HornbillTextbook in English for Class XI (Core Course)
Answer:
The three phases of the author’s relationship with his grandmother before he left the country to study abroad are:
1.childhood – when he went to the village school and the grandmother helped him to get ready and went to school with him.
2.boyhood – when he went to the city school in a bus. He shared a room with grandmother but she could no longer help him in his studies.
3.early youth – when he went to the university and was given a room of him own. The common link of friendship was snapped.
The three reasons why the author’s grandmother was disturbed when he started going to the city school are:
- She hated western Science and learning.
- She was pained to know that there was no teaching of God and the scriptures there.
- She was allergic to music. She thought it was not meant for decent people and gentlefolk. It was the monopoly of prostitutes and beggars.
The three ways in which the author’s grandmother spent her days after he grew up are:
- She lived alone in her room as she had accepted her loneliness quietly.
- She sat at her spinning wheel reciting prayers.
- In the afternoon, she would feed the sparrows for half an hour.
had omitted to pray the previous night while she was singing songs of homecoming and beating the drum, she was not going to waste any more time. She ignored their protests. She lay peacefully in bed praying and telling beads
Question 1:
The author’s grandmother was a religious person. What are the different ways in which we come to know this?
Answer:
The author’s grandmother was a deeply religious lady. We come to know this through the different ways of her behaviour. She visited the temple every morning and read scriptures. At home she always mumbled inaudible prayer and kept telling the beads of rosary. She would repeat prayers in a sing-song manner while getting the writer ready for school. She hoped that he would learn it by heart. She didn’t like English school as there was no teaching of God and scriptures.
Even while spinning at her spinning-wheel she would recite prayers. Perhaps it was only once that she forgot to say her prayers. It was on the evening prior to her death when she felt over excited while celebrating the arrival of her grandson with songs and beatings of drum. She continued praying and telling beads of her rosary till her last breath.
Question 2:
Describe the changing relationship between the author and his grandmother. Did their feelings for each other change?
Answer:
During his boyhood, the author was completely dependent on his grandmother. She was a part of his life. The turning point in their friendship came when they went to city. She could no longer accompany him to school as he went there by bus. They shared the same room but she could not help him in his studies. She would ask him what the teachers had taught. She did not believe in the things that were taught at school. She was distressed that there was no teaching about God and the scriptures. She felt offended that music was also being taught. She expressed her disapproval silently. After this she rarely talked to him. When he went to university, he was given a room of his own. The common link of friendship was snapped.
However their feelings for each other did not change. They still loved each other deeply. She went to see the author off at the railway station when he was going abroad for higher studies. She showed no emotion but kissed his forehead silently. The author valued this as perhaps the last sign of physical contact between them. When the author returned after five years, she received him at the station. She clasped him in her arms. In the evening she celebrated his homecoming by singing songs and beating an old drum.
Question 3:
Would you agree that the author’s grandmother was a person strong in character? If yes, give instances that show this.
Answer:
Yes, I agree that the author’s grandmother was a person strong in character. She was a strong woman with strong beliefs. Although she was not formally educated, she was serious about the author’s education. She could not adjust herself to the western way of life, Science and English education. She hated music and disapproved of its teaching in school.
She was a deeply religious lady. Her lips were always moving in a silent prayer. She was always telling the beads of her rosary. She went to temple daily and read the scriptures. She was distressed to know that there was no teaching about God and holy books at Khushwant’s new English school.
She was a kind lady She used to feed dogs in the village. In the city she took to feeding sparrows. Although old in years and weak in body she had strength of mind. Just before her death, she refused to talk to the members of the family as she did not want to waste her time. She wanted to make up for the time last evening when she had not prayed to God. She lay peacefully in bed saying prayers and telling the beads of her rosary till she breathed her last.
Have you known someone like the author’s grandmother? Do you feel the same sense of loss with regard to someone whom you have loved and lost?
Answer:
Yes, I have known my grandfather, who loved me deeply and looked after me. He had served in the army before he retired as a colonel 20 years ago. When I was a school going kid, he was still active and smart. He was fond of walking, jogging and playing outdoor games. He inspired us to get up early in the morning. He believed that a healthy mind lives in a healthy body. He used to give us good physical exercises followed by milk and nourishing food and then asked us to study for a while before going to school. In the afternoon, he would enquire what we had been taught at the school. He would help us in our home task and supervise our reading, writing and doing sums. He was gentle but firm. He laid stress on good habits and character building. He passed away when I had gone abroad for higher studies. I miss him a lot. A sense of loss fills me whenever I see his portrait on the wall. But his cheerful looks remind me to take heart and fight the struggle of life.
Question 1:
Which language do you think the author and his grandmother used while talking to each other?
Answer:
The author’s grandmother was not much educated. So, I think the author and his grandmother used to talk in their mother tongue—in this case Panjabi.
Question 2:
Which language do you use to talk to elderly relatives in your family?
Answer:
My elderly relatives are well versed in English and Hindi. I feel at home greeting
them in English but like to converse with them freely in Hindi.
Question 3:
What is the expression used in your language for a ‘dilapidated drum’?
Answer:
The expression used in our language for a ‘dilapidated drum’ is ‘phata-purana dhol.’
Question 4:
Can you think of a song or poem in your language that talks of homecoming?
Answer:
There are many folk songs and poems singing of the exploits of brave warriors. All these talk of their homecoming after winning a battle.
working with words
I. Notice the following uses of the word ‘tell’ in the essay:
- Her fingers were busy telling the beads of her rosary.
- I would tell her English words and little things of Western Science and learning.
- At her age one could never tell.
- She told us that her end was near.
Given below are four different senses of the word ‘tell’. Match the meaning to the uses listed above.
(a) make something known to someone in spoken or written words
(b) count while reciting
(c) be sure
(d) give information to somebody.
Answer:
Phrases Meaning
1. telling the beads b) Count while reciting
2. tell her d) give information to somebody be sure
3. one could never tell c) be sure
4) told us a) make something known to someone in spoken or written words
II. Notice the different senses of the word ‘take’:
- to take to something: to begin to do something as a habit
- to take ill: suddenly become ill
Locate these phrases in the text and notice the way they are used.
Answer:
In the text, these phrases are used as under:
- to take to: She took to feeding sparrows in the courtyard of our city house.
- take ill: The next morning she was taken ill.
III. The word ‘hobble’ means to walk with difficulty because the legs and feet are in bad condition.
Tick the words in the box below that also refer to a manner of walking.
Haggle shuffle stride ride waddle
wriggle paddle swagger trudge slog
Answer:
The words referring to a manner of walking are:
shuffle, stride, waddle, swagger, trudge, slog.
