The Wild Swans at Coole — Complete Guide (NCERT Solution | Class 12 Elective English | Kaleidoscope)

This guide is a simple, exam-ready tutorial on The Wild Swans at Coole by W. B. Yeats. It follows the CBSE pattern for Class 12 Elective English (Kaleidoscope). You will find a summary, theme, word meanings, line-by-line help, NCERT Solution-style Q&A, extract-based MCQs, and important questions for practice. The aim is clear, quick learning.

Table of Contents

1. Post Excerpt
2. Quick Facts about the Poem & Poet
3. Summary of “The Wild Swans at Coole” by W. B. Yeats
4. Theme of “The Wild Swans at Coole” by W. B. Yeats
5. Stanza-wise Explanation (Simple Notes)
6. Line-by-line Explanation (Easy Gloss)
7. Word Meaning (Table)
8. Literary & Poetic Devices
9. Form, Rhyme Scheme & Tone
10. Imagery, Symbolism & Motifs
11. Questions and Answers (NCERT-style)
12. Extract Based MCQs (5 Sets)
13. Important Questions with Answers
14. Exam Tips & How to Answer
15. Vocabulary Boost & Usage
16. Practice Set (Short & Very Short)
17. Answer Frames & Templates
18. Quick Recap (One-page Notes)
19. FAQs for Class 12 Poetry (Kaleidoscope)
20. About the Poet & References

Post Excerpt

The Wild Swans at Coole by W. B. Yeats is a prescribed poem in Kaleidoscope, Class 12 Elective English. It is part of the NCERT syllabus and is often asked in exams. This post provides a complete NCERT Solution including summary, explanation, theme, stanza-wise notes, and exam-style questions with answers. Students preparing for Class 12 Poetry will find it useful for revision and practice. The focus is to explain the poem in simple words so that even difficult ideas about ageing, love, and change can be understood easily. Along with line-by-line explanation, you will also get word meanings, extract-based MCQs, and important questions that are likely to come in the examination. This will help you prepare well and score better in Class 12 Elective English.

Quick Facts about the Poem & Poet

• Poem: The Wild Swans at Coole
• Poet: William Butler Yeats (1865–1939)
• Year of Publication: 1919
• Collection: The Wild Swans at Coole
• Setting: Coole Park, Ireland
• Main Idea: Yeats contrasts his own ageing and sadness with the beauty and timeless energy of the swans.
• Exam Weightage: Important for Class 12 Elective English, both short and long answer questions are often set from this poem.

Summary of “The Wild Swans at Coole” by W. B. Yeats

The poem The Wild Swans at Coole by W. B. Yeats captures the poet’s feelings of change and loss as he observes swans at Coole Park. It is autumn, and the trees and sky reflect the calm of nature. The poet counts fifty-nine swans, the same birds he had first seen nineteen years earlier. At that time, they flew suddenly into the air, full of energy and freedom. The poet feels sad because his own life has changed since then. He has grown older, and his heart feels heavy. But the swans remain strong, youthful, and full of passion. They stay in pairs, unwearied, whether on water or in the sky. Yeats admires their beauty and constancy, but also fears the day when he may wake up to find them gone. The poem reflects on human ageing and change, set against the timeless beauty and freedom of nature.

Theme of “The Wild Swans at Coole” by W. B. Yeats

The main theme of The Wild Swans at Coole by W. B. Yeats is the contrast between human life and the timeless beauty of nature. Yeats shows how people grow old, face change, and lose energy, while the swans remain youthful, strong, and full of passion. The poem speaks about ageing, loss, and sadness, but also highlights constancy, companionship, and beauty. The swans stand as a symbol of love, freedom, and eternal spirit. Yeats feels the pain of change in his own life, but he also admires the swans for their unchanging strength and their power to inspire delight. Thus, the poem deals with human weakness on one side and the everlasting charm of nature on the other.

Stanza-wise Explanation (Simple Notes)

Stanza 1

The poet describes the scene of Coole Park in autumn. The trees are colourful, the paths are dry, and the calm water reflects the twilight sky. On the water, the poet sees fifty-nine swans resting together.

Stanza 2

Yeats recalls that it has been nineteen years since he first counted these swans. Back then, as soon as he saw them, they suddenly rose into the sky, flying in wide circles with noisy wings. This memory shows their energy and freedom.

Stanza 3

The poet says he has always admired these beautiful creatures, but now he feels sorrow. Time has changed him since the first time he heard their wings at twilight. In those days, he was younger and happier.

Stanza 4

The swans, however, remain unchanged. They are still full of life. Moving in pairs, they swim in the cold water or fly in the air. They do not grow old and are always guided by passion and energy.

Stanza 5

The poet reflects that the swans now float peacefully on the water, looking mysterious and beautiful. He wonders where they will go next to build nests or bring joy to new people. He fears waking up one day to find that they have flown away.

Line-by-line Explanation (Easy Gloss)

Stanza 1

The trees are in their autumn beauty, – The poet notices the trees filled with autumn colours.
The woodland paths are dry, – The forest paths are dry as the season has changed.
Under the October twilight the water / Mirrors a still sky; – The calm water reflects the quiet evening sky of October.
Upon the brimming water among the stones / Are nine-and-fifty swans. – On the full water near stones, the poet counts fifty-nine swans.

Stanza 2

The nineteenth autumn has come upon me / Since I first made my count; – It has been nineteen years since the poet first counted the swans.
I saw, before I had well finished, / All suddenly mount – Before he could finish counting, the swans rose into the air.
And scatter wheeling in great broken rings / Upon their clamorous wings. – They flew around in large circles, making loud sounds with their wings.

Stanza 3

I have looked upon those brilliant creatures, / And now my heart is sore. – The poet admired the swans, but now he feels pain and sadness.
All’s changed since I, hearing at twilight, / The first time on this shore, – Everything has changed since the first time he heard their wings at this place.
The bell-beat of their wings above my head, / Trod with a lighter tread. – Back then, hearing their wingbeats made him feel young and cheerful.

Stanza 4

Unwearied still, lover by lover, / They paddle in the cold – The swans are still tireless and swim in pairs in the cold water.
Companionable streams or climb the air; – They move together in streams or rise into the sky.
Their hearts have not grown old; – They remain full of youth and energy.
Passion or conquest, wander where they will, / Attend upon them still. – Wherever they go, they carry passion, love, and the spirit of adventure.

Stanza 5

But now they drift on the still water, / Mysterious, beautiful; – At present, they float calmly, looking beautiful and mysterious.
Among what rushes will they build, / By what lake’s edge or pool – The poet wonders where they will settle next, by which lake or stream.
Delight men’s eyes when I awake some day / To find they have flown away? – He fears that one day he will wake up to find the swans gone, bringing joy to other people elsewhere.

