Class XII - English - Flamingo - Deep Water - Notes

CBSE Class XII | English Core | Flamingo | Chapter 3

Deep Water: Summary, Explanation and NCERT Solutions

By William O. Douglas | Chapter summary, question answers, vocabulary, literary devices and exam preparation.

Class 12 English Flamingo Prose NCERT Solutions Important Questions

Contents

1. About the Author
2. Notice These Expressions
3. Summary of Deep Water
4. Think as You Read
5. Understanding the Text
6. Talking About the Text
7. Thinking About Language
8. Writing and Speaking Activities
9. Extra Questions and Answers
10. Multiple-Choice Questions
11. Teacher's Insight
12. Tips for Exams
13. Quick Revision

About the Author

William O. Douglas (1898–1980) was an American writer, lawyer and judge. He was born in Maine, Minnesota, and later studied at Whitman College and Columbia Law School. He served as a Justice of the United States Supreme Court from 1939 to 1975. His thirty-six years on the Court made him its longest-serving Justice.

Deep Water is an extract from his autobiographical book Of Men and Mountains. In this account, Douglas describes how a frightening childhood experience made him afraid of water. He then explains how he trained himself to swim and slowly overcame his fear.

The chapter is not just about swimming. It is also about the way fear can control a person's life and how patience, practice and determination can help a person face it.

Notice These Expressions in the Text

Infer the meaning of each expression from its use in the chapter.

Expression	Meaning
Treacherous	Dangerous and likely to cause harm.
Subdued my pride	Controlled one's pride or embarrassment.
Flailed at the surface	Moved one's arms and legs wildly in the water.
Fishing for landlocked salmon	Catching salmon in a lake rather than in the sea.
Misadventure	An unfortunate or frightening incident.
Bob to the surface like a cork	Rise to the surface of the water quickly and easily.
Curtain of life fell	Lose consciousness and seem to pass out of life.
Back and forth across the pool	From one end of the pool to the other, repeatedly.

Summary of Deep Water

1. Douglas's Early Fear of Water

William Douglas wanted to learn swimming when he was about ten or eleven years old. His mother had warned him about the Yakima River because it was dangerous. He therefore chose the swimming pool at the Y.M.C.A. in Yakima, where the shallow end was only two or three feet deep and the deep end was nine feet deep.

His fear of water had begun much earlier. When he was three or four, his father took him to a beach in California. The waves knocked him down and swept over him. Although his father laughed, Douglas felt frightened by the force of the water.

2. The Misadventure at the Y.M.C.A. Pool

Douglas was beginning to feel more comfortable in the pool when an older, strong boy came in and threw him into the deep end. Douglas landed in a sitting position and sank to the bottom. He planned to push himself upwards when his feet touched the tiles, reach the surface and swim to the edge.

His plan failed. He rose slowly, swallowed water and could not breathe properly. He tried to shout, but no sound came out. His arms and legs became stiff with fear. He sank again and again, struggling to reach the surface. At last, he lost consciousness.

When he came round, he was lying beside the pool and vomiting. The boy who had thrown him in said that he had only been fooling, but another person pointed out that Douglas had nearly died. The incident left Douglas weak, frightened and unable to eat properly that night.

3. How Fear Affected His Life

For years, Douglas remained afraid of water. Whenever he tried to enter a river or lake, the old terror returned. His fear stopped him from enjoying fishing, canoeing, boating and swimming. He felt that it was a handicap that prevented him from living freely.

4. Training to Become a Swimmer

Douglas finally decided to overcome his fear. He hired an instructor and practised five days a week for an hour each day. The instructor first used a belt and rope to keep him safe while he moved across the pool. Later, he taught Douglas how to breathe in the water and how to use his legs. He taught each skill separately before asking Douglas to combine them.

The training took months. Slowly, Douglas learned to swim, but he was not yet sure that his fear had disappeared. He continued to swim alone and face the small waves of panic that sometimes returned.

5. The Final Victory

Douglas tested himself in Lake Wentworth in New Hampshire. He swam two miles across the lake and tried different strokes. The old terror returned briefly when he looked into the deep water, but he challenged it and continued swimming.

He later went to Warm Lake and swam across it and back. This time, he felt sure that he had conquered his fear. He realised that fear, rather than water itself, had been controlling him. The experience made him value life more deeply.

Main idea: Fear can limit our lives, but it can be overcome through steady practice, courage and determination. Douglas does not defeat his fear in a single moment. He faces it step by step until it loses its power over him.

Think as You Read

These are very short-answer questions. Answer each in one or two clear sentences unless the question asks for more detail.

1. What is the “misadventure” that William Douglas speaks about?

Answer:

An older boy threw Douglas into the deep end of the Y.M.C.A. pool. Douglas sank, struggled to breathe and nearly drowned.

Suggested length: 20–25 words.

2. What were the series of emotions and fears that Douglas experienced when he was thrown into the pool? What plans did he make to come to the surface?

Answer:

Douglas first felt frightened, then panicked and helpless as he struggled to breathe. He planned to jump from the bottom, rise to the surface, lie flat and paddle to the edge.

Suggested length: 30–40 words.

3. How did this experience affect him?

Answer:

The experience left Douglas weak and tearful. He lost his appetite and developed a lasting fear of water, which stopped him from enjoying swimming, boating and fishing.

Suggested length: 25–35 words.

Understanding the Text

1. How does Douglas make clear to the reader the sense of panic that gripped him as he almost drowned? Describe the details that have made the description vivid.

Answer:

Douglas describes the yellow water, his burning lungs, his pounding head and his stiff arms and legs. He tries to shout, but no sound comes out. He sinks again and again and cannot find a rope or ladder. The repeated descriptions of sinking, suffocation and terror help readers understand his panic. His body seems unable to obey him, and he finally loses consciousness.

2. How did Douglas overcome his fear of water?

Answer:

Douglas hired an instructor and practised swimming regularly. The instructor used a belt and rope at first, then taught him breathing, leg movements and swimming strokes one by one. Douglas continued practising even after he learned to swim. He tested himself in pools and lakes until he was sure that fear no longer controlled him.

3. What does Douglas mean when he says, “The instructor was finished, but I was not finished”?

Answer:

The instructor had taught Douglas how to swim, but Douglas still feared that the old terror might return when he was alone in the water. He therefore continued practising by himself and testing his courage in lakes. He wanted to be sure that he had overcome his fear, not merely learned swimming skills.

4. How did Douglas make sure that he conquered the old terror?

Answer:

Douglas swam alone in the pool and later crossed Lake Wentworth, using different swimming strokes. When the old terror returned in the middle of the lake, he challenged it and continued swimming. He then swam across Warm Lake and back. This final test convinced him that he had conquered his fear.

