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Here we are providing Three Men in a Boat Extra Questions and Answers for Class 9 English, Extra Questions for Class 9 English was designed by subject expert teachers.

Three Men in a Boat Extra Questions and Answers for Class 9 English

Three Men In A Boat Question Answer Question 1.
Name the four characters introduced in this chapter. Give an account of each.
Answer:
The four characters introduced in this chapter are the two friends of the narrator, George and William Samuel Harris, the narrator and his dog, Montmorency. J. is one of the main characters in the book and he is also the narrator of this story. J. sees himself as hardworking, intelligent and competent when in fact in real life he was the exact opposite. He is also a hypochondriac much like his other friends.

George is a very good-natured person. He works at the bank and is seen to be more grounded than his other two friends. He brings a banjo to his house and starts to learning how to play. Harris or William Samuel Harris and J. have known each other for a long time. He is bigger in build and used that to scare away somebody who was trying to blackmail them.

Three Men In A Boat Questions Question 2.
What were the men discussing and why were they doing so? Did they come up with a solution and what did they decide to about it?
Answer:
The men were discussing their poor health and their symptoms because they were experiencing spells of giddiness. The narrator was convinced that his liver was not functioning properly. They diagnosed themselves with every kind of disease they could find and only eliminated a disease called housemaid’s disease. They later identified the source of their poor health and hypochondria could be a result of stress and overwork so they decided to take a holiday. Then they finally decided to row up the Thames.

Three Men In A Boat Questions And Answers Question 3.
Why did the narrator suspect that his liver was not well? What made the narrator feel that he was an interesting medical case? Do you think something was wrong with him? Give reasons for your answer.
Answer:
The narrator felt so because he had been reading a circular that contained symptoms of liver disorder and he was convinced that he had all the symptoms.The fact that the narrator felt that he had every disease listed in the medical book he had ever read in the reading room convinced him that medical students could learn a lot about the various diseases by just studying him.There was nothing wrong with him, he was perfectly normal. The narrator seemed to worry about having a serious illness which turned out to be a phobia.

Three Men In A Boat Answers Question 4.
What does the narrator mean when he makes the following statement: “I had walked into that reading-room a happy, healthy man. I crawled out a decrepit wreck.”
(Encourage the students to think creatively andformulate their own answers.)
Answer:
The narrator means that though he had been quite hale and hearty before going to the reading-room, after reading the symptoms listed in the medical book, he felt that he was actually a very sick man as he seemed to have all the symptoms of most of the diseases listed in the book.

Three Men In A Boat Mcq Questions And Answers Question 5.
Why did the chemist not give the narrator any medicine when he gave him the doctor’s prescription? What did this mean? Do you think the doctor knew what the narrator was going through? Give ‘ reasons for your answer.
Answer:
The chemist did not give the narrator any medicines because the prescription did not contain th6 names of any medicines. All it had written on it was the name of the food and drink and the exercise that the doctor felt the narrator should have. It also contained the time at which the doctor advised him to sleep. This meant that the doctor did not think anything was wrong with the narrator.

Yes, I think the doctor knew exactly what was going on with the narrator because instead of prescribing medicines-and drugs, he had prescribed food and drinks as well as exercise. This shows that the narrator was healthy and had no tangible physical pain. It was ali a part of his phobia.

Question 6.
How has the narrator dealt with illness in his childhood whenever he complained it? Do you think that is the right approach? Give reasons for your answer.
Answer:
The narrator would be boxed or slapped hard on the side of his head and this strangely used to cure him of his illness at that time. (Encourage students to think creatively and formulate their own answers.) Despite the proverb, ‘spare the rod and spoil the child’, physical abuse in any form is not healthy and this form of negative reinforcement gives trauma to the recipient of the act.

The narrator is suffering from Hypochondria which is a phobia in itself and the cure itself lay in the parental figures understanding their child’s status. No, I do not think that violence or abuse is not cure for any illness. The parents must’ve figured that the child was acting but in fact the.problem lay in his psyche which by negative reinforcement was only able to suppress.

Question 7.
What does the narrator find strange about people talking about their sea trips? Why did George suggest that they could go on a boating trip?
Answer:
The narrator was surprised at the fact that they never discussed their bouts of sea-sickness. They often recounted tales about other people’s sea-sickness but never their own. They probably felt that it was a sign of weakness and the listeners might make fun of them. According to George, a boating trip on a river would give them fresh air, exercise and peace that they wanted. The change of scene would occupy their minds and the exercise of rowing the boat would give them a good appetite and tire them enough to get a good sleep.

Question 8.
Why was Montmorency not too keen to go on the boat? Is it right to fear the ocean and the boat?
Answer:
Montmorency, the dog, was not keen to go on the boat ride because he was not looking forward to being confined in the boat for hours together without any exercise, neither could he go chasing rats. He was also apprehensive that the men might not be able to handle the boat carefully and so there were chances of then- falling overboard into the river.

