Understanding the text
• 8. Key Vocabulary and Phrases Explained
• 9. Words and Meanings of The Rattrap
• 10. Literary Devices Used in The Rattrap
• 11. Important Quotes and Their Meanings
• 12. Lesson and Moral of the Story
• 13. Frequently Asked Questions (FAQ)

1. Summary of The Rattrap

The story "The Rattrap" begins by introducing a man who makes and sells small rattraps. His life is hard and lonely, filled with hunger and poverty. He sometimes steals and begs to survive. One day, as he walks along the road, he thinks about the world and decides it is like a big rattrap. Just like a rattrap offers bait to catch rats, the world offers riches and pleasure as bait to trap people. This idea amuses him because the world had not been kind to him.

As the story continues, the man finds shelter with a kind old crofter who shares food and company. Despite the trust shown, the man steals thirty kronor from the crofter but soon finds himself lost in a dark forest. He realizes he too is caught in a trap, like the rats caught in the rattrap.

The story explores themes of human nature, loneliness, kindness, and redemption through the experiences of the man with the rattraps and the people he meets. It is both philosophical and thought-provoking, highlighting how life’s temptations can trap people but also how kindness can change lives.

2. About the Author: Selma Lagerlöf

The author of "The Rattrap," Selma Lagerlöf, was a famous Swedish writer born in 1858. She was the first woman to win the Nobel Prize in Literature in 1909. Lagerlöf's stories often carry a deep belief in the essential goodness of human beings, showing how love and understanding can bring out that goodness.

Her writing draws heavily from Swedish culture and folklore, including the history of the iron mines where this story is set. "The Rattrap" is told partly like a fairy tale, blending simple storytelling with strong moral lessons.

Her works have been translated into many languages and continue to inspire readers worldwide.

3. Detailed Explanation of the Story

The story “The Rattrap” unfolds in a detailed and engaging manner. It follows the journey of a man who sells rattraps to make a living. Despite his efforts, life is harsh, and he sometimes steals to survive. One evening, he thinks about the world as a great rattrap, set with tempting bait to catch people. This idea reflects his bitter view of life.

He finds shelter with a lonely crofter, who warmly welcomes him, sharing food and companionship. But the man betrays this kindness by stealing money. Soon, lost in a dense forest, he realizes he has fallen into a trap like the ones he sells.

Later the man reaches the forge of a wealthy ironmaster. Here, he is almost chased away but is kindly invited home after the ironmaster mistakenly thinks he is an old acquaintance. The man rejects the invitation out of fear and distrust.

The ironmaster then sends his daughter, Edla Willmson, who gently persuades him to stay at their home for Christmas. She shows empathy, and the man experiences kindness that touches his heart.

The narrative explores human loneliness, kindness, and the idea that everyone can fall into traps but also might find redemption. Each encounter reveals a different side of humanity, making the tale both entertaining and full of deep meaning.

4. Character Analysis

• The Peddler

The Peddler in "The Rattrap" is a man who makes and sells small rattraps. His life is very hard and full of loneliness. He dresses in rags, looks hungry, and struggles to earn enough to survive. The peddler is a clever but sad man. He believes the whole world is a trap, like the rattraps he sells—offering tempting things that catch people and cause their downfall.

Though he resorts to petty theft and begging to keep going, the story reveals a deeper side of him. His thoughts about the world being a rattrap show his bitterness but also his deep understanding of human nature. Throughout the story, he changes as he meets different people who show him kindness, which eventually awakens the good in him. He has a subtle sense of humor and is able to reflect on life in a way that makes readers sympathize with him despite his flaws. The peddler’s character teaches us about the possibility of change and the effect of human kindness.

• The Crofter

The Crofter in "The Rattrap" is a kind and generous old man who lives alone near the ironworks. Despite his modest means, he warmly welcomes the peddler into his home, offering food, tobacco, and companionship. The crofter’s friendliness stems from his own loneliness and desire for human connection. He openly shares stories of his past prosperity when he worked as a crofter at the Ramsjö Ironworks and speaks with pride about his cow, which supports him now by providing milk.

He trusts the peddler enough to show him three wrinkled ten-kronor bills, a clear sign of his honesty and goodwill. This act of generosity highlights the crofter’s simple, good-hearted nature, which contrasts deeply with the peddler’s initial distrust. The crofter’s willingness to share what little he has and his open hospitality emphasize themes of kindness and human warmth in the story.

• The Ironmaster

The Ironmaster in "The Rattrap" is a wealthy and influential man who owns the Ramsjö ironworks. Despite his high social status, he shows a surprising kindness and understanding when he encounters the peddler. Unlike the blacksmiths who barely acknowledge the stranger, the ironmaster recognizes the man and treats him with respect, mistaking him for an old acquaintance.

The ironmaster invites the peddler to his home and expresses regret for the harsh turn his life has taken, attributing it to the decision to resign from the regiment. Although the peddler declines the invitation out of fear and distrust, the ironmaster’s gesture reveals a humane side beneath his authoritative role.

Later, the ironmaster supports his daughter Edla Willliamson’s compassionate decision to keep the peddler as a guest over Christmas, demonstrating a blend of social responsibility and personal warmth. His character contrasts with the peddler’s rough exterior, highlighting themes of dignity, forgiveness, and the power of kindness in the story.

• Edla Willmansson

Edla Willsonson is the daughter of the wealthy Ironmaster in the story “The Rattrap.” She is portrayed as a kind-hearted and compassionate young woman. Unlike her father and the workmen at the forge, Edla treats the ragged and suspicious-looking peddler with warmth and respect. She senses his fear and loneliness and persuades him gently to stay at their home for Christmas. Edla’s empathy and genuine concern for the peddler’s wellbeing ultimately touch his heart and contribute to his awakening. Her actions highlight the themes of kindness and human connection in the story, showing how simple gestures of goodwill can inspire change in even the most hardened individuals.

5. Key Themes and Motifs in "The Rattrap"

1. The Trap of Materialism

The central metaphor of the story is the rattrap, symbolizing the worldly temptation that lures people with promises of riches and pleasures but ultimately traps them. This theme highlights the dangers of greed and how people often fall into traps of material benefit, leading to their downfall.

2. Loneliness and Isolation

The story portrays deep human loneliness through the characters of the peddler, the crofter, and even the Ironmaster’s household. Their experiences reflect the universal need for companionship and understanding.

