Black Aeroplane by FREDERICK FORSYTH Class X English Lesson 3 Explanation, Summary, Question Answers

The article provides a summary of Chapter 3 "Black Aeroplane" from CBSE Class 10 English, including a detailed explanation of the lesson and definitions of challenging vocabulary. Additionally, the summary is accompanied by answers to exercises and questions at the end of the chapter.

Introduction

The narrative "Black Aeroplane" by Frederick Forsyth portrays how one's discernment can become convoluted by indulging in fantasy, ultimately leading to difficulties. The protagonist, a pilot, is excessively eager to reunite with his kin and savour a delectable breakfast, causing him to make the imprudent decision of flying straight into a tempest instead of opting for the judicious choice. Remarkably, he narrowly escapes perilous circumstances with the assistance of an enigmatic aeroplane.

Theme

At times, decision-making can be arduous, and apprehension spawns immense trepidation within us. We tend to view certain fortuitous events as miraculous and inexplicable phenomena. These occurrences extricate us from predicaments and are, in actuality, nothing but manifestations of the inner fortitude and valor of our psyche, which externalizes into a propitious force and liberates us from states of skepticism. The protagonist, a seasoned pilot at the helm of an antiquated Dakota plane, undergoes a similar experience when a cryptic "Black Aeroplane" ferries him away from the throes of a tempestuous storm.

Summary

The story "Black Aeroplane" follows a pilot flying from Paris to London who is enjoying the peaceful night-time view of a sleeping city below. The pilot daydreams about his upcoming holiday with his family and the delicious breakfast he will have once he lands. However, as he crosses Paris, he notices ominous dark clouds signaling an approaching storm. Despite the safer option of turning back, the pilot is blinded by his dreams and proceeds straight into the storm, endangering the lives of his passengers. In the midst of the storm, all direction instruments fail, and the pilot loses control of the plane. Just as hope is fading, another plane appears, piloted by an anonymous figure who selflessly guides them out of the storm before disappearing without a trace. With little fuel left, the pilot is understandably shaken and, upon landing, he inquires about the other pilot to the control tower. The response leaves him in shock: his plane was the only one in the sky.

Summary in Urdu

"بلیک ایروپلین" کی کہانی ایک ایسے پائلٹ کے بارے میں ہے جو سوئے ہوئے شہر (رات کے وقت) پر اڑان بھرنے کے لیے خوش اور خوش محسوس ہوتا ہے۔ وہ پیرس سے لندن کے لیے پرواز کر رہا ہے۔ اپنی پرواز کے دوران، وہ اپنے خاندان کے ساتھ طویل تعطیلات کا خواب دیکھتا ہے۔ وہ اس شاندار ناشتے کے بارے میں بھی تصور کرتا ہے جو اسے لینڈنگ کے بعد ملے گا۔ جیسے ہی وہ پیرس کو عبور کرتا ہے، اسے سیاہ بادلوں کی نظر پڑتی ہے جو آنے والے طوفان کی علامت تھے۔ صحیح فیصلہ یہ ہوتا کہ حفاظت کی خاطر پیرس کا رخ کیا جائے۔ لیکن وہ اپنے خوابوں کے زیر سایہ ہے اور ان میں تاخیر نہیں کرنا چاہتا، اپنے مسافروں کی جان کو خطرے میں ڈالتا ہے اور سیدھا طوفان کی طرف جاتا ہے۔ سب کچھ اندھیرا ہو جاتا ہے، وہ دیکھنے سے قاصر رہتا ہے، اس کے تمام ڈائریکشن والے آلات کام کرنا بند کر دیتے ہیں اور اس نے جہاز کا کنٹرول کھو دیا تھا۔ جب تمام امیدیں دم توڑ گئیں تو اس نے ایک اور جہاز دیکھا جس کا پائلٹ انہیں بچانے کے لیے زیادہ تیار تھا۔ مصنف گھبرا رہا تھا کیونکہ ایندھن کی بہت کم مقدار باقی تھی۔ گمنام پائلٹ نے انہیں طوفان سے باہر نکالا اور روشنی دیکھتے ہی غائب ہو گئے۔ لینڈنگ کے بعد جب وہ کنٹرول روم میں موجود خاتون سے دوسرے پائلٹ کے بارے میں پوچھتا ہے تو وہ حیران رہ جاتا ہے جب وہ کہتی ہے کہ آسمان پر اس کا واحد طیارہ تھا۔