(Encourage the students to think creatively andformulate their own answers.)
Yes, I think it is right to fear the ocean because the seas and the oceans are a dangerous place with many unknown perils and subject to the erratic weather conditions. One can be afraid of the boat because the food supplies as well as other essentials could end any day on the boat and they would not have either land or another ship to possibly restock supplies.

Question 9.
What plans did the three men make about their trip? When were they planning on going on their trip and what was the major point of discussion while planning the trip? What was their final decision?
Answer:
The three men planned to leave on their trip on the following Saturday. Two of them, i.e., the narrator and Harris, would take the boat from Kingston to Chertsey, while George who worked in a bank would meet them at Chertsey the same afternoon. They had also taken great pains to pack their things but later on realized only to pack the essential things.The major point of discussion amongst the three was whether they would be camping out or sleeping in the inns. Finally, they decided that on fine nights they would sleep in the tents but on rainy nights they would sleep at the inns.

Question 10.
What are the difficulties described by the narrator about camping out in the open when it was raining? Do you think it would have been an adventure without the rain? Give reasons for ‘your answer.
Answer:
According to the narrator, the boat gets filled with water which makes it is very difficult to put up the tent. Also, making wood fire becomes impossible, the food supplies get soaked in the rain and turn . liquid. Moreover, tobacco becomes damp and the only thing that gives some comfort is a bottle of liquor. Additionally, one is down with a cold in the morning.

(Encourage the students to think creatively andformulate their own answer.)
No, I do not think it would have been an adventure without certain hardships such as the rains. It is only in difficult situations that one is confronted with the idea of happiness and for the three men who took a vacation to find happiness and freedom, the rains somehow reminds them of the fact that happiness is not by doing things or by being with certain people but it’s about appreciating one’s current situation and surroundings.

Question 11.
How does Uncle Podger involve the whole family in the simple task of hanging a picture? Why do you think J. keeps comparing Harris to Uncle Podger?
Answer:
One of the girls from Uncle Podger’s family was sent to buy nails, a boy was sent to tell the girl what size of nails to buy, a boy called Will was asked to get a hammer while Tom got him a ruler, the step-ladder and the ‘ kitchen-chair. Jim was sent to Mr Goggle’s house to lend him his spirit-level. Maria had to hold the light so that he could see clearly.

The girl, who had gone to get some picture-cord, and Tom were called back to hand him the picture. Then he dropped the picture, broke the glass, lost the nail, then the hammer and every time the whole household had to rally around trying to help him. J. keeps comparing Harris to his late Uncle Podger because much like Uncle Podger, Harris also cannot perform basic tasks without making mistakes and ends up riling everyone around him.

Question 12.
What is the narrator’s advice for those who load their boat with useless things? Why? What items did the three finally decide to carry on the trip?
Answer:
According to the narrator, one should discard everything that is unnecessary because it only creates danger and causes unnecessary confusion and clutter. The narrator goes on to compare this with life in general where people seemed to do the same with thoughts and emotions, holding on to them unnecessarily and creating tension for themselves. This could not give anyone a respite from anxiety and care, and one cannot enjoy watching the beauties of the world one lives in.

The three finally decided to carry only the things that they could not do without, such as, a rug each, a lamp, some soap, a brush and comb, a toothbrush (each), a basin, some tooth-powder, some shaving tackle, and a couple of big-towels for bathing along with food provisions. They also decided to take a change of under clothes and plenty of socks, in case anyone wanted a change; also plenty of handkerchiefs and a pair of leather boots, as well as their boating shoes.

Question 13.
Do you think George and Harris were experts at packing and how did Montmorency help in the packing? Give reasons for your answer.
Answer:
No, George and Harris do not seem to have been experts, because they started by breaking a cup, and continued by squashing a tomato under the bottle of jam. They packed the pies at the bottom and thus squashed them, spilt salt over everything and as for the butter, they stepped on it, sat on it and put it all over themselves and the room.

Montmorency made a complete nuisance of himself. He sat down on things which had to be packed, pushed his nose into Harris or George’s hand whenever they reached out for anything, put his leg into the jam, played with a teaspoon and pretended the lemons were rats. He chased the lemons inside the hamper till he “killed” three of them, before he was hit by Harris with a frying pan.

Question 14.
Who was Biggs? Who were his boys? Why did the narrator get irritated with Biggs’ latest boy? Who were the other people who stopped by to watch the narrator and Harris as they waited for their cab? Why did they do so?
Answer:
Biggs was the narrator’s greengrocer. His “boys” were the errand boys who he hired to help him with his ‘work. The narrator was irritated with Biggs’ latest boy, as instead of going about his work, he stopped to stare at the narrator and Harris, who were waiting for a taxi with all the luggage that they had packed for their boating holiday.