IV. Notice these expressions in the text. Infer their meaning from the context
the thought was almost revolting a veritable bedlam of chirrupings
an expanse of pure white serenity frivolous rebukes
a turning point the sagging skins of the dilapidated
accepted her seclusion with resignation
Answer:
- the thought was almost revolting: It was disgusting to think so.
- an expanse of pure white serenity: widespread clear and calm whiteness.
- a turning point: the time when an important change takes place.
- accepted her seclusion with resignation: calmly submitted to her loneliness.
- a veritable bedlam of chirrupings: real confusing noise caused by chirping.
- frivolous rebukes: light rebukes
- the sagging skins of the dilapidated drum: the loose skin of an old drum.
Notice the form of the verbs highlighted in these sentences:
- My grandmother was an old woman. She had been old and wrinked for the twenty years that I had known her. People said that she had once been young and pretty and had even had a husband, but that was hard to believe.
- When we both had finished we would walk back together.
- When I came back she would ask me what the teacher had taught me.
- It was the first time since I had known her that she did not pray.
- Thus sun was setting and had lit her room and verandah with a golden light.
These are examples of the past perfect forms of verbs. When we recount things in the distant past we use this form.
Other examples for practice
Notice the form of verbs highlighted in these sentences:
Answer:
- We understood the poem only when the teacher had explained it twice.
- When the rain came, they had already reached their hotel.
- We had worked together on that project for six months before she left me.
- It was the first time since I had lived there that it began to snow.
- The full moon was in the sky and had scattered its soft fight all around.
Talk with your family members about elderly people who you have been intimately connected with and are not there with you now. Write a short description of someone you liked a great deal.
Answer:
My Grandmother
I lost my grandmother when I was twelve, but I still recollect her. She loved me affectionately and I liked her a great deal. She was quite old then, but she could move about with ease. I was her constant companion during her visits to temple, market, garden or to the houses of friends and relatives. Other members of the family would taunt me as granny’s watch dog. She was my shield. I ran to her arms when my father or mother would get angry or thrash me. I miss the bedtime stories she used to tell me. Those highly fanciful stories were full of deeds of bravery or adventure and end on a note a success. They inspired me to do noble deeds in fife. She was equally careful about my health and studies. She would make me drink milk and eat fruit to maintain a sound physique. She was good at drawing and helped me in writing alphabets. She also gave ready-made solutions to all my problems. She would bless me whenever I got success in any field—studies, sports, song, poetic recitation, poster making or fancy dress competition. Sometimes I miss her a lot.
A
Photograph
Poem
– A Photograph
Infer
the meanings of the following words from the context
Paddling,
transient
Now
look up the dictionary to see if your inference is right.
Answer:
Paddling is rowing a
boat or walking in shallow water.
Transient refers to
temporary.
Dictionary Meaning:
Paddling is standing
or walking in shallow water with bare feet.
Paddling also means
rowing a boat.
Paddling is swimming
with short movements of feet or hands up and down.
Transient is staying
in a place for a short period of time.
Think
it Out
1.
What does the word ‘cardboard’ denote in the poem? Why has this word been
used?
Answer:
In the poem, the word
‘cardboard’ indicates the photograph which is glued on a paper that is hard and
thick. It has been used to describe the old practices when the photographs were
glued on cardboard and framed with glass in front in order to preserve them.
2.
What has the camera captured?
Answer:
The camera has
captured three girls – the mother of the poet and her two cousins, Dolly and
Betty, in their swimming dress on either side of the poet’s mother holding her
hands and walking with feet in sea water.
3.
What has not changed over the years? Does this suggest something to you?
Answer:
Over the years, the
sea has not changed. Its waves are tireless, shining and fresh as they were in
the old days. The changes that occur in a human face with growing age is
reminded by the changelessness of the sea.
4.
The poet’s mother laughed at the snapshot. What did this laugh indicate?
Answer:
This laugh indicates
her joy at remembering the incident that connected with her past life, when she
was young and free from worries and tensions of life.
5.
What is the meaning of the line “Both wry with the laboured ease of
loss.”
Answer:
The poet’s mother’s laughter
and the sea holiday are the incidents from the past. A sense of loss is
connected with them. Both are amusing and disappointing as a relaxed or
comfortable feeling is a forced one or unnatural. This sense of loss is painful
to bear. Also, the phrase ‘laboured ease’ is an oxymoron because it joins
together two opposite ideas to make a meaningful idea, here, the sense of loss.
6.
What does “this circumstance” refer to?
Answer:
“This circumstance”
refers to the death of the poet’s mother.
7.
The three stanzas depict three different phases. What are they?
Answer:
1. Girlhood of the
poet’s mother – The phase before the poet’s birth.
2. Middle age – The
phase during the poet’s childhood.
3. Death – The phase
after the death of the poet’s mother.
Chapter
2
“We’re Not Afraid to Die… If We Can All Be
Together”
Understanding
the Text
1.
List the steps taken by the captain
(i)
to protect the ship when rough weather began.
(ii)
to check the flooding of the water in the ship.
Answer:
(i) To protect the
ship when rough weather began, the captain planned to slow the ship down. The
storm jib was dropped and the mooring rope which was heavy was lashed in a loop
over the stem. Everything was double-fastened and they went through the
life-raft drill.
(ii) Herb and Larry
started to pump the water out. The canvas was stretched by the captain and the
waterproof hatch covers were secured across the gaping holes. When the electric
pump short circuited and two hand pumps were blocked, he noticed another
electric pump and started it by connecting it to an earth pipe.
2.
Describe the mental condition of the voyagers on 4th and 5th January.
Answer:
On 4th January, after
pumping out water continuously for 36 hours, the voyagers felt relieved. They
consumed their first meal in two days. But their break was short-lived. On 5th
January, they faced a dangerous situation. The fear of death appeared huge and
they underwent great mental stress.
3.
Describe the shifts in the narration of the events as indicated in the three
sections of the text. Give a subtitle to each section.
Answer:
The first section
explains a peaceful journey from Plymouth in England to 3500 km east of Cape
Town in Africa. The narrator is fully confident and relaxed. Then they faced
huge waves as the weather deteriorated. To save themselves, they took
precautionary measures and struggled with the disaster. The narration becomes
grim, but exudes confidence and illustrates their fighting spirit and strong
will power. The Wave-walker rode out of the storm by 6th January morning, and
by evening, they sighted the Ile Amsterdam Island. Now the narrator is relaxed.
Relief, joy and confidence are apparent.
Talking
About The Text
Discuss
the following questions with your partner.
1.
What difference did you notice between the reaction of the adults and the
children when faced with danger?
Answer:
There are lots of
differences in the way the children and adults reacted when faced with danger.
