Showing posts with label cbse exam prep. Show all posts
Showing posts with label cbse exam prep. Show all posts

Friday, August 23, 2024

Packing by Jerome K. Jerome - Summary - MCQs - Q&A Solved

Table of Index

Summary of Chapter 'Packing' by Jerome K. Jerome

Summary of Packing by Jerome K Jerome

In this humorous story, the narrator, who is confident in his packing skills, takes charge of packing for a trip. He insists that his friends, George and Harris, let him do the job while they relax, but this wasn’t what he intended. He wanted to be in control while they helped. Their laziness annoys him, but he starts packing anyway.

Things don't go smoothly. He forgets to pack his boots, which Harris points out after the bag is already closed. Then, he becomes obsessed with whether he packed his toothbrush, leading him to unpack everything, only to find it inside a boot. Frustrated, he repacks, only to discover that he accidentally packed his spectacles, which means he has to open the bag again.

Finally, George and Harris take over packing the hampers. They start with enthusiasm but make a mess, breaking a cup, squashing a tomato, and creating chaos with the butter. Their dog, Montmorency, adds to the confusion by getting in the way, sitting on things, and causing more trouble.

Despite all the mishaps, the packing is finally done, and they prepare for bed. They argue about what time to wake up, eventually settling on 6:30. However, they find George already asleep, so they set a prank for him by placing a bath where he might stumble into it in the morning.

Difficult Words and Meanings from the chapter Packing

  1. Pride - A feeling of satisfaction from one’s achievements.
  2. Uncanny - Strange or mysterious in a way that is surprising or hard to explain.
  3. Irritate - To make someone annoyed or angry.
  4. Slaving - Working very hard.
  5. Superintend - To supervise or manage something.
  6. Strap - To fasten something with a strap or belt.
  7. Horrible - Very bad, unpleasant, or shocking.
  8. Haunt - To stay in your mind and make you feel worried.
  9. Rummage - To search through something, especially in a messy way.
  10. Chaos - Complete disorder and confusion.
  11. Light-hearted - Cheerful and carefree.
  12. Exciting - Causing great enthusiasm or eagerness.
  13. Squash - To crush something so that it becomes flat or out of shape.
  14. Spectacles - Another word for eyeglasses.
  15. Teapot - A pot used for making and serving tea.
  16. Conceit - Excessive pride in oneself.
  17. Nuisance - Something or someone that causes trouble or annoyance.
  18. Frying-pan - A flat pan used for frying food.
  19. Hamper - A basket or container used for storing or carrying things.
  20. Tumble - To fall or roll over suddenly.
  21. Reflection - Thought or consideration about something.

Thinking About the Text (Q&A)

I. Discuss in pairs and answer each question below in a short paragraph (30– 40 words).
  1. How many characters are there in the narrative? Name them. (Don’t forget the dog!).

    • There are four characters in the narrative: Jerome (the narrator), George, Harris, and the dog, Montmorency.
  2. Why did the narrator (Jerome) volunteer to do the packing?

    • Jerome volunteered to do the packing because he prided himself on his packing skills and believed he was better at it than anyone else.
  3. How did George and Harris react to this? Did Jerome like their reaction?

    • George and Harris readily agreed to let Jerome pack and relaxed while he did all the work. Jerome didn’t like their reaction because he wanted them to assist him, not sit idle.
  4. What was Jerome’s real intention when he offered to pack?

    • Jerome’s real intention was to supervise and manage the packing while George and Harris helped, allowing him to correct their mistakes and show off his packing skills.
  5. What did Harris say after the bag was shut and strapped? Why do you think he waited till then to ask?

    • After the bag was shut and strapped, Harris asked if Jerome had packed the boots. He probably waited because he wanted to tease Jerome after all the effort was already done.
  6. What “horrible idea” occurred to Jerome a little later?

    • A “horrible idea” occurred to Jerome that he might have forgotten to pack his toothbrush, which always troubled him when travelling.
  7. Where did Jerome finally find the toothbrush?

    • Jerome finally found the toothbrush inside a boot after searching through the entire bag.
  8. Why did Jerome have to reopen the packed bag?

    • Jerome had to reopen the packed bag because he realized that he had packed his spectacles inside it by mistake.
  9. What did George and Harris offer to pack and why?

    • George and Harris offered to pack the hampers because they thought it would be quicker and easier if they did it, especially since they were short on time.
  10. While packing the hamper, George and Harris do a number of foolish and funny things. Tick the statements that are true.

  • The true statements are:
    (i) They started with breaking a cup.
    (iii) They squashed a tomato.
    (iv) They trod on the butter.
    (vi) They put things behind them, and couldn’t find them.
    (vii) They stepped on things.
II. What does Jerome say was Montmorency’s ambition in life? What do you think of Montmorency and why?
  • Jerome says Montmorency’s ambition in life is to be a nuisance and get in people’s way. Despite his troublesome behaviour, Montmorency is playful and adds humour to the story, making him an amusing and endearing character.
III. Discuss in groups and answer the following questions in two or three paragraphs (100–150 words)

1. Of the three, Jerome, George, and Harris, who do you think is the best or worst packer?

  • Among the three, Jerome seems to be the best packer, although he still makes mistakes. He is meticulous, even if it means unpacking everything to find his toothbrush or spectacles. However, George and Harris are clearly the worst packers. They create chaos while packing the hampers, breaking items, stepping on things, and making a mess of everything. Their clumsiness and lack of organisation highlight their incompetence in packing, making them far less effective than Jerome.