Word Meaning (Table)

Word Meaning — The Wild Swans at Coole

Word / Phrase	Meaning (Simple)
autumn beauty	lovely colours and look of trees in autumn
woodland	area covered with trees; a small forest
twilight	soft light after sunset or before sunrise
mirrors	reflects like a mirror
brimming	full to the top
nine-and-fifty	fifty-nine (59)
mount (verb)	rise up; take off into the air
scatter	move apart in many directions
wheeling	flying or turning in circles
(broken) rings	not perfect circles; shifting loops in the sky
clamorous	loud; noisy
brilliant creatures	very bright and beautiful birds
sore (heart is sore)	painful; full of sadness
bell-beat (of wings)	steady, ringing rhythm like a bell
trod	walked
lighter tread	walked with a light, happy step
unwearied	not tired; full of energy
lover by lover	in pairs like mates
paddle	move the feet in water to swim
companionable	friendly; easy to be with
climb the air	rise high while flying
hearts have not grown old	spirit is still young
passion	strong feeling of love or desire
conquest	winning; victory; triumph
wander	move about without a fixed path
attend upon	follow; go with
drift	float slowly with the water
rushes	tall grass-like plants near water
pool	small body of still water
delight	great joy or pleasure
flown away	gone by flying; left the place

Literary & Poetic Devices in The Wild Swans at Coole 

W. B. Yeats uses many poetic devices in this poem. These devices give rhythm, beauty, and deeper meaning to his words. Here are the main ones:

1. Imagery

The poem is full of visual pictures such as “trees are in their autumn beauty”, “October twilight”, and “nine-and-fifty swans”. These images help us see and feel the scene at Coole Park.

2. Symbolism

The swans symbolise youth, love, passion, and eternity. They stand for all that is strong and unchanged, unlike human life which ages and weakens.

3. Alliteration

The sound of letters is repeated to create music, for example, “bell-beat of their wings” and “brimming water among the stones”.

4. Repetition

The word “still” is repeated to show the calmness of water and the unchanging nature of the swans.

5. Personification

Human qualities are given to the swans. Their “hearts have not grown old” and they are described as being “unwearied” and “lover by lover”.

6. Metaphor

The “bell-beat of their wings” compares the steady rhythm of wings to the ringing of a bell, without using “like” or “as”.

7. Contrast

A strong contrast is drawn between the poet’s ageing life and the ageless beauty of the swans. This deepens the sorrowful tone of the poem.

8. Tone

The tone shifts from admiration to sadness. At first, the poet praises the swans, but later he expresses his fear of loss and loneliness.

9. Rhyme Scheme

The poem follows a regular rhyme scheme of ababcc in each stanza. This gives balance and order to the verses.

Form, Rhyme Scheme & Tone of The Wild Swans at Coole

Form

The poem is written in five stanzas, each having six lines. This type of stanza is called a sexain. Yeats uses a simple and balanced structure. The form allows him to move from description of nature to personal reflection.

Rhyme Scheme

Each stanza follows the rhyme scheme ababcc. The first and third lines rhyme, the second and fourth rhyme, and the last two lines form a rhyming couplet. This gives the poem a steady rhythm and a musical flow.

Tone

The tone is calm, reflective, and sorrowful. At first, the poet admires the beauty of autumn and the swans. Soon the tone turns wistful and sad as he feels the changes brought by age and the passing of time. The contrast between the unchanging swans and his own ageing life adds a touch of melancholy.

Imagery, Symbolism & Motifs in The Wild Swans at Coole

Imagery

Yeats uses strong pictures to bring the scene alive. The autumn trees, October twilight, and still sky give us a clear sense of season and mood. The swans flying in “great broken rings” and the sound of the “bell-beat of their wings” create visual and auditory images. These images make the poem rich and memorable.

Symbolism

The swans are a central symbol. They stand for youth, love, passion, and eternity. While human life changes with age and loss, the swans remain constant and full of energy. The autumn season symbolises decline and ageing, contrasting with the vitality of the swans. The still water reflects both peace and the silence of time passing.

Motifs

The repeated ideas or motifs in the poem include time, ageing, love, and change. The poet’s nineteen-year gap since first seeing the swans shows the passing of time. His sadness at growing old contrasts with the ageless swans. The motif of pairs of swans highlights companionship and lasting love. Another motif is the fear of loss — the worry that one day the swans will fly away forever.

Questions and Answers (NCERT-style)

Understanding the Poem

Q1. How do the ‘trees in their autumn beauty’, ‘dry woodland paths’, ‘October twilight’, ‘still sky’ connect to the poet’s own life?

These images of autumn reflect decline and fading life. They connect to the poet’s own ageing and sense of loss. Just as nature moves into autumn, Yeats feels he has entered the later stage of his life.

Q2. What do ‘the light tread’ and ‘the sore heart’ refer to?

‘The light tread’ refers to the poet’s youthful days when he was carefree and joyful. ‘The sore heart’ refers to his present state of sadness and pain as he feels the burden of age and change.

Q3. What is the contrast between the liveliness of the swans and human life?

The swans remain young, tireless, and full of passion, while human life grows weak, old, and sorrowful with time. Yeats shows how the swans stay the same, but humans cannot escape change and ageing.

Q4. What contributes to the beauty and mystery of the swans’ lives?

The swans live in pairs, move gracefully on water, and rise freely into the air. Their constancy, strength, and freedom make them mysterious and beautiful, unlike the fragile human life bound by time.

Extract Based MCQs (5 Sets)

Extract Based MCQs

Set 1

“The trees are in their autumn beauty, The woodland paths are dry, Under the October twilight the water Mirrors a still sky.”

1. Which season is described in the lines?
   a) Summer
   b) Autumn
   c) Winter
   d) Spring
2. What does the “still sky” reflect?
   a) The poet’s joy
   b) The poet’s calm mood
   c) The water’s calmness
   d) The swans’ movement
3. The tone in these lines is—
   a) Energetic
   b) Sad
   c) Peaceful
   d) Angry

Answer Key: 1-b, 2-c, 3-c

Set 2

“Upon the brimming water among the stones Are nine-and-fifty swans.”

1. How many swans does the poet count?
   a) 59
   b) 60
   c) 49
   d) 50
2. Where are the swans seen?
   a) In the air
   b) On the still water
   c) On dry paths
   d) Near the twilight sky
3. The word “brimming” suggests—
   a) Fullness
   b) Emptiness
   c) Shallow water
   d) Movement

Answer Key: 1-a, 2-b, 3-a

Set 3

“All’s changed since I, hearing at twilight, The first time on this shore, The bell-beat of their wings above my head, Trod with a lighter tread.”

1. What has changed according to the poet?
   a) His love for nature
   b) His feelings and life
   c) The number of swans
   d) The lake itself
2. What does “lighter tread” mean?
   a) Weak steps
   b) Joyful and carefree walk
   c) Strong steps
   d) Fearful walk
3. The phrase “bell-beat of their wings” is an example of—
   a) Metaphor
   b) Simile
   c) Personification
   d) Alliteration

Answer Key: 1-b, 2-b, 3-a

Set 4

“Unwearied still, lover by lover, They paddle in the cold Companionable streams or climb the air; Their hearts have not grown old.”

1. What does “unwearied” suggest about the swans?
   a) They are tired
   b) They remain energetic
   c) They are weak
   d) They are resting
2. How do the swans move?
   a) Alone
   b) In pairs
   c) In groups of three
   d) Without order
3. What quality of the swans is highlighted in “their hearts have not grown old”?
   a) Constancy
   b) Weakness
   c) Change
   d) Silence

Answer Key: 1-b, 2-b, 3-a

Set 5

“Delight men’s eyes when I awake some day To find they have flown away?”