Summary in Hindi

कहानी "ब्लैक एरोप्लेन" एक पायलट के बारे में है जो सोते हुए शहर (रात के समय) पर उड़ान भरने के लिए खुश और संतुष्ट महसूस करता है। वह पेरिस से लंदन के लिए उड़ान भर रहा है। अपनी उड़ान भरते समय, वह अपने परिवार के साथ लंबी छुट्टी के सपने देखता है। वह उस शानदार नाश्ते के बारे में भी कल्पना करता है जो वह लैंडिंग पर करेगा। जैसे ही वह पेरिस को पार करता है, उसे काले बादलों का आभास होता है जो आने वाले तूफान का संकेत थे। सुरक्षा के लिहाज से पेरिस वापस जाने का सही फैसला होता। लेकिन वह अपने सपनों पर भारी पड़ता है और उन्हें देरी नहीं करना चाहता, अपने यात्रियों के जीवन को जोखिम में डालता है और सीधे तूफान में जाता है। सब कुछ अंधेरा हो जाता है, वह देखने में असमर्थ होता है, उसके सभी दिशा-यंत्रों ने काम करना बंद कर दिया और उसने विमान का नियंत्रण खो दिया। जब सारी उम्मीद टूट गई, तो उन्होंने एक और विमान देखा जिसका पायलट उन्हें बचाने के लिए तैयार था। लेखक घबरा रहा था क्योंकि बहुत कम ईंधन बचा था। अनाम पायलट ने उन्हें तूफान से बाहर निकाला और रोशनी देखते ही गायब हो गए। उतरने पर, जब वह नियंत्रण कक्ष में महिला से दूसरे पायलट के बारे में पूछता है, तो वह सदमे में रह जाता है जब वह कहती है कि आकाश में उसका एकमात्र विमान था।

Ch 3 The Black Aeroplane Questions Answers

Q1. “I’ll take the risk.” What is the risk? Why does the narrator take it?

ANSWER:

In this context, the term "risk" pertains to the possibility of not taking the correct course of action, which would have been to fly back to Paris upon learning about the storm. Despite being cognizant of the unfavourable weather conditions, the pilot proceeded directly into the storm, jeopardising the lives of his fellow passengers. His desire to reunite with his family obscures the pilot's judgment. He was so fervently longing to be with them and indulge in the English breakfast he had been yearning for all day that he decided to take the risk of not turning back.

Q2. Describe the narrator’s experience as he flew the aeroplane into the storm.

ANSWER:

The narrator was terrified when he found himself losing control of the aircraft. He felt powerless as the compass and other instruments had ceased to function. He could not see anything outside the plane when unexpectedly, in the middle of nowhere, he caught sight of an unfamiliar plane, and the pilot was enthusiastic about lending a hand. The storyteller was in a state of panic because there was very little fuel left, but he somehow managed to evade the storm with the aid of the mysterious pilot, to whom he could not express his gratitude.

Q3. Why does the narrator say, “I landed and was not sorry to walk away from the old Dakota…”?

ANSWER:

When the narrator landed the plane, he felt relieved to be able to walk away from the old Dakota. Flying that plane had been a terrifying experience, so he was glad it was over. Ultimately, the narrator was grateful that he had managed to land the plane safely.

Q4. What made the woman in the control centre look at the narrator strangely?

ANSWER:

The woman in the control centre looked at the narrator strangely when he asked her where he was and who the other pilot was because no other plane had landed or crashed. The narrator's friend in the black aeroplane had disappeared, and there was no trace of him.

Q5. Who do you think helped the narrator to reach safely? Discuss this among yourselves and give reasons for your answer.