2. How did Montmorency ‘contribute’ to the packing?

  • Montmorency, the dog, “contributed” to the packing by being a constant source of disruption. He would get in the way at every opportunity, sitting on items that needed to be packed and interfering with the process. He even put his leg in the jam and pretended that the lemons were rats, which caused further chaos. Montmorency’s antics added to the confusion and made the already difficult task of packing even more challenging for George and Harris.

3. Do you find this story funny? What are the humorous elements in it?

  • Yes, this story is very funny. The humour comes from the absurd situations and the way they are described. First, Jerome’s frustration with George and Harris lounging around while he packs is amusing, especially when he realises they took his offer too literally. Second, the chaos caused by George and Harris while packing the hampers, like squashing tomatoes and stepping on butter, adds to the comedic effect. Finally, Montmorency’s mischievous behaviour, such as sitting on things and attacking the “rat” lemons, brings a playful and light-hearted humour to the story. Jerome’s witty and sarcastic narration enhances the overall comedic tone.

Thinking About Language


ANSWER:

Following is the matching of words/phrases from Column A with their meanings in Column B:

  1. slaving - (viii) working hard
  2. chaos - (vi) complete confusion and disorder
  3. rummage - (v) search for something by moving things around hurriedly or carelessly
  4. scrape out - (ii) remove something from inside another thing using a sharp tool
  5. stumble over, tumble into - (vii) fall, or step awkwardly while walking
  6. accomplish - (iv) finish successfully, achieve
  7. uncanny - (iii) strange, mysterious, difficult to explain
  8. (to have or get into) a row - (i) a quarrel or an argument

II. Use suitable words or phrases from Column A to complete the paragraph.

A Traffic Jam

During power cuts, when traffic lights go off, there is utter chaos at crossroads. Drivers add to the confusion by having or getting into a row over their right of way, and nearly come to blows. Sometimes passers-by, seeing a few policemen stumbling over, tumbling into at regulating traffic, step in to help. This gives them a feeling of having accomplished something.

1. Work in pairs and give:

  • (i) Two commands to your partner:

    • Sit down.
    • Open the book.
  • (ii) Two dos and don'ts to a new student in your class:

    • Do: Always be on time.
    • Don't: Don't interrupt when someone is speaking.
  • (iii) Directions to get to each other's houses:

    • Board Bus No.121 and get down at Sagar Restaurant. From there, turn right and walk till you reach a book shop. My home is just behind the shop.
  • (iv) Instructions for moving the body in an exercise or a dance, or for cooking something:

    • Exercise: Stand straight with feet shoulder-width apart. Raise your arms above your head and stretch. Bend forward and try to touch your toes without bending your knees.
    • Cooking: Wash the fruit. Cut them into small pieces. Mix them well. Add a few drops of lime juice. Add sugar to taste. Now add some cream or ice cream if you wish to make fruit salad with ice cream.

2. Fill in the blanks and add a few more proverbs to the table:

  • Positive:
    • (iii) Look before you leap.
    • (iv) Live and let live.
  • Negative:
    • (iii) Don’t make a mountain out of a molehill.
    • (iv) Don’t put all your eggs in one basket.

Writing

You have seen how Jerome, George and Harris mess up their packing, especially of the hamper. From their mistakes you must have thought of some dos and don’ts for packing. Can you give some tips for packing by completing the paragraph below?
First pack all the heavy items, especially the ones you don’t need right away. Then ...
Here are some words and phrases you can use to begin your sentences
with:
• Then
• Next
• Now
• Remember
• Don’t forget
• At last/Finally

ANSWER:
First, pack all the heavy items, especially the ones you don’t need right away. Then, place the lighter items on top to avoid crushing anything fragile. Next, make sure to wrap any breakable items in soft materials like clothing or bubble wrap for added protection. Now, check if there’s any extra space in the corners of the bag where you can tuck small items. Remember to label your boxes or bags if you’re packing for a move, so you know where everything is. Don’t forget to leave out the items you’ll need immediately, such as toiletries or a change of clothes, and keep them accessible. At last/Finally, double-check that everything is securely packed and that nothing has been left behind.

Speaking

Here are some examples of how to use "had better" in response to the situations listed:

  1. Hasn't returned a book to the library:

    • "You had better return that book to the library today, or you'll get a fine."
  2. Has forgotten to bring lunch:

    • "You had better find something to eat, or you'll be hungry all day."
  3. Hasn't got enough change for bus fare:

    • "You'd better ask someone for change, or you might miss the bus."
  4. Has found out a secret about you:

    • "You'd better keep that secret to yourself, or else."
  5. Has misplaced your English textbook:

    • "You had better find my English textbook, or you'll be in trouble."