3. Redemption Through Kindness

Acts of kindness and compassion, as exhibited by the crofter, the Ironmaster, and especially his daughter Edla Willson, play a transformative role in the story. These gestures awaken the innate goodness in the peddler, leading to his moral awakening and redemption.

4. Appearance versus Reality

The contrast between the appearance of the peddler—his ragged clothes and suspicious behavior—and his inner nature explores the motif of not judging people by their outward looks. The story suggests that everyone has a good side that can surface through love and understanding.

5. The Power of Moral Strength

The peddler’s reflection on his own life and his acceptance of the warmth offered to him reveal the theme of moral strength. Despite his weaknesses, he shows humor and learns to appreciate human kindness, revealing his potential for change.

6. The Symbolism of the Rattrap

The rattrap itself is a powerful motif symbolizing life’s entrapments. Just as a rat is caught by simple bait, humans are often caught by the lure of material wealth and worldly pleasures, which can imprison their souls.

These themes together provide a rich philosophical underpinning to what appears to be a simple fairy-tale-like story about a poor peddler. Through symbolism and character development, the story conveys profound messages about human nature, society, and redemption.

6. Summary of Important Events in "The Rattrap"

Introduction of the Peddler

The story begins by introducing a poor and lonely peddler who makes and sells small rattraps. His life is full of hardship, hunger, and loneliness. He often resorts to begging and petty theft to survive and reflects bitterly on life.

The Peddler’s Reflection on Life

While traveling, the peddler imagines the world as a large rattrap, set with bait to trap people. This metaphor captures his cynical view of the world’s temptations and dangers.

Encounter with the Crofter

The peddler finds shelter with a kind old crofter who shares his humble home, food, and companionship. Despite this generosity, the peddler betrays his host’s trust by stealing his money.

Lost in the Forest

After stealing, the peddler becomes lost in a confusing forest. He realizes that he himself has been caught in a metaphorical trap, just like the rattraps he sells.

Arrival at the Iron Forge

The peddler reaches the forge of the local ironmaster and is initially shunned by the workers. The ironmaster comes upon him and mistakes him for an old acquaintance, inviting him home, which the peddler refuses out of fear and distrust.

Edla Willson’s Compassion

The ironmaster’s daughter, Edla, persuades the peddler to stay and share Christmas with their family. Her kindness and respect inspire trust and warmth in the peddler.

The Transformation

The peddler is cleaned and dressed in fine clothes given by the ironmaster. Despite his outward transformation, he remains humble and grateful.

The Parting Gift

Before leaving, the peddler leaves a cleaned rattrap with the money he stole and a letter expressing his gratitude and hinting at his inner change.

Resolution

The story closes with a note of hope, showing the redemptive power of kindness and human compassion, despite past mistakes.

7. NCERT Solutions

• Answers to In-text Questions

Think As You Read (Part 1)

1. From where did the peddler get the idea of the world being a rattrap?
   The peddler got the idea while thinking about the rattraps he was selling, imagining that the whole world was like a huge rattrap, set to catch people with tempting bait.
   
   
2. Why was he amused by the idea?
   He was amused because the world had been unkind to him, so he took some comfort in thinking that everyone else was also caught in a trap, not just himself.
   
   
3. Did the peddler expect the kind of hospitality he received from the crofter?
   No, the peddler did not expect such kindness and hospitality, as he was used to being shunned and treated harshly.
   
   
4. Why was the crofter so talkative and friendly?
   The crofter was lonely and welcomed the company of the stranger, so he was generous and talkative.
   
   
5. Why did the crofter show the thirty kronor to the peddler?
   He showed the money to demonstrate his financial situation and trust, sharing openly with the stranger.
   
   
6. Did the peddler respect the confidence reposed in him by the crofter?
   No, the peddler betrayed the crofter’s trust by stealing the money.

Think As You Read (Part 2)

1. What made the peddler think he had fallen into a rattrap?
   After stealing the money, the peddler got lost in the forest and realized that he was trapped by his own actions, just like a rat caught in a rattrap.
   
   
2. Why did the ironmaster speak kindly to the peddler and invite him home?
   The ironmaster thought the peddler was an old acquaintance and wanted to help him out of kindness, remembering their past association.
   
   
3. Why did the peddler decline the invitation?
   He declined because he was suspicious and fearful of being trapped or arrested, especially given his appearance and past.

Think As You Read (Part 3)

1. What made the peddler accept Edla Willson’s invitation?
   Edla’s gentle and sincere kindness won his trust, encouraging him to accept hospitality he did not expect.
   
   
2. What doubts did Edla have?
   She doubted the peddler’s identity and feared he might be a thief or fugitive.
   
   
3. When did the ironmaster realize his mistake?
   He realized the peddler was not his old acquaintance after the peddler was dressed and appeared presentable, which revealed his true identity.
   
   
4. What did the peddler say in his defense?
   He admitted to being a poor trader and not pretending to be anyone else, explaining that he only wanted shelter and had done no harm.
   
   
5. Why did Edla still entertain the peddler?
   Despite knowing his true identity, Edla felt compassion for his loneliness and hardships and wanted him to experience kindness and peace.

Think As You Read (Part 4)

1. Why was Edla happy to see the gift left by the peddler?
   She was happy because the peddler returned the money he had stolen, showing his gratitude and change of heart.
2. Why did the peddler sign himself as Captain von Stahle?
   He used the name sarcastically, referring to the kindness shown to him as if he were a noble captain, which made him feel dignified despite his lowly status.

Answers to Exercise Questions

Understanding the text

1. How does the peddler interpret the acts of kindness and hospitality shown by the crofter, the ironmaster and his daughter?
   The peddler is surprised and moved by their kindness, which contrasts sharply with his cynical view of the world as a trap. Their generosity awakens a sense of trust and hope in him.
2. What are the instances in the story that show that the character of the ironmaster is different from that of his daughter in many ways?
   The ironmaster is initially skeptical and judgmental, while his daughter shows compassion and warmth. He doubts the peddler’s worth, but she advocates for kindness and acceptance.
3. The story has many instances of unexpected reactions from the characters to others’ behaviour. Pick out instances of these surprises.
   Examples include the crofter’s warm hospitality to a stranger, the peddler stealing from the crofter despite this kindness, and the daughter’s insistence on caring for the peddler despite his rough appearance and past.
4. What made the peddler finally change his ways?
   Experiencing genuine kindness and trust from the crofter, the ironmaster, and Edla made the peddler reflect on his life and feel a desire to change.
5. How does the metaphor of the rattrap serve to highlight the human predicament?
   It illustrates how people are often trapped by worldly desires and temptations, leading to hardship and moral challenges that are difficult to escape from.
6. The peddler comes out as a person with a subtle sense of humour. How does this serve in lightening the seriousness of the theme of the story and also endear him to us?
   His humour provides relief from the story’s heavier themes and makes him a more relatable, human character, encouraging readers to empathize with him.