Apart from Biggs’ boy, the grocer’s boy, the gentlemen from the boot shop and the superintendent from the Blue Posts, all stopped by to watch the narrator and his friend. Soon, there was a crowd of people who stopped by. They were curious to know where the narrator and his friend were off to with such a lot of luggage. In fact, one group thought it was a wedding party, with Harris being the bridegroom, while another group thought they were off to the narrator’s brother’s funeral.

Question 15.
What examples does the narrator cite to prove his viewpoint that each person has what he doesn’t want and wants what he doesn’t have? Do you agree with the saying? Give reasons.
Answer:
He mentions the fact that married men have wives they do not seem to want, while single men are not able to get wives at all. Similarly, he mentions poor people were hardly able to take care of their families having eight children and more, but rich old couples had no one to leave their money to. Encourage students to think creatively and formulate their own answers.

Yes, I agree with the statement. This saying is similar to the proverb the grass is always greener on the other side, where when we look at our lot and look at others, we are more envious of them. But if we were to take the viewpoint of each person, one has what he doesn’t want and wants what he doesn’t have, would be incorrect because there are instances where people search for what they want and obtain it. The saying is a typical depiction of needs versus wants.

Question 16.
According to the narrator, why did people leave the countryside and flock to cities and towns? Do you think this movement of people reveal the state of society at that time and why does the three men do the exact opposite? What does the author try to relay in the story?
Answer:
According to the narrator, people flocked to live in cities and towns, because the nights in the countryside could be very lonely, quiet and frightening, with lamps casting ghostly shadows all around. It is the longing for human voices and the throb of life and the gas-lit streets that attracted people to the cities.
(Encourage students to think creatively andformulate their own answers.)

This movement of people might have several reasons, but the answer that the reason that the narrator gives might not entirely be true. The city was seen as a place of opportunities for work, fame and other things, in the cities all modem facilities were available and it was not because of the call of the gas-lit streets. This movement of people could be because of the growing economy where the late 19th century can be seen as the height of industrialization.

The three men do the exact opposite because they are tired of city life and thought that the quiet solitude of the country life as well as the fresh air would do them good. The author makes us understand that the country life is not as idyllic asThe three men made it sound like. Much like the city, country life also had its own share of problems.

Question 17.
In what context does the narrator comment that a boating costume “ought to be a costume that can be worn in a boat, and not merely under a glass-case.” What was his experience of the boating trip with the two ladies?
Answer:
The narrator makes this remark while referring to two ladies who had once gone on a boating picnic with him. They were dressed beautifully, but inappropriately in lace and silk, which could get damaged by even a drop of water falling on it. The narrator was unnerved by trying to prevent any drops of water touch them, and asked his friend to row instead.

However, the friend rowed so carelessly that the girls were covered with water and were upset as a consequence. They had an even worse time at the picnic. The girls completely spoilt the party for themselves, and for their companions, by their wrong choice of clothes.

Question 18.
“I was going on thinking away all these grand, tender thoughts, when my reverie was broken.” What were the grand thoughts that the narrator was thinking? What is a reverie and how was the narrator’s broken?
Answer:
The grand thoughts were the narrator’s musings on a sunny morning when he had visited a little village church. He had felt so much at peace, that he had forgiven all his relatives and friends for all the times they had hurt him. His thoughts were full of forgiveness and blessings. A reverie is a daydream, and the narrator’s was broken by the shrill voice of an old bald- headed man coming towards him with a large bunch of keys, offering to show him some tombs.

Question 19.
What happened when J. and Harris parked their boat near Kempton Park? How did the narrator react to the gentleman’s attempt at blackmail? What chain of thought ensued after this incident?
Answer:
The narrator and Harris stopped for lunch and parked their boat near Kempton Park. They were interrupted by a man who claimed that they were trespassing. The man claimed that he had come to warn them that they were trespassing, but actually, he wanted to make some money by threatening to tell the owner of the property about them. Both the narrator and Harris refused to be scared by the man’s threat.

When the man said it was his duty to keep trespassers away, Harris invited him go ahead and do his job. The man looked at Harris’ well- built body and backed down, saying he would return with the owner. However, he never returned. The narrator and William Harris started discussing about the stupidity of such a prohibition that stops visitors and the ruins.

Question 20.
What is the narrator’s view about tow lines? Why does the man with the tow line get angry with the tourists from stopping on the banks. It seemed to Harris that such an act was punishable and the landowners and his family who were against trespassing of this sort should have violence inflicted on them and that the noticeboard should be buried along with their tombstones while he sings comic songs on man who had handed it to him, and vice versa? How was this muddle resolved?
Answer:
The narrator believes that tow lines are strange objects which get tangled no matter what you do. He believes that even though one might take considerable pains to wind and coil the tow line neatly, it gets tangled within minutes.According to the narrator, the man with the tow line finds the tow line in such a tangle that it takes all his skill to untangle it. He thinks it is the fault of the man, who wound it in the first place, for not doing a neat job.