1. What does the poet fear here?
   a) He will not see swans again
   b) The swans will live forever
   c) He will forget the lake
   d) The lake will dry up
2. What do the swans bring to others?
   a) Fear
   b) Delight
   c) Anger
   d) Sadness
3. The tone in these lines is—
   a) Hopeful
   b) Doubtful
   c) Fearful and sad
   d) Playful

Answer Key: 1-a, 2-b, 3-c

Important Questions with Answers

Short Answer Questions (30–40 words)

Q1. Why does Yeats feel sorrow when he sees the swans?

Yeats feels sorrow because he has grown old and changed, while the swans remain youthful, full of passion, and unchanged. Their permanence reminds him of his own ageing and the loss of joy in his life.

Q2. How does Yeats contrast the swans with human life?

Swans are tireless, constant, and full of love and energy. Human life, on the other hand, changes with time, age, and loss. This contrast brings out the sadness Yeats feels about human weakness.

Q3. Why does the poet fear waking up one day to find the swans gone?

For Yeats, the swans symbolise beauty, love, and constancy. If they disappear, he will lose the last source of joy and stability in his life. His fear shows his deep sense of emptiness.

Long Answer Questions (120–150 words)

Q4. Discuss the use of imagery in “The Wild Swans at Coole”.

Yeats paints the scene with rich visual and sound images. He describes the autumn trees, dry woodland paths, and still sky, creating a quiet, reflective mood. The swans are shown through the image of “great broken rings” as they fly and the “bell-beat of their wings” as they rise. These images contrast the calm setting with the energy of the swans. The imagery not only brings the scene alive but also reflects the poet’s emotions—his sorrow, nostalgia, and awe. It helps readers see the contrast between the changing human life and the unchanging swans.

Q5. How does the poem reflect Yeats’s personal concerns?

The poem reflects Yeats’s struggle with ageing, loss, and the search for permanence. The nineteen years since he first saw the swans remind him of how time has changed him. He is no longer youthful or carefree, but full of sorrow and weariness. The swans, however, remain unchanged—strong, passionate, and graceful. Yeats’s fear of their disappearance reflects his fear of losing beauty and joy forever. Thus, the poem mirrors his personal longing for constancy in a world of change.

Value-based Question

Q6. What lesson about life can young readers learn from “The Wild Swans at Coole”?

The poem teaches that human life is bound by time and change, but beauty and love can be lasting. It reminds readers to cherish moments of joy and value the constancy of nature. It also suggests that youth and passion can be an inspiration even when life becomes difficult.

Exam Tips & How to Answer

1. Use of Keywords

Always include important keywords in your answers such as: autumn, twilight, sore heart, unwearied swans, passion, constancy, ageing, change. These words show that you understand the poem and its central ideas.

2. Quoting Lines

Support your answers with short quotes from the text. For example: • To show Yeats’s sadness, you can quote “my heart is sore.” • To explain the energy of swans, use “unwearied still, lover by lover.” Do not write long lines. Use only a few words and fit them into your own sentence.

3. Time Planning

• Reading time: Spend 2–3 minutes reading the question carefully.
• Short answers: Keep them 25–40 words. Spend 3–4 minutes on each.
• Long answers: Write 120–150 words. Use 7–9 minutes for each. Begin with an introduction, explain with examples, and close with a clear conclusion.
• Revision: Save 5 minutes at the end to read and correct mistakes.

4. Structuring Answers

• Begin with a clear point. • Explain using simple language. • Add a short quote for support. • End with a link to the theme of the poem. This method keeps your answer neat and examiners find it easy to mark.

5. Common Pitfalls

• Do not memorise answers blindly. Focus on ideas and key points.
• Avoid writing long quotes. Only use short phrases.
• Do not skip the conclusion in long answers.
• Avoid vague words like “nice”, “good”, “bad”. Use exact terms like “imagery”, “symbol”, “tone”.

Vocabulary Boost & Usage

Here are some useful words from The Wild Swans at Coole with simple sample sentences to help you in exams and writing tasks.

Word	Meaning	Sample Sentence
Autumn	Season between summer and winter	The trees turn golden in autumn.
Twilight	Soft light just before night	We went for a walk in the twilight.
Clamorous	Loud and noisy	The clamorous crowd cheered the players.
Unwearied	Not tired	She remained unwearied even after a long walk.
Companionable	Friendly and sociable	He enjoyed the companionable company of his classmates.
Conquest	The act of winning or gaining	The king celebrated his conquest of new lands.
Passion	Strong emotion or love	She spoke about the project with great passion.
Mystery	Something difficult to explain	The old house was full of mystery.
Delight	Great pleasure or joy	The children screamed in delight when the gifts arrived.
Sore	Painful or aching	His sore leg made it hard to walk.
Constancy	Quality of being unchanging	The constancy of the stars comforts many poets.

Practice Set (Short & Very Short)

Very Short Answer Questions (1 mark each)

1. How many swans does the poet see at Coole Park?
2. What season is described at the beginning of the poem?
3. How long has it been since Yeats first counted the swans?
4. Which sound does Yeats compare to a “bell-beat”?
5. What fear does the poet express at the end of the poem?

Short Answer Questions (2–3 marks each)

1. What is the mood of the poet in the opening stanza? Support your answer with one image.
2. Why does Yeats feel his heart has grown sore while the swans remain unwearied?
3. How does Yeats present the swans as symbols of love and companionship?
4. Explain how nature adds to the beauty and mystery of the swans’ presence.
5. What contrast does Yeats draw between the constancy of the swans and the changes in human life?

Answer Frames & Templates

These frames will help you shape answers in exams. Fill in the blanks with details from the poem.

1. Theme-based Answer Frame

The main theme of the poem “The Wild Swans at Coole” is ___________. Yeats shows that while human life ___________, the swans remain ___________. The poet uses the image of ___________ to express his feelings of ___________. Thus, the theme reflects ___________.

2. Imagery-based Answer Frame

Yeats makes use of striking imagery in the poem. For example, he describes ___________ which creates a picture of ___________. Another image is ___________ that symbolises ___________. These images help readers feel ___________ and highlight the contrast between ___________.

3. Symbolism-based Answer Frame

In the poem, the swans symbolise ___________. Their constancy represents ___________, while their passion shows ___________. Yeats contrasts this symbol with ___________ to underline ___________. Thus, symbolism strengthens the central message of the poem.

4. Poetic Device-based Answer Frame

Yeats uses the device of ___________ in the line “___________”. This device helps to ___________. Another device is ___________ in “___________”, which adds ___________. Together, these poetic devices make the poem more ___________ and effective.

5. Value-based Answer Frame

The poem teaches us the value of ___________. Through the swans, Yeats conveys that ___________, whereas human life ___________. The reader learns that even in times of ___________, one can find inspiration in ___________.