Talking about the text

Discuss the following in groups of four. Each group can deal with one topic. Present the views of your group to the whole class.

1. The reader’s sympathy is with the peddler right from the beginning of the story. Why is this so? Is the sympathy justified?
2. The story also focuses on human loneliness and the need to bond with others.
3. Have you known/heard of an episode where a good deed or an act of kindness has changed a person’s view of the world?
4. The story is both entertaining and philosophical.

Working with words

1. The man selling rattraps is referred to by many terms such as “peddler, stranger” etc. Pick out all such references to him. What does each of these labels indicate of the context or the attitude of the people around him?
2. You came across the words, plod, trudge, stagger in the story. These words indicate movement accompanied by weariness. Find five other such words with a similar meaning.

Noticing form

1. He made them himself at odd moments.
2. He raised himself.
3. He had let himself be fooled by a bait and had been caught.
4. … a day may come when you yourself may want to get a big piece of pork.

Notice the way in which these reflexive pronouns have been used (pronoun+self):

• In 1 and 4 the reflexive pronouns “himself” and “yourself” are used to convey emphasis.
• In 2 and 3 the reflexive pronoun is used in place of personal pronoun to signal that it refers to the same subject in the sentence.
• Pick out other examples of the use of reflexive pronouns from the story and notice how they are used.

Thinking about language

1. Notice the words in bold in the following sentence: “The fire boy shovelled charcoal into the maw of the furnace with a great deal of clatter.” This is a phrase that is used in the specific context of an iron plant. Pick out other such phrases and words from the story that are peculiar to the terminology of ironworks.
2. Mjolis is a card game of Sweden. Name a few indoor games played in your region. ‘Chopar’ could be an example.
3. A crofter is a person who rents or owns a small farm especially in Scotland. Think of other uncommon terms for ‘a small farmer’ including those in your language.

8. Key Vocabulary and Phrases Explained

• Keep body and soul together: To survive or to maintain basic living necessities like food and shelter.
• Plods along: Walks slowly and heavily, often reflecting tiredness or sadness.
• Impenetrable prison: A place from which escape is almost impossible; used metaphorically for the forest in the story.
• Eased his way: Moved carefully or cautiously, making progress without difficulty.
• Things have gone downhill: Situation has worsened or deteriorated.
• Hunger gleamed in his eyes: The expression of intense hunger, showing in a person's eyes.
• Unwonted joy: Unexpected or unusual happiness.
• Nodded a haughty consent: Agreeing in a proud or disdainful manner.
• Fallen into a line of thought: Become absorbed in thinking about something.
• Moot point: An issue open to debate or uncertain.
• Mjolis: A card game mentioned in the story, popular in Sweden.
• Rags: Torn or worn-out clothes.
• Ragamuffin: A person, often a child, wearing dirty or ragged clothes.
• Trodden: Walked on heavily.
• Dispelled: Scattered or eliminated feelings or thoughts.

9. Words and Meanings of The Rattrap

Word/Phrase	Meaning (in simple English)
Keep body and soul together	To have enough food and money to survive
Plods along	Walks slowly and heavily
Impenetrable prison	A place or situation impossible to escape from
Eased his way	Moved carefully without difficulty
Things have gone downhill	Things have gotten worse
Hunger gleamed in his eyes	His eyes showed how hungry he was
Unwonted joy	Unexpected happiness
Nodded a haughty consent	Gave a proud or arrogant agreement
Fallen into a line of thought	Started thinking deeply
Rags	Old, torn clothes
Ragamuffin	A person in dirty, badly worn clothes
Mjolis	A Swedish card game mentioned in the story
Bossy (referring to a cow)	The name of the crofter’s cow
Valet	A servant who helps with clothes and personal tasks

10. Literary Devices Used in The Rattrap

1. Metaphor:

- The entire story revolves around the metaphor of the "rattrap", symbolizing the traps of worldly temptations and materialism that capture human beings.

2. Symbolism:

- The rattrap symbolizes the dangers and deceptions of life. - The crofter’s hospitality represents kindness and human goodness. - The ironmaster’s house symbolizes societal status and judgment. - The cleaned-up appearance of the peddler symbolizes transformation and redemption.

3. Irony:

- Situational irony appears when the peddler steals from the trusting crofter but later realizes he himself is trapped by his own greed. - Dramatic irony is evident as the readers know the true nature of the peddler before other characters do.

4. Imagery:

- Vivid descriptions of the forest, the ironworks, and the interior of the forge help create a realistic and immersive setting.

5. Allegory:

- The story serves as an allegory about human life, moral choices, and the potential for redemption through compassion.

6. Dialogue:

- Conversations between the characters reveal their personalities and the central themes of trust, suspicion, and kindness.

7. Characterization:

- The transformation of the peddler from a cynical thief to a grateful guest illustrates the theme of innate human goodness.

8. Tone:

- The narrative tone fluctuates between cynicism, melancholy, and hope, reinforcing the story’s philosophical depth. These devices collectively enrich the narrative, conveying profound moral and philosophical messages through a simple tale.

11. Important Quotes and Their Meanings

• The whole world about him— the whole world with its lands and seas, its cities and villages was nothing but a big rattrap.
  Meaning: The peddler sees the world as a trap that lures people with riches and comforts, only to catch them in trouble and difficulties.
  
  
• All the good things that are offered to you are nothing but cheese rinds and bits of pork, set out to drag a poor fellow into trouble.
  Meaning: The pleasures and material benefits of life are mere bait, often leading people into danger or moral ruin.
  
  
• Now his own turn had come. He had let himself be fooled by a bait and had been caught.
  Meaning: The peddler realizes he himself has fallen victim to the trap he once mocked, reflecting on how easily anyone can be deceived.
  
  
• It is queer that things have gone downhill with him as badly as that.
  Meaning: This expresses sorrow and surprise over the peddler’s fall from grace, indicating his past was better than his present state.
  
  
• You must have patience, my little girl. As soon as he gets clean and dressed up, you will see something different.
  Meaning: The ironmaster suggests that external appearances can hide true identity and character, encouraging patience before judgment.
  