On the other hand, the man in the boat, having just handed over a perfectly coiled line, blames the man on the bank for being careless and tangling it all up. In the end, they get so angry that they just want to use the tow line as rope to hang each other.The muddle was finally resolved when the men came out of the boat and managed to detangle the tow line. At first they found themselves tugging at the same part of rope from opposite ends, but finally they managed to clear it, often finding that the boat had drifted off in the meantime.

Question 21.
How did George and his friends take advantage of the man and the girl who were pulling along a tow line? Why did the narrator think it was exciting to be towed by girls?
Answer:
Since the girl and the man did not realize that they were towing ah empty line without any boat, George managed to hitch their boat to the tow line. Thus, the boy and girl now towed the boat up to Marlow before realizing what had happened. According to the narrator, it is a sensation that should not be missed. Generally it takes three girls to tow a boat—two to pull and one to run around giggling.

They begin by getting themselves tied up in the rope. Once they undo it from around their ankles and necks, they start off at a run, pulling the boat at a dangerous pace. At the end of a hundred yards, they are breathless and stop suddenly, causing the boat to drift midstream and turn around. They often have to be reminded to keep the boat moving. They also have to keep coming back to the boat to comb their hair or get a shawl. When they finally get going again, they are likely to be scared by a cow in their path. Thus, there is never a dull moment.

Question 22.
Do you think George was a committed worker in the bank? Give reasons for your answer. What does this show about his character? (Encourage students to think creatively and formulate their own answers.)
Answer:
No, George appeared to be doing very little work at the bank from the description of the manner in which he was found sleeping most of the time. He, himself, admits that the bank officers working with him would probably have to awaken him and send him on the trip. George seems to be very lazy and laid back in his attitude and is content to let other’s do his work.

Question 23.
What does the narrator want to suggest through the following statement “If Harris’s eyes filled with tears, you can bet it is because Harris has been eating raw onions.” What does this tell about their characters?
Answer:
The narrator wants to point to the fact that Harris was a practical man unlike himself who had a romantic viewpoint about most things in life. He makes this remark when Harris cuts short the narrator’s romantic description of camping out in a tent in the lap of nature by asking him what they would do if it started raining while they were camping out. The narrator was offended by this interruption and pointed out that Harris had no romance in his soul unlike the narrator, because he, like a pessimist, could only think of problems such as rain instead of visualizing the beauty of nature.

Question 24.
Can you give a description of one of the themes that run in the novel?
Answer:
One of the central theme that runs across the novel is the theme of city and country life. The author describes city life and says that there is a lot of transition and migration of people from the countryside to the cities because the countryside is lonely. He goes on saying that the gas-lit streets are more preferable.

There is a glorification of city life of the late 19th century but at the same time we see the three main protagonists who are suffering from hypochondria try to escape the busy schedule of their city life. They conjectured that a vacation time in the countryside would ease their phobias and help them recover.

They decide to take a river trip and escape to the calmness of nature. The men do enjoy many calm moments and they are wracked less with their hypochondria but they also realize that the country life is not as idyllic as they thought it would be. The author tries to portray the relationship between city life and country life and makes us understand that true calm and peace is not found in things or people but an acceptance and appreciation of the surroundings no matter the situation.

Question 25.
What does the narrator imply by saying that for five and thirty minutes one could hear only the clank of cutlery and crockery? What does this show about the stomach? Explain how the narrator expresses the superiority of the stomach over the mind? Do you agree?
Answer:
The narrator wants to say that for thirty-five minutes the three men and their dog were all engrossed in eating their food. It shows how hungry they were at the end of the day’s journey.

The narrator establishes that the mind is not as powerful as the stomach, by saying that if one has an empty stomach, he is not able to do any work, including thinking. According to him, if our stomachs are not full and satisfied, we cannot indulge in any work or activity, or achieve the higher goals of virtue and contentment. This shows that the stomach rules our mental as well physical faculties and it is hunger that is a strong feeling that overcomes everything else.

(Encourage the students to think creatively and formulate their own answers.)
No, I do not agree with what the narrator tells us because even though hunger determines our moods and emotions, It is also our will that dictates our state of being. For example, we see various different people go on hunger strikes when standing up for their beliefs and convictions. This shows that hunger does cause great discomfort but we can still subdue it with the help of our mind.

Question 26.
Throughout the novel, we can see that the author keeps on digressing. What do you think could be the reason for his digressions?
Encourage the students to think creatively and formulate their own answers.
Answer:
The novel itself is a straightforward journey that takes the three men from London to Oxford on a boat, what the author does is that by adding digression, he has managed to change the straightforward story into a more elaborate one where the same digressions feed into the story and helps us understand the characters as well as their situations better. This narrative style gives the author the artistic license to add some comic relief to the novel and addresses various issues during late 19th century England in a comical way.