The adults initially felt the stress of the situation. But they soon garnered
strength and prepared themselves to face it. When the rough weather began,
enough precautions were taken to protect the ship. Everyone was equipped with
water-proof clothes, lifelines and life jackets. Herb and Larry worked
optimistically and cheerfully for three continuous days to pump the water out
from the ship. The narrator at the wheel was replaced by Mary who steered the
ship when the deck was smashed. She served them meals after a struggle of two
days against all odds. As a captain, the narrator performed his role with
determination, courage, responsibility and resourcefulness. He undertook the
repair work by providing apparatus and giving the directions which were
required to protect the ship. He helped in steering the ship towards the
island. The children suffered patiently and silently. Sue, with her troubles,
did not bother her father. Jon behaved courageously and was not scared to die
if everyone perished together.
2.
How does the story suggest that optimism helps to endure “the direst
stress”?
Answer:
The story suggests
that optimism helps to endure “the direst stress”. The behaviour of four adults
throughout the crisis bears it out. Herb Seigler and Larry Vigil were the two
crewmen. As the deck was smashed by the huge waves, water entered the ship from
the openings and holes. From the evening of 2nd January, Herb and Larry started
to pump out water. They worked feverishly, excitedly and continuously for about
36 hours. As a result of pumping continuously, they reached the last few
centimeters of water on 4th January. They stayed optimistic and cheerful while
facing dangerous situations. The narrator did not lose his presence of mind,
hope or courage while facing problems. He was not worried about the equipment
loss and used whatever was present there. His practical knowledge and
self-confidence helped them steer out of the storm and reach the Ile Amsterdam
Island. In those difficult hours, Mary remained at the wheel. She did not lose
courage or hope either.
3.
What lessons do we learn from such hazardous experiences when we are
face-to-face with death?
Answer:
Hazardous experiences
bring us face-to-face with death and impart a few crucial lessons. Our life is
not always a bed of roses. We must respond to risks and danger with fortitude
and patience. The real test of character is adversity. The purity of gold is
decided by putting it on fire. So, hazardous experiences of life bring the best
out of us. Before death, cowards die many times. Negative feelings like fear
lead to inactivity and abject surrender to situations. Such soldiers or sailors
lose the war against difficulties in life. On the other hand, people with
courage, self-confidence, presence of mind and resourcefulness face the dangers
bravely and successfully come out of all disasters. Their caring and
sharing attitude inspires others to face difficult situations boldly and steer
through them with fortitude.
4.
Why do you think people undertake such adventurous expeditions in spite of the
risks involved?
Answer:
Human beings are
adventurous by nature. The higher the risk, the more the thrill. The thrill of
exploring lands and discovering the beauty and wealth which lies hidden in
far-off lands inspires brave people to even put their lives at stake. Maybe,
they value one hour of glory more than an uneventful long life of inactivity
and sloth. At times, adventures are risky and prove deadly. The failure of a
few people does not discourage true lovers of adventure. They learn lessons
from errors and shortcomings of others and make new attempts with greater zeal.
The key to an adventurous expedition lies in adapting to the situations and
overcoming the problems. The victory of an adventurous expedition brings
wealth, fame and glory. History books are full with accounts of well-known
explorers such as Vasco da Gama, Columbus, Captain Scott and Captain Cook.
Thinking
about Language
1.
We have come across words like ‘gale’ and ‘storm’ in the account. Here are two
more words for ‘storm’: typhoon, cyclone. How many words does your language
have for ‘storm’?
Answer:
The Hindi language has
the following words for ‘storm’: toofan, aandhi, chakravat, and jhanjavat
2.
Here are the terms for different kinds of vessels: yacht, boat, canoe, ship,
steamer, schooner. Think of similar terms in your language.
Answer:
Similar terms in Hindi
for vessels which are used to travel on water are nava, nauka, jahaj, and pot
3.
‘Catamaran’ is a kind of a boat. Do you know which Indian language this word is
derived from? Check the dictionary.
Answer:
‘Catamaran’ is a word
derived from Tamil which means ‘tied wood’. It is a boat or yacht containing
twin hulls in parallel. It is defined as ‘a fast sailing boat with two hulls’
in the dictionary.
4.
Have you heard any boatmen’s songs? What kind of emotions do these songs
usually express?
Answer:
The boatmen’s songs
invite other sailors to awaken, arise and come to the sea to explore its
wealth. These are inspirational songs that provide moral support to the
hard-working boatmen.
Working
With Words
1.
The following words used in the text as ship terminology are also commonly used
in another sense. In what contexts would you use the other meaning?
|
knot
stern
boom
hatch
anchor |
Answer:
1. Knot
(a) In a rope/string –
a joint which is made by tying two ends or pieces of string or rope together.
For example – to tie a knot.
(b) Of hair – Twisting
the hair into a round shape at the back of the head. For example – Ria tied her
hair in a loose knot.
(c) In wood – a round
hard spot in wood where once a branch was present.
(d) Referring to a
group of people – a small group of people standing together. For example –
Little knots of children gathered at the school gate.
(e) In muscles – a
hard, tight feeling in the stomach or throat which are caused by anger, nerves,
etc. For example – I felt the knot of fear in his throat.
2. Stern
(a) Often disapproving
and serious, expecting others to obey you. For example – His voice was stern.
(b) Difficult and
serious. For example – We faced stern opposition.
3. Boom
(a) In economy/
business – an increase in economic activity or trade, a period of success and
wealth. For example – A boom in the sales of plots.
(b) Popular period – a
time period during which a sport or music suddenly became popular and
successful. For example – The way to satisfy the boom of cricket is to provide
more playgrounds.
(c) A deep loud sound.
For example – the distant boom of the horn.
(d) In harbour/ river
– A floating barrier which is placed at the harbour entrance to prevent ships
from going out or coming in.
(e) In microphone – A
long pole which carries a microphone.
4. Hatch
(a) An opening in the
wall between the dining room and a kitchen through which food is passed. For
example – a serving hatch.
(b) A door in a
spacecraft or an aircraft.
(c) An escape hatch –
a door in a ceiling or floor or an opening. For example – a hatch to the attic.
(d) Young fish, bird
or insect coming out of the egg.
(e) To create an idea
or a plan in secret.
5. Anchor
(a) to fix something
in a position firmly so that it cannot move. For example – Ensure that the
apparatus is anchored securely.
(b) to base something
on something else firmly. For example – Prem’s novels are anchored in the life
of humans.
(c) A person who
reports, reads the news on television or radio. For example – The evening news
was anchored by Rihana for five years.
(d) A thing or a
person who gives a feeling of safety. For example – Julia was the anchor
of my life in difficult times.
2.
The following three compound words end in -ship. What does each of them mean?
Airship,
flagship, lightship,
Answer:
1. Airship – A large
aircraft that has no wings, which is filled with gas that is driven by engines
and lighter than air.