Talking About the Text

1. “All we have to fear is fear itself”. Have you ever had a fear that you have now overcome? Share your experience with your partner.

Sample answer:

I used to feel nervous when speaking in front of the class. I was afraid that I would forget my words or make mistakes. I began practising at home and speaking in front of a few friends. Gradually, I became more confident. I still feel nervous sometimes, but I no longer allow fear to stop me from speaking. This experience has taught me that regular practice can help us face our fears.

This is a model response. Students should share their own experiences where possible.

2. Find and narrate other stories about people who have overcome their fears.

Sample answer:

A student may be afraid of mathematics because of repeated failures. With the help of a teacher, the student begins with simple problems and practises every day. Slowly, the student learns to solve harder questions and gains confidence. The fear does not disappear at once, but regular effort makes it easier to face. Like Douglas, the student learns that fear can be reduced through patient practice.

Thinking About Language

1. Look at the verbs in italics in the sentences from the chapter. In which of the sentences is the verb in the present tense?

The sentences below show the main tense pattern used in the chapter. Check the italicised verbs in your prescribed NCERT edition for the exact exercise wording.

1. “I had decided to learn to swim.” — Past perfect.
2. “The water was still.” — Simple past.
3. “I practise swimming regularly.” — Simple present.
4. “The instructor taught me to breathe.” — Simple past.

Answer:

The sentence with “practise” is in the simple present tense. It describes a regular action.

2. Find the sentences in the chapter that use the past perfect tense.

Answer: The past perfect is formed with had + past participle. It shows that an action happened before another past action. Examples from the chapter include:

• “I had decided to learn to swim.”
• “I had not been there long when in came a big bruiser of a boy.”
• “I had lost all my breath.”
• “I had experienced both the sensation of dying and the terror that fear of it can produce.”

Use the exact sentences in your textbook when completing the exercise. The examples above illustrate the tense and its use.

3. What is the difference between “fear of water” and “fear of drowning”?

Answer:

“Fear of water” means feeling afraid of water itself or of being near it. “Fear of drowning” means being afraid of sinking under water and being unable to breathe. Douglas's fear began with a frightening experience in water and became a fear of drowning.

4. Why does the writer use repetition in the description of the accident?

Answer:

The writer repeats ideas about sinking, fear and struggling to breathe. This makes the reader feel how long and frightening the experience seemed to Douglas. The repetition also shows that he felt trapped and unable to escape.

Writing and Speaking Activities

1. Write a paragraph on the importance of facing one's fears.

Sample answer

Fear is a natural feeling, but it can stop us from doing things that matter to us. Some students fear speaking in public, while others fear failure or trying something new. We can learn to manage these fears by understanding their causes and taking small steps. Practice, patience and support from others can help us feel more confident. We should not take careless risks, especially when our safety is involved. Instead, we should prepare well and seek help when needed. Douglas's story shows that courage does not mean having no fear. It means facing fear in a safe and sensible way.

2. Imagine that you are interviewing William Douglas after he has conquered his fear of water. Write five questions and answers.

Sample interview

Interviewer: What first made you afraid of water?

Douglas: I was frightened by waves when I was a small child. Later, a boy threw me into the deep end of a swimming pool, and I nearly drowned.

Interviewer: How did the accident affect you?

Douglas: I became afraid of water and avoided swimming, boating and fishing.

Interviewer: What made you decide to learn swimming again?

Douglas: I wanted to enjoy life without being controlled by fear.

Interviewer: How did your instructor help you?

Douglas: He taught me each skill separately and helped me practise until I became more confident.

Interviewer: What did you learn from this experience?

Douglas: I learned that patience, practice and determination can help us overcome fear.

Extra Questions and Answers

1. Why did Douglas choose the Y.M.C.A. pool instead of the Yakima River?

Answer:

His mother had warned him that the Yakima River was dangerous. The Y.M.C.A. pool seemed safer because it had a shallow end and a gradual slope towards the deep end.

2. What was the role of Douglas's instructor in helping him overcome his fear?

Answer:

The instructor trained Douglas step by step. He first used a belt and rope to help him practise safely. Then he taught him breathing, leg movements and swimming strokes until Douglas could swim on his own.

3. Why did Douglas continue practising after his instructor said he could swim?

Answer:

Douglas was still afraid that panic might return when he was alone. He continued practising to test himself and make sure that the old terror no longer controlled him.

4. What is the meaning of “All we have to fear is fear itself” in the context of the chapter?

Answer:

The quotation suggests that fear can sometimes be more limiting than the danger itself. Douglas learns that fear can stop him from enjoying life. By facing it carefully and repeatedly, he gains freedom and confidence.

5. How does the chapter show the value of determination?

Answer:

Douglas does not give up after his frightening experience. He hires an instructor, practises regularly and tests himself in different places. His steady effort helps him overcome a fear that had troubled him for years.

Multiple-Choice Questions (MCQs)

Choose the correct answer for each question. The answer key is given at the end.

1. At what age did Douglas decide to learn swimming?

1. Three or four years
2. Ten or eleven years
3. Fourteen or fifteen years
4. Sixteen or seventeen years

2. Why did Douglas avoid the Yakima River?

1. It was too far from his home.
2. It was closed to children.
3. His mother had warned him about its dangers.
4. He had no time to visit it.

3. Who threw Douglas into the deep end of the pool?

1. A swimming instructor
2. An older, strong boy
3. His father
4. A lifeguard

4. What did Douglas plan to do when his feet touched the bottom?

1. Wait until someone came to help
2. Hold his breath and remain still
3. Jump upwards and paddle to the edge
4. Walk along the bottom of the pool

5. How did the accident affect Douglas?

1. He immediately became a strong swimmer.
2. He developed a lasting fear of water.
3. He stopped going to school.
4. He forgot the incident soon afterwards.

6. How often did Douglas practise with his instructor?

1. Once a week for two hours
2. Every day for three hours
3. Five days a week for an hour each day
4. Twice a month for an hour

7. What did the instructor use at first to help Douglas practise?

1. A belt and rope
2. A wooden board
3. A rubber boat
4. A pair of flippers

8. Why did Douglas swim across Lake Wentworth?

1. To take part in a race
2. To reach a fishing boat
3. To test whether his old fear had gone
4. To meet his swimming instructor

9. What is the main theme of the chapter?

1. The need to avoid all risks
2. The value of wealth and success
3. The importance of facing fear with effort and practice
4. The dangers of travelling alone

10. What does Douglas finally gain?

1. Freedom from his fear of water
2. A job as a swimming instructor
3. A medal for swimming
4. A new home near a lake

Answer Key

1. b | 2. c | 3. b | 4. c | 5. b | 6. c | 7. a | 8. c | 9. c | 10. a

Teacher's Insight

Douglas's story shows that fear is not always removed by a single act of courage. He learns swimming, but he still feels afraid when he is alone. He understands that learning a skill and overcoming a fear are not exactly the same thing.