ANSWER:

The pilot relied on his conscience to guide him through the storm since no other plane was in sight on that dark and turbulent night. It's possible that he may have been experiencing hallucinations, but his skill as a pilot ultimately helped him navigate his way out of the ominous black cloud.

His First Flight - A Comprehensive Summary and Analysis

Introduction:

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

Summary:

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

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

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

Analysis:

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

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

Themes:

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

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

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

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

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

Conclusion:

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

His First Flight Questions and Answers

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

Answer:

The seagull had been alone for twenty-four hours.

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

Answer:

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

Q 3.

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

(ii) Did he try any one of them?

Answer:

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

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

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

Answer:

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

Q 5.

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

(ii) Where did it end?

Answer:

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

(ii) His flight ended floating on the sea.

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

Answer:

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

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

Answer:

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

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

Answer:

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

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

Answer:

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

Class X - English - First Flight - Poem - Fog by Carl Sandburg Theme Summary Explanation Q&A Solved

Fog

The fog comes

on little cat feet.

It sits looking

over harbour and city

on silent haunches

and then moves on.

-Carl Sandburg

The Theme of the Poem Fog by Carl Sandburg

The theme of the poem "Fog" by Carl Sandburg is the ephemeral and fleeting nature of life and the beauty of simple moments. The poem describes the fog as a quiet and unobtrusive visitor that comes and goes without causing much disturbance. The fog is personified as a cat that moves silently and gracefully, and sits quietly observing the world around it before moving on to its next destination.

The poem suggests that life, like the fog, is fleeting and can be easily missed if we do not take the time to appreciate the simple moments that make it beautiful. The fog's visit is brief, but its impact on the scene is significant. Similarly, the moments in our lives may be brief, but they can still have a lasting impact on us if we take the time to appreciate them.

Overall, the theme of the poem is a reminder to slow down and appreciate the simple moments in life that often go unnoticed, as they can be just as beautiful and significant as the grander moments.

The Summary of the Poem Fog by Carl Sandburg

The poem "Fog" by Carl Sandburg is a brief and simple description of fog rolling into a harbor and city. The fog is personified as a cat, moving silently and gracefully. It sits quietly observing the world before moving on. The poem captures the ephemeral and fleeting nature of life and the beauty of simple moments. The fog's visit is brief but has a significant impact on the scene. The poem encourages readers to slow down and appreciate the simple moments in life that are often overlooked. Overall, the poem is a gentle reminder to savor life's fleeting moments and appreciate the beauty around us.

Explanation of the Poem Fog by Carl Sandburg

The poem "Fog" by Carl Sandburg is a short and simple poem that describes the arrival and departure of fog in a city and harbor. The poet personifies the fog, likening it to a cat moving quietly and unobtrusively. The fog sits on its haunches, looking over the city and harbor in silence, before moving on to its next destination.

The poem is a reminder of the beauty and fleeting nature of simple moments in life. The fog, like life, is ever-changing and ephemeral. It can be easily missed if one is not paying attention. The poet uses the image of the fog as a metaphor for the transience of life, emphasizing the importance of taking time to appreciate the simple things.

The poem encourages readers to slow down and enjoy the present moment, as it is brief and will soon pass. The poem also highlights the power of nature to transform our surroundings and create a sense of wonder and beauty. The fog, though it may obscure our view, can also bring a sense of mystery and enchantment to the world.

Questions and Answers

Q1. (i) What does Sandburg think the fog is like?

ANSWER:

Sandburg personifies the fog as having qualities similar to that of a cat. He suggests that the fog comes silently and moves softly, without making any noise. Sandburg writes that the fog "comes on little cat feet" and "sits looking over harbor and city on silent haunches." This comparison suggests that the fog is graceful, quiet, and mysterious, much like a cat.

(ii) How does the fog come?

ANSWER:

According to the poem, the fog "comes on little cat feet." This means that the fog arrives silently, softly, and with a gentle touch. The fog is personified as a cat, and like a cat, it moves softly and quietly. Sandburg's description of the fog's arrival emphasizes its gentle and mysterious nature.