2. Flagship –
(i) In the navy, the
main ship among the fleet of ships.
(ii) The important
service, product or building owned or produced by an organization. For example,
the company is opening a new flagship store in Germany.
3. Lightship – A small
ship which stays in a particular place at sea and has a powerful light to guide
or warn other ships.
3.
The following are the meanings listed in the dictionary against the phrase
‘take on’. In which meaning is it used in the third paragraph of the account:
take on sth: to begin to have a particular quality or
appearance; to assume sth
take sb on: to employ sb; to engage
sb; to accept sb as one’s opponent in a game, contest or
conflict
take sb/sth on: to decide to do sth; to allow
sth/sb to enter e.g. a bus, plane or ship; to take sth/sb on board
Answer:
In the third para of
the chapter, ‘take on’ is made use of in the meaning of ‘take sb on’ that is to
engage sb; to employ sb
Quote from the text:
“…we took on two crewmen — American Larry Vigil and Swiss Herb Seigler — to
help us…”
Things
To Do
1.
Given on the next page is a picture of a yacht. Label the parts of the yacht
using the terms given in the box.
|
bow
cabin
rudder
cockpit stern
boom
mainsail
mast |
Answer:
Chapter no: 3
Discovering Tut: the saga continues
Reading with Insight
1. Give reasons for the following.
(i) King Tut’s body has been subjected to repeated scrutiny
Answer:
Tut’s body had been examined numerous times because it was the
world’s most famous mummy. Aside from the gold-plated face of the coffin,
visitors to the tomb believed that there was a mystery surrounding the young
ruler’s untimely death. They also wondered if the pharaoh’s curse, which befell
those who disturbed his resting place, was true or not.
(ii) Howard Carter’s investigation was resented.
Answer:
Howard Carter’s investigation, which took place in the 1920s,
was criticised because King Tut’s body was badly damaged in an attempt to
separate it from the golden coffin. He had used unethical methods to extract
the gold and had made no effort to investigate the cause of death.
(iii) Carter had to chisel away the solidified resins to raise
the king’s remains.
Answer:
Howard had to chisel away the solidified resin to raise Tut’s
remains, which had become cemented to the bottom of the coffin and showed no
signs of breaking apart. No amount of force could separate the body from the
coffin; not even exposing it to the scorching sun could melt the solid resin.
(iv) Tut’s body was buried along with gilded treasures.
Answer:
Tut’s body was buried alongside gold and other treasures
because, at the time, the royals and rich individuals wished and believed that
they might take their wealth with them when they died and use it in the
afterlife.
(v) The boy king changed his name from Tutankhaten to
Tutankhamun
Answer:
Tutankhamun, the boy-king, changed his name from Tutankhaten to
Tutankhamun in order to restore everything that his father had destroyed.
2. (i) List the deeds that led Ray Johnson to describe Akhenaten
as “wacky”.
Answer:
Ray Johnsen described Akhenaten as “wacky” because he promoted
the worship of Aten (the sun disc) over Amun the major God, changed his name
from Amenhotep to Akhenaten, relocated the religious capital from Thebes to
Akhetaten, and destroyed Amun temples and idols, thus shocking the entire
country.
(ii) What were the results of the CT scan?
Answer:
The CT scan revealed King Tut’s neck vertebrae, a hand, several
views of the rib cage, and a skull transection. Everything indicated that nothing
serious had gone wrong.
(iii) List the advances in technology that have improved
forensic analysis.
Answer:
The introduction of medical technology that focuses on the
aspects of life, rather than the treasure buried with the remains, has shaped
the future of archaeology in forensic analysis. The x-ray was invented,
followed by the CT scanner, which made diagnostic imaging possible. It creates
a three-dimensional virtual body from ancient remains, revealing body parts
that have been preserved for thousands of years.
(iv) Explain the statement, “King Tut is one of the first
mummies to be scanned — in death, as in life…”
Answer:
According to this statement, King Tut was the first pharaoh
whose mummified body was scanned 3,300 years after his death. When he was
alive, he was a well-known figure. Even though he was only a boy, he was
intelligent and practical, making bold decisions and restoring lost customs and
traditions that his father had destroyed. He ruled for nine years, but he died
unexpectedly, leaving the cause unknown.
Thinking about language
1. Read the following piece of information from The Encyclopedia
of Language by David Crystal.
Egyptian is now extinct: its history dates from before the third
millennium B.C., preserved in many hieroglyphic inscriptions and papyrus
manuscripts. Around the second century A.D., it developed into a language known
as Coptic. Coptic may still have been used as late as the early nineteenth
century and is still used as a religious language by Monophysite Christians in
Egypt.
2. What do you think are the reasons for the extinction of
languages?
Answer:
Languages are becoming extinct for a variety of reasons. A
dominant language that is not native to the locals frequently replaces the main
language. Other reasons include the genocide of entire races, poor cultural
heritage preservation, and the loss and damage of historical records.
3. Do you think it is important to preserve languages?
Yes, language preservation is critical. Languages are an
important tool for understanding and preserving a culture’s traditions. It also
allows one to reconnect with their ancestors. Literature is a tool for
preserving and learning a language.
4. In what ways do you think we could help prevent the
extinction of languages and dialects?
Answer:
We can preserve languages and dialects by promoting and using
languages that are slowly falling into neglect and disuse. To do so, we must
stay connected to our roots by encouraging children to speak in their mother
tongue more often, reading old books in their native language, and conversing
with the elderly.
Working with words
1. Given below are some interesting combinations of words.
Explain why they have been used together.
(i) ghostly dust devils
(vi) dark-bellied clouds
(ii) desert sky
(vii) casket grey
(iii) stunning artefacts
(viii) eternal brilliance
(iv) funerary treasures
(ix) ritual resins
(v) scientific detachment (x)
virtual body
Answer:
(i) This term refers to the violent movement of dusty winds in a
desert. The winds are called devils because they punish and annoy the workers
for disturbing King Tut’s tomb.
(ii) Suggests the dryness and aridity of a desert.
(iii) The tomb contained artefacts and treasures of high market
value, beauty, and brilliance.
(iv) The treasures buried with King Tut’s mummy were all made of
gold and were extremely valuable.
(v) Refers to a scientist’s disinterested pursuit of truth.
(vi) Clouds that are dark in colour and indicate the possibility
of storms and heavy rain.
(vii) The stars are shrouded in dark grey clouds, as if they
were jewels kept in a casket.
(viii) Refers to something that will last indefinitely and is
unaffected by time. It is used here to describe the gleam and lustre of Tut’s golden
treasure and artefacts.
(ix) Customarily, the resins are used to prepare a body for
mummification and in burial rituals.