There are frequent flashbacks that describe the characters for us in a more in-depth manner. These digressions seem to bring to our attention that no journey, be it our life or any adventure, is ever straightforward. There are always digressions and changes throughout the way. This particular style is an attempt by the author to depict and relay the message of human nature and the constant search for happiness and contentment through a number of approaches.

Question 27.
What are some of the changes that the new Victorian England brought in? Do you think it offered opportunities for fun and leisure? Give reasons for your answer.
Encourage the students to think creatively and formulate their own answers.
Answer:
Victorian England refers to the time of Queen Victoria’s reign from 1837 to 1901. This period saw many new changes, one was the significance given to gothic architecture, then there was the significance given to the arts and theatre. Technology was making a big headway and it is at this time that the English working and middle class started enjoying public holidays and vacations.

The arrival of steam engine in the form of trains and steamships improved transportation and slowly popularized recreational travel. The countryside and the beach attracted the city residents and there was a lot of movement. Indeed the Victorian Era did offer many opportunities for fun and leisure. Even in the novel, the three men were tired, disillusioned and wanted to take a vacation and decided to opt for an idyllic boat trip to the countryside.

Question 28
Do you think that the Three Men in a Boat has humour in it? What kind of humour or what style of humour do you think the author uses? Why do you think does the author use these styles?
Encourage the students to think creatively and formulate their own answers.
Answer:
Yes, the novel Three Men in a Boat indeed has humour in it. The author Jerome K. Jerome uses a gamut of styles. There is slapstick, social satire and black comedy in it. This novel seems to appeal to a large demographic as its humour caters to many age groups because of its variety. With the help of this variety, the author is able to express his views in different forms and this literary style helps him when he is trying to digress from the main narrative plot. The satire and irony in the novel is actually the main focus of the book and using J. as a protagonist, the author Jerome manages to tie the whole story together and create comical characters making them portray people from different social classes. The author doesn’t seem to overly criticize the English class system.

Question 29.
What was the Magna Carta? Can you give a brief description of its history? By recounting the tale of Oliver Cromwell and King John, what is the narrator trying to say?
Answer:
Magna Carta or the great charter was an agreement signed between the unpopular King John of England and the rebel barons. It was drafted by the archbishop and the island has been long thought of as the place where the agreement took place. It established for the first time that everybody including the King was subject to the law.

By recounting the tale of Oliver Cromwell and King John, the narrator is trying to say that the English countryside they were boating along had not really changed much since the times of Oliver Cromwell and King John. He wants to convey the fact that one could actually imagine all the historical events that had taken place in that area in the past.

Question 30.
The narrator and Harris refuse to enter the two inns at Datchet on some flimsy grounds. What were the excuses they make? What is the irony they have to face at the end?
Answer:
The narrator refuses to enter the first inn because it did not have any honeysuckle flowers growing in or around it. Harris refuses to enter the other inn because he does not like the look of a man leaning against its front door and finds his boots very ugly. The irony is that after they reject the two inns, they come to know that Datchet has only the two inns and when they try to get rooms in the very same inns, they find that they are overflowing with people and are not even allowed to enter inside them.

Question 31.
Why does Harris express a desire to die? What effect does the appearance of the young boy have on him?
Answer:
After the inns refuse to give them any rooms, they go from house to house trying to get a room for the night but are unsuccessful. At this point of time Harris is so exhausted that he wishes he could die. On hearing this, a boy offers them a room for the night in his house. Harris is so overjoyed that he faints and when he is revived, he empties half a can of beer that the boy was carrying and runs towards the’boy’s house much ahead of the others.

Question 32.
How did the men try to open the can of pineapple? Were they successful in their attempts? Give reasons for your answer.
Answer:
As the men realised that they did not have tin can openers, they unsuccessfully tried opening it with several different objects. Harris was the first to try opening it with a pocket knife which broke and injured his hand badly. The next to try was George who used a pair of scissors which just missed hurting his eyes. The narrator tried opening it with the spiky end of a hitcher but it slipped and jerked him out between the boat and the bank into two feet of muddy water.

Finally, the three took the can out on to the bank, Harris held a sharp end of the stone on its lid, George held on to the can while the narrator picked up the mast and brought it down with all his might onto the stone and missed. He narrowly missed hitting George on his head. They finally abandoned their attempts at opening the can and threw it into the river out of frustration.

Question 33.
Do you think the novel Three Men in a Boat is an autobiography? What do you think are its influences?
Encourage the students to think creatively and formulate their own answers.
Answer:
I think that the novel Three Men in a Boat is not an exact an autobiography but there are instances that have been inspired by his honeymoon with his first wife. They had followed the same route as J. and his fellow companions. Apart from the similarity in the journey that was made, most of the influences are from Jerome’s life. The name J. seems to be a short name for Jerome. Jerome belonged to a lower middle class family and had gone through various hardships especially financially. Thus, he had a good understanding of social classes and he had an astute as well as unique take on society, its pretension and hypocrisy.