(iii) What does ‘it’ in the third line refer to?

ANSWER:

The pronoun "it" in the third line of the poem refers to the fog.

(iv) Does the poet actually say that the fog is like a cat? Find three things that tell us that the fog is like a cat.

ANSWER:

Yes, the poet does say that the fog is like a cat by using the literary device of personification. The following are three things that tell us that the fog is like a cat:

1. "On little cat feet": The fog is described as coming on "little cat feet," suggesting that it moves softly and silently, much like a cat.
2. "Sits looking over harbor and city on silent haunches": This line further personifies the fog, as it is described as "sitting" and "looking" over the harbor and city, much like a cat observing its surroundings.
3. "Moves on": This line suggests that the fog is in motion, much like a cat that moves from one place to another. The use of "moves on" also implies that the fog is not stationary, and that it will eventually dissipate and disappear, much like a cat that moves away.

Q2. Does this poem have a rhyme scheme? Poetry that does not have and obvious rhythm or rhyme is called ‘free verse’.

ANSWER:

The poem "Fog" by Carl Sandburg does not have a regular rhyme scheme. It is an example of free verse poetry, which means that it does not follow a fixed pattern of meter or rhyme. However, the poem does have some instances of alliteration, such as "little cat feet" and "harbor and city," which create a sense of musicality and rhythm within the lines.

Class X - English - First Flight - Poem - The Trees by Adrienne Rich Explanation, Summary, Theme and Extract Based Q&A Solved

Complete Text of the Poem

The trees inside are moving out into the forest,

the forest that was empty all these days

where no bird could sit

no insect hide

no sun bury its feet in shadow

the forest that was empty all these nights

will be full of trees by morning.

All night the roots work

to disengage themselves from the cracks

in the veranda floor.

The leaves strain toward the glass

small twigs stiff with exertion

long-cramped boughs shuffling under the roof

like newly discharged patients

half-dazed, moving

to the clinic doors.

I sit inside, doors open to the veranda

writing long letters

in which I scarcely mention the departure

of the forest from the house.

The night is fresh, the whole moon shines

in a sky still open

the smell of leaves and lichen

still reaches like a voice into the rooms.

My head is full of whispers

which tomorrow will be silent.

Listen. The glass is breaking.

The trees are stumbling forward

into the night. Winds rush to meet them.

The moon is broken like a mirror,

its pieces flash now in the crown

of the tallest oak.

Explanation

The poem "The Trees Inside" by Adrienne Rich is a metaphorical description of a forest's reclamation of its natural space from human civilization.

The first stanza sets the scene of a forest that has been devoid of life, where no birds or insects live, and the sun cannot penetrate. However, the second stanza describes how the trees within a house are breaking free from their confines, with their roots working tirelessly to disengage from the floorboards, and their leaves and branches stretching toward the glass of the windows to escape.

The speaker, who is inside the house, writes letters while observing the trees' movements but barely mentions the significance of the event. Meanwhile, the night is peaceful, and the moon is shining brightly, and the smell of the forest is still present in the room.

In the final stanza, the glass shatters as the trees finally break free, stumbling out into the night. The winds rush to meet them, and the moon is broken into pieces that shine on the tallest oak tree. This imagery represents the forest's natural reclamation of its space, and the broken moon represents the disintegration of humanity's control over nature.

The poem's central theme is the relationship between humans and nature, and how nature always reclaims its space, no matter how much we try to control it. The trees' movement represents the constant struggle between humans and nature, and the breaking glass symbolizes the shattering of our illusions of control over the natural world.

The theme of the Poem 'The Trees' by Adrienne Rich

The central theme of the poem "The Trees Inside" by Adrienne Rich is the relationship between humans and nature, specifically how nature always reclaims its space and how humanity's efforts to control it are ultimately futile. The poem uses the metaphor of trees breaking free from a house to represent the natural world's struggle to reassert itself and break free from human civilization's constraints. The breaking glass in the final stanza symbolizes the shattering of humanity's illusions of control over the natural world. The poem suggests that humans must learn to live in harmony with nature rather than trying to dominate and control it.