MCQs Based on "Packing" by Jerome K Jerome

  1. Who is the narrator of the story?
    • A. George
    • B. Harris
    • C. Jerome
    • D. Montmorency
  2. What is the narrator's primary concern throughout the packing process?
    • A. Breaking something
    • B. Losing his belongings
    • C. Running out of time
    • D. Arguing with his friends
  3. Which animal plays a significant role in the story?
    • A. A cat
    • B. A dog
    • C. A bird
    • D. A horse
  4. What is the narrator's opinion of Harris and George's packing skills?
    • A. He admires their efficiency
    • B. He finds them to be quite good
    • C. He believes they are terrible
    • D. He thinks they are better than him
  5. Where does the narrator plan to go on this trip?
    • A. The narrator does not mention a destination
    • B. A nearby city
    • C. A foreign country
    • D. A rural area
  6. Why does the narrator insist on packing himself?
    • A. He is a perfectionist
    • B. He wants to show off his skills
    • C. He doesn't trust his friends
    • D. He enjoys being in control
  7. What can we infer about the narrator's personality based on his interactions with his friends?
    • A. He is patient and understanding
    • B. He is lazy and irresponsible
    • C. He is bossy and opinionated
    • D. He is kind and generous
  8. Why does Montmorency seem to enjoy causing trouble?
    • A. He is bored
    • B. He is jealous
    • C. He is mischievous
    • D. He is hungry
  9. What is the significance of the constant arguments between the narrator, Harris, and George?
    • A. They highlight the challenges of friendship
    • B. They show that they are not really compatible
    • C. They create comedic relief in the story
    • D. They reveal underlying tensions and conflicts
  10. What is the overall tone of the story?
    • A. Serious
    • B. Romantic
    • C. Tragic
    • D. Humorous
  11. What does the narrator's constant references to his toothbrush reveal about his character?
    • A. He is forgetful and disorganized
    • B. He is overly cautious and anxious
    • C. He is superstitious and irrational
    • D. He is obsessive and compulsive
  12. The constant chaos and bickering among the three men can be seen as a metaphor for what?
    • A. The challenges of travel
    • B. The complexities of human relationships
    • C. The absurdity of life
    • D. The difficulties of planning a vacation
  13. Why does the narrator seem so irritated by his friends' packing skills?
    • A. He is a perfectionist and values efficiency
    • B. He is jealous of their abilities
    • C. He is trying to assert his dominance
    • D. He is simply annoyed by their incompetence
  14. What is the significance of the narrator's frequent use of humor and exaggeration in the story?
    • A. To create a sense of realism
    • B. To make the characters more relatable
    • C. To provide comic relief and entertain the reader
    • D. To highlight the seriousness of the situation
  15. The story can be interpreted as a critique of what aspect of Victorian society?
    • A. The obsession with class and status
    • B. The emphasis on material possessions
    • C. The lack of respect for women
    • D. The value placed on leisure and recreation
  16. How does the narrator's perspective on the trip change as the story progresses?
    • A. He becomes more excited and optimistic
    • B. He becomes more disillusioned and pessimistic
    • C. He remains largely unchanged
    • D. He becomes more appreciative of his friends
  17. What is the significance of the constant references to time and deadlines in the story?
    • A. To create a sense of urgency and tension
    • B. To highlight the limitations of human planning
    • C. To emphasize the importance of efficiency
    • D. To symbolize the passage of time and the inevitability of change
  18. How does the character of Montmorency contribute to the overall theme of the story?
    • A. He represents the natural world and its indifference to human affairs
    • B. He symbolizes the chaos and unpredictability of life
    • C. He serves as a foil for the human characters
    • D. He represents the petulant and demanding nature of children
  19. What is the underlying message of the story?
    • A. The importance of planning and preparation
    • B. The value of friendship and camaraderie
    • C. The absurdity and unpredictability of life
    • D. The dangers of excessive indulgence and hedonism
  20. How does the story reflect the values and attitudes of the Victorian era?
    • A. By emphasizing the importance of hard work and discipline
    • B. By romanticizing the natural world and wilderness
    • C. By satirizing the upper classes and their excesses
    • D. By promoting the ideals of individualism and self-reliance
ANSWER KEY:
  1. C
  2. B
  3. B
  4. C
  5. A
  6. A
  7. C
  8. C
  9. A
  10. D
  11. B
  12. B
  13. A
  14. C
  15. C
  16. C
  17. A
  18. B
  19. C
  20. C







Monday, August 14, 2023

15 multiple-choice questions (MCQs) based on the poem "Father to Son" by Elizabeth Jennings:

Following are 15 multiple-choice questions (MCQs) based on the poem "Father to Son" by Elizabeth Jennings:


1. What is the central theme of "Father to Son"?

   a) The joys of parenthood

   b) The complexities of family relationships

   c) The challenges of school life

   d) The beauty of nature


2. What does the metaphor of "planting a seed" represent in the poem?

   a) The father's love for gardening

   b) The father's attempt to shape his son's growth

   c) The son's interest in farming

   d) The importance of environmental conservation


3. In the poem, how long have the father and son been living together?

   a) A few months

   b) A couple of years

   c) Many decades

   d) A lifetime


4. What do the lines "We speak like strangers" suggest about the relationship between the father and son?

   a) They communicate openly and honestly

   b) They have a close and loving bond

   c) They have a distant and unfamiliar connection

   d) They frequently argue and disagree


5. What does the father wish for his son to do?

   a) Travel the world

   b) Pursue a conventional career

   c) Return to the familiar "father's house"

   d) Never leave home


6. The phrase "why anger grows from grief" indicates the son's struggle with:

   a) Joy and excitement

   b) Indifference and apathy

   c) Disappointment and frustration

   d) Love and affection


7. The repeated image of "an empty hand" symbolizes the father's:

   a) Generosity

   b) Anger

   c) Helplessness and yearning

   d) Rejection


8. What emotion does the father seek to shape into a new love?

   a) Happiness

   b) Sadness

   c) Anger

   d) Confusion


9. How does the son feel about the idea of returning to the "father's house"?

   a) He is eager to return

   b) He is indifferent

   c) He is resistant to the idea

   d) He is excited about the prospect


10. The poem's rhyme scheme is:

    a) ABAB

    b) AABB

    c) ABBABA

    d) ABCB


11. The phrase "Silence surrounds us" suggests:

    a) A lively conversation

    b) A peaceful atmosphere

    c) A lack of communication

    d) A harmonious relationship


12. What does the father wish to forgive in the poem?

    a) His son's mistakes

    b) His own shortcomings

    c) The past misunderstandings

    d) The challenges of life


13. The metaphor of "empty hand" can be interpreted as a symbol of:

    a) Material wealth

    b) Emotional distance

    c) Physical strength

    d) Intellectual prowess


14. What is the tone of the poem "Father to Son"?

    a) Joyful and celebratory

    b) Indifferent and detached

    c) Sad and reflective

    d) Angry and confrontational


15. What universal theme does the poem address?

    a) The joys of parenthood

    b) The challenges of generational differences

    c) The excitement of adventure

    d) The importance of wealth

KEY

1. b) The complexities of family relationships
2. b) The father's attempt to shape his son's growth
3. b) A couple of years
4. c) They have a distant and unfamiliar connection
5. c) Return to the familiar "father's house"
6. c) Disappointment and frustration
7. c) Helplessness and yearning
8. b) Sadness
9. c) He is resistant to the idea
10. c) ABBABA
11. c) A lack of communication
12. c) The past misunderstandings
13. b) Emotional distance
14. c) Sad and reflective
15. b) The challenges of generational differences

Father to Son by Elizabeth Jennings Summary Themes Questions and Answers NCERT Class 11 English

Detailed analysis of "Father to Son" by Elizabeth Jennings:

Father to Son
Title and Theme: The title "Father to Son" immediately suggests the theme of the poem, which is the complex and often strained relationship between a father and his son. The poem delves into the challenges of understanding, communication, and the emotional gap that exists between generations.

Stanza 1: In the opening stanza, the speaker expresses a sense of bewilderment and distance in their relationship with their child. Despite living together in the same house for years, the speaker feels that they do not truly comprehend their child's thoughts and emotions. This lack of understanding prompts the speaker to reflect on their attempts to connect with their child based on memories from the past.

Stanza 2: The second stanza contemplates the idea of nurturing and guiding the child's growth, likening it to planting a seed. However, there is a sense of uncertainty about whether the seed has taken root and grown in the child's own territory ("the land is his and none of mine"). The metaphor highlights the challenge of nurturing a sense of connection and shared experience.

Stanza 3: The third stanza reveals the strained nature of their current relationship. The two communicate like strangers, and there is a noticeable lack of understanding between them. The speaker reflects on the disconnect between the child's interests and their own, expressing a sense of alienation from the son's world and passions.

Stanza 4: In this stanza, the speaker reveals their desire for the son to return to the familiar ("prodigal") environment of the father's house, longing for a connection reminiscent of the past. This can be interpreted as a wish for the son to embrace a more conventional and recognizable path in life, rather than forging his own unique path.

Stanza 5: The fifth stanza expresses the father's willingness to forgive the son for his choices and to find a new kind of love born from sorrow and understanding. This highlights the complexity of the emotional journey for both father and son.

Stanza 6: In this stanza, the poem shifts to a more introspective tone, as both father and son acknowledge their shared existence on the same Earth. The son's statement about not understanding himself reveals a universal struggle with self-awareness and identity. The lines "why anger grows from grief" suggest a recognition of the son's emotional struggles.

Stanza 7: The final stanza encapsulates the essence of the poem's theme. Both the father and the son are portrayed as reaching out for connection and forgiveness, symbolized by their "empty hand." The longing for something to forgive underscores the depth of their emotional yearning for understanding and reconciliation.

In "Father to Son," Elizabeth Jennings skillfully captures the complex dynamics of a father-son relationship, emphasizing the challenges of understanding and bridging the emotional gap between generations. The poem reflects on the universal themes of communication, empathy, and the intricacies of familial bonds.