  
• This whole world is nothing but a big rattrap.
  Meaning: The peddler’s central philosophy reminding us that life is full of temptations and deceptions.
  
  
• I think he ought to stay with us today. I don’t want him to go.
  Meaning: Edla’s compassionate plea reflects the theme of human kindness and the power of empathy.
  
  
• The rattrap is a Christmas present from a rat who would have been caught in this world's rattrap if he had not been raised to captain.
  Meaning: The peddler’s letter signifies his gratitude and suggests that his earlier upbringing gave him the strength to escape the traps of life.

12. Lesson and Moral of the Story The Rattrap

• Lesson: The story teaches that despite human weaknesses and mistakes, everyone possesses an essential goodness that can be awakened through kindness, understanding, and compassion.
  
  
• Moral: Life is full of traps and temptations—like the rattrap—that lure people with promises of material wealth and comfort, but true happiness and redemption come from human warmth, trust, and forgiveness.
  
  
• The story encourages us to look beyond outward appearances, to be compassionate toward others, and to believe in the possibility of change and redemption.
  
  
• It also warns against judging others harshly and reminds us that everyone can fall into traps but can also find their way out through human connection and kindness.

13. Frequently Asked Questions (FAQ) about The Rattrap

• Q1: Who is the main character in “The Rattrap”?
  A: The main character is a man who sells rattraps and struggles with poverty and moral dilemmas.
  
  
• Q2: What does the metaphor of the rattrap represent?
  A: It represents the traps of worldly temptations and materialism that lure people into trouble.
  
  
• Q3: How does the peddler view the world at the beginning of the story?
  A: He views the world as a rattrap that entices and traps people with promises of riches and comfort.
  
  
• Q4: Why does the peddler steal the thirty kronor from the crofter?
  A: Out of habit and desperation, despite the crofter’s kindness.
  
  
• Q5: What kind of hospitality does the crofter show the peddler?
  A: The crofter welcomes him warmly, shares food and company, and trusts him completely.
  
  
• Q6: How do the ironmaster and his daughter treat the peddler?
  A: The daughter shows great compassion and invites him home, while the ironmaster is initially skeptical but later kind.
  
  
• Q7: What causes the peddler to feel trapped in the forest?
  A: He gets lost in a confusing forest after stealing money and realizes he has fallen into a rattrap himself.
  
  
• Q8: What is the peddler’s reaction after being treated with kindness?
  A: He feels amazed and begins to reconsider his cynical view of the world.
  
  
• Q9: Why does the peddler sign himself as "Captain von Stahle"?
  A: To reclaim some dignity and to acknowledge his past, showing a desire for self-respect and honor.
  
  
• Q10: What is the moral lesson of the story?
  A: It teaches that everyone can be trapped by worldly temptations, but kindness, trust, and compassion can awaken the goodness within people and lead to redemption.
  
  
• Q11: How does the story portray the theme of loneliness?
  A: The story shows the deep loneliness experienced by the peddler and the crofter and how connection can bring warmth and change.
  
  
• Q12: What role does forgiveness play in the narrative?
  A: Forgiveness is vital as characters forgive the peddler’s thefts and welcome him, which facilitates his transformation.

20 MCQs on The Last Lesson - Class 12 Flamingo book

20 MCQs to Test Comprehension of the story 'The Last Lesson': Best for exam prep!

1. Who is the narrator of the story "The Last Lesson"?

   • A) Mr. Hamel
   • B) Franz
   • C) The Prussian soldier
   • D) The village mayor
   • Answer: B) Franz

2. Why was Franz reluctant to go to school?

   • A) He was afraid of Mr. Hamel
   • B) He did not like the subject
   • C) He hadn’t prepared for the test on participles
   • D) He wanted to play outside
   • Answer: C) He hadn’t prepared for the test on participles

3. What surprised Franz when he arrived at school?

   • A) The school was closed
   • B) Mr. Hamel was absent
   • C) The classroom was unusually quiet
   • D) There were new students in the class
   • Answer: C) The classroom was unusually quiet

4. What was different about Mr. Hamel on the day of the last lesson?

   • A) He was more cheerful than usual
   • B) He was dressed in his best clothes
   • C) He was angry and scolding students
   • D) He brought gifts for the students
   • Answer: B) He was dressed in his best clothes

5. What order had come from Berlin?

   • A) To close all schools
   • B) To teach only German in the schools of Alsace and Lorraine
   • C) To remove Mr. Hamel from his post
   • D) To increase the school fees
   • Answer: B) To teach only German in the schools of Alsace and Lorraine

6. How did the villagers react to the news of the last lesson?

   • A) They protested
   • B) They ignored it
   • C) They attended the class with Franz
   • D) They celebrated
   • Answer: C) They attended the class with Franz

7. What did Mr. Hamel regret?

   • A) Not leaving the village earlier
   • B) Not enforcing discipline in the class
   • C) That the people of Alsace did not take their education seriously
   • D) That he didn’t teach German
   • Answer: C) That the people of Alsace did not take their education seriously

8. What does Mr. Hamel say about the French language?

   • A) It is difficult to learn
   • B) It is the clearest and most logical language
   • C) It is less important than German
   • D) It is a dying language
   • Answer: B) It is the clearest and most logical language

9. Why did Mr. Hamel emphasize the importance of language?

   • A) To ensure that students pass exams
   • B) To maintain the cultural identity of the people
   • C) To make students fear the Prussians
   • D) To increase school attendance
   • Answer: B) To maintain the cultural identity of the people

10. What was written on the blackboard at the end of the lesson?

    • A) "Farewell, Students!"
    • B) "Learn German!"
    • C) "Vive La France!"
    • D) "Good Luck!"
    • Answer: C) "Vive La France!"