Stanza Explanation 

Stanza 1:

The first stanza of "The Trees Inside" by Adrienne Rich sets the scene for the rest of the poem. The speaker describes how the trees inside a house are "moving out into the forest," suggesting that they are breaking free from their confinement within the man-made structure. The poem goes on to describe how the forest outside has been "empty all these days," with no birds, insects, or even sunlight able to penetrate its dense cover. The phrase "no bird could sit, no insect hide, no sun bury its feet in shadow" emphasizes the lifelessness of the forest and the extent to which it has been cut off from the natural world.

The first stanza is significant because it sets up the contrast between the lifeless, stagnant forest outside and the vibrant, growing trees inside the house. It suggests that the trees within the house represent a force of life and growth that is struggling to break free from the constraints of human civilization and restore balance to the natural world. By describing the forest as "empty," the poem implies that there is a sense of absence or loss in the natural world, which the trees' movement and growth may help to address.

Stanza 2:

In the second stanza of "The Trees Inside" by Adrienne Rich, the focus shifts to the movement of the trees themselves as they work to free themselves from the house. The speaker describes how "all night the roots work / to disengage themselves from the cracks / in the veranda floor." This description emphasizes the tenacity of the trees and their determination to break free from their confinement.

The next lines describe how the leaves and branches of the trees are straining towards the glass of the windows, with small twigs "stiff with exertion" and "long-cramped boughs shuffling under the roof." These descriptions suggest that the trees are struggling to break through the barriers that separate them from the natural world outside, and that their movement is a powerful, unstoppable force.

The comparison of the trees to "newly discharged patients / half-dazed, moving / to the clinic doors" is a metaphor that emphasizes their vulnerability and their need for care and attention. This metaphor suggests that the trees, like patients leaving a hospital, are weak and disoriented but also that they are determined to regain their health and strength.

Stanza 3:

In the third stanza of "The Trees Inside" by Adrienne Rich, the speaker shifts focus to their own experience of the scene described in the previous stanzas. They describe themselves sitting inside the house with the doors open to the veranda, writing long letters. The speaker mentions that they scarcely mention the departure of the trees from the house in their letters, suggesting that they are either unaware of or unconcerned about the significance of the trees' movement.

The description of the night as fresh and the moon as shining in a sky still open creates a sense of beauty and tranquility. The speaker describes the smell of leaves and lichen reaching into the rooms like a voice, suggesting that nature is communicating with them in a language that they can barely perceive.

The final lines of the stanza are particularly significant: "My head is full of whispers / which tomorrow will be silent." This line suggests that the speaker is aware of a deeper, more significant truth that is hidden beneath the surface of their experience, but that they are unable or unwilling to articulate it. The idea that the whispers will be "silent" tomorrow suggests that the speaker is aware that something important is happening but is unable to fully grasp its significance.

Stanza 4:

In the fourth and final stanza of "The Trees Inside" by Adrienne Rich, the movement of the trees and the natural world around them reaches a climax. The first line, "Listen. The glass is breaking," creates a sense of urgency and excitement, as if the speaker is urging the reader to pay close attention to what is happening.

The next lines describe how the trees are "stumbling forward / into the night," with winds rushing to meet them. This description emphasizes the power and energy of the natural world, with the trees and the wind combining to create a sense of chaos and unpredictability.

The image of the moon being "broken like a mirror" suggests that the movement of the trees and the natural world has shattered the fragile order of the human world, and that something new and unpredictable is emerging in its place. The fact that the pieces of the moon are now "flashing" in the crown of the tallest oak emphasizes the power and energy of the natural world and suggests that the trees are now taking their rightful place as the dominant force in the landscape.

THINKING ABOUT THE POEM

Q1. (i)Find, in the first stanza, three things that cannot happen in a treeless forest?