Quick Recap (One-page Notes)

• Poem: The Wild Swans at Coole by W. B. Yeats
• Setting: Coole Park, Ireland, in autumn at twilight
• Swans: 59 swans (nine-and-fifty)
• Time Gap: Nineteen years since Yeats first saw the swans
• Poet’s Mood: Sad, reflective, feels the change of age
• Contrast: Poet is ageing and weary; swans remain young and full of energy
• Key Symbols:
  • Swans → permanence, passion, constancy
  • Autumn → ageing, decline, change
  • Twilight → end of a phase, nearing death
• Main Theme: The contrast between fleeting human life and the timeless beauty of nature
• Tone: Reflective, sorrowful, yet admiring of the swans
• Important Lines to Quote:
  • “My heart is sore” → poet’s sadness
  • “Unwearied still, lover by lover” → swans’ constancy
  • “Delight men’s eyes” → timeless charm of swans
• Poetic Devices: Imagery, symbolism, alliteration, repetition
• Exam Tip: Always show contrast between poet’s ageing and swans’ timelessness

FAQs for Class 12 Poetry (Kaleidoscope)

1. What is the central idea of “The Wild Swans at Coole”?

The poem shows Yeats’s sadness at growing old while the swans remain youthful, lively, and constant.

2. Why are the swans important in the poem?

The swans symbolise love, constancy, and timeless beauty. They contrast with human life, which changes with age.

3. What feelings does Yeats express in the poem?

He feels sorrow, loss, and nostalgia, but also admiration for the swans’ vitality.

4. What is the rhyme scheme of the poem?

The poem follows a regular rhyme scheme of ababcc in each stanza.

5. How does nature contribute to the poem’s mood?

The autumn trees, twilight sky, and still water create a calm but sad background that mirrors Yeats’s feelings.

6. What does “my heart is sore” mean?

It means the poet feels deep sadness and emotional pain.

7. Why does Yeats fear the swans may fly away?

He worries that one day they may leave, and he will lose the only constant source of beauty in his life.

8. How should I write answers in the exam?

Use key words like “symbolism”, “contrast”, and “constancy”. Quote short lines to support your points.

9. What literary devices are important to mention?

Imagery, symbolism, repetition, and alliteration are most important.

10. What lesson can we learn from the poem?

The poem teaches us to accept change in life but also to admire the timeless beauty of nature.

About the Poet & References

About W. B. Yeats

William Butler Yeats (1865–1939) was an Irish poet, playwright, and one of the greatest literary figures of the 20th century. He was awarded the Nobel Prize in Literature in 1923. Yeats was deeply influenced by Irish mythology, folklore, and the nationalist movement. His works often blend personal emotions with larger cultural and political themes. The Wild Swans at Coole, written in 1916 and published in 1919, reflects his feelings of ageing and loss, set against the timeless beauty of nature.

References

• NCERT, Kaleidoscope: Elective English for Class XII, Poetry Section
• Yeats, W. B. The Wild Swans at Coole (1919)
• Oxford Dictionary of Literary Terms
• Critical essays and notes on Yeats’s poetry (public domain sources)

The Address by Marga Minco – Summary, Word Meanings, and Q&A for Class 11 English Snapshots

If you're a Class 11 student looking to understand the story The Address by Marga Minco from the NCERT Snapshots textbook, this post is just for you. Here, you'll find a simple and clear summary, important word meanings, and exam-style questions and answers. This guide will help you do well in your school tests and final exams. All answers are written in easy English suited for CBSE and other boards that follow the NCERT syllabus.

Table of Content

• Summary of The Address by Marga Minco
• Word Meaning of The Address by Marga Minco
• Questions and Answers of The Address by Marga Minco
• Important Questions from The Address by Marga Minco
• The Address by Marga Minco – Summary in Hindi
• The Address by Marga Minco – Summary in Urdu
• The Address by Marga Minco – Multiple Choice Questions (MCQs)</a >

Summary of The Address by Marga Minco

The story The Address is about a young girl who returns to her old home after the war. She wants to find some of her family’s things that were left behind. Before the war, her mother had trusted a woman named Mrs Dorling to keep their valuable items safe. But when the girl visits Mrs Dorling after the war, she does not receive a warm welcome.

Mrs Dorling acts strange and does not want to let her in. Later, the girl visits again when Mrs Dorling is not home. Her daughter opens the door and lets her in. Inside, the girl sees her mother’s things – the tablecloth, cutlery, plates, and other items. But instead of feeling happy, she feels out of place. These objects, once full of warmth, now feel cold and lifeless.

The girl realises that no object can bring back her past. She decides to leave everything behind and not return to the address again. The story shows how war changes everything, even simple things like a spoon or a chair. 

Word Meaning of The Address by Marga Minco

Below are the meanings of some difficult words and phrases from the story The Address. These will help you understand the chapter better.

Word / Phrase	Meaning
War memorial	A place built to remember those who died in war
Muttered	Spoke in a low and unclear voice
Stern	Serious and strict-looking
Beckoned	Made a gesture to call someone over
Maroon	A dark reddish-brown colour
Hanukkah	A Jewish festival celebrated in winter
Cutlery	Knives, forks, and spoons
Woollen table-cloth	A piece of fabric made of wool used on a table
Familiar	Known or recognised
Shabby	Old and in bad condition
Embroidered	Decorated with thread patterns
Mantelpiece	A shelf above a fireplace
Tumult	Noise and confusion
Successor	A person who takes over after someone else
Sunk into	Sat deep in something (like a chair)
Cupped my hand	Shaped my hand like a bowl

Questions and Answers of The Address by Marga Minco

1. ‘Have you come back?’ said the woman. ‘I thought that no one had come back.’

Does this statement give some clue about the story? If yes, what is it?

Answer:
Yes, this line gives us a clear clue. It shows that something bad happened in the past, most likely during the war. The woman (Mrs Dorling) thought that the narrator and her family did not survive. This tells us that the story is about someone returning after a long, painful time, looking for something or someone from their past.

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2. The story is divided into pre-War and post-War times.

What hardships do you think the girl underwent during these times?

Answer:
Before the war, the girl and her mother had to give their belongings to Mrs Dorling for safekeeping. It must have been hard to part with those familiar things. During the war, the girl and her mother faced danger, fear, and loss. After the war, the girl returned alone. Her mother had died. She had no proper home, no family, and even when she tried to get her things back, she was not treated kindly. The objects, instead of bringing comfort, made her feel worse. This shows how deeply the war had hurt her life.

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3. Why did the narrator of the story want to forget the address?

Answer:
The narrator wanted to forget the address because it reminded her of pain, loss, and the past. Even though her mother’s belongings were in that house, they no longer felt like hers. The house was different, the woman was cold, and the objects brought no happiness. The past could not return, so the narrator chose to let go of it and move on.

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4. ‘The Address’ is a story of human predicament that follows war. Comment.

Answer:
Yes, the story shows how war breaks people’s lives. The narrator lost her home, her mother, and even the comfort of her family’s old things. She was left with memories and sadness. Mrs Dorling, who was once trusted, acted selfishly. People changed. Objects lost their meaning. The story tells how war not only destroys buildings and lives, but also feelings, trust, and memories. It shows the pain people carry, even after the fighting is over.