11. How did Franz feel after attending the last lesson?

    • A) Indifferent
    • B) Regretful
    • C) Angry
    • D) Excited
    • Answer: B) Regretful

12. What was Mr. Hamel's attitude during the last lesson?

    • A) Sad and emotional
    • B) Happy and excited
    • C) Indifferent and careless
    • D) Angry and harsh
    • Answer: A) Sad and emotional

13. What does the story "The Last Lesson" primarily highlight?

    • A) The importance of punctuality
    • B) The impact of war on education
    • C) The significance of one’s language and culture
    • D) The effectiveness of German language education
    • Answer: C) The significance of one’s language and culture

14. Why were the villagers present in the classroom?

    • A) To protest the new order
    • B) To say goodbye to Mr. Hamel
    • C) To show their respect and attend the last French lesson
    • D) To demand a change in the school’s curriculum
    • Answer: C) To show their respect and attend the last French lesson

15. What emotion does Franz experience towards the end of the story?

    • A) Hatred
    • B) Fear
    • C) Pride
    • D) Confusion
    • Answer: C) Pride

16. What was the impact of the new order on Mr. Hamel?

    • A) He became more disciplined
    • B) He decided to leave the village
    • C) He was deeply saddened and emotional
    • D) He welcomed the change
    • Answer: C) He was deeply saddened and emotional

17. How does Mr. Hamel react when Franz is late?

    • A) He scolds him harshly
    • B) He punishes him
    • C) He is calm and understanding
    • D) He sends him back home
    • Answer: C) He is calm and understanding

18. What does Franz realize about his books and language?

    • A) They are boring
    • B) They are precious
    • C) They are useless
    • D) They are difficult
    • Answer: B) They are precious

19. What was Mr. Hamel’s role in the village apart from being a teacher?

    • A) Mayor
    • B) Baker
    • C) Postmaster
    • D) Scribe
    • Answer: D) Scribe

20. What does the phrase "Vive La France!" signify in the context of the story?

• A) A hope for liberation
• B) A love for France and its language
• C) A demand for rebellion
• D) A farewell message
• Answer: B) A love for France and its language

Click Here to Read the Summary and Subjective Questions and Answers of the story 'The Last Lesson'

MCQs - Class 12 - Flamingo - Chapter 1 - The Last Lesson - by Alphonse Daudet

MCQs - "The Last Lesson" by Alphonse Daudet

1. Why was Franz afraid of going to school in the beginning? a) He didn’t finish his homework
   b) He was late
   c) He forgot about an exam
   d) He was sick

2. Which subject was Franz supposed to be tested on that day? a) Geography
   b) History
   c) French grammar
   d) Mathematics

3. What unusual thing did Franz notice on his way to school? a) The streets were crowded with people
   b) There was no sound of students practicing lessons
   c) The school bell was not ringing
   d) Soldiers were patrolling the streets

4. Who was M. Hamel? a) A baker
   b) The village postman
   c) The French teacher
   d) A Prussian soldier

5. What announcement did M. Hamel make at the beginning of the lesson? a) The school was closing down
   b) This was the last French lesson
   c) The exam was postponed
   d) A holiday was declared

6. Why was this the last French lesson? a) M. Hamel was retiring
   b) The school was shifting to another village
   c) German was to be taught instead of French
   d) The students had learned everything

7. What was the atmosphere in the classroom when Franz arrived? a) Chaotic and noisy
   b) Calm and serious
   c) Jubilant and festive
   d) Confused and anxious

8. What was written on the blackboard at the end of the class? a) "Vive la France"
   b) "Farewell"
   c) "Long live Prussia"
   d) "The last lesson"

9. How did the villagers react to the announcement of the last lesson? a) They protested outside the school
   b) Many of them attended the lesson
   c) They refused to send their children to school
   d) They celebrated the change

10. What did Franz realize about the time he had wasted in learning French? a) He was proud of his efforts
    b) He regretted not learning more
    c) He thought he had learned enough
    d) He wanted to quit school

11. What did M. Hamel wear on the day of the last lesson? a) His usual working clothes
    b) A new suit
    c) His special green coat and black silk cap
    d) A military uniform

12. Why did M. Hamel say that everyone, including parents, was to blame for not valuing French lessons? a) They were too busy with work
    b) They sent children to work on farms
    c) They wanted their children to learn German
    d) They believed learning French was unnecessary

13. How did Franz feel when M. Hamel asked him to recite the grammar lesson? a) Confident
    b) Ashamed
    c) Angry
    d) Happy

14. What did M. Hamel say about the French language? a) It was the easiest language to learn
    b) It was a key to unity and freedom
    c) It was outdated and should be replaced
    d) It was unimportant now

15. How did M. Hamel act during the lesson? a) Angry and impatient
    b) Gentle and patient
    c) Excited and loud
    d) Distracted and uninterested

16. What did the old villagers at the back of the classroom represent? a) Nostalgia for the past
    b) Resistance to the Prussians
    c) Their inability to learn French
    d) A silent tribute to M. Hamel

17. How did Franz’s feelings about school change during the lesson? a) He became eager to escape
    b) He realized the importance of learning
    c) He decided to drop out
    d) He became angry with M. Hamel

18. What did M. Hamel write on the board at the end of the class? a) The final grammar lesson
    b) His farewell message
    c) "Vive la France"
    d) The names of the students

19. Why did the Prussian government order that only German should be taught in schools? a) To promote cultural unity
    b) To suppress the French identity
    c) To simplify communication
    d) To improve education

20. What lesson did Franz learn by the end of the story? a) Learning is a lifelong process
    b) French grammar is easy
    c) School doesn’t matter
    d) He didn’t want to learn any more

21. What did Franz think of M. Hamel during the lesson? a) He hated him
    b) He felt sorry for him
    c) He thought M. Hamel was too harsh
    d) He found him boring

22. What did the phrase ‘Vive la France’ symbolize in the story? a) The importance of education
    b) Resistance to oppression
    c) Hatred for Prussians
    d) Celebration of school

23. What was the significance of the church bell in the story? a) It marked the end of the lesson
    b) It was a reminder of the approaching end of French rule
    c) It rang in celebration of the Prussian victory
    d) It had no special significance

24. Why did Franz find it difficult to pay attention to the lesson? a) He didn’t understand the grammar
    b) He was distracted by the noise outside
    c) He was overcome by emotions of regret and sadness
    d) He was tired and sleepy

25. How did the story of "The Last Lesson" end? a) The students cheered for M. Hamel
    b) Franz ran out of the school crying
    c) M. Hamel dismissed the class quietly and wrote ‘Vive la France’ on the board
    d) The Prussian soldiers stormed the school

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Answer Key:

1. a) He didn’t finish his homework
2. c) French grammar
3. b) There was no sound of students practicing lessons
4. c) The French teacher
5. b) This was the last French lesson
6. c) German was to be taught instead of French
7. b) Calm and serious
8. a) "Vive la France"
9. b) Many of them attended the lesson
10. b) He regretted not learning more
11. c) His special green coat and black silk cap
12. b) They sent children to work on farms
13. b) Ashamed
14. b) It was a key to unity and freedom
15. b) Gentle and patient
16. a) Nostalgia for the past
17. b) He realized the importance of learning
18. c) "Vive la France"
19. b) To suppress the French identity
20. a) Learning is a lifelong process
21. b) He felt sorry for him
22. b) Resistance to oppression
23. b) It was a reminder of the approaching end of French rule
24. c) He was overcome by emotions of regret and sadness
25. c) M. Hamel dismissed the class quietly and wrote ‘Vive la France’ on the board

Extract Based MCQs

I. Read the given passage and answer the questions that follow:

"M. Hamel mounted his chair, and in the same grave and gentle tone which he had used to me, said, 'My children, this is the last lesson I shall give you.'"