Question 34.
What is the narrator referring to when he says-“Strange that Nature’s voices all around them…. should not have taught them a truer meaning of life than this.”?
Answer:
He is referring to the Cistercian monks who had once lived in the abbey in the 13th century. They had lived a very hard life wearing rough tunics, eating vegetarian food and spending their time in hard labour, reading and praying. Most of their time was spent in silent contemplation. The narrator is struck by the irony that these monks were living in the lap of Nature at its best, but were unable to appreciate the beauty that God had provided all around them. They lived grim lives waiting in silence for God’s voice from heaven but were deaf to the sounds of Nature that spoke to them all the time.

Question 35.
What was the outcome of Montmorency’s chasing a large tomcat? How did it affect Montmorency? What is Montgomery’s significance in the novel?
Answer:
Montmorency’s chase had the strangest of outcomes. Instead of running away, or showing any signs of fear, the cat calmly turned around to face Montmorency as if to ask him what he wanted. Montmorency, unused to such a reaction, quietly slinked away with his tail between his legs and would thereafter visibly shrink and have a pained expression on his face at the mention of the word “cat”.

Montmorency features prominently in the novel and somehow provides opportunities for slapstick humour. He also seems to function as a foil to the three men, J., George and William Harris. Unlike the three men, Montmorency is always lively and manages to obtain his own food and most of the time is able to defend himself, which was not the case when Montmorency met the tomcat.

Question 36.
What does the narrator want to express when he says that-“our departure from Marlowe I regard as one of our great successes.”?
Answer:
At Marlowe, the narrator and his friends visited a number of shops to buy different kinds of food materials to last them the next three days on the river. At every shop, they waited till the food was packed in a basket and a boy from the shop carrying the basket followed them to their boat. As a result they had a number of boys following them with baskets in a solemn procession through the centre of the street down to the river, making a very impressive spectacle.

Question 37.
Do you think the narrator hated steam launches? Why? How did the narrator and his friends irritate* the men in the steam launch?
Answer:
Yes, the narrator hated steam launches because, according to him, a person who drives them has hardly anything to do apart from smoking a cigar and blowing the whistle at other boats to clear their path. The narrator was irritated by the superior attitude shown by the people who drove them. The narrator and his friends irritated the men in the steam launch by generally pretending not to hear the whistle of the launch and allowed their boat to drift right into the path of the steam launch. They sat with their backs to them and pretended to be deeply engrossed in a story being told by Harris.

As a result, the launch coming at high speed would run aground in trying to prevent the launch from ramming into their boat. The people from these launches would be found shouting at the men but the narrator and his friends would pretend to be oblivious to all their shouting. Sometimes the men from these launches would come and help to remove their boat from their path and all the time the three friends would pretend to be unaware of all the commotion that they had caused.

Question 38.
What was the shock that George and the narrator received while all three of them were having lunch one day? What had happened?
Answer:
The shock occurred when the trio had just about settled to eat lunch and Harris was carving a pie kept between his knees when he asked the other two for a spoon. Both the narrator and George turned around to get a spoon from the hamper and in the short time that took them to get the spoon Harris just disappeared into ‘ the air along with the pie.

What had happened was that Harris had been sitting on the edge of a small gully which was hidden from view by some long grass and when he had leaned back a little, he had fallen backwards into the gully along with the pie.

Question 39.
What do you think of Montmorency? Why did he come to the narrator with a dead rat? Give an example of how he provides comic relief in the story. Encourage students to think creatively and formulate their own answers.
Answer:
Montmorency was lively, belligerent and seemed to enjoy hunting. When Montmorency saw everyone contributing all kinds of food items for the stew he felt that he too had to give in his contribution which in his case was a dead rat. Montmorency seems to bring comic relief to the story with his funny mishaps. He was also known to have a developed awe, suspicion and hate for the kettle.

He would often watch the kettle as it boiled. Whenever the kettle would start to splutter and steam, he would want to fight it but someone or the other would bear it off before he could do so. Finally, one day, he moved towards the boiling kettle and caught it by the spout and obviously, got burnt. The next moment he was seen running around the island and stopping every now and then to bury his nose in the cool mud.

Question 40.
Why was George contemplating assaulting a policeman? Do you think it was a good idea or was the idea made out of desperation?
Answer:
George and the other two men could not find their boat because they forgot where they moored the boat and now in the dark it was even more difficult to locate it. Since it was raining very heavily with the inns overflowing with people, George felt that by assaulting a policeman, they would at least get a place to sleep in the lock-up in the police station. The only drawback to that plan was that the policeman just might hit them back without locking them up. It was certainly not a good idea because it was thought out of desperation. George was not looking forward to getting drenched in the rain and really wanted some shelter even if the shelter came in the form of a prison.