ANSWER:

In the first stanza of "The Trees Inside" by Adrienne Rich, the speaker describes a forest that has been empty of trees for an unspecified period of time. Three things that cannot happen in such a forest are:

1. No bird could sit.
2. No insect could hide.
3. No sun could bury its feet in shadow.

(ii) The words "sun bury its feet in shadow" create a vivid and striking image in the reader's mind, suggesting a sense of playfulness and whimsy in the way that the poet is describing the natural world. The image suggests that the sun is a living being with feet that it can use to move around and interact with the world around it.

In reality, of course, the sun is a massive, burning ball of gas that is located millions of miles away from Earth. The use of the metaphor of the sun's "feet" is a way for the poet to anthropomorphize the natural world and to suggest that the sun is a living, breathing entity that is intimately connected to the world around it.

The phrase "sun bury its feet in shadow" suggests that the sun is playing a game of hide-and-seek with the natural world, seeking out places where it can hide and obscure its presence. The use of the word "bury" suggests a sense of fun and playfulness, as if the sun is engaging in a childlike game with the world around it. Overall, the use of this image helps to create a sense of wonder and enchantment in the reader, as if the natural world is a magical and mysterious place full of unexpected surprises and hidden treasures.

Q2. (i) Where are the trees in the poem? What do their roots, their leaves, and their twigs do?

ANSWER:

In the poem "The Trees Inside" by Adrienne Rich, the trees are initially located inside a house or building, as the speaker describes how they are "moving out into the forest." The trees are described as having been trapped or confined inside the house for some time, and are now breaking free and returning to their natural habitat.

The roots of the trees are described as working "all night" to disengage themselves from the cracks in the veranda floor, suggesting a sense of determination and perseverance as the trees struggle to break free from their captivity. The leaves of the trees are said to be "straining toward the glass," suggesting a sense of longing or desire to return to the outside world.

The small twigs of the trees are described as "stiff with exertion," while the long-cramped boughs are said to be "shuffling under the roof like newly discharged patients," suggesting a sense of physical effort and strain as the trees work to break free from their confinement.

(ii) What does the poet compare their branches to?

ANSWER:

In the third stanza of "The Trees Inside" by Adrienne Rich, the poet compares the branches of the trees to "newly discharged patients." This metaphor suggests that the branches have been confined or constrained in some way, much like patients in a hospital, and are now finally free to move and stretch after a period of being restricted.

The metaphor of the branches as patients also suggests a sense of vulnerability and fragility, as if the branches are weakened or damaged after their confinement. The use of the metaphor helps to create a sense of empathy and connection between the natural world and the human world, suggesting that the struggles and hardships faced by one are mirrored in the other.

Q3. (i) How does the poet describe the moon: (a) at the beginning of the third stanza, and (b) at its end? What causes this change?

ANSWER:

In the third stanza of "The Trees Inside" by Adrienne Rich, the poet initially describes the moon as "whole" and shining "in a sky still open." This description creates a sense of calm and tranquility, suggesting a moment of peace and reflection in the midst of the trees' movement and exertion.

However, by the end of the stanza, the moon is described as "broken like a mirror," with its pieces flashing in the crown of the tallest oak. This sudden change in the moon's description is caused by the movement of the trees, as they stumble forward into the night and cause the glass to break. The shattered pieces of the moon in the crown of the tallest oak suggest a sense of chaos and disruption, underscoring the sense of movement and energy in the poem.

(ii) What happens to the house when the trees move out of it?

ANSWER:

The poem "The Trees Inside" by Adrienne Rich suggests that when the trees move out of the house, there is a sense of emptiness and absence that permeates the space. While the poem doesn't explicitly state what happens to the house itself, it implies that the trees are an integral part of the environment and that their departure has a profound impact on the landscape.

In the first stanza, the poem describes the forest as empty, with no birds or insects hiding and no sun burying its feet in shadow. This suggests a sense of lifelessness and stagnation, as if the forest has been drained of its vitality and energy.