The instructor helps him by breaking a difficult task into small steps. Douglas learns to breathe, move his legs and use his arms before combining the movements. This method gives him time to gain control and confidence. He also continues practising after formal lessons end.

Another important point is that Douglas does not ignore danger. He uses an instructor and safety equipment before testing himself in lakes. His courage grows through careful practice, not through careless risk-taking.

Classroom discussion: What is the difference between being brave and taking an unnecessary risk? Use Douglas's training and his later swimming tests to support your answer.

Tips for Exams

1. Keep short answers focused

For the “Think as You Read” questions, give the main fact or reason in one or two sentences. Do not retell the whole incident when the question asks for one detail.

2. Learn the stages of Douglas's fear

1. He is frightened by waves as a young child.
2. An older boy throws him into the deep end of the Y.M.C.A. pool.
3. He nearly drowns and develops a lasting fear of water.
4. He hires an instructor and learns swimming step by step.
5. He tests himself in pools and lakes.
6. He finally feels free from the old terror.

3. Use details from the chapter

When explaining his panic, mention the yellow water, difficulty breathing, stiff limbs and repeated sinking. When explaining how he overcame fear, mention the instructor's methods and Douglas's continued practice.

4. Distinguish learning to swim from overcoming fear

The instructor teaches Douglas to swim, but Douglas continues practising because he still fears being alone in the water. His final tests in the lakes help him gain confidence that the old terror has gone.

5. Explain literary devices with their effects

Do not merely name a device. Explain how the writer's repetition, comparisons and physical details help the reader understand Douglas's panic.

6. Use the correct tense

When retelling the events, use the past tense. When explaining the chapter's message, the present tense is suitable. For example: “Douglas nearly drowned in the pool” and “The story shows the value of determination.”

7. Follow the word limit

Follow the word limit given in the question. Where no limit is given, keep factual answers brief and give more detail for questions that ask you to describe, explain or discuss.

Quick Revision

Topic	Key point
Author	William O. Douglas
Source	Of Men and Mountains
Early fear	Waves frightened Douglas when he was three or four years old.
The misadventure	An older boy threw him into the deep end of the Y.M.C.A. pool.
Effect	Douglas developed a lasting fear of water.
Training	An instructor taught him swimming step by step.
Final tests	Douglas swam across Lake Wentworth and across Warm Lake and back.
Main theme	Fear can be overcome through practice, patience and determination.

Study note: These are model answers written in simple English. Students should read the prescribed NCERT chapter and answer in their own words. Personal-response questions may have different correct answers if they are clear and supported by reasons.

For exact textbook wording, check the edition of Flamingo prescribed by your school. The language activities above include supporting practice; use the original textbook instructions when completing the formal exercise.

Lost Spring - Stories of Stolen Childhood by Anees Jung - Flamingo Class XII

CBSE Class XII | English Core | Flamingo | Chapter 2

Lost Spring: Stories of Stolen Childhood — Summary and Question Answers

By Anees Jung | NCERT-based notes, vocabulary, literary devices and exam preparation.

Class 12 English Flamingo Prose NCERT Solutions Short Answers

Contents

1. About the Author
2. Notice These Expressions
3. Summary of Lost Spring
4. Think as You Read
5. Understanding the Text
6. Talking About the Text
7. Thinking About Language
8. Things to Do
9. Writing and Digital India Activity
10. Teacher's Insight
11. Tips for Exams
12. Quick Revision

About the Author

Anees Jung is an Indian writer and journalist. She was born in Rourkela and spent her childhood and youth in Hyderabad. She has worked as an editor and columnist for newspapers in India and abroad. She has also written several books.

Lost Spring: Stories of Stolen Childhood is an excerpt from her book of the same name. It describes the lives of poor children who work instead of going to school. Through Saheb and Mukesh, the writer shows how poverty, social customs and unfair working conditions can take away a child's chance to enjoy childhood.

Notice These Expressions in the Text

Infer the meaning of each expression from its use in the chapter.

Expression	Meaning
Looking for	Trying to find something.
Slog their daylight hours	Work very hard throughout the day.
Roof over his head	A place to live or shelter.
Perpetual state of poverty	A condition of poverty that continues for a very long time.
Dark hutments	Small, poorly built homes with little light.
Imposed the baggage on the child	Forced a burden or responsibility on the child.

Summary of Lost Spring

Part I: Sometimes I Find a Rupee in the Garbage

The first part tells the story of Saheb-e-Alam, a young ragpicker who lives in Seemapuri, on the outskirts of Delhi. His family came from Bangladesh in 1971 after storms swept away their fields and homes. They left their land in search of a way to survive.

Saheb searches through garbage for things that can be sold. Sometimes he finds a coin or a rupee note. For him, garbage may hold a small treasure. For his parents, however, it is a source of food and income. The family lives in a poor settlement without basic services such as proper drainage and running water.

The writer notices that many children walk barefoot. Some people call this a tradition, but she questions whether this explanation hides the truth of poverty. Many children do not have the money to buy shoes.

Saheb likes watching tennis at a neighbourhood club. He even gets a pair of discarded tennis shoes. Yet the game remains out of reach for him. Later, he starts working at a tea stall. He receives ₹800 and all his meals, but he loses some of his freedom. The steel canister he carries belongs to his employer, unlike the plastic bag he once carried while rag-picking.

Part II: I Want to Drive a Car

The second part focuses on Mukesh, a boy from Firozabad, a city known for its glass-bangle industry. Many families have worked in this trade for generations. Children work beside adults in unsafe conditions, often in hot rooms with poor air and light.

The work can harm their health and eyesight. The children often miss school, and many families remain poor despite years of hard work. The bangle makers face pressure from moneylenders, middlemen, officials and others who keep them trapped in a cycle of debt and low income.

Mukesh wants to become a motor mechanic. His family expects him to continue the traditional work of making bangles, but he wants to choose another path. He is ready to walk to a garage to learn. His dream gives the writer hope, although the chapter does not tell us whether he succeeds.

Main idea: Poverty and child labour can rob children of education, health, freedom and hope. The chapter also shows how social customs and unfair systems can keep families trapped in poverty.

Think as You Read

These are short-answer questions. Keep the first three answers brief and direct. Questions 4–6 need a little more explanation.

1. What is Saheb looking for in the garbage dumps? Where is he and where has he come from?

Answer:

Saheb looks for useful things, coins and money in the garbage. He lives in Seemapuri, on the outskirts of Delhi, and came from Bangladesh with his family in 1971.