(x) A machine-created image or artificial body that represents
the real body. It can be used to gather information and facts about a real
body.
2. Here are some commonly used medical terms. Find out their
meanings.
CT scan
MRI
tomography
autopsy
dialysis
ECG
post mortem angiography
biopsy
Answer:
CT scan – Short for Computerised Tomography, it is a specialised
x-ray test that uses a series of X-ray images and a computer to create
cross-sectional images of the body.
MRI – Magnetic Resonance Imaging (MRI) is a diagnostic technique
that employs magnetic fields and radio waves to generate a detailed image of
the body’s soft tissue and bones.
Tomography – It refers to sectional imaging or sectioning using
any type of penetrating wave. It is used in radiology, archaeology, and other
scientific fields.
Autopsy – It is a surgical procedure that entails dissecting a
corpse to determine the cause and manner of death or to evaluate an injury for
research purposes.
Dialysis – It is the process of removing excess water and toxins
from the blood in people whose kidneys have lost the ability to do so
naturally.
ECG – The electrocardiogram, also known as an ECG, is a
diagnostic tool used to evaluate the electrical and muscular functions of the
heart.
Post Mortem – A corpse is examined or analysed soon after death
to determine the cause of death.
Angiography – It is a type of imaging tool used to see inside
blood vessels and organs of the body, specifically arteries, veins, and heart
chambers.
Biopsy – It is a medical procedure in which surgeons,
radiologists, or cardiologists extract cells or tissues for examination in
order to determine the presence and extent of a disease.
The Laburnum Top
Find out
1. What laburnum is called in your language.
Answer:
Write your own answer.
2. Which local bird is like the goldfinch.
Answer:
The Lutino Indian Ringneck is the local bird which is like the
goldfinch.
Think it out
1. What do you notice about the beginning and the ending of the
poem?
Answer:
The poem begins on a depressing note. The laburnum is said to
stand silently and still. There is no sign of life. The tree’s leaves have
begun to yellow, and the seeds have already fallen. It denotes the autumn
season.
2. To what is the bird’s movement compared? What is the basis
for the comparison?
Answer:
The movement of the bird is compared to that of a lizard. They
are both sleek, alert, and abrupt. As a result, the comparison is both accurate
and convincing.
3. Why is the image of the engine evoked by the poet?
Answer:
The image of the engine is evoked because the mother bird is the
family’s “engine.” She works to provide food for her children in the same way
that an engine powers a machine.
4. What do you like most about the poem?
Answer:
Write your own answer.
5. What does the phrase “her barred face identity mask” mean?
Answer:
This means that it is the mark of recognition that the mother
bird uses to reveal her identity as the mother of her babies.
Note down
1. the sound words
Answer:
Chirrup, chitterlings, trillings, whistle-chirrup whisperings
2. the movement words
Answer:
twitching, tremor, trembles, stokes, flirts, launches, subsides
3. the dominant colour in the poem.
Answer:
Yellow
List the following
1. Words which describe ‘sleek’, ‘alert’ and ‘abrupt’.
Answer:
Suddenness, startlement
2. Words with the sound ‘ch’ as in ‘chart’ and ‘tr’ as in
‘trembles’ in the poem.
Answer:
‘ch’ sound-Chirrup, chitterlings
‘tr’ sound- trillings, tremor, tree
3. Other sounds that occur frequently in the poem.
Answer:
‘st’, ‘ill’ and ‘ing’
Chapter 4:
Landscape of the soul
Understanding the text
1. (i) Contrast the Chinese view of art with the European view
with examples.
Answer:
Chinese painting art is imaginative and spiritual in nature,
whereas European paintings are based on actual views or real objects. The
paintings of Wu Daozi and master painters from Europe demonstrate the disparity
between the perspectives of two distinct arts.
(ii) Explain the concept of shanshui.
Answer:
It literally means “mountain water,” and it refers to a type of
Chinese painting that incorporates natural landscapes, spiritual spaces, and
conceptual spaces. It reflects two opposing poles that represent the Daoist
view of the universe.
2. (i) What do you understand by the terms ‘outsider art’ and
‘art brut’ or ‘raw art’?
Answer:
Outsider art is art created by an artist who has no formal
training but still has talent and an artistic point of view in life. The term
‘art brut’ or ‘raw art’ refers to art in its most basic form or state.
(ii) Who was the “untutored genius who created a paradise” and
what is the nature of his contribution to art?
Answer:
Nek Chand was the ‘untutored genius’ who created ‘paradise.’ He
was the 80-year-old designer of Chandigarh’s world-famous Rock Garden. It is an
example of outsider art in which raw materials and stones are combined to create
an artistic work. Anything and everything can be used to create an artwork, and
all that is required is a critical eye. One of his most well-known works is
‘Women by the Waterfall.’
Thinking about language
1. Find out the correlates of Yin and Yang in other cultures.
Answer:
Yang and yin are two complementary poles that can be correlated
in various cultures and styles.
Nature and God are central to Indian culture. Nature is yin, and
God is yang. To create the world and all of its worldly things and creatures, a
combination of the two is required.
2. What is the language spoken in Flanders?
Answer:
The French language is spoken in Flanders.
Working with words
I. The following common words are used in more than one sense.
panel studio
brush
essence material
Examine the following sets of sentences to find out what the
words, ‘panel’ and ‘essence’ mean in different contexts.
1. (i) The masks from Bawa village in Mali look like long panels
of decorated wood.
(ii) Judge H. Hobart Grooms told the jury panel he had heard the
reports.
(iii) The panel is laying the groundwork for an international
treaty.
(iv) The glass panels of the window were broken.
(v) Through the many round tables, workshops and panel
discussions, a consensus was reached.
(vi) The sink in the hinged panel above the bunk drains into the
head.
Answer:
(i) boards of decorated wood.
(ii) group of men selected to give a unanimous verdict on a
legal matter.
(iii) group of experts.
(iv) window panes.
(v) group discussions.
(vi) a flat board fixed with a hinge.
2. (i) Their repetitive structure must have taught the people
around the great composer the essence of music.
(ii) Part of the answer is in the proposition; but the essence
is in the meaning.
(iii) The implications of these schools of thought are of
practical essence for the teacher.
(iv) They had added vanilla essence to the pudding
Answer:
(i) the most important quality of something that makes it what
it is.
(ii) the main part.
(iii) practical importance.
(iv) liquid taken from vanilla that contains its smell and taste
in a very strong form.
Poem-The Voice of the Rain
Think it out
I. 1. There are two voices in the poem. Who do they belong to?
Which lines indicate this?
Answer:
The poem contains two voices. The first is of the rain, and the
second is of the poet himself.