Later in the poem, the trees themselves are described as working to disengage themselves from the cracks in the veranda floor, suggesting a sense of confinement or restriction that has been lifted. The leaves strain toward the glass, and the branches shuffle under the roof like newly discharged patients, suggesting a sense of movement and freedom that has been gained.

(iii) Why do you think the poet does not mention “the departure of the forest from the house” in her letters? (Could it be that we are often silent about important happenings that are so unexpected that they embarrass us? Think about this again when you answer the next set of questions.) ?

ANSWER:

In the poem "The Trees Inside" by Adrienne Rich, the speaker mentions that they are writing long letters but do not mention the departure of the forest from the house. There are different possible interpretations as to why the speaker omits this significant event from their letters.

One possible explanation is that the speaker might feel embarrassed or overwhelmed by the unexpected and extraordinary nature of the event. It is not every day that trees uproot themselves and move out of a house, and the speaker might not know how to process this information or how to explain it to others. In this sense, the omission could be seen as an example of how we are often silent about important happenings that are so unexpected that they embarrass us, as you suggested.

Another possible interpretation is that the speaker is deliberately choosing to focus on other things in their letters, perhaps as a way of processing the event or maintaining a sense of normalcy in the face of it. The speaker might feel that their letters are not the appropriate place to discuss such a strange and momentous event, or they might feel that their recipients would not believe or understand what had happened.

Q4. Now that you have read the poem in detail, we can begin to ask what the poem might mean. Here are two suggestions. Can you think of others?

• Does the poem present a conflict between man and nature? Compare it with A Tiger in the zoo. Is the poet suggesting that plants and trees, used for ‘interior decoration’ in cities while forests are cut down, are ’imprisoned’ and need to ‘break out’?

ANSWER:

The poem "The Trees Inside" by Adrienne Rich does not present a direct conflict between man and nature, but it does explore the relationship between the natural world and human beings in a complex and nuanced way. The poem suggests that nature is not a passive backdrop to human life, but rather an active and dynamic force that can transform the human environment and disrupt human expectations.

In contrast, "A Tiger in the Zoo" by Leslie Norris presents a more explicit conflict between man and nature, in which the tiger is trapped and imprisoned by human beings. The poem highlights the cruelty and violence of human domination over the natural world, and suggests that this domination ultimately leads to a sense of alienation and despair.

While the two poems have different themes and tones, they share a concern for the ways in which human beings interact with the natural world. In "The Trees Inside," the poet suggests that plants and trees can be "imprisoned" by their human surroundings, and that they need to "break out" in order to thrive and fulfill their natural potential. This idea can be seen as a critique of the way that plants and trees are often used for "interior decoration" in cities, while forests are cut down to make way for human development.

• On the other hand, Adrienne Rich has been known to use trees as a metaphor for human beings; this is a recurrent image in her poetry. What new meanings emerge from the poem if you take its trees to be symbolic of this particular meaning?

ANSWER:

Interpreting the trees in "The Trees Inside" as a metaphor for human beings can yield several new meanings in the poem. The poem could then be read as a meditation on the relationship between the individual and society, and the tension between personal growth and social conformity.

In this interpretation, the trees that are "moving out into the forest" could represent individuals who are breaking free from the constraints of societal norms and expectations, and seeking to find their own path in the world. The night-time setting of the poem could symbolize the darkness and uncertainty that often accompany this process of self-discovery and change.

The roots of the trees, which "work to disengage themselves from the cracks in the veranda floor," could represent the deep-seated psychological and emotional processes that drive individuals to seek personal growth and self-realization. The leaves and twigs, which "strain toward the glass" and shuffle under the roof, could symbolize the visible signs of this growth and change, as individuals begin to express their true selves more fully.

Seen in this light, the poet's decision not to mention "the departure of the forest from the house" in her letters could be interpreted as a reluctance to fully disclose her own inner journey and transformation to others.

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

Mandela: Long Walk to Freedom Summary

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

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

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

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

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

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

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

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

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

Nelson Mandela Long Walk to Freedom Question Answers  

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

ANSWER:

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

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

ANSWER:

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

3. At the beginning of his speech, Mandela mentions “an extraordinary human disaster”. What does he mean by this? What is the “glorious … human achievement” he speaks of at the end?