Summary of the poem Father to Son by Elizabeth Jennings

"Father to Son" by Elizabeth Jennings is a reflective poem that explores the strained relationship between a father and his son. Despite living together, the two feel like strangers, unable to truly understand each other. The father attempts to connect based on memories from the past, but there is a sense of disconnect between their worlds. The father wishes for the son to return to the familiar, yet also seeks to forgive and find a new kind of love. Both express a longing for understanding and reconciliation, symbolized by their outstretched but empty hands. The poem delves into the complexities of generational differences, communication, and the emotional journey of a father and son trying to bridge the gap between them.

The theme of the Poem Father to Son by Elizabeth Jennings

The theme of "Father to Son" by Elizabeth Jennings revolves around the complexities of family relationships, particularly the strained bond between a father and his son. The poem explores various facets of this theme:
  1. Communication and Understanding: The poem highlights the challenges of communication and understanding between generations. Despite living together, the father and son struggle to connect emotionally and comprehend each other's perspectives.

  2. Generational Divide: The poem delves into the gap that can exist between different generations. The father's attempts to relate to his son based on his own experiences are met with a disconnect, illustrating how generational differences can lead to a lack of mutual comprehension.

  3. Desire for Reconciliation: The father expresses a longing for reconciliation and a renewed relationship with his son. He yearns for the son to return to the familial fold, even though he acknowledges the son's need to forge his own path.

  4. Forgiveness and Acceptance: Forgiveness is another key theme. The father is willing to forgive and seeks to shape a new love from the sadness he feels. This emphasizes the importance of acceptance and understanding despite differences.

  5. Identity and Self-Understanding: The son's statement about not understanding himself touches on the theme of self-identity and self-discovery. This reflects a broader theme of individuals' struggles to comprehend their own emotions and motivations.

  6. Emotional Struggles: The poem addresses emotional struggles, such as grief and anger, that can arise within family relationships. The father and son both grapple with complex emotions as they navigate their connection.

In essence, "Father to Son" delves into the intricacies of familial bonds, the challenges of bridging the gap between generations, and the yearning for understanding and reconciliation despite differences.

Think it out (Q&A)

Q1. Does the poem talk of an exclusively personal experience or is it fairly universal?

ANSWER: The poem "Father to Son" by Elizabeth Jennings touches on themes and emotions that are fairly universal, making it relatable to a wide range of readers beyond just the personal experience it may have been inspired by.

While the poem may have been inspired by a specific personal experience or relationship, its exploration of generational divide, communication challenges, the desire for reconciliation, and the complexities of family dynamics are all themes that resonate with many people. The struggles depicted in the poem are not limited to the particular individuals mentioned; they reflect broader human experiences within familial relationships.

Q2. How is the father’s helplessness brought out in the poem?

LONG ANSWER: 

The father's sense of helplessness in "Father to Son" is effectively conveyed through several aspects of the poem, including imagery, language, and the exploration of his emotions. Here are some ways in which the father's helplessness is brought out:

  1. Strained Communication: The poem begins by emphasizing the lack of understanding between the father and the son. Despite living together for years, they are depicted as essentially strangers, unable to communicate effectively. This lack of connection underscores the father's helplessness in trying to bridge the emotional gap.

  2. Metaphorical Imagery: The metaphor of planting a seed and nurturing it illustrates the father's attempt to guide and shape his son's growth. However, the uncertainty about whether the seed has grown and the land belonging to the son's world emphasize the father's limited control over the son's choices and development. This metaphor symbolizes the father's inability to fully influence his son's path.

  3. Yearning for Reconciliation: The father expresses a desire for the son to return to the "father's house" and the familiar, which can be seen as a longing for the son to come back to a more conventional and known path. This wish reveals the father's sense of powerlessness in accepting the son's independent choices.

  4. Empty Hands: The repeated image of "an empty hand" symbolizes the father's inability to connect with his son on an emotional level. The image suggests a reaching out for understanding and reconciliation, but it remains unfulfilled, highlighting the father's helplessness in bridging the emotional divide.

  5. Emotional Struggle: The father's emotions, such as grief and a willingness to forgive, reflect his internal turmoil and sense of helplessness in navigating the complexities of their relationship. His acknowledgment that he does not understand his own emotions ("I cannot understand / Myself") further underscores his feelings of helplessness and confusion.

  6. Yearning for Shared Love: The father's desire to shape a new love from sorrow signifies his hope for a renewed connection with his son, even in the face of their differences. This yearning emphasizes his helplessness in trying to mend the relationship.

Collectively, these elements in the poem paint a picture of a father who is struggling to bridge the emotional gap between himself and his son, highlighting his sense of helplessness and the challenges he faces in understanding and connecting with his child.

SHORT ANSWER:

"Father to Son" by Elizabeth Jennings expresses a father's helplessness in bridging the emotional gap with his son. Despite living together, they are like strangers, struggling to communicate. The father's wish for his son to return to the familiar "father's house" highlights his difficulty accepting the son's independence. References to "empty hands" symbolize failed attempts to connect, and the father's grief and desire for forgiveness reveal his turmoil. Ultimately, he longs to transform sorrow into a new bond, underscoring his struggle to reconcile with his son.