1. Who is M. Hamel?

   (A) A soldier

   (B) A student

   (C) A teacher

   (D) A mayor

2. What tone did M. Hamel use while speaking?

   (A) Harsh

   (B) Gentle

   (C) Angry

   (D) Indifferent

3. Why was this the last lesson?

   (A) M. Hamel was retiring

   (B) The order from Berlin

   (C) The school was closing

   (D) It was a holiday

4. What did M. Hamel's demeanour signify?

   (A) His indifference

   (B) His sadness

   (C) His joy

   (D) His anger

 Answer key :-

1. (C)

2. (B)

3. (B)

4. (B)

II. ...I had counted on the commotion to get to my desk without being seen; but, of course, that day everything had to be as quiet as Sunday morning...

1. Who is the 'I' in the above lines?

   (A) M. Hamel

   (B) Franz

   (C) The village elder

   (D) The Prussian soldier

2. What was the 'commotion' about?

   (A) A festival in the village

   (B) The order from Berlin

   (C) M. Hamel's farewell

   (D) A parade

3. What does the comparison to 'Sunday morning' imply?

   (A) It was noisy

   (B) It was silent

   (C) It was chaotic

   (D) It was festive

4. How did the narrator feel about being late?

   (A) Unconcerned

   (B) Relieved

   (C) Anxious

   (D) Indifferent

Answer key:-

1. (B)

2. (B)

3. (B)

4. (C)

III. ...he had the courage to hear every lesson to the very last. After the grammar, we had a lesson in writing...

1. Who is 'he' in the above lines?

   (A) Franz

   (B) M. Hamel

   (C) The Prussian soldier

   (D) The village elder

2. What lesson did they have after grammar?

   (A) History

   (B) Geography

   (C) Writing

   (D) Arithmetic

3. What does 'the courage to hear every lesson' suggest about M. Hamel?

   (A) He was strict

   (B) He was dedicated

   (C) He was indifferent

   (D) He was fearful

4. How did the students feel during the last lesson?

   (A) Happy

   (B) Indifferent

   (C) Emotional

   (D) Excited

Answer key:-

1. (B)

2. (C)

3. (B)

4. (C) 

Class XII Flamingo Poem A Roadside Stand by Robert Frost

Complete Text of the Poem

The little old house was out with a little new shed

In front at the edge of the road where the traffic sped,

A roadside stand that too pathetically pled,

It would not be fair to say for a dole of bread,

But for some of the money, the cash, whose flow supports

The flower of cities from sinking and withering faint.

The polished traffic passed with a mind ahead,

Or if ever aside a moment, then out of sorts

At having the landscape marred with the artless paint

Of signs that with N turned wrong and S turned wrong

Offered for sale wild berries in wooden quarts,

Or crook-necked golden squash with silver warts,

Or beauty rest in a beautiful mountain scene,

You have the money, but if you want to be mean,

Why keep your money (this crossly) and go along.

The hurt to the scenery wouldn’t be my complaint

So much as the trusting sorrow of what is unsaid:

Here far from the city we make our roadside stand

And ask for some city money to feel in hand

To try if it will not make our being expand,

And give us the life of the moving-pictures’ promise

That the party in power is said to be keeping from us.

It is in the news that all these pitiful kin

Are to be bought out and mercifully gathered in

To live in villages, next to the theatre and the store,

Where they won’t have to think for themselves anymore,

While greedy good-doers, beneficent beasts of prey,

Swarm over their lives enforcing benefits

That are calculated to soothe them out of their wits,

And by teaching them how to sleep they sleep all day,

Destroy their sleeping at night the ancient way.

Sometimes I feel myself I can hardly bear

The thought of so much childish longing in vain,

The sadness that lurks near the open window there,

That waits all day in almost open prayer

For the squeal of brakes, the sound of a stopping car,

Of all the thousand selfish cars that pass,

Just one to inquire what a farmer’s prices are.

And one did stop, but only to plow up grass

In using the yard to back and turn around;

And another to ask the way to where it was bound;

And another to ask could they sell it a gallon of gas

They couldn’t (this crossly); they had none, didn’t it see?

No, in country money, the country scale of gain,

The requisite lift of spirit has never been found,

Or so the voice of the country seems to complain,

I can’t help owning the great relief it would be

To put these people at one stroke out of their pain.

And then next day as I come back into the sane,

I wonder how I should like you to come to me

And offer to put me gently out of my pain.

An Introduction of the Poem

In Robert Frost's literary piece entitled "A Roadside Stand," he dissects a society plagued with inconsistencies, particularly the glaring gap between the wealthy and poor. This economic disparity stems from the unfair allocation of resources, which has left the less fortunate in dire straits. Frost's poem explicitly portrays the struggles of the impoverished and the complexities of their existence. Moreover, it delves into the tragic reality that uneven urban development has caused feelings of anguish and hopelessness among individuals in rural areas.

Theme - A Roadside Stand

The poem "A Roadside Stand" depicts the plight of low-income individuals who struggle tirelessly but see no progress in their lives. The artist expresses anguish at their misery and seeks help and relief for them, hoping that someone will selflessly work towards their rehabilitation and not exploit them. The poem highlights the stark contrast between the wealthy and the poor with unfeeling clarity, emphasizing that a nation's economic prosperity depends on the fair development of both rural and urban areas.

The roadside stand serves as a symbol of the struggles faced by those living in poverty, and the writer draws attention to the indifference of city dwellers towards their plight. The artist relates to these disadvantaged individuals and shows great empathy for them, which is evident in the powerful description of the roadside sheds. These individuals have nothing to rely on but the occasional passing vehicle to stop and buy their products, but most cars pass by without stopping or offering any help.