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Important Questions from The Address by Marga Minco

These questions are based on both facts and understanding. They include Very Short Answer (VSA), Short Answer (SA), and Long Answer (LA) types, as per Class 11 exam pattern.

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Very Short Answer Questions (VSA)
(Answer in one sentence)

1. What did Mrs Dorling wear when the narrator saw her after the war?
Answer: She wore a green coat and opened the door only a little.

2. Who gave Mrs Dorling the family’s belongings?
Answer: The narrator’s mother gave them to Mrs Dorling.

3. What was the narrator’s reaction when she saw the old things in the house?
Answer: She felt like a stranger and wanted to leave.

4. Why was the narrator not recognised by Mrs Dorling’s daughter?
Answer: Because they had never met before and the narrator had changed.

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Short Answer Questions (SA)
(Answer in 30–40 words)

5. Describe the atmosphere in Mrs Dorling’s house when the narrator visited the second time.
Answer: The house felt strange and lifeless. Though the objects were familiar, the warmth was missing. The narrator felt uneasy and disconnected.

6. How does the narrator describe the cutlery at Mrs Dorling’s house?
Answer: She says the spoons, forks, and knives were all silver and once used daily in her own home. Now, they looked dull and out of place.

7. Why did the narrator not tell Mrs Dorling’s daughter who she really was?
Answer: She did not want to talk about the painful past. She also knew that even if she explained, the girl might not understand.

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Long Answer Questions (LA)
(Answer in 100–120 words)

8. Why do you think Mrs Dorling refused to let the narrator in when she first came?
Answer: Mrs Dorling may have felt guilty for keeping the narrator’s family’s things. She might have hoped the family would never return. When the narrator came back, she feared she’d be asked to return the items. Her cold behaviour showed that she didn’t want to deal with the past or take responsibility.

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9. What kind of relationship do you think the narrator’s mother had with Mrs Dorling?
Answer: The narrator’s mother trusted Mrs Dorling enough to give her valuable household items during the war. This shows that they shared some level of understanding. However, it is also possible that the mother was desperate and had no one else to rely on. It wasn’t a close friendship, as the narrator herself barely remembered the woman.

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10. How does The Address show that material things cannot replace lost people and emotions?
Answer: In the story, the narrator sees all the things that once belonged to her family—plates, cutlery, tablecloths—but they no longer bring comfort. Instead of joy, these objects make her feel sad and empty. They remind her of what she has lost—her home, her mother, and a life that is gone. This shows that things cannot bring back feelings, memories, or people. Some losses are beyond repair.

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The Address by Marga Minco – Summary in Hindi

द एड्रेस – हिंदी में सारांश

यह कहानी एक लड़की की है जो युद्ध के बाद अपने पुराने घर लौटती है। वह कुछ सामान वापस लेने आती है जो उसकी मां ने युद्ध से पहले एक महिला, मिसेज डॉरलिंग, को सौंप दिया था।

जब वह पहली बार मिसेज डॉरलिंग के घर जाती है, तो वे उसे अंदर नहीं आने देतीं। कुछ समय बाद वह दोबारा जाती है। इस बार मिसेज डॉरलिंग घर पर नहीं होतीं और उनकी बेटी दरवाजा खोलती है।

लड़की घर में जाती है और वहां अपनी मां का सामान देखती है — चम्मच, प्लेटें, मेज़पोश आदि। लेकिन अब वे चीजें उसे परायी लगती हैं। उन्हें देखकर वह खुश नहीं होती। वह सोचती है कि चीजें भले ही वापस मिल जाएं, बीता हुआ समय और लोग कभी वापस नहीं आते।

आख़िर में वह फैसला करती है कि वह अब कभी उस पते पर वापस नहीं आएगी। यह कहानी दिखाती है कि युद्ध सिर्फ जीवन नहीं, यादें और रिश्ते भी छीन लेता है।

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The Address by Marga Minco – Summary in Urdu

دی ایڈریس – اردو میں خلاصہ

یہ کہانی ایک لڑکی کی ہے جو جنگ کے بعد اپنے پرانے گھر واپس آتی ہے۔ اس کی ماں نے جنگ سے پہلے اپنا قیمتی سامان مسز ڈارلنگ نامی عورت کو دے دیا تھا تاکہ وہ اسے محفوظ رکھے۔

جب لڑکی پہلی بار اس ایڈریس پر جاتی ہے، تو مسز ڈارلنگ اسے گھر میں داخل نہیں ہونے دیتیں۔ کچھ دن بعد وہ پھر جاتی ہے۔ اس بار مسز ڈارلنگ گھر پر نہیں ہوتیں اور ان کی بیٹی دروازہ کھولتی ہے۔

لڑکی گھر کے اندر جاتی ہے اور اپنی ماں کی چیزیں دیکھتی ہے — چمچ، پلیٹیں، میز پوش وغیرہ۔ لیکن ان چیزوں کو دیکھ کر اسے خوشی نہیں ہوتی بلکہ وہ اجنبی محسوس کرتی ہے۔

لڑکی کو محسوس ہوتا ہے کہ چیزیں تو واپس آ سکتی ہیں، لیکن پرانا وقت اور اپنے لوگ واپس نہیں آ سکتے۔ آخرکار وہ فیصلہ کرتی ہے کہ وہ اس ایڈریس پر دوبارہ کبھی نہیں آئے گی۔

یہ کہانی دکھاتی ہے کہ جنگ صرف جسمانی نقصان نہیں کرتی بلکہ دل اور یادوں کو بھی زخمی کرتی ہے۔

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The Address by Marga Minco – Multiple Choice Questions (MCQs)

1. Why did the narrator visit Mrs Dorling's house after the war?</strong >
A. To meet an old friend
B. To ask for help
C. To take back her family's belongings
D. To deliver a letter

2. How did Mrs Dorling behave when she first saw the narrator?</strong >
A. She was excited and welcomed her
B. She looked confused and invited her in
C. She was polite but distant
D. She was cold and did not let her enter

3. What emotion did the narrator feel while seeing her mother's things in Mrs Dorling’s house?</strong >
A. Joy
B. Pride
C. Discomfort
D. Curiosity

4. What item did the narrator not mention seeing in the house?</strong >
A. Silver cutlery
B. Tablecloth
C. Photo album
D. Plates

5. What was the narrator’s final decision after visiting the house?</strong >
A. She would come again
B. She would report Mrs Dorling
C. She would take the items back
D. She would never return

6. What does the title The Address mostly refer to?</strong >
A. A letter from her mother
B. The location of her old house
C. The place where her family's belongings were kept
D. A post-war refugee centre

7. What war is referred to in the story?
A. World War I
B. World War II
C. Civil War
D. Cold War

8. What is the likely reason the narrator’s mother gave the items to Mrs Dorling?</strong >
A. For donation
B. To hide them from soldiers
C. For safekeeping during the war
D. Because she was shifting abroad

9. What did the narrator do when Mrs Dorling’s daughter invited her to sit?</strong >
A. She sat comfortably
B. She looked around and then sat
C. She refused to sit
D. She sat and started talking about her mother

10. Why did the narrator not share her identity with the girl in the house?</strong >
A. She was afraid
B. She forgot to mention
C. She did not want to bring back painful memories
D. The girl was rude

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Answer Key:

1. C

2. D

3. C

4. C

5. D

6. C

7. B

8. C

9. C

10. C

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A Legend of the Northland by Phoebe Cary - Summary Q&A Solved

 A Legend of the Northland

Suumary | Literary Devices | Difficult Words | Thinking About the Poem (Q&A) | MCQs

Summary of the Poem "A Legend of the Northland" (by Phoebe Cary)

The poem tells the story of an old lady who meets Saint Peter while he is preaching on Earth. Saint Peter, feeling weak from hunger, asks her for a cake. However, the lady, despite having enough dough, is too selfish to give him any. She bakes smaller and smaller cakes, but always finds them too big to part with. Angry at her greed, Saint Peter curses her, turning her into a woodpecker, condemning her to peck at wood for her food. The poem highlights the moral that greed and selfishness can lead to unfortunate consequences.