Q4. Identify the phrases and lines that indicate distance between father and son.

ANSWER: In "Father to Son" by Elizabeth Jennings, several phrases and lines indicate the emotional distance between the father and son:

1. "I do not understand this child"

2. "We speak like strangers"

3. "There's no sign of understanding in the air"

4. "Yet what he loves I cannot share"

5. "Silence surrounds us"

6. "I would have / Him prodigal, returning to / His father's house"

7. "Rather than see him make and move / His world"

8. "He speaks: I cannot understand / Myself, why anger grows from grief"

9. "We each put out an empty hand"

These phrases and lines highlight the lack of understanding, communication, and emotional connection between the father and son, underscoring the theme of distance and estrangement in their relationship.

Q5. Does the poem have a consistent rhyme scheme?

ANSWER: Yes, the poem "Father to Son" by Elizabeth Jennings has a consistent ABBABA rhyme scheme in each stanza. This means that the first, fourth, and fifth lines of each stanza rhyme with each other, and the second and third lines rhyme with each other. This rhyme scheme contributes to the poem's structure and rhythm.

Monday, January 30, 2023

Class 12 English Flamingo Poem My Mother at Sixty Six by Kamala Das

My Mother at Sixty Six


Complete Text

Driving from my parent’s

home to Cochin last Friday

morning, I saw my mother,

beside me,

doze, open mouthed, her face

ashen like that

of a corpse and realised with

pain

that she was as old as she

looked but soon

put that thought away, and

looked out at Young

Trees sprinting, the merry children spilling

out of their homes, but after the airport’s

security check, standing a few yards

away, I looked again at her, wan,

pale

as a late winter’s moon and felt that

old

familiar ache, my childhood’s fear,

but all I said was, see you soon,

Amma,

all I did was smile and smile and

smile......

Summary

The poem by Kamala Das reflects the poet's emotions as she drives with her aging mother and realizes the fragility of life. The poet sees her mother doze beside her, her face looking ashen, and is struck with a deep pain and ache for her mother's aging and vulnerability. The sight of the merry children and young trees outside the car window tries to ease the poet's thoughts, but after the airport security check, the poet sees her mother again, pale and wan, and feels the familiar ache and fear from her childhood. Despite these emotions, the poet tries to hide her feelings and merely says goodbye, smiling.


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Imagery Used in the Poem

Mother's appearance as a corpse: The appearance of the poet's mother as a corpse symbolizes the poet's fear of losing her and the fragility of life. This image highlights the contrast between life and death and underscores the pain and ache the poet feels for her mother's aging.

Young trees sprinting: The image of young trees sprinting symbolizes energy, vitality, and growth. This image provides a momentary distraction for the poet and serves to highlight the contrast between the vitality of youth and the fragility of old age.

Merry children spilling out of their homes: The image of merry children spilling out of their homes symbolizes youth, innocence, and happiness. This image provides a momentary distraction for the poet and serves to heighten the poet's awareness of the fragility of life and the inevitability of aging and loss.

Late winter's moon: The comparison of the poet's mother to a late winter's moon symbolizes her pale and wan appearance, as well as her vulnerability and distance. This image emphasizes the poet's fear of losing her mother and underscores the contrast between the vitality of youth and the fragility of old age.

Smile: The image of the poet smiling serves as a mask for the deep pain and fear she feels. It expresses the poet's attempt to hide her emotions and to be strong in the face of her mother's aging and vulnerability. The smile also expresses the poet's love for her mother and the hope of a future reunion.

Question 1. What is the kind of pain and ache that the poet feels?

Answer:

The poet feels a deep pain and ache for the aging and vulnerability of her mother. She compares her appearance to that of a corpse and is reminded of his childhood fear of losing her. Despite this pain, the poet tries to mask his emotions and merely says goodbye and smiles.

Question 2. Why are the young trees described as ‘sprinting’?

Answer:

The young trees are described as "sprinting" because she is fast moving in her car, as she drives from her parent's home to Cochin. The use of the word "sprinting" also implies a sense of liveliness and swift movement, which contrasts with the tired and vulnerable appearance of the poet's mother. The sight of the young trees provides a momentary distraction for the poet, but does not ease the deep pain and ache she feels for her mother's aging.

Question 3. Why has the poet brought in the image of the merry children ‘spilling out of their homes’?

Answer:

The image of the merry children is brought in by the poet to provide contrast to the vulnerability of her aging mother and to show the energy and joy of youth. The sight of the children spilling out of their homes, full of life and happiness, provides a momentary distraction for the poet and a contrast to her own feelings of pain and fear. The children symbolize youth, vitality, and innocence, and the sight of them serves to heighten the poet's awareness of the fragility of life and the inevitability of aging and loss.

Question 4. Why has the mother been compared to the ‘late winter’s moon’?

Answer:

The poet compares the appearance of her mother to a "late winter's moon" to describe her mother's pale, wan appearance after the airport security check. The comparison to a "late winter's moon" emphasizes the mother's fragile and vulnerable state and the poet's fear of losing her. The image of the moon also suggests a sense of distant coldness and detachment, which mirrors the poet's attempt to hide her emotions and to say goodbye with a smile. The comparison serves to underscore the deep pain and ache the poet feels for her mother's aging and to highlight the contrast between the vitality of youth and the fragility of old age.