“And who art thou? Said I to the soft-falling shower,” is the
voice of the poet and “I am the Poem of Earth, said the voice of the rain” is
the voice of rain.
2. What does the phrase “strange to tell” mean?
Answer:
The phrase refers to a peculiar phenomenon, as the raindrop
responds to the poet’s questions.
3. There is a parallel drawn between rain and music. Which words
indicate this? Explain the similarity between the two.
Answer:
The voice of the rain says, “I am the Poem of Earth,” implying a
link between rain and poetry.
The poet draws parallels between the two by observing the rain’s
life cycle. They both originate from a source, rise, and return to their origin
after completing their task.
4. How is the cyclic movement of rain brought out in the poem?
Compare it with what you have learnt in science.
Answer:
As the poem’s lines go, the water rises from the “land and the
bottomless sea” to reach the sky. Water rises untouched from the sea in the
form of water vapour, forms a cloud, and then descends back on earth to wash
away the dryness, returning to its source. This cyclical movement of rain
parallels the phenomenon of precipitation we learned in science.
5. Why are the last two lines put within brackets?
Answer:
The last two lines contain the poet’s comment or general
observation, not the voice (something said) of the rain or the poet. As a
result, they are enclosed in brackets because they do not constitute a
conversation between the rain and the poet.
6. List the pairs of opposites found in the poem.
Answer:
(a) Day, night
(b) Reck’d, unreck’d
(c) Rise, descend
II. Notice the following sentence patterns.
1. And who art thou? said I to the soft-falling shower.
Answer:
I enquired the soft-falling rain about its identity.
2. I am the Poem of Earth, said the voice of the rain.
Answer:
The voice of the rain introduced itself as the Poem of Earth.
3. Eternal I rise
Answer:
Upward movement of the rain (towards sky) is eternal.
4. For song… duly with love returns
Answer:
The poet says that, similar to the natural cycle of the rain, a
song originates from the heart of the poet, travels to reach others and after
fulfilling its purpose (whether acknowledged or not), it returns to the poet
with all due love.
Chapter No 5:
’The Ailing Planet:
the Green Movement’s Role
Understanding the text
1. Locate the lines in the text that support the title ‘The
Ailing Planet’.
Answer:
The lines that support the title of the chapter are given below.
“The earth’s vital signs reveal a patient in declining health.”
“Are we to leave our successors a scorched planet of advancing
deserts, impoverished landscapes and ailing environment?”
“…the environment has deteriorated so badly that it is
“critical‟ in many of the eighty-eight countries investigated”.
“When this happens, fisheries collapse, forests disappear,
grasslands are converted into barren wastelands and croplands deteriorate.”
“it has been well said that forests precede mankind, deserts
follow”
“ …. Several species of life face extinction as a result of its
destruction.”
“The environmental problem does not necessarily signal our
demise, it is our passport for the future.”
2. What does the notice ‘The world’s most dangerous animal’ at a
cage in the zoo at Lusaka, Zambia, signify?
Answer:
The inscription ‘The world’s most dangerous animal’ in a cage in
the Lusaka Zoo in Zambia indicates that man has always been a completely
self-centred being. Even though man is civilized and has advanced far beyond all
other animals, his vision of a world based on cooperation has yet to take
shape. We humans, like all other beings, want to rule this planet rather than
coexist with it. That is why we frequently forget that humans cannot sustain
themselves on their own. We must instead learn to live in a way that helps the
earth sustain itself and thus helps us sustain ourselves.
3. How are the earth’s principal biological systems being
depleted?
Answer:
There are four major biological systems on Earth – fisheries,
forests, grasslands, and croplands. These four systems are not only the basic
systems required for survival, but they are also the primary sources of raw
materials for the majority of our needs. In a nutshell, they are the foundation
of the global economy. However, with rising protein demands, the demand for
fish is increasing all the time. The fish stock is being depleted in order to
meet this demand. Apart from supplying our food, these four systems provide
almost all of the raw materials for the industry, with the exception of
minerals and petroleum-derived synthetics. Human demands on these systems have
reached an unsustainable level in many parts of the world, reducing their
productivity. When this occurs, fisheries fail, forests disappear, grasslands
become barren wastelands, and consequently, croplands deteriorate. Overfishing
is a daily occurrence in a protein-conscious and protein-hungry world. Local
forests are being decimated in poor countries in order to obtain firewood for
cooking. Firewood has become so expensive in some areas that “what goes under
the pot now costs more than what goes inside it.”
4. Why does the author aver that the growth of world population
is one of the strongest factors distorting the future of human society?
Answer:
The author believes that the world’s population growth is one of
the most powerful factors distorting future human society because a growing
population not only increases food demand but also depletes current resources
at an unrecoverable rate. Fertility rates are declining as incomes rise,
education spreads, and health improves. As a result, development is the most
effective contraceptive. However, if the current rate of population growth
continues, development may be impossible. The rich get richer, while the poor have
children who keep them poor. Having more children does not imply more workers,
but rather more unemployed people. It is not advocated that humans be treated
like cattle and forced to be sterilized. However, there is no alternative to
voluntary family planning that does not involve some form of coercion. The
choice is really between population control and poverty perpetuation.
Thinking about language
The phrase ‘inter alia’ meaning ‘among other things’ is one of
the many Latin expressions commonly used in English. Find out what these Latin
phrases mean.
1. prima facie
2. ad hoc
3. in camera
4. ad infinitum
5. mutatis mutandis
6. caveat
7. tabula rasa
Answer:
1. prima facie – at first face or first impression
2. ad hoc – created or done for a particular purpose as
necessary
3. In-camera – doing something that the camera rolls.
4. ad infinitum – again and again in the same way
5. mutatis mutandis – making necessary alterations while not
affecting the main point at issue.
6. Caveat – a warning or proviso of specific stipulations,
conditions, or limitations.
7. tabula rasa – an absence of preconceived ideas or
predetermined goals
Working with words
I. Locate the following phrases in the text and study their
connotation.
1. gripped the imagination of
2. dawned upon
3. ushered in
4. passed into current coin
5. passport of the future
Answer:
1. gripped the imagination of: received much attention
2. dawned upon: realised it for the first time
3. ushered in: began the new idea
4. passed into current coin: have been brought into use
5. passport of the future: a thing that makes something possible
Chapter 6:
The Browning version
Understanding the text
1. Comment on the attitude shown by Taplow towards
Crocker-Harris.
Answer:
Crocker-Harris is Taplow’s teacher. According to Taplow, he is a
person who adheres to strict principles and is a hard worker, which is clear
from the fact that he scheduled a class on the last day of school. He was fair
to Taplow and gave him the grades he deserved. He is a person who does not care
to be liked by others. Despite being a strict person, he is Taplow’s favourite
because he is hardworking and gives his all to his students. Taplow told Frank
about Crocker-Harris that he is not sadistic, but he is strict.