Suggested length: 25–35 words.

2. What explanations does the author offer for the children not wearing footwear?

Answer:

Some people say that going barefoot is a tradition. The author wonders whether this claim is used to hide the real reason: poverty and the lack of money to buy shoes.

Suggested length: 25–35 words.

3. Is Saheb happy working at the tea-stall? Explain.

Answer:

No. Although he receives ₹800 and all his meals, he has lost his freedom. He is no longer his own master and must carry his employer's steel canister.

Suggested length: 25–35 words.

4. What makes the city of Firozabad famous?

Answer:

Firozabad is famous for its glass-bangle industry. Many families there have earned their living by making bangles for generations.

Suggested length: 15–25 words.

5. Mention the hazards of working in the glass bangles industry.

Answer:

Workers, including children, work near hot furnaces in dark rooms with poor air and light. The heat and long hours can harm their health, and the work may damage their eyesight.

Suggested length: 25–35 words.

6. How is Mukesh’s attitude to his situation different from that of his family?

Answer:

Mukesh wants to leave the family trade and become a motor mechanic. Unlike family members who see bangle-making as their fate, he believes he can choose a different future.

Suggested length: 25–35 words.

Understanding the Text

1. What could be some of the reasons for the migration of people from villages to cities?

Answer:

People may move from villages to cities in search of jobs, better schools, hospitals and other services. Natural disasters such as floods, storms and droughts may destroy homes or crops and force families to leave. War, lack of land and poor income can also lead to migration. Saheb's family left Bangladesh after storms swept away their fields and homes.

2. Would you agree that promises made to poor children are rarely kept? Why do you think this happens in the incidents narrated in the text?

Answer:

Yes, this can happen when people make promises without thinking about whether they can keep them. The writer tells Saheb that she may start a school, though she is speaking half-jokingly. Saheb takes her words seriously and later asks whether the school is ready. The writer feels embarrassed because she has given him hope without making a real plan. The incident shows why people should be careful with promises, especially when children depend on them.

3. What forces conspire to keep the workers in the bangle industry of Firozabad in poverty?

Answer:

The workers face poverty, debt, caste-based work traditions and a lack of education. Middlemen and moneylenders take advantage of them. Some fear the police and officials if they try to organise themselves. Their families have made bangles for generations, so many believe that they cannot choose another job. Together, these forces make it difficult for them to improve their lives.

Talking About the Text

1. How, in your opinion, can Mukesh realise his dream?

Answer:

Mukesh can begin by learning the work of a motor mechanic in a garage. He may need training, guidance and support from people who can help him find a safe place to learn. Education can also help him understand machines and follow instructions. His determination is a good start, but he will also need time and opportunities. The story tells us about his dream, not whether he finally achieves it.

2. Mention the hazards of working in the glass bangles industry.

Answer:

Bangle makers work in hot furnaces and dark, poorly ventilated rooms. Long hours and unsafe conditions can harm their health. The work may damage their eyesight, and children lose time that should be spent on school, rest and play. These conditions show why children should not be made to work in dangerous places.

3. Why should child labour be eliminated and how?

Answer:

Child labour should be eliminated because it harms children's health, stops them from getting an education and takes away their childhood. Governments must enforce laws against illegal child labour and make schools accessible. Families need support so that children are not forced to earn money. Employers who use child labour should face legal action. Schools, local groups and citizens can also report cases and help children return to education.

Thinking About Language

The writer describes real hardship in a way that makes readers picture the scenes and feel their meaning. She uses figures of speech, comparisons and contrasts to make the writing more powerful.

Remember: A metaphor describes one thing as another. A simile compares two things using “like” or “as”. Hyperbole is deliberate exaggeration for effect. Irony occurs when there is a sharp difference between what is expected and what is real.

Identify the literary device in each example

1. Saheb-e-Alam which means the lord of the universe is directly in contrast to what Saheb is in reality.

Answer: Irony.

Saheb's name means “lord of the universe”, but he is a poor child who has to search through garbage to survive. The difference between his name and his life is ironic.

2. Drowned in an air of desolation.

Answer: Metaphor.

Desolation is described as if it were something that could surround and overwhelm a place like water. The phrase shows a feeling of emptiness and sadness.

3. Seemapuri, a place on the periphery of Delhi yet miles away from it, metaphorically.

Answer: Metaphor.

Seemapuri is physically near Delhi but is described as being “miles away” in terms of living conditions and opportunities. The phrase points to the social distance between the two places.

4. For the children it is wrapped in wonder; for the elders it is a means of survival.

Answer: Metaphor and contrast.

Garbage is described as if it were wrapped in wonder. The sentence also contrasts the children's hope of finding something interesting with the adults' need to earn a living.

5. As her hands move mechanically like the tongs of a machine, I wonder if she knows the sanctity of the bangles she helps make.

Answer: Simile.

The girl's hands are compared to the tongs of a machine using the word “like”. This shows how repetitive and automatic her work has become.

6. She still has bangles on her wrist, but not light in her eyes.

Answer: Metaphor and contrast.

The “light” in her eyes suggests joy and hope. The woman still wears bangles, a sign of marriage, but her eyes show the sadness of a hard life.

7. Few airplanes fly over Firozabad.

Answer: Symbolic contrast.

The limited sight of airplanes reflects how distant Mukesh's dream of a different life may seem. He can imagine becoming a motor mechanic, but a much bigger dream feels beyond his reach.

8. Web of poverty.

Answer: Metaphor.

Poverty is compared to a web that traps people and makes it hard for them to escape.

9. Scrounging for gold.

Answer: Metaphor.

Garbage is described as gold because the things found in it can provide food or money to poor families.

10. And survival in Seemapuri means rag-picking. Through the years, it has acquired the proportions of a fine art.

Answer: Metaphor and irony.

Rag-picking is described as a “fine art” because people have become skilled at it. The phrase is ironic because this skill comes from hardship, not from a choice made freely.

11. The steel canister seems heavier than the plastic bag he would carry so lightly over his shoulders.

Answer: Symbolism and contrast.

The steel canister is not simply a heavier object. It also stands for Saheb's loss of freedom. The plastic bag belonged to him, while the canister belongs to his employer.

Note: Some examples use more than one literary device. The explanations above give the main effect of each phrase.

Things to Do

The beauty of the glass bangles of Firozabad contrasts with the misery of the people who make them. The same kind of contrast can be seen in other parts of society.

Task: Look around and find examples of such contrasts. Write a paragraph of about 200–250 words on one example. You may choose workers in gold or diamond mines, carpet factories, construction sites or another setting.