Literary Devices Used

1. Rhyme Scheme: The poem follows an ABAB rhyme pattern, making it musical. For example, "snows" rhymes with "clothes" and "you" rhymes with "true."
2. Alliteration: The repetition of consonant sounds can be seen in phrases like "faint with fasting."
3. Simile: The children in the Northland are described as looking "like bear’s cubs in their funny, furry clothes."
4. Personification: The woodpecker is personified, originally being a woman who can think and feel.

Difficult Words

• Northland: A cold, snowy region.
• Legend: A traditional story passed down through generations.
• Provoke: To make someone angry.
• Scarlet: A bright red color.
• Scanty: Barely enough.

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Thinking about the Poem - Questions and Answers

I.

1. Which country or countries do you think "the Northland" refers to?

   • The "Northland" likely refers to cold, northern countries like Norway, Sweden, or Canada, where winters are long and snowy.

2. What did Saint Peter ask the old lady for? What was the lady’s reaction?

   • Saint Peter asked the old lady for a cake. The lady, although she had enough dough, was selfish and did not want to give him any cake, always finding them too big to give away.

3. How did he punish her?

   • Saint Peter punished the lady by turning her into a woodpecker, forcing her to search for food by pecking wood.

4. How does the woodpecker get her food?

   • The woodpecker gets her food by pecking at the wood of trees, symbolizing the punishment for her greed.

5. Do you think that the old lady would have been so ungenerous if she had known who Saint Peter really was? What would she have done then?

   • If the old lady had known Saint Peter’s true identity, she might have been more generous, fearing the consequences of denying him food.

6. Is this a true story? Which part of this poem do you feel is the most important?

   • No, this is not a true story; it is a legend meant to teach a moral. The most important part is when the lady’s greed leads to her transformation into a woodpecker.

7. What is a legend? Why is this poem called a legend?

   • A legend is a traditional story that often carries a moral or lesson. This poem is called a legend because it narrates a fictional story with a moral lesson about greed.

8. Write the story of ‘A Legend of the Northland’ in about ten sentences.

   • In the cold Northland, there lived an old lady who once met Saint Peter. Saint Peter, tired and hungry, asked her for a cake. The lady, despite having enough dough, was too selfish to share even a small cake. She made the cakes smaller and smaller, but always found them too large to give away. Angered by her greed, Saint Peter cursed her, turning her into a woodpecker. She was forced to peck at trees for food, living in the forest for the rest of her life. She retained her red cap, but the rest of her clothes were burnt black. To this day, people see the woodpecker as a reminder of this legend.

II.

1. Find more rhyming words.

   • Words like “earth” and “hearth,” “done” and “one,” “flat” and “that” also rhyme within the poem.

2. Find legends in your own language and share them.

   • This question encourages students to explore and present legends from their own culture, fostering a sense of connection between folk stories and moral lessons.

20 Multiple Choice Questions(MCQs) on the poem 'A Legend of the Northland'

MCQs on "A Legend of the Northland"

1. Where is the Northland located, according to the poem?
a) In the east
b) In the tropics
c) In the northern snowy regions
d) Near the equator

2. What is the primary theme of the poem?
a) Bravery
b) Greed and selfishness
c) Kindness and compassion
d) Fear

3. What did Saint Peter ask the old woman for?
a) A glass of water
b) A piece of cake
c) Shelter for the night
d) Some wood for a fire

4. How did the old woman react when Saint Peter asked her for food?
a) She gave him a large cake
b) She refused to give him any food
c) She baked small cakes but found them too big to give
d) She gave him water instead

5. Why did Saint Peter punish the old woman?
a) She insulted him
b) She was rude to him
c) She was too selfish to share her cakes
d) She lied about her food

6. What form did the old woman take after Saint Peter's curse?
a) A reindeer
b) A crow
c) A woodpecker
d) A squirrel

7. What characteristic did the woman retain after being turned into a woodpecker?
a) Her scarlet cap
b) Her black dress
c) Her ability to bake cakes
d) Her speech

8. What lesson does the poem convey?
a) Always follow rules
b) Greed leads to punishment
c) Wealth brings happiness
d) Respect the elderly

9. What kind of poem is "A Legend of the Northland"?
a) A ballad
b) An epic
c) A sonnet
d) A haiku

10. Who wrote "A Legend of the Northland"?
a) William Wordsworth
b) Robert Frost
c) Phoebe Cary
d) Emily Dickinson

11. What does the reindeer symbolize in the poem?
a) Speed
b) The cold, snowy environment of the Northland
c) The people of the Northland
d) Strength

12. How does the poem describe the children of the Northland?
a) Like bears
b) Like angels
c) Like cubs in furry clothes
d) Like snowflakes

13. What moral lesson is highlighted in the transformation of the old woman?
a) Help others even when you are in need
b) Be wise in making decisions
c) Selfishness leads to unfortunate consequences
d) Share your wealth generously

14. What literary device is used in the line, “Where the children look like bear’s cubs”?
a) Simile
b) Metaphor
c) Alliteration
d) Personification

15. What was the lady doing when Saint Peter approached her?
a) Harvesting crops
b) Baking cakes
c) Knitting
d) Sewing clothes

16. Which lines from the poem tell us that the poet is skeptical about the truth of the story?
a) "Away, away in the Northland"
b) "They tell them a curious story — I don’t believe 'tis true"
c) "And still a smaller one"
d) "Now you shall build as the birds do"

17. What is the rhyme scheme of the poem?
a) ABAB
b) AABB
c) ABCD
d) AAAA

18. What happened to the old woman’s clothes after she was transformed?
a) They turned into gold
b) They turned black like coal
c) They were left behind
d) They were burnt to ashes

19. What does the woodpecker do to get its food?
a) Flies and hunts insects
b) Borrows food from other birds
c) Bores into trees for insects
d) Builds a nest in trees

20. Why is this poem called "A Legend of the Northland"?
a) It tells a mythological story set in the Northland
b) It is based on a true story in the Northland
c) It describes the real events in history
d) It talks about historical events from the North

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Answer Key:

1. c) In the northern snowy regions
2. b) Greed and selfishness
3. b) A piece of cake
4. c) She baked small cakes but found them too big to give
5. c) She was too selfish to share her cakes
6. c) A woodpecker
7. a) Her scarlet cap
8. b) Greed leads to punishment
9. a) A ballad
10. c) Phoebe Cary
11. b) The cold, snowy environment of the Northland
12. c) Like cubs in furry clothes
13. c) Selfishness leads to unfortunate consequences
14. a) Simile
15. b) Baking cakes
16. b) "They tell them a curious story — I don’t believe 'tis true"
17. a) ABAB
18. b) They turned black like coal
19. c) Bores into trees for insects
20. a) It tells a mythological story set in the Northland

30 MCQs on "Bholi" by K.A. Abbas Class 10 English NCERT Solution

MCQs - "Bholi" by K.A. Abbas with the Answer Key at the end.