2. Does Frank seem to encourage Taplow’s comments on
CrockerHarris?
Answer:
Yes, Frank appears to support Taplow’s comments about
Crocker-Harris. When Taplow told Frank about Crocker-Harris, he said,
“Crocker-Harris is a person who is shrivelled up inside like a nut, and he
seems to hate people who like him.” Frank cleverly persuaded Taplow to talk
more about Crocker-Harris by asking a series of questions. During the
conversation with Taplow, he also repeated the name “Crocker-Harris” so that
Taplow would say something more about Crocker-Harris.
3. What do you gather about Crocker-Harris from the play?
Answer:
Crocker-Harris is a teacher who strictly adheres to his rules,
regulations, and principles. He is someone who believes in making unbiased
decisions about his students, and he is emotionless in front of them so that he
can treat everyone equally. He is not a sadist, but he is serious about his
job. When he schedules class on the last day of school, he is strict about his
responsibilities.
Working with words
A sadist is a person who gets pleasure out of giving pain to
others. Given below are some dictionary definitions of certain kinds of
persons. Find out the words that fit these descriptions.
1. A person who considers it very important that things should
be correct or genuine, e.g. in the use of language or in the arts: P…
Answer:
Perfectionist
2. A person who believes that war and violence are wrong and
will not fight in a war: P…
Answer:
Pacifist
3. A person who believes that nothing really exists: N…
Answer:
Nihilist
4. A person who is always hopeful and expects the best in all
things: O…
Answer:
Optimist
5. A person who follows generally accepted norms of behaviour:
C…
Answer:
Conventionalist
6. A person who believes that material possessions are all that
matter in life: M…
Answer:
Materialist
Poem-Childhood
Think it out
1. Identify the stanza that talks of each of the following.
individuality rationalism hypocrisy
Answer:
Individuality – Third stanza
Rationalism – First stanza
Hypocrisy – Second stanza
2. What according to the poem is involved in the process of
growing up?
Answer:
According to the poem, the poet was attempting to direct the
process of maturation from childhood to adolescence. The poet believes that by
losing his childhood, he will gain some characteristics that will perfectly
define his adolescence. These characteristics include: comprehending
rationalism and discrimination, comprehending adult hypocrisy, comprehending
the power of individualism and self-confidence.
3. What is the poet’s feeling towards childhood?
Answer:
Childhood, according to the poet, is a stage from which the next
stage, adolescence, begins. Childhood was the stage when people tended to
believe things earlier; a child easily believed what adults said. The poet was
eager to enter his adolescent stage because a poet is eager to understand
rationalism, discrimination, hypocrisy, individualism, and self-confidence, and
the poet has no regrets about losing his childhood.
4. Which do you think are the most poetic lines? Why?
Answer:
The poem’s final stanza appears to be the most poetic: “It went
to some forgotten place That’s hidden in an infant’s face; that’s all I know.”
These lines beautifully capture the process of growth and the passing of a
particular stage of life. These lines imply, metaphorically, that an infant’s
innocent face conceals a great deal behind its smiles. He finds solace in the
fact that the virtues of childhood are not forever lost but may be hidden
somewhere in the child’s consciousness.
Chapter 7:
The adventure
Understanding the text
I. Tick the statements that are true.
1. The story is an account of real events.
Answer:
False
2. The story hinges on a particular historical event.
Answer:
True
3. Rajendra Deshpande was a historian.
Answer:
False
4. The places mentioned in the story are all imaginary.
Answer:
False
5. The story tries to relate history to science.
Answer:
True
II. Briefly explain the following statements from the text.
1. “You neither travelled to the past nor the future. You were
in the present experiencing a different world.”
Answer:
“You did not travel to the past or the future. You were in the
present, but you were in a different world.” These words were spoken by
Rajendra Deshpande while attempting to explain his strange experience to
Professor Gaitonde. When the professor was involved in an accident, he began to
reflect on the Battle of Panipat and the consequences that occurred in his
life. His thoughts wandered between what we know about history and what might
have been. The professor was experiencing two worlds at the same time by
thinking. According to the same theory, there must be many more different
worlds emerging from unrealistic thoughts.
2. “You have passed through a fantastic experience: or more
correctly, a catastrophic experience.”
Answer:
“You’ve had a fantastic experience, or, more accurately, a
catastrophic experience.” Professor Gaitonde was told by Rajendra Deshpande
that he had an exciting experience. He claimed that we lived in a one-of-a-kind
world with a one-of-a-kind history. Gangadhar Pant’s mind jumped to another
world as a result of the accident, which was unrealistic. History took a
different turn in that world after the Marathas won the Battle of Panipat.
Rajendra explained this using the catastrophic theory, which holds that reality
is full of misinterpretations.
3. Gangadharpant could not help comparing the country he knew
with what he was witnessing around him.
Answer:
“Gangadhar Pant couldn’t help but compare his home country to
what he was seeing around him.” Gangadhar Pant witnessed two different
perspectives of the same reality, albeit one at a time, during his
extraordinary experience. The India he knew was described in history books as
the result of the 1761 Battle of Panipat, in which the Marathas were defeated. The
other India he saw was the result of the Marathas’ victory in the battle. In
this version, he saw India as a prosperous country that could meet its own
needs.
4. “The lack of determinism in quantum theory!”
Answer:
It talks about quantum theory’s lack of determinism. If a bullet
is fired from a gun in a specific direction at a specific speed, one can
predict where it will end up, but the same cannot be said for an electron. When
an electron is emitted by a source, it can come from anywhere. This is due to
quantum theory’s lack of determinism. According to this theory, reality is
never one-sided. At the same time, alternate worlds may exist.
5. “You need some interaction to cause a transition.”
Answer:
To cause a transition, some interaction is required. According
to Rajendra Deshpande, Professor Gaintonde made a change as a result of the
interaction that occurred in the professor’s mind at the time of the collision.
The professor was thinking about catastrophic theory and its role in wars at
the time of the collision. He was thinking about the Battle of Panipat and its
aftermath. The transition was caused by the interaction in his brain.
Thinking about language
1. In which language do you think Gangadharpant and Khan Sahib
talked to each other? Which language did Gangadharpant use to talk to the
English receptionist?
Answer:
Gangadharpant and Khan Sahib communicated in Marathi, and they
used a translator to communicate with the English-speaking receptionist.
2. In which language do you think Bhausahebanchi Bakhar was
written?
Answer:
Bhausahebanchi Bakhar was written in Maratha language.
3. There is mention of three communities in the story: the
Marathas, the Mughals, the Anglo-Indians. Which language do you think they used
within their communities and while speaking to the other groups?