Sample paragraph: The People Who Build Our Cities

Modern cities are known for their tall buildings, wide roads and shopping centres. These places look attractive and provide comfort to many people. However, the lives of the workers who build them are often very different. Many construction workers spend long hours in the heat and dust. Some live in temporary shelters near their work sites. Their children may have limited access to good schools and health care. While people enjoy the finished buildings, the workers who made them possible may continue to live in poor conditions. This is a clear contrast between the beauty of a city and the hardship of those who help build it. Better safety rules, fair wages, clean housing and access to education can improve their lives. Employers and authorities should make sure that workers are treated with respect. A city should not be judged only by its buildings. It should also be judged by how it treats the people who build and maintain it.

Word count: about 200 words.

Writing and Digital India Activity

The textbook gives an account of research on garbage collectors and scrap buyers in Delhi. Their work is part of the unorganised sector, where many people have irregular income and limited protection.

Question: How do you think workers in unorganised sectors can take advantage of digital infrastructure promoted through the Digital India Programme? Interview some people working in the unorganised sector to collect their views and prepare a report.

Sample report

REPORT ON DIGITAL SERVICES FOR WORKERS IN THE UNORGANISED SECTOR

Prepared by: A Class XII Student

Purpose: To understand how digital services may help workers in the unorganised sector.

For this report, I spoke to local workers about their use of mobile phones and digital services. Some workers said that they use mobile payments to receive money and pay bills. A few use online services to check bank balances or transfer money to family members. These services can save time and reduce the need to travel.

However, not all workers find digital services easy to use. Some have limited internet access, low digital skills or concerns about fraud. Others need help reading messages or completing online forms. Digital services can be more useful if workers receive simple training and access to reliable support.

It is important that workers never share their PINs, passwords or one-time passwords with strangers. They should check payment details before confirming a transaction. Digital systems can help workers, but they cannot replace fair wages, safe working conditions and legal protection.

Conclusion: Digital services can make some daily tasks easier for workers in the unorganised sector. Training, safety awareness and access to reliable services are needed to help them use these tools with confidence.

This is a model format, not a record of a real interview. Students should conduct their own interviews and replace the sample details with what their respondents actually say.

Teacher's Insight

Lost Spring is not only a chapter about poverty. It is also about the choices children are denied. Saheb wants to enjoy the things that other children take for granted. Mukesh wants to choose his own work. Both boys have dreams, but their lives are shaped by conditions they did not choose.

Saheb's story shows that even a job that brings regular pay can reduce a person's freedom when the worker has little control over the work. Mukesh's story shows the importance of having a dream, but it does not promise that every dream will come true. His hope matters because he is willing to consider a different future.

The chapter also asks us to think about the reasons poverty continues from one generation to the next. It is not enough to tell children to work hard. They need access to education, safe work opportunities, fair treatment and support from society.

Classroom discussion: Is having a dream enough to change a person's life? What other support might Mukesh need to become a motor mechanic? Give reasons for your answer.

Tips for Exams

1. Keep short answers short

The “Think as You Read” questions usually need brief answers. Give the fact or reason asked for. Do not retell the whole story unless the question asks for an explanation.

2. Follow the question words

• What: State the fact or detail.
• Why: Give the reason.
• How: Explain the way something happens or changes.
• Mention: List the required points briefly.
• In your opinion: Give your view and support it with reasons.

3. Remember the difference between Saheb and Mukesh

• Saheb: A ragpicker who later works at a tea stall. He receives wages and meals but loses some freedom.
• Mukesh: A boy from a family of bangle makers who wants to become a motor mechanic.

4. Do not add facts that the story does not give

The chapter does not say that Mukesh becomes a motor mechanic. It tells us that he wants to learn the work and is willing to walk to a garage. Write about his determination, but do not claim that he succeeds.

5. Use evidence from the text

When explaining Saheb's loss of freedom, refer to the steel canister and the plastic bag. When discussing Mukesh's hopes, mention his plan to learn motor mechanics. A detail from the text makes an answer clearer.

6. Learn the main themes

• Child labour and the loss of childhood
• Poverty and migration
• Education and opportunity
• Family tradition and social pressure
• Dreams, choice and freedom

7. Be careful with literary devices

Learn the difference between metaphor, simile, irony and hyperbole. In a literary-device question, name the device and explain how it works in the sentence. Do not give only the name.

8. Follow the stated word limit

Use the word limit given in the question. If no limit is stated, write enough to answer fully but avoid repeating the same point. A short factual answer needs less detail than a discussion question or a 200–250-word paragraph.

Quick Revision

Topic	Key point
Author	Anees Jung
Saheb	A ragpicker from Bangladesh who lives in Seemapuri.
Why his family left	Storms swept away their fields and homes.
Saheb's tea-stall job	He receives ₹800 and meals but loses some freedom.
Mukesh	A boy from Firozabad who wants to become a motor mechanic.
Firozabad	A city known for its glass-bangle industry.
Problems faced by workers	Unsafe conditions, poor income, debt and limited education.
Main themes	Child labour, poverty, lost childhood, hope and freedom.

Study note: These are model answers written in simple English. Students should read the prescribed NCERT chapter and answer in their own words. Discussion and personal-response questions may have more than one acceptable answer if the response is clear and well supported.

Use the NCERT edition prescribed by your school to check the exact wording of questions and activities.

Telephone Conversation by Wole Soyinka - Chapter 04 - Woven Words - Elective English - Class XI NCERT

Poem Text

The price seemed reasonable, location
Indifferent. The landlady swore she lived
Off premises. Nothing remained
But self-confession. ‘Madam,’ I warned,
‘I hate a wasted journey—I am African.’
Silence. Silenced transmission of
Pressurised good-breeding. Voice, when it came,
Lipstick coated, long gold-rolled
Cigarette-holder pipped. Caught I was, foully.
‘HOW DARK ?’... I had not misheard... ‘ARE YOU LIGHT
OR VERY DARK ?’ Button B. Button A. Stench
Of rancid breath of public hide-and-speak.
Red booth. Red pillar-box. Red double-tiered
Omnibus squelching tar. It was real! Shamed
By ill-mannered silence, surrender
Pushed dumbfounded to beg simplification.
Considerate she was, varying the emphasis—
‘ARE YOU DARK? OR VERY LIGHT?’ Revelation came.
‘You mean—like plain or milk chocolate?’
Her assent was clinical, crushing in its light
Impersonality. Rapidly, wave-length adjusted,
I chose. ‘West African sepia’—and as afterthought,
“down in my passport.” Silence for spectroscopic
Flight of fancy, till truthfulness changed her accent
Hard on the mouthpiece. ‘WHAT’S THAT?’ conceding
‘DON’T KNOW WHAT THAT IS.’ ‘Like brunette.’
‘THAT’S DARK, ISN’T IT?’ ‘Not altogether.
Facially, I am brunette, but madam, you should see
The rest of me. Palm of my hand, soles of my feet
Are a peroxide blonde. Friction, caused—
Foolishly madam—by sitting down, has turned
My bottom raven black—One moment madam!’—sensing
Her receiver rearing on the thunderclap
About my ears—‘Madam,’ I pleaded, ‘wouldn’t you rather
See for yourself ?’