1. What was Bholi’s real name?

   • a) Champa
   • b) Sulekha
   • c) Radha
   • d) Mangla

2. Why did everyone call her Bholi?

   • a) Because she was clever
   • b) Because she was a simpleton
   • c) Because she was beautiful
   • d) Because she was the eldest

3. What happened to Bholi when she was ten months old?

   • a) She fell off the cot and hurt her head
   • b) She had a fever
   • c) She started speaking early
   • d) She was sent to school

4. How did Bholi’s appearance change when she was two years old?

   • a) She had a fever
   • b) She had smallpox and her face was disfigured
   • c) She fell ill and became weak
   • d) She was sent to school

5. What was the condition of Bholi’s speech?

   • a) She could speak fluently
   • b) She was mute
   • c) She stammered when speaking
   • d) She spoke in multiple languages

6. What was Bholi’s family background?

   • a) They were wealthy city people
   • b) They were poor villagers
   • c) They were prosperous farmers
   • d) They were shopkeepers

7. How many siblings did Bholi have?

   • a) Three
   • b) Four
   • c) Seven
   • d) Six

8. Why was Bholi sent to school?

   • a) Her parents wanted her to study
   • b) The Tehsildar asked her father to set an example
   • c) Her mother insisted she go
   • d) Bholi herself wanted to study

9. How did Bholi react when her father told her about school?

   • a) She was excited
   • b) She was scared
   • c) She was angry
   • d) She was indifferent

10. Why was Bholi given new clothes for her first day at school?

• a) Her parents wanted to celebrate
• b) The teacher asked for it
• c) To avoid embarrassment in front of others
• d) Her mother insisted on it

11. What fascinated Bholi at school during her first day?

• a) The other children
• b) The teacher’s voice
• c) The colorful pictures on the walls
• d) The headmistress’s speech

12. How did Bholi’s teacher encourage her to speak?

• a) By threatening her
• b) By being kind and patient
• c) By ignoring her stammering
• d) By giving her gifts

13. What promise did the teacher make to Bholi?

• a) That she would marry a rich man
• b) That she would be as learned as anyone in the village
• c) That she would become the school headmistress
• d) That she would never stammer again

14. How did Bholi feel after her first day at school?

• a) Sad and lonely
• b) Confident and hopeful
• c) Angry at her father
• d) Scared of her teacher

15. What proposal was made for Bholi’s marriage?

• a) A young, handsome man from the city
• b) An old, wealthy man named Bishamber
• c) A teacher from her school
• d) A poor farmer

16. What was Bishamber’s reaction when he saw Bholi’s face?

• a) He accepted her happily
• b) He demanded a dowry
• c) He rejected her immediately
• d) He praised her beauty

17. How did Bholi’s father respond to Bishamber’s dowry demand?

• a) He refused to pay
• b) He offered him two thousand rupees
• c) He called off the marriage
• d) He asked Bholi to reject the proposal

18. What did Bholi do when Bishamber tried to marry her after receiving dowry?

• a) She remained silent
• b) She threw the garland into the fire
• c) She cried and accepted her fate
• d) She begged her father to stop the wedding

19. What was Bholi’s main reason for rejecting Bishamber?

• a) His age
• b) His greed and lack of respect
• c) His appearance
• d) His wealth

20. How did Bholi’s parents react to her rejection of the marriage?

• a) They were proud of her
• b) They were ashamed and disappointed
• c) They supported her decision
• d) They arranged another match

21. How did the villagers react to Bholi’s actions at the wedding?

• a) They praised her bravery
• b) They called her shameless
• c) They offered her help
• d) They ignored her

22. What future plans did Bholi have after rejecting the marriage?

• a) To live alone
• b) To become a teacher
• c) To marry someone else
• d) To work in her father’s farm

23. What does the name "Bholi" mean?

• a) Intelligent
• b) Simpleton
• c) Brave
• d) Beautiful

24. Why was Bholi called "Sulekha" at the end of the story?

• a) To show her transformation into a confident woman
• b) Because her parents changed her name
• c) Because her teacher gave her a new name
• d) To honor her marriage rejection

25. What does Bholi’s rejection of Bishamber symbolize?

• a) The victory of greed
• b) The empowerment of women
• c) The failure of marriage traditions
• d) The importance of education

26. What lesson does Bholi's story teach about social attitudes?

• a) To follow traditions blindly
• b) To break barriers of discrimination and fight for dignity
• c) To always accept societal norms
• d) To depend on others for self-worth

27. How did Bholi’s family view her before she went to school?

• a) As an intelligent girl
• b) As a burden
• c) As a future leader
• d) As their pride

28. How did Bholi’s teacher change her life?

• a) By punishing her
• b) By encouraging her to learn and overcome her fears
• c) By arranging her marriage
• d) By making her the head girl

29. What is the primary theme of the story "Bholi"?

• a) Greed and wealth
• b) Education and self-respect
• c) Love and sacrifice
• d) Power and authority

30. What does Bholi promise her father at the end of the story?

• a) That she will take care of him in his old age
• b) That she will find a better husband
• c) That she will run away from home
• d) That she will never go to school again

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Answer Key:

1. b
2. b
3. a
4. b
5. c
6. c
7. d
8. b
9. b
10. c
11. c
12. b
13. b
14. b
15. b
16. b
17. b
18. b
19. b
20. b
21. b
22. b
23. b
24. a
25. b
26. b
27. b
28. b
29. b
30. a

The Proposal by Anton Chekhov - Summary, Q&A, Important Questions and MCQs

Summary of "The Proposal" by Anton Chekhov

"The Proposal" is a one-act farce that explores the comedic and absurd nature of courtship between the wealthy landowners Ivan Lomov and Natalya Stepanovna. Lomov visits Stepan Chubukov’s house to propose to his daughter, Natalya. However, instead of smoothly asking for her hand in marriage, they begin to argue over trivial matters like the ownership of Oxen Meadows and whose dog is better. These petty arguments escalate to the point where the proposal itself is almost forgotten. In the end, despite their endless bickering, Chubukov persuades them to get married, although they continue arguing even after their engagement is secured.

Answers to Questions

1. What does Chubukov at first suspect that Lomov has come for? Is he sincere when he later says, "And I've always loved you, my angel, as if you were my own son"?