Question 5. What do the parting words of the poet and her smile signify?

Answer:

The parting words of the poet, "see you soon, Amma," and her smile signify her attempt to hide her emotions and to be strong in the face of her mother's aging and vulnerability. The words and smile serve as a mask for the deep pain and fear the poet feels, as she is reminded of the inevitability of loss and the fragility of life. The words and smile are a way for the poet to maintain a sense of hope and optimism, despite her feelings of sadness and fear. They also express the poet's love for her mother and the hope of a future reunion.

Short Answer Type Questions

Question 1. The pain of separation is expressed both literally and metaphorically in this poem. Elucidate.        

[CBSE Question Bank, 2021]

Answer:

The poem, My Mother at Sixty Six, describes the scene where a mother and daughter are driving to their hometown Cochin. The mother dozes off and when the daughter looks at her ashen unmoving body, she suddenly gets frightened that she is dead. The daughter realizes that her mother is quite old and she could lose her to death at any time. This makes her pensive and she reflects on the love for her mother. The poet narrates the bonding between the duo and brings forth the pain and fear experienced by the daughter of losing her mother due to the inevitable reality of life which is death.

Question 2. Comment on the tone of the poem with reference "My Mother at Sixty Six".                

[CBSE Question Bank, 2021]

Answer:

The tone of this poem is predominantly pensive and sorrowful. The poet suddenly notices that her mother looks as old as she is. However, it does not surprise her because she has always been aware of the certainty of her mother's death. As she does when she turns away from her mother to look at the Q.7. trees and the children, she has simply chosen not to think about losing her mother anytime soon. Yet that fear has always plagued her and it plagues her still. This saddens her and one can see her silent tears even when she has forced herself to smile.

Question 3. Imagery was an effective literary device to bring out the contrast between the "merry children" and mother. Comment.

[CBSE Question Bank, 2021]

Answer:

The poet has used the image of merry children spilling out of their homes to bring a contrast between old age and childhood. Her mother's pale, colourless face stands for old and fading age. Merry children symbolise the spring of life, vigour and happiness. They also symbolize the spontaneity of life in contrast to the passive and inactive life of her aged mother.

Question 4. The poet does not directly mention the fear of her mother's death and yet she is successfully able to convey the same through different poetic techniques. Discuss.

[CBSE Question Bank, 2021]

Answer:

The poem 'My Mother at Sixty-six' is rich in imagery. Kamala Das uses the devices of comparison and contrast. The use of simile is very effective. The face of the poet's old mother is described as 'ashen'. This ashen face is 'like that of a corpse'. The poet uses another simile. The "wan, pale' face of the mother is compared to 'a late winter's moon'. The poem excels in contrasts. The old ‘dozing’ lady inside is contrasted with the young tress ‘sprinting’ and merry children ‘spilling’ out of their homes.

Question 5. Kamala Das speaks of an old familiar ache...' What do you think is the reason for this feeling?

[CBSE SQP, 2020-21]

Answer:

As a child, Kamala Das had a fear of losing her mother. She always felt sad when she was separated from her mother and was scared that she might not be alive the next time she came back.

[CBSE Marking Scheme, 2020-21]

Question 6. What kind of pain does Kamala Das feel in 'My Mother at Sixty-Six?

[Delhi Set-1, 2017]

Answer:

Value Points: -pain of separation - losing her mother-childhood fear-mother getting old.

[CBSE Marking Scheme, 2017]

Detailed Answer: Kamala Das feels pained at the thought of her mother getting old. She was pained to think that she may lose her mother soon. She had the fear of losing her mother and getting separated from her permanently.

Question 7. Why are the young trees described as sprinting?

[Delhi Set-II, 2017, Comptt., Delhi Set-II, 2017]

Answer:

Value Points: - Image of youthfulness energy -vitality-full of life-contrast to mother's pale/ old face.

(Any two) [CBSE Marking Scheme, 2017]

Detailed Answer: The young trees running spiritedly in the opposite direction stand in sharp contrast to the poetess' aged and pale-looking mother. The trees symbolize youth and life, whereas the old mother represents old age and is moving towards the grave. They symbolise the quick passage of time that has brought old age to her.

Question 8. Having looked at her mother, why does Kamala Das look at the young children?

[Outside Delhi Set-1, 2017]

Answer:

Value Points: to drive away pain-fear of separation from her mother-children symbolic of life/energy/ dynamism/happiness-to distract from thoughts of her ageing mother.

(CBSE Marking Scheme, 2017)

Detailed Answer: Kamala Das looked at the young children, as they represented youth, which is full of life and energy. She wanted to drive away the fearful and disturbing thought that her mother was getting old and weak and might die soon.

Question 9. Why has the mother been compared to the 'late winter moon'?

[Comptt., Outside Delhi Set-I, 2017]

Answer:

Value Points: Pale wan colour/mother had lost her glow on her face.