 

Word Meaning

Notice these expressions in the poem and guess their meaning from the context:

rancid breath	squelching tar
spectroscopic flight of fancy
rearing on the thunderclap	brunette
peroxide blonde	clinical assent
raven black

• rancid breath: Rancid means a matter which is offensive or disagreeable. Thus, the voice in which the lady speaks to the poet is under an immensely nasty or insulting breath.
• squelching tar: The verb squelch means to strike or press with crushing force. Thus, the expression used here is that of a huge amount of compressed tar, the dark coloured product obtained after distillation of coal or wood, expressing the complexion of the poet. 
• spectroscopic flight of fancy: The word spectroscopy originated from the concept of dispersion of visible light into seven different colours. Thus, the word explains the dispersed flow of thoughts of the lady after talking to the erudite poet. Her fancies of a “dark” man gained wings and attained new levels of interpretations when she had to submit to the fact that she knew lesser than the person on the other side of the line.
• rearing on the thunderclap: A thunderclap refers to something resembling the sudden occurrence of a thunder, as in loudness or unexpectedness. 
• brunette: Brunette here refers to dark hair and, often, dark eyes and dark or olive skin.
• peroxide blonde: This expression refers to a harsh or unnaturally bleached palm and sole of feet rather than a natural fair complexion. Peroxide is a chemical which is used as a bleaching agent. 
• clinical assent: The voice of the lady in the poem seemed clinical while assenting to the poet's revelation. It refers to the concerned voice based on a vivid and actual observation of the poet, giving in to the situation after a lot of thought and inspection.
• raven black: Here, raven black is a metaphorical expression to describe the intensity of the colour black. Raven is supposedly a very large, dark complexioned bird of the crow family. This metaphor is usually used to describe dark-skinned people. 

UNDERSTANDING THE POEM

1. State the central issue in the poem.
   
   ANSWER:
   
   The central issue dwells around the ironical fact that when a person is in search of shelter, the questions being asked are based on his skin colour and not the usual queries exchanged like that of the rent, the amenities provided and other basic requirements in an apartment. The landlady is shown to have possessed a very shallow racist behaviour in the poem and ironically, the poet is shown to be sorry for something which he was born with. Discrepancies between what appears to be and what really is create a sense of verbal irony that helps the poem display the ridiculousness of racism.
2. There are intervals of silence in the interaction between the landlady and the prospective tenant. What are the reasons for this?
   
   ANSWER:
   
   There are intervals of silence in the interaction between the landlady and the prospective tenant. The main reason behind this was the fact that the landlady felt inferior in the face of the poet and realised her lack of knowledge as compared to the erudite intellect of the poet. The sudden silences are prominent in the poem emphasizing the impact of the African’s race being revealed to the landlady. The ignorance of the landlady is also portrayed with humour on a very subtle level.
3. How is colour highlighted in the poem and why? List all the words in the poem that suggest colour.
   
   ANSWER:
   
   The various colours highlighted in the poem exemplify the difference between the landlady and the poet, based on the skin-colour of both. The use of the colour red is magnified to explain the various things which are red in colour like the telephone booth, the double-tiered bus and the pillar-box. It explains the colour of the dark-skinned poet who was not fair-complexioned like the landlady on the other side of the line. The expression 'gold-rolled' shows the elite class to which the 'fair-skinned' people are said to belong.
   
   Various colours which are used in the poem are: Red, Black, Gold, milk chocolate, brunette and blonde.
4. Which are the lines in the poem that impressed you the most and why?
   
   ANSWER:
   
   'West African Sepia' is the phrase which impressed me the most. This phrase seems to be a befitting reply to the ignorant white woman. This phrase in the poem projects humour on a very subtle level where the poet, when asked again and again, about his color, turns to reply like a person with a high level of intellect. Through these words Soyinka tries to emphasise on the fact that it is wrong to judge a person's level of wisdom and knowledge based on his color.
5. You know what ‘hide-and-seek’ is. What would ‘hide-and-speak’ mean?
   
   ANSWER:
   
   The expression 'hide-and-speak' here expresses the taboo of the dark-skinned people being inferior to those who claim themselves to be 'fair-skinned' and thus, more learned, sophisticated, civilised and superior.
6. Certain words in the poem are in capital letters — why?
   
   ANSWER:
   
   Certain words in the poem which are in capital letters are: “HOW DARK?', 'ARE YOU LIGHT?', 'OR VERY DARK?', ' OR VERY LIGHT?'
   These words exemplify the purpose of the poem which is to showcase the racist mentality of the fair-skinned. When a landlady talks to a tenant, the only matter of concern should be whether the person is suitable for staying with respect to his behaviour, financial position, etc. and not on his skin colour. These capital letters magnify the fact that it is more important for the landlady to know how dark-skinned the person on the other side of the phone is, rather than how erudite or intellectual or well-behaved he might be.
7. Why do you think that the poet has chosen the title ‘Telephone Conversation’? If you were to suggest another title for the poem, what would it be?
   
   ANSWER:
   
   'Different- are We?' could be another suggestion for the title of the poem.
   However, the poet has chosen a very appropriate title for the poem - 'Telephonic Conversation'. It refers very aptly to the shallow racism being projected by the conversation between the landlady who is 'white' and the poet who is 'dark'. The telephone symbolises the gap between the two ends of the line, the impossibility for both the ends to meet.
8. The power of poetry lies in suggestion and understatement. Discuss this with reference to the poem.
   
   ANSWER:
   
   Understatement means to state or represent less strongly or strikingly than the facts would bear out. Thus, it is a very well known fact that it is very understating to decide one's status or level of knowledge based on his/her color. The play of words between the landlady and the poet clearly proves that a man's color and region has nothing to do with the levels of education he has attained and the power of wisdom he possesses. The questions posed by the landlady became a mockery at her own level of intellect. Thus, the poem very strongly suggests that the question of civilisation does not rest on own's color. Soyinka humorously uses sarcasm as he says 'Shamed/By ill mannered silence" when it is obvious that is the woman who is the ill mannered of the two.