Question 41
Describe George’s first boating experience?
Answer:
George had started boating at the age of sixteen. He joined eight other gentlemen like himself on their boating expedition. They hired a racing boat, but he had confused recollections of the trip, as he was hit on ’ the head by one of the others’ oars. Another one of their number was similarly situated at the bottom of the boat with his legs up in the air. Only one of the enthusiasts actually knew how to row. When George tried to help him, he lost his oar. They finally passed under Kew Bridge, with all the bystanders enjoying the sight, and were convinced that boating was not the thing for them.

Question 42.
The narrator comments that their towing by the steam launch would have been delightful if it had not been for the wretched small boats. What is ironic about the statement? what does this show-about the narrator?
Answer:
His words are ironic, since earlier he had deliberately blocked the path of steam launches, behaving exactly like the small boats he now thought were such a nuisance. However, now that they were doing what he had done earlier, he was finding fault with them.

Encourage students to think creatively and formulate their own answer.
This shows’us that the narrator was being hypocritical. Throughout the novel we see that the narrator digresses from the narrative to make remarks on people, he is seen getting angry at his friends George and Harris for being lazy when in fact he himself avoids doing chores.

Question 43.
What shocked George that morning? Can you describe in detail the events of what transpired?
Answer:
George noticed something black floating in the river and as the boat drew closer, he laid hold of it. He was shocked to realize that it was the dead body of a woman. The woman had committed suicide by jumping into the river. The three friends later found out her story. She had been deceived by someone she had loved, leaving her alone with a child. Her family and friends had abandoned her and she had to work hard for a living and to care for the baby. Finally, she became so depressed that she decided to end her life.

Question 44.
According to the narrator, what are the ways in which people lie about their fishing? What was strange about the trout mounted in the glass case?
Answer:
According to the narrator, people who fish always exaggerate the size and number of fish they have caught. Also, if they find a stranger, they will claim to have caught any large fish that happen to be seen.The trout mounted in the glass case seemed to be a large and impressive, causing George and the narrator to view it with admiration.

Seeing that they were strangers, no less than five different people, including the innkeeper, pretended to have caught the fish. However, when George tried to get a closer look, he slipped and caused the glass case to fall, shattering the trout into a thousand pieces. It now turned out that the trout was not real at all, having been made of plaster-of-Paris.

Question 45.
Why did the narrator feel that the boat named the Pride of the Thames was a Roman relic? What changes did he make to try and make it more presentable?
Answer:
The narrator felt that the Pride of the Thames was a Roman relic because the boat was a basic wooden structure which looked as if it had been dug out carelessly and had been damaged in the process. He fastened the so-called boat together with string and pasted some wallpaper over the shabbier parts to make it more presentable. Before stepping into it, he also thought it best to say his prayers.

Question 46.
Pick out the simile used by the narrator to describe the close connection between sunlight and nature? Why does he say this?
Answer:
According to the narrator, sunlight is like the blood that gives life to nature. Without light nature looks like a widow who has lost her beloved husband, while her children look into her eyes but receive no warmth or comfort from her. He made these comparisons because it was a wet and gloomy day, making nature seem very different from the radiant beauty they had seen on their way up-stream.

Question 47
“You cannot give me too much work; to accumulate work has almost become a passion with me:” Who says these lines? What do they tell about the speaker’s character?
Answer:
The narrator of the novel says these lines. He himself proclaims that he did not like to work at all. He goes on to say, “I had the general symptoms, the chief among them being a disinclination to work of any kind.” This tells us that he was lazy and a laid-back person, who only worked when there was no other option left.

This character of his became more evident during his boat trip when he expects the other two, Harris and George, to be lively and instead it turns out that both of them are equally lazy. Not only does this show that the narrator is laid-back, it also shows that he is hypocritical because he complains about his friend’s laziness when in fact he too is quite lazy.

Question 48.
What was ironical about the boat journey? What light does it throw on the characters of the three friends?
Answer:
The three friends had planned the boat trip thinking it would be a idyllic journey, offering them a respite , from their day-to-day routine and expected to enjoy two weeks on the river. What they all wanted was rest! Unfortunately, the trip turned out to be full of catastrophes with all of them having to actually work! And they were actually in deep depression because of the continuous rain.

However, they were determined to enjoy themselves and did not want to give up until the full two weeks were up. It shows that despite being terrible boatmen and totally ill-equipped to deal with the simplest of jobs, they were determined to look at the brighter side of life and refused to give in to circumstances, however gloomy and difficult they may be.

Question 49.
The grass is greener on the other side of the fence. Can you describe this common proverb in relation to the novel, Three Men in a Boat. Encourage the. students to thick creatively andformulate their own answers.
Answer:
‘The grass is greener on the other side of the fence’ is a common saying where a person feels that other people seem to be in a better situation than he is which ultimately might not be the case. For example, we admire the life and luxuries that celebrities enjoy but we may not be aware of their situation and problems that they themselves go through to either achieve their status or even to maintain it.