[CBSE Marking Scheme, 2017]

Detailed Answer: The mother has been compared to the 'late winter moon' because she has become pale like the moon in the winter. She is dull and lifeless. Her face has lost her glow and is misted with wrinkles, as the winter of moon shrouded with clouds.

Question 10. What did Kamala Das think when she looked at her mother?

[Comptt. Outside Delhi Set-III, 2017]

Value Points: - dozing like a corpse/as old as she looked-fear that she may not meet her mother.

[CBSE Marking Scheme, 2017]

Detailed Answer: Kamala Das' mother was dozing, as she was sitting in the car. Her face looked pale and like a dead body. Kamala Das thought that her mother would not live long and felt pain that she might not meet her again.

Question 11. What were the poet's feelings as she drove to Kochi Airport?

[Comptt., 2015]

Answer:

Value Points: Fear of separation/worried about her ageing mother/fear of losing her mother/ anxiety.

[CBSE Marking Scheme, 2015]

Detailed Answer: Her feelings at the airport were of fear because she was afraid that her mother was going to die because she was looking very weak and she was not sure whether she would be able to meet her mother again. She hid her fear by smiling and assured her mother that they would meet again.

Long Answer Type Questions

Answer the following questions in 120-150 words:

Question 1. Imagine the mother gets to know of the poet persona's fears. Write a letter, as the mother, telling the daughter why she must not dwell on these fears.

You may begin this way:

Pallipuram

Cochin, Kerala

22 August' 60

My dear Kamala

I am writing to you because when you left me at the airport, I felt something wasn't right. Judging by how little you spoke that day………………………………………………… (continue) ………………………………

With love

Amma

[CBSE Question Bank, 2021]

Answer:

Value Points: poet's words and smiles are a deliberate attempt to hide her real feelings- parting words: "See you soon, Amma", give an assurance to the mother- poet's continuous smiles are an attempt to overcome the ache and fear inside her heart- latent fear of losing mother could be felt at the surface- mother grown weak and frail- effect of old age- ageing is a natural process-time and ageing spare none- with this ageing, separation and death become inevitable- the advice: don't be pained and frightened by the idea that she (poet) may have to face all these things herself- everyone has to face this situation one day or the other- human life is transient and people are mortal beings who have to suffer through the pangs of death

Detailed Answer:

Pallipuram

Cochin, Kerala

22 August '60

My dear Kamala

I am writing to you because when you left me at the airport, I felt something wasn't right Judging by how little you spoke that day, I understand that you were trying to hide your fears. You are afraid that you are going to lose me and I am going to die soon. My child, you can put your fears to rest as I am enjoying the prime of my health. I am doing my daily chores actively and I do not feel tired so soon. I am looking forward to meet you soon. If all my plans work, I will be shifting near you in another month or so.

Having said that, my child, you need to understand that the death is the ultimate truth of life. The one who is born has to die. All of us have to meet this fate sooner or later. So, as your guide and mentor, I would advise to face this truth boldly as a day will come when this truth will be realised in my case also. Remember, when that day comes, I want you not to grieve but to cherish the happy moments we shared and move on with your life.

Looking forward to see you soon.

With love

Amma

Question 2. Imagine you are the poet's friend. Write a dialogue exchange between yourself and the poet where the latter confides in you about her fears and asks for your advice. What would your advice be -to face her fears, to ignore them or something else?

Q[CBSE Question Bank 2021]

Answer:

Value Points: Aged people usually undergo pangs of loneliness and need companionship The pes simistic approach they develop towards life can be. shunned only if we provide them with abundant love, care, importance and empathy. They expect their children to sit calmly and talk to them about the happenings of their lives and to take their sug- gestions for making significant decisions. Their lost vitality can thus be easily rejuvenated. This happiness will encourage them to live life enthu- siastically

Detailed Answer:

Poet        : Hi, how are you doing?

Friend        : I am good, but you are not your usual self What happened? You seem lost somewhere

else

Poet        : I met my mother over the weekend. She is just sixty-six but was looking older than her age

Friend        : O, they all look like that. My father is only fifty-nine but he already looks like seventy. Poet        : Not only that, but her health was also looking deteriorated I had to shift over here due to professional work. It was a pain leaving her alone at home I have not spent enough time with her lately. There is so much I want to discuss with her, but don't have time

Friend: Don't worry, she will be well. We all seem afraid of the impending truth. But, come on, face your fears boldly. Take a week's off and spend time with her. At least, you will not regret later in life.

Poet: But, boss will not allow me to take off. You know the work pressure we have right now at office

Friend: Don't worry, I will take care of that. I will work overtime couple of days and cover up for you

Poet: Thanks dear, you are truly a friend indeed. I will talk to boos in the morning. Thanks and good night

Friend: So, cheer up now! All will be well Good night.

Other Poems of class 12 syllabus with in-depth analysis, explanation, themes and Summary

  1. An Elementary School Classroom in a Slum by Stephen Spender
  2. Keeping Quiet by Pablo Neruda
  3. A Thing of Beauty by John Keets
  4. A Roadside Stand by Robert Frost
  5. Aunt Jennifer's Tigers by Adrienne Rich