ANSWER:

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

4. What does Mandela thank the international leaders for?

ANSWER:

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

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

ANSWER:

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

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

ANSWER:

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

7. Why were two national anthems sung?

ANSWER:

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

8. How does Mandela describe the systems of government in his country

(i) In the first decade, and

(ii) In the final decade, of the twentieth century?

ANSWER:

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

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

9. What does courage mean to Mandela?

ANSWER:

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

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

ANSWER:

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

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

ANSWER:

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

12. What did being free mean to Mandela as a boy, and as a student? How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”?

ANSWER:

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

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

ANSWER:

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

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

ANSWER:

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

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

ANSWER:

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

16. Would you agree that the “depths of oppression” create “heights of character”? How does Mandela illustrate this? Can you add your own examples to this argument?

ANSWER:

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

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

ANSWER:

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

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

ANSWER:

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

 

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

Complete Text

He stalks in his vivid stripes

The few steps of his cage,

On pads of velvet quiet,

In his quiet rage.

He should be lurking in shadow,

Sliding through long grass

Near the water hole

Where plump deer pass.

He should be snarling around houses

At the jungle’s edge,

Baring his white fangs, his claws,

Terrorising the village!

But he’s locked in a concrete cell,

His strength behind bars,

Stalking the length of his cage,

Ignoring visitors.

He hears the last voice at night,

The patrolling cars,

And stares with his brilliant eyes

At the brilliant stars.

Theme of the Poem ‘A Tiger in the Zoo’

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

* Rhyme scheme of poem: a b c b

Summary of the Poem ‘ A Tiger in the Zoo’

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

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

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

Contrast in the Poem

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

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

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

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

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

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

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

Detailed Explanation

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

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

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

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

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

THINKING ABOUT THE POEM

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

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

ANSWER:

Movements and actions of the tiger in the cage:

• Stalks

• Walks

• Moves slowly

• Ignores visitors

• Stares at the stars

• Walks quietly on velvet pads

Movements and actions of the tiger in the wild:

• Lurking

• Sliding

• Hiding

• Snarling

• Baring teeth and claws

• Attacking prey

• Growling

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

columns.

ANSWER:

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

• Concrete cell

• Small cage

• Locked

• Confined

• Bars

• Visitors

• Patrolling cars

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

• Shadow

• Long grass

• Water hole

• Jungle's edge

• Houses

• Forest

• Village

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

the two situations.

ANSWER:

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

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

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

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

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

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

(i) On pads of velvet quiet,

In his quiet rage.

(ii) And stares with his brilliant eyes

At the brilliant stars.

What do you think is the effect of this repetition?

ANSWER:

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

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

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

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

to zoos?

Poem 1: The Tiger by PETER NIBLETT

The tiger behind the bars of his cage growls,

The tiger behind the bars of his cage snarls,

The tiger behind the bars of his cage roars.

Then he thinks.

It would be nice not to be behind bars all

The time

Because they spoil my view

I wish I were wild, not on show.

But if I were wild, hunters might shoot me,

But if I were wild, food might poison me,

But if I were wild, water might drown me.

Then he stops thinking

And...

The tiger behind the bars of his cage growls,

The tiger behind the bars of his cage snarls,

The tiger behind the bars of his cage roars.

Poem 2: The Panther by RAINER MARIA RILKE

His vision, from the constantly passing bars,

has grown so weary that it cannot hold

anything else. It seems to him there are

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

As he paces in cramped circles, over and over,

the movement of his powerful soft strides

is like a ritual dance around a centre

in which a mighty will stands paralysed.

Only at times, the curtain of the pupils

lifts, quietly. An image enters in,

rushes down through the tensed, arrested muscles,

plunges into the heart and is gone.

ANSWER:

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

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

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

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

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

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

minutes in class.

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

ANSWER:

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

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

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

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

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

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

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

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

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

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

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

7. Onomatopoeia: “snarl” and “growl”.