Coming by Philip Larkin Class XI Elective English - Woven Words Ch-03

Coming
by Philip Larkin

On longer evenings,
Light, chill and yellow,
Bathes the serene
Foreheads of houses.
A thrush sings,
Laurel-surrounded
In the deep bare garden,
Its fresh-peeled voice
Astonishing the brickwork.
It will be spring soon,
It will be spring soon—
And I, whose childhood
Is a forgotten boredom,
Feel like a child
Who comes on a scene
Of adult reconciling,
And can understand nothing
But the unusual laughter,
And starts to be happy. 

UNDERSTANDING THE POEM

1. What does the bird in the poem announce? How is this related to the title, ‘Coming’?
   
   ANSWER:
   
   The poem 'Coming' by Philip Larkin is a celebration of the advent of the spring. To express the happiness the poet sets the plot of house fronts bathed in chilly and yellow light. Amidst all this, a thrush sings a welcoming song. It seems the whole nature is dancing with joy at the arrival of the new season. The thrush, sitting in a garden shrub, laurel”, in the deep bare garden, is humming repeatedly in” its fresh-peeled voice “that” it will be spring soon”. This joyful singing of the thrush imparts an “astonishing” effect on the brickwork of the houses. The poet feels happy as well to see the beauty that nature encompasses. In fact it is through the voice of the thrush that the poet has tried to express that how overwhelmed he is on the “coming” of the spring.
2. Why is the speaker’s childhood described as ‘a forgotten boredom’?
   
   ANSWER:
   
   The autobiographical element makes a reader curious to know about Larkin's childhood. His parents were very loving and affectionate. However, he recalls his childhood as a dejected one. He talks of himself in depreciating terms. It appears that the poet had a very poor concept of himself. It is also known that Philip suffered slight stammer in childhood that endured for the rest of his life, though reduced. If the reader pays attention, argues John Woley, it is not difficult to note the contradiction in the term “forgotten boredom”. If, like Larkin says, he has forgotten his childhood, the question is, how can he comment so confidently that it was a bored one? However, it may be concluded that Larkin's childhood did not have any memories that he was fond of.He even remarked once that his biography could begin when he was 21, which implies that nothing spectacular happened before that. Thus, Philip Larkin recalls his childhood as “a forgotten boredom”.
3. What causes the element of surprise when the child comes on the scene of ‘adult reconciling’?
   
   ANSWER:
   
   As Larkin is absorbed in the resonant humming of the thrush, he transcends present to his boring childhood, which he feels is best forgotten. The poet is transformed into a child. He feels happy like a child who feels happy just by watching elders reconciling with each other. The child comprehends nothing yet smiles just because the adults are happy. This might appear surprising however, if one may look more closely, the scene reflects the innocence of a child. Probably the poet has tried to make a point that our happiness lies in other's happiness. The whole thought makes Larkin happy and he wonders about the mystiques of universe and human life.
4. What two things are compared in the poem?
   
   ANSWER:
   
   It is difficult to judge whether the poet is trying to compare or is drawing a relation. Philip Larkin, in his poem Coming, celebrates the advent of the new season, spring, with the “fresh-peeled voice” of the thrush. He creates the imagery of the spring peeled out of the winter. The old season giving birth to the new season. The nature had been sleeping in the cold and gloomy winter and now the freshness of the new season sparked a new life in it. The birds, houses, gardens, the whole nature has joined the party to welcome the spring. Seeing this transformation the poet is so happy that he himself transcends into childhood.
   
   Here Larkin highlights the difference between innocence and experience. He presents an innocent watching the adults, laughing and reconciling, probably after a fight or reconciling with the life. How he begins to feel happy though he understands nothing. This is the innocence of the child that his happiness lies in others happiness, which is juxtaposed with the experienced adults, who engage themselves in trivial issues creating troubles for themselves and others.
   
   The poet has tried to bring out the difference between two seasons and stages of human life. This mystique is beyond Larkin's comprehension and he is only left wondering about it all.
5. How do you respond to these lines?
   Light, chill and yellow,
   Bathes the serene
   Foreheads of houses
   
   ANSWER:
   
   The poem Coming by Philip Larkin is dedicated to the beauty the spring brings along with it. It is a celebration of humanity. In the beginning, the poet creates a picturesque in the mind of a reader. Larkin creates a beautiful evening scenery. The longer evenings of the spring are jeweled by the forehead of calm houses' roof tops, washed down by the chilly and yellow light of the setting sun. The reader is imparted with beautiful imagery of the whole environment sitting serenely and enjoying the sun going down as the spring beckons. They all dance to the humming of the thrush in the deep garden. It feels like the whole nature has come alive in the lovely evening and join the party to welcome the coming of the spring.
6. Comment on the use of the phrase ‘fresh-peeled voice’.
   
   ANSWER:
   
   Larkin uses the “fresh-peeled voice” of the thrush as an adjective to beautify the evening setting of the new season, the spring. The phrase describes the freshness and sharpness of the thrush's humming. This freshness is symbolic of the freshness that has dissolved in the air with the advent of the new season that the poet celebrates. The thrush sings, sitting in a “laurel-surrounded in the deep bare garden”. It hums repeatedly that “it will be spring soon”. Its singing marks an “astonishing” effect on the brickwork of the houses. The song of the thrush also acts a catalyst in the transcending of Philip to his childhood flashing the “forgotten-boredom” right in front of his eyes. He is transformed into a child. The poet probably tries to draw a parallelism between the freshness of the bird's song and the innocence of the child. The “fresh-peeled voice” is symbolic of the spring succeeding the winter. The transformation of the season. It appears as the winter gave birth to the spring and now that it is coming, the whole universe and humanity dance to the tune of thrush to join in the celebration.

Elective English - Woven Words - L02 - A Pair Of Mustachios by Mulk Raj Anand

UNDERSTANDING THE TEXT

1. What do you understand of the natures of Ramanand and Azam Khan from the episode described?
   
   ANSWER:
   
   
   Ramanand, the grocer and the money lender, is quiet cunning and possess a servile nature that is fit for his business of selling groceries and money lending. He never gets angry but prevails on his customers like Azam Khan with cleverness and by provoking the so called pride. It is also evident that Ramanand regards his customers as always right at least in principle. So he always keeps his business first and pride secondary.
   
   
   Azam Khan on the other hand is a victim of so called pride. He is still lost in the past glory of his forefathers. He is arrogant, full of anger and short sighted. He is ready to sell all his property for the sake of keeping Ramanand's mustaches down, which was suitable to his(Ramanand) class. Obviously Azam Khan is living in his past. He is impractical, short tempered and doesn't know what is good or bad for him.
2. Identify instances in the story that show the business acumen of Ramanand.
   
   ANSWER:
   
   
   Ramanand is a good businessman. His business acumen is evident from the fact that he readily agrees to lower his mustache on Azam Khan'request. But he lowers only one tip of his mustache just to cleverly provoke Khan to bring in more of his property for mortgage. Unlike Khan he never gets angry and keeps his business interests above all his priorities.
   