   • Chubukov initially suspects that Lomov has come to borrow money. He is not entirely sincere when he later claims that he has always loved Lomov like his own son. His exaggerated reaction to Lomov's proposal, followed by the rapid change in his behavior when Lomov starts arguing with Natalya, shows that his affection is more tied to the material benefit of the marriage than genuine emotion.

2. Chubukov says of Natalya: "...as if she won’t consent! She’s in love; egad, she’s like a lovesick cat..." Would you agree?

   • Yes, Chubukov's statement is partly true. Natalya’s reaction after learning that Lomov came to propose — she becomes extremely upset and demands that he be brought back immediately — suggests that she has feelings for Lomov, even if they are not overtly romantic. Her sudden switch from arguing with Lomov to eagerly accepting his proposal reflects emotional confusion, much like a "lovesick cat."

3. (i) Find all the words and expressions in the play that the characters use to speak about each other, and the accusations and insults they hurl at each other.

   • Lomov calls Chubukov a "malicious, double-faced intriguer" and accuses him of being a "grabber." Chubukov, in turn, calls Lomov a "fool," a "pettifogger," and an "intriguer." Natalya and Lomov also insult each other, with Lomov claiming that Natalya’s dog, Squeezer, is "overshot" and a poor hunter, while Natalya calls Lomov’s dog, Guess, "old" and "ugly."

   (ii) Five adjectives to describe each character:

   • Lomov: Nervous, argumentative, insecure, excitable, indecisive.
   • Natalya: Stubborn, emotional, quarrelsome, passionate, prideful.
   • Chubukov: Manipulative, opportunistic, impatient, hypocritical, dramatic.

   (iii) What will they quarrel about next?

• They are likely to quarrel about household matters, future decisions regarding their land or livestock, or continue bickering about trivial matters like their dogs, as their argumentative nature seems to be a core part of their personalities.

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'

Top 20 Challenging MCQs for Class 10 English - The Hack Driver | Comprehensive Test

Here are 20 challenging multiple-choice questions (MCQs) that test both factual and inferential comprehension of "The Hack Driver". Answer Key is given at the end.

1. What was the primary reason the young lawyer was sent to New Mullion?

   • A) To investigate a crime
   • B) To serve a summons
   • C) To buy property
   • D) To find a missing person

2. How did the young lawyer initially perceive the village of New Mullion?

   • A) As a thriving city
   • B) As a charming, picturesque town
   • C) As a dull, unimpressive place
   • D) As a dangerous and hostile environment

3. What was the lawyer's first impression of the hack driver?

   • A) Suspicious and unfriendly
   • B) Trustworthy and friendly
   • C) Arrogant and dismissive
   • D) Wealthy and influential

4. What was the hack driver’s real identity?

   • A) Oliver Lutkins
   • B) A hired hand of Lutkins
   • C) A local sheriff
   • D) A farmer from the nearby village

5. Which location did the hack driver first take the lawyer to in the search for Lutkins?

   • A) The local inn
   • B) Lutkins' house
   • C) Fritz’s shop
   • D) The courthouse

6. What reason did the hack driver give for Lutkins’ absence from Fritz’s shop?

   • A) He was hiding from the law
   • B) He was visiting his mother
   • C) He was playing poker
   • D) He was working on his farm

7. What was the lawyer's final realization about the hack driver?

   • A) That he had been a helpful guide
   • B) That he was Lutkins himself
   • C) That he was a government official
   • D) That he had been cheated out of money

8. Why did the people of New Mullion assist in deceiving the lawyer?

   • A) Out of loyalty to Lutkins
   • B) Because they disliked outsiders
   • C) They were unaware of the deception
   • D) They were paid to deceive him

9. What did the lawyer decide about practising law in New Mullion after his experience?

   • A) He was eager to return
   • B) He was hesitant and reconsidered
   • C) He vowed never to return
   • D) He decided to take revenge on Lutkins

10. How does the story "The Hack Driver" primarily convey its humour?

    • A) Through exaggerated characters
    • B) Through wordplay and puns
    • C) Through the irony of the lawyer’s situation
    • D) Through slapstick comedy

11. Which emotion best describes the lawyer’s feelings towards the hack driver during the search?

    • A) Fear
    • B) Anger
    • C) Admiration
    • D) Suspicion

12. What does Lutkins' behaviour throughout the story suggest about his character?

    • A) He is honest but misunderstood
    • B) He is deceptive and manipulative
    • C) He is fearful of the law
    • D) He is a victim of circumstance

13. How does the lawyer's inexperience play a role in the story?

    • A) It makes him more suspicious of others
    • B) It leads him to underestimate Lutkins
    • C) It causes him to solve the case quickly
    • D) It leads to his decision to quit law

14. Which of the following themes is most prominent in "The Hack Driver"?

    • A) Justice and the law
    • B) Deception and gullibility
    • C) Friendship and loyalty
    • D) Wealth and poverty

15. How does the lawyer’s attitude towards his job change by the end of the story?

    • A) He becomes more confident in his abilities
    • B) He becomes disillusioned with his profession
    • C) He decides to pursue a different career
    • D) He becomes more passionate about serving justice

16. What lesson does the lawyer learn by the end of the story?

    • A) To trust everyone
    • B) To be more skeptical and discerning
    • C) That the law always prevails
    • D) That people in small towns are simple and honest

17. What role do the other villagers play in the deception of the lawyer?

    • A) They actively conspire with Lutkins
    • B) They are unaware of the lawyer’s purpose
    • C) They warn the lawyer about Lutkins
    • D) They try to help the lawyer but fail

18. Why did the lawyer enjoy his day in New Mullion despite not finding Lutkins?

    • A) He enjoyed the rural scenery
    • B) He was amused by the hack driver’s stories
    • C) He was glad to escape his office work
    • D) He believed he was making progress in the case

19. How might the story be different if the lawyer had not been so trusting?

    • A) He would have found Lutkins immediately
    • B) He would have been less successful in his career
    • C) He would have been less likely to enjoy the day
    • D) He might have avoided being deceived

20. What is the significance of the title "The Hack Driver"?

    • A) It reflects the lawyer's profession
    • B) It misleads the reader about the true nature of the story
    • C) It highlights the importance of transportation in the plot
    • D) It reveals the hack driver's central role in the story

 Answer Keys:

1. C. Summons
2. D. He was actually Oliver Lutkins
3. B. Bill Magnuson
4. C. At a farmhouse on Gustaff’s farm
5. D. Deceived the lawyer
6. A. Lutkins had deceived him
7. C. He was naive and inexperienced
8. B. He failed to realize that the hack driver was Lutkins himself
9. A. Lutkins’ mother
10. D. Summons to court
11. B. He enjoyed the countryside and the people
12. C. They did not give any information about Lutkins
13. A. The lawyer’s colleague
14. C. He found out he had been deceived by Lutkins
15. B. He was impressed by Lutkins’ knowledge of the village
16. D. Bill pretended to help the lawyer but actually misled him
17. A. The lawyer’s naivety and trust in Bill
18. C. Lutkins was Bill, the hack driver
19. D. A little less smart and knowledgeable than he thought
20. C. Lutkins and his mother played the lawyer for a fool

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

---

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)