Summary - A Roadside Stand by Robert Frost

Robert Frost was an acclaimed American poet in the 12th century whose works centred around various characters and their experiences. He delved into human tragedies and fears, exploring his own reactions to such situations and how he carried his burdens. One of his notable works is the poem "A Roadside Stand," which sheds light on the plight of impoverished individuals who struggle to make a living. Frost depicts their situation with pitiless clarity and compassion, highlighting how city dwellers often ignore their struggles.

In the poem, Frost implores readers to help these hardworking individuals who receive little in return for their efforts. He laments the distressing reality of poverty and how indifferent people can be towards those who suffer from it. The roadside sellers hope that the city people who pass by their stands will show them some kindness by buying their products, but often, they are met with complaints or requests for directions.

Despite this, Frost believes that there are those who would selflessly help the poor and not exploit them. He underscores the significant disparities between the rich and the poor, emphasizing that a nation's progress depends on the equitable development of both rural and urban areas.

In conclusion, Frost's poem is a poignant depiction of the struggles faced by the underprivileged community. It presents a clear picture of the contrast between the lives of those who enjoy comfort and luxury and those who face harsh realities.

Critical Analysis of the Poem - A Roadside Stand by Rober Frost

"A Roadside Stand" first appeared in the June 1936 issue of Atlantic Monthly and was later included in A Further Range with the subtitle "On Being Put out of Our Misery." Frost considered calling the poem "Euthanasia" at one point (Thompson, 439).

The poem is another dispute over modernization. Frost resists current encroachment as he does in other poems, such as "Lines Written in Dejection on the Eve of Great Success" about the US space program or "The Line-Gang" about the telephone.

The roadside stand symbolizes a dwindling past and signifies a decline in agricultural prosperity. The stand is a person selling berries, pleading with passing drivers to make a purchase. The poem begins with the "little new shed" and cars speeding by. The speaker hopes that some "of the cash, whose flow supports / The flower of cities from sinking and withering faint" will be spent at the stand. The comparison of fueling the growth of a city to keeping a flower from withering is fitting, as it shows that the speaker, a farmer, draws analogies to nature, not industry, to make his points.

The speaker describes the "false alarms," when people use the pullout to turn their car around, ask for directions, or ask to buy a gallon of gas, even though there is no gas for sale. The "wooden quarts" contain only wild berries and "crook-necked golden squash with silver warts."

The "polished traffic" of nonresidents only minimally and rather dismissively notices the unrefined stand signs, "with N turned wrong and S turned wrong," and views them as marring the otherwise pastoral landscape. The "squeal of brakes" and the "plow[ed] up grass" from city folk who have taken a wrong turn and who use the yard "to back and turn around" also cause the people at the stand to be annoyed by the disruptions and "marring" of their landscape that does not bring sales. The loss of sales, no matter how insignificant the purchases may be to city folk, has a significant impact on a farmer's way of life. The question of whether it is the stand or the traffic that mars the landscape highlights the difference in perspective between city and country people.

The folks "far from the city" are forced to become beggars in this contrast between city and rural life because they are made to "ask for some city money to feel in hand." The "party in power" is identified as responsible for this decline in a farmer's lifestyle and keeping from them the promise of affluence and glamour as portrayed by Hollywood.

In the second stanza, the speaker bemoans that people will live in larger and larger places, places that are "in villages next to theater and store." He imagines the consequences of corralling people in such a way, arguing that it will make everyone lazy because people will not have to think for themselves. The "good-doers" and "beneficent beasts of prey" are satirically identified as the responsible party.

The city is the source of financial stability, and the country is largely dependent on the city folk to survive. This dependence causes significant misery and disappointment in the last stanza. The speaker can "hardly bear / The thought of so much childish longing in vain" for a car to stop. He concludes that in "the country scale of gain, / The requisite lift of spirit has never been found" and resolves that he would be relieved to "put these people at one stroke out of their pain," hence the consideration of "Euthanasia" as a title. Then the speaker catches himself and wonders what it would be like if someone should choose to do the same. 

Think it Out

Q1. The city folk who drove through the countryside hardly paid any heed to the roadside stand or to the people who ran it. If at all they did, it was to complain. Which lines bring this out? What was their complaint about?

The lines that bring out the city folk's disregard for the roadside stand and its people are:

"The polished traffic passed with a mind ahead,

Or if ever aside a moment, then out of sorts

At having the landscape marred with the artless paint

Of signs that with N turned wrong and S turned wrong"

The city folk's complaint was about the signs on the roadside stand, which they thought were artless and marred the landscape. They were not interested in the products being sold or the people running the stand, but rather in the aesthetics of the area.

Q2. What was the plea of the folk who had put up the roadside stand?

The folk who had put up the roadside stand were asking for some money, not for a dole of bread, but for some of the money flow that supports the flower of cities from sinking and withering faint. They wanted some of the city money to feel in hand, to try if it would not make their being expand and give them the life of the moving-pictures’ promise that the party in power is said to be keeping from them. In other words, they were pleading for some financial support from the city people who pass by their stand.

Q3. The government and other social service agencies appear to help the poor rural people but actually do them no good. Pick out the words and phrases that the poet uses to show their double standards.

The following words and phrases are used by the poet to show the double standards of the government and social service agencies towards the poor rural people:

"greedy good-doers, beneficent beasts of prey"

"enforcing benefits that are calculated to soothe them out of their wits"

"destroy their sleeping at night the ancient way"

"pitiful kin"

"mercifully gathered in"

"to live in villages, next to the theatre and the store"

"where they won’t have to think for themselves anymore"

"the party in power is said to be keeping from us"

Q4. What is the ‘childish longing’ that the poet refers to? Why is it ‘vain’?

The "childish longing" referred to by the poet is the hope and expectation of the rural people who run the roadside stand that a passing car will stop and buy their products or at least inquire about them. The poet describes this longing as "childish" because it is naive and innocent, like a child's hope for something good to happen. However, the poet also suggests that this longing is "vain" because it is unlikely to be fulfilled. The passing cars are more interested in their own destinations and do not have the time or inclination to stop and buy from the roadside stand. Additionally, the poet suggests that even if the rural people did manage to sell their products, it would not significantly improve their lives, as they are still subject to the exploitation of the government and other social service agencies.

Q5. Which lines tell us about the insufferable pain that the poet feels at the thought of the plight of the rural poor?

The lines that express the insufferable pain that the poet feels at the thought of the plight of the rural poor are:

"Sometimes I feel myself I can hardly bear

The thought of so much childish longing in vain,

The sadness that lurks near the open window there,

That waits all day in almost open prayer"

These lines convey the poet's empathy towards the rural poor, who long for a better life, but are unable to achieve it due to the lack of resources and opportunities. The poet feels deeply saddened by their situation and is overwhelmed by a sense of helplessness.