   
3. Both Ramand and Azam Khan seem to have very fixed views. How does Ramanand score over Azam Khan towards the end of the story?
   
   ANSWER:
   
   

   Ramanand and Azam Khan have a fixed view regarding themselves and each other. They are part of the social milieu that believes in the categorization of people on the basis of their mustaches. Ramanand belonged to goat class while Khan sahib belonged to tiger class mustache. They are both in harmony with the fact that they should not trespass into each other's boundaries.
   
   

   Ramanand scores over Azam Khan at the end of the story by turning up the tip of his goat mustache so that it looked like a tiger mustache. This enrages Azam Khan and he is tricked into selling all his property to Ramanand.
   
   

TALKING ABOUT THE TEXT

1. The episode has been narrated in a light vein. What social mores does the author seem to ridicule?
   
   ANSWER:
   
   
   The author has mocked the society and its people who live in false pride of their community or lineage. How a fool who knows not of the practical matters and just to feed their image they go ahead auctioning their actual possessions. And such people are fooled by the smarter ones like Ramanand who bend but do not break. They alter their values according to the need of the situation but do not compromise entirely on their pride. They are the cunning ones who take advantage of fools who are stuffed with their worn out social status and forsake the present to protect the past. The author has ridiculed such people who weave their fall with their insensibilities.
   
   
2. What do you think are the reasons for the references made to the English people and the British monarchy?
   
   ANSWER:
   

   
   

   Indian society, unfortunately, is the one that takes pride in the language and culture of their rulers and not in their own rich and vibrant history. The nabobs and babus that were in British Raj are still looked up and are respected. Though the truth is that these are the people that ensured English Queen's authority on our land. The reference in the story of Mulk Raj Anand makes it clear. He cites an example of how the nabobs and generals in English army are to wear the prestigious lion mustache, which is worn by resplendent rajas and maharajas  of our land. This makes clear how we Indians take pride in being slaves of Britishers.
   
   
3. What do you think is the message that the author seems to convey through the story?
   
   ANSWER:
   
   
   The author has tried to make a point that how people living by age old impractical values weave their own fall and create unnecessary disturbance in the society. One should evolve as the time advances and the society grows. Sticking to false pride is not what will bring prosperity to one. One must be cautious and keep a wide eye to see if one is taking advantage of their virtues.

APPRECIATION

1. Comment on the way in which the theme of the story has been introduced.
   
   ANSWER:
   
   
   The theme of the story-mustachios has been introduced in a scientific but light manner. In the beginning, it seems that it might be an essay on how Indians take pride on their style of mustaches. It is only later the reader realizes the significance of the introduction. The author wisely served the reader with the detail description of the object around which the whole story will revolve. How men rise and fall by altering and sticking to their status symbols, such as mustachios.
   
   
2. How does the insertion of dialogue in the story contribute to its interest?
   
   ANSWER:
   

   
   

   Inclusion of dialogues in a story enables the writer to express things in their actual perspective. It allows him to include words and expressions which a writer normally would not write on his own. For example when Azam Khan gets angry he says to Ramanand: "You know what I mean, seed of a donkey!" or & "I tell you, turn that tip down" or "I shall wring your neck."

LANGUAGE WORK

1. Nouveau riche and bourgeoise are French words. Collect from newspapers, magazines and other sources some more French words or expressions that are commonly used in English.
   
   ANSWER:
   
   Following are few popular French words frequently used in English:
   - Salade
   - Soupe
   - Omelette
   - Restaurant
   - Depot
   - Genre
   - Voyeur
   - Souvenir
   - Bouquet
   - Boutique
   - Entrepreneur
   
2. Locate expressions in the text which reflect the Indian idiom, for example, the pride of the generations of his ancestors.
   
   ANSWER:
   
   Here are a few Indian idioms reflected in the text.
   
   Seed of a donkey,
   To become a mere worm,
   Oily lentil-eaters
   
3. We ‘draw up a deed’. Complete the following phrases with appropriate words 

a. To give one’s word
b. Carry out one’s will
c. To make ends meet
d. To owe a loan
e. Give a deaf ear to

Fiction, Chapter 3 - The Man Who Knew too Much - Class-IX English-A

Chapter-3

The Man Who Knew Too Much

Answer these questions-

Question- What is a nickname? Can you suggest another one for private Quelch?

Answer- a nickname is a name given to a person (except the real name) in any kind of feeling (affection, jealousy etc.) or which describes his or her traits.

         Another name for private Quelch can be ‘Mr. know all ’.

Question- Private Quelch looked like a ‘professor’ when the author first met him at the training depot. Why?

Answer- When the author first met him at the training depot, his lanky, stooping posture, his frown and his horn rimmed spectacles made him look like a professor.

Question- What does the dark sun dried appearance of the sergeant suggest about him?

Answer- The dark sun dried appearance of the sergeant suggests that he was very experienced and had dedicated his life to the army. He was not a man to be trifled with and knew his subject well.

Question- How was private Quelch’s knowledge exposed even further as the sergeant’s classes went on?

Answer- As the sergeant’s classes went on and he finished his lecture he questioned everybody including the professor. The professor answered every question with confidence and accuracy and thus, his knowledge was exposed even further.

Question- What did the professor meant by intelligent reading?

Answer- By intelligent reading the professor means to do a thorough study through observation and have as much knowledge about any subject as possible.

Question- What were the professor’s ambition in the army?

Answer- The professor wanted to get a commission in the army. His first step was to get a stripe.

Question- Did private Quelch’s day to day practices take him closer towards his goal? How can you make out?

Answer- Private Quelch was hardworking and intelligent with a clear goal. But his habit of exhibiting his knowledge in the hope of impressing was his backdrop. This habit of his was extremely irritating and the reason he was appointed to the back quarters of the kitchen.

Question- Describe corporal Turnbull.

Answer- Corporal Turnbull was a young officer who had come from Dunkirk. He was disciplined and the squad used to admire him a lot. His personality commanded respect and he was known for his toughness.

Question- How did Private Quelch manage to anger the corporal?

Answer- Private Quelch interrupted the corporal in the midst of his lecture and tried to correct him where he was already correct. Then he compared the corporal’s way with the way of another instructor and showed off as if he was an expert on the subject and thus, managed to anger the corporal.

Question- Do you think that private Quelch learnt a lesson when he was chosen for cookhouse duties? Give reasons.

Answer- No, I don’t think private Quelch learnt his lesson when he was chosen for cookhouse duties because the write narrates over hearing him addressing the cooks about their unscientific method of peeling potatoes. This shows that he still used to show off his knowledge whenever he got the chance.

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