Answer:
When they spoke to each other, they used their traditional
slang, but when they spoke to other groups, they used the language that was
understood by people from all three communities.
4. Do you think that the ruled always adopt the language of the
ruler?
Answer:
Write your answer.
Working with words
I. Tick the item that is closest in meaning to the following
phrases.
1. to take issue with
(i) to accept
(ii) to discuss
(iii) to disagree
(iv) to add
Answer:
(iii) to disagree
2. to give vent to
(i) to express
(ii) to emphasise
(iii) suppress
(iv) dismiss
Answer:
(i) to express
3. to stand on one’s feet
(i) to be physically strong
(ii) to be independent
(iii) to stand erect
(iv) to be successful
Answer:
(ii) to be independent
4. to be wound up
(i) to become active
(ii) to stop operating
(iii) to be transformed
(iv) to be destroyed
Answer:
(ii) to stop operating
5. to meet one’s match
(i) to meet a partner who has similar tastes
(ii) to meet an opponent
(iii) to meet someone who is equally able as oneself
(iv) to meet defeat
Answer:
(iii) to meet someone who is equally able as oneself
II. Distinguish between the following pairs of sentences.
1. (i) He was visibly moved.
(ii) He was visually impaired.
Answer:
i. In a way that can be noticed.
ii. Related to one’s seeing or appearance
2. (i) Green and black stripes were used alternately.
(ii) Green stripes could be used or alternatively black ones.
Answer:
i. Occur in turn repeatedly
ii. As an option or possibility
3. (i) The team played the two matches successfully.
(ii) The team played two matches successively.
Answer:
i. Achieving aim or result
ii. Immediately, one after another
4. (i) The librarian spoke respectfully to the learned scholar.
(ii) You will find the historian and the scientist in the
archaeology and natural science sections of the museum respectively.
Answer:
i. With deference and respect
ii. Separately or individually and in the order already
mentioned.
Chapter 8:
Silk Road
Understanding the text
I. Give reasons for the following statements.
1. The article has been titled ‘Silk Road.’
Answer:
The article is titled Silk Road because the author travelled
through the mountains where the ancient Silk Road used to pass, connecting
Tibet to China.
2. Tibetan mastiffs were popular in China’s imperial courts.
Answer:
Tibetan mastiffs were ferocious and watchful guard dogs. When
the author’s vehicle entered the property, they chased it down without fear. As
a result, they were presented to the Chinese imperial court as a form of
tribute from Tibet.
3. The author’s experience at Hor was in stark contrast to
earlier accounts of the place.
Answer:
The author’s experience at Hor contrasted with travel accounts
such as those of Kawaguchi and Hedin, who were overcome by the beauty and
serenity of the lake, and cried. The author observed a neglected Hor with
sparse vegetation, a rocky and dusty landscape, and discarded waste in the
surrounding area.
4. The author was disappointed with Darchen.
Answer:
When they arrived in Darchen, the author couldn’t sleep due to a
cold, so he sought treatment from a Tibetan doctor. When he looked around the
next day, he noticed there were no pilgrims, which was a major disadvantage for
his future journey.
5. The author thought that his positive thinking strategy worked
well after all.
Answer:
When the author discovered no pilgrims in Darchen, he began to
doubt his positive thinking. But, by chance, he ran into Norbu, who had also
come to do kora. He was a professor in Beijing. When he suggested that they
both form a team, the author realised that his positive thinking had paid off
after all.
II. Briefly comment on
1. The purpose of the author’s journey to Mount Kailash.
Answer:
The author’s trip to Mount Kailash was part of a
self-improvement programme. The author wanted to boost his positive thinking,
so he went on a pilgrimage called the kora.
2. The author’s physical condition in Darchen.
Answer:
At Darchen, one of the author’s nostrils became blocked. When he
tried to sleep, he got up because his chest felt uneasy, though it was fine
once he sat up. When he discovered he couldn’t lie down, he tried sleeping by
leaning against a wall, but he became afraid of falling asleep due to his
breathing problem. He felt better after taking the medication.
3. The author’s meeting with Norbu.
Answer:
Norbu and the author met by chance in Darchen’s cafe. When Norbu
noticed the author reading an English novel, he struck up a conversation, and
they soon realised they were both headed for Korba. They decided to form a
group.
4. Tsetan’s support to the author during the journey.
Answer:
Tsetan drove the author from Ravu to Darchen in his four-wheel
drive vehicle. He manoeuvred his way through the snowy terrain. When the author
became ill, he also took him to the Darchen medical college. Throughout, Tsetan
was a dependable and approachable companion.
5. “As a Buddhist, he told me, he knew that it didn’t really
matter if I passed away, but he thought it would be bad for business.”
Answer:
Tsetan was a devout Buddhist who believed that death was not the
end of the world. Kailash is a holy place; going there would be better for him
because it would transport him to heaven. Then, if the author died there, it
would be bad for his business because his credibility in looking after the
tourists would be jeopardised, and he might not get any customers later.
Thinking about language
1. Notice the kind of English Tsetan uses while talking to the
author. How do you think he picked it up?
Answer:
Tsetan’s English must have been picked up through his travels
and interactions with the pilgrims he met.
2. What do the following utterances indicate?
(i) “I told her, through Daniel …”
(ii) “It’s a cold,” he said finally through Tsetan.
Answer:
The preceding utterances demonstrate the absence of a common
language. The author was unable to communicate in the local language and could
only communicate in English. As a result, Daniel was the translator, and Tsetan
was the one who translated the doctor’s words for the author.
3. Guess the meaning of the following words.
kora drokba
kyang
In which language are these words found?
Answer:
These are of Tibetan language.
Poem-Father to Son
Think it out
1. Does the poem talk of an exclusively personal experience or
is it fairly universal?
Answer:
The poem discusses a fairly universal experience concerning the
relationship between parents and children. The poem discusses the communication
gap and how neither of them understands what the other is thinking.
2. How is the father’s helplessness brought out in the poem?
Answer:
The father’s helplessness is emphasised by the depiction of his
emotional struggle. He is aware of the issue and wants to solve it, but he is
unable to do so. He bemoans the fact that his son has become a stranger to him.
He regrets the lack of a strong emotional bond and proper communication with
his estranged son and wishes to start over and rebuild their relationship.
3. Identify the phrases and lines that indicate distance between
father and son.
Answer:
Lines and phrases that show the distance between father and son
are:
“land is his and none of mine”
“Him prodigal, returning to his father’s house”
“see him make and move his world”
“put out an empty hand”
4. Does the poem have a consistent rhyme scheme?
Answer:
The poem has a rhyme scheme, but it is inconsistent. The rhyme scheme varies slightly between stanzas.
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