Talk About It

Q1. The economic well-being of a country depends on a balanced development of the villages and the cities. Discuss.

The poem "A Roadside Stand" by Robert Frost brings out the theme of the economic imbalance between the rural and urban areas. The poem highlights the fact that the economic well-being of a country depends on a balanced development of the villages and the cities.

The roadside stand is a symbol of rural poverty and economic backwardness. The people who run it are poor farmers who are struggling to make ends meet. They plead for some money from the city, which would help them to expand their business and improve their standard of living. However, the city people hardly pay any attention to their plea. They view the rural areas and their people as inferior and are unwilling to help them.

The government and other social service agencies also do not seem to be doing enough to help the rural poor. They appear to be offering help, but it is not enough to bring about any significant change. The poet shows the double standards of these agencies by using words like "pitiful kin" and "beneficent beasts of prey" to describe them.

The poem also brings out the fact that the rural poor have a longing for a better life, which they cannot achieve on their own. They are waiting for someone to help them, but their longing is in vain. The poet uses the phrase "childish longing" to describe their aspirations. The fact that their longing is "childish" implies that it is naive and unrealistic.

The pain that the poet feels at the thought of the plight of the rural poor is insufferable. He describes it as a "great relief" to put these people out of their pain. However, he immediately realizes the irony of his statement and wonders how he would feel if someone were to offer him relief in the same way.

FAQs on A Roadside Stand

Q1. Which Words and Phrases in the Poem A Roadside Stand Tell Us about the Double Standards of Government and Social Services?

ANSWER:

The author criticizes the double standards of the government and other social welfare organizations, who claim to uplift the lifestyle of poor farmers and show them the positive side of life. However, when it's time to fulfill their promise, they either ignore them or seek to serve their own interests. The poet refers to them as "selfish do-gooders" and "benevolent predators" who "swarm over their lives". The poet highlights that these greedy individuals make calculated and well-planned moves, which the honest and naive farmers fall prey to. These humble and straightforward farmers are robbed of their peace of mind by these shrewd individuals.

Q2. How does the Poet Express his Helplessness towards the individuals who Set Up a Roadside Stand?

ANSWER:

The poet expresses his helplessness towards the individuals who set up a roadside stand by portraying them as powerful and influential. He describes them as "men who sell pink and purple ices" who have "castles with turrets and moats" and "money to spend on fine food and silk." Meanwhile, the people who are affected by their actions are depicted as helpless and powerless. The poet says that "we cannot keep them from moving in next door" and that "we cannot teach them to be honest or kind." The tone of the poem is one of resignation and defeat, as the poet recognizes that he cannot change the situation and that the powerful will continue to exploit the weak.

Q3. Why were the sellers hoping to get money?

ANSWER:

The poem does not explicitly mention why the sellers were hoping to get money. However, it is implied that they were hoping to make a profit by selling their goods on the roadside. The poem suggests that these sellers were poor and had not experienced much financial success, and that they were vulnerable to exploitation by those who sought to take advantage of their situation.

Q4. What were the words/lines used by the poet to describe the Government, and what did he say about it?

ANSWER:

Frost employed phrases such as 'greedy good-doers', 'beneficent beasts of prey', and 'swarm over their lives enforcing benefits, that are calculated to soothe them out of their wits' in his poem to describe the actions of the government and social service agencies towards the impoverished rural individuals who struggle to make a living. He utilized these lines to illustrate how these entities appear to offer assistance but do not provide any tangible help in reality. The poet highlights the long-standing criticism of charity, which suggests that wealthy individuals rob the poor of meaningful work and force them into a life of misery. Frost also emphasizes how the impoverished individuals cannot sleep peacefully after a hard day's work due to their hardships. He suggests that the government can make advancements to benefit such communities, which would ultimately benefit the country as a whole.

Q5. The poet uses the term ‘childish longing’ and says that it is in vain. Explain.

ANSWER:

The term "childish longing" in the context of the poem refers to the desire or longing for a simpler, easier life free from the struggles and challenges of poverty. The poet suggests that this longing is "childish" because it is a naive and unrealistic hope that ignores the harsh realities of life. The use of the term "in vain" suggests that the poet believes this longing is futile and ultimately unattainable. Despite their yearning for a better life, the poor farmers in the poem are unable to escape the harsh realities of poverty and the greed of those who exploit them. The poet suggests that only meaningful and concrete actions by the government and social service agencies can truly make a difference in the lives of these impoverished individuals, rather than empty promises or the false hope of a better life through a childish longing.

Q6. What attitudes do the city dwellers or the people who stop by have about the roadside seller?

ANSWER:

The city dwellers are often insensitive to the plight of the countryside sellers and may not fully understand the challenges that these individuals face. When they stop near the stalls, it is often to complain or ask for directions rather than to appreciate the goods being sold. The city dwellers may become annoyed with the sellers, criticizing their signage or the way they are impacting the landscape. In addition, they may try to take advantage of the sellers for their own benefit by offering insincere acts of charity.

FAQs on the poem 'A Roadside Stand'

1. What is the theme of 'A Roadside Stand'?

The theme of the poem is the struggle and helplessness of rural people who are forced to sell their goods on the roadside to make a living, and the indifference and exploitation they face from city dwellers and government agencies.

2. What is the tone of the poem?

The tone of the poem is critical and melancholic, as the poet expresses his frustration and sympathy towards the rural sellers and his disappointment with the government and society that fail to support them.

3. What literary devices does Frost use in the poem?

Frost uses several literary devices in the poem, such as metaphor (e.g., 'beneficent beast of prey'), personification (e.g., 'the roadside flowers, too wet for the bee'), imagery (e.g., 'the saddest phalanx of herds / That ever drooped behind'), alliteration (e.g., 'childish longing'), and repetition (e.g., 'And never get back home at all').

4. What is the significance of the title 'A Roadside Stand'?

The title refers to the makeshift stalls set up by rural sellers on the side of the road to sell their goods, which symbolize their struggle to make ends meet and their vulnerability to exploitation and neglect.

5. What is the social and political context of the poem?

The poem was written in the 1930s during the Great Depression, a time of economic hardship and social upheaval in the United States. Frost was known for his critique of the government and society that failed to address the needs of the poor and marginalized, and 'A Roadside Stand' reflects his concern for the plight of rural people and his call for social and economic justice.