It is human nature to assume that things are going badly for oneself and some other person has the life that we always wanted but in the novel, the author makes us understand that such is not the case. Our happiness, peace and contentment does not come from what we do or with whom we are with or even where we are.

It depends on how we appreciate and acknowledge our situation and surrounding. We see this in the novel where the three men J., George and Harris set out on a boat-ride vacation to the countryside thinking it would give them the peace and quiet that they need but in fact country life was harder than it looked. They soon realize the difficult challenges wherever one is be it in the cities or the countryside.

 

Here we are providing The Sound of Music Extra Questions and Answers Class 9 English Beehive, Extra Questions for Class 9 English was designed by subject expert teachers. https://ncertmcq.com/extra-questions-for-class-9-english/

The Sound of Music Extra Questions and Answers Class 9 English Beehive

The Sound of Music Extra Questions and Answers Short Answer Type

The Sound Of Music Class 9 Extra Questions Question 1.
What were Evelyn’s feelings as she stood on the platform waiting for the London underground?
Answer:
As she stood on the platform Evelyn felt both nervous and excited because she was waiting for a train in London to take her to her dream destination – to join the prestigious Royal Academy for Music. She was apprehensive as she was a young, seventeen-year-old from Scotland going to join such a prestigious music institute. Moreover, she was profoundly deaf and despite her disability, she had made it to the Music Academy.

The Sound Of Music Extra Questions Question 2.
How old was Evelyn when she went to the Royal Academy of Music? Why was she nervous on her way to the academy?
Answer:
Evelyn was only seventeen years of age when she was selected to the Royal Academy of Music, London. She had come straight from a farmland in Scotland, she had not experienced much of the world. In addition, she was profoundly deaf and was going to a big institute like The Royal Academy of Music. Her nervousness was the result of her young age, her lack of exposure and her hearing disability.

Sound Of Music Extra Questions Question 3.
Why was Evelyn “nervous yet excited” as she waited for the train?
Answer:
While leaving for the Royal Academy of Music, Evelyn was excited despite her nervousness as going to the Royal Academy of Music, London was a dream come true for her. She was going to join a three-year course in an institute she had dreamed of joining. It excited her to think that despite her hearing impairment she had made her way to such a prestigious institute.

Sound Of Music Class 9 Extra Questions Question 4.
Why was Evelyn Glennie going to face a bigger challenge at the prestigious Royal Academy of Music in London?
Answer:
Evelyn Glennie was passionate about music, and would not let anything stand in her way, but studying music at the prestigious Royal Academy of Music in London was a challenge for her for two reasons: in the first place she was deaf and in the second, she was brought up on a Scottish farm. It was a challenge for a deaf village girl to compete with other singers who had perfect hearing.

The Sound Of Music Class 9 Extra Questions And Answers Question 5.
When and how was Evelyn’s hearing problem noticed?
Answer:
Evelyn was only eight-year-old when her hearing problem was noticed by her mother when she was eight years old and she did not respond to a call for a performance on piano. However, her loss of hearing was gradual and her deafness was confirmed at the age of eleven when her poor academic performance forced her parents to consult a specialist.

Extra Questions Of The Sound Of Music Question 6.
Who advised Evelyn’s parents to take her to a specialist? Why?
Answer:
Evelyn managed to hide her growing deafness from students and teachers for some time. However, by the time she was eleven years old, her performance in school deteriorated and her marks began to fall. It was then that the headmistress advised her parents to consul a specialist.

The Sound Of Music Part 2 Class 9 Extra Questions And Answers Question 7.
When was Evelyn’s deafness confirmed? What advice was given to her?
Answer:
Evelyn’s deafness was gradual. By the time she was eleven, her marks had deteriorated. Her teachers advised her parents to take her to a specialist. The specialist discovered that her hearing was badly impaired because of gradual nerve damage. He advised her parents that she should be fitted with hearing aids and sent to a school for the deaf.

Extra Questions For Class 9 English Beehive Chapter 2 Question 8.
“Everything suddenly looked black”. Why did Evelyn feel this way?
Answer:
When Evelyn was advised to use hearing aids and join a school for the deaf, she felt that her future was bleak and dark. She was depressed, as she felt she would not be able to lead a normal life nor pursue her interest in music.

The Sound Of Music Part 1 Class 9 Extra Questions Question 9.
How did Evelyn Glennie respond to the discovery of her deafness?
Answer:
On learning about her deafness due to gradual nerve damage, Evelyn Glennie, felt at first that her future was dark and bleak. However, instead of giving up, she decided to lead a normal life like other children and pursue her dream of learning music.

The Sound Of Music Class 9 Extra Questions Part 2 Question 10.
How did Evelyn’s teachers respond when she expressed her desire to play a xylophone?
Answer:
Evelyn had always loved music and despite her deafness, she expressed a desire to play the xylophone when she saw another girl playing it. However her teachers felt that she would not be able to play it because of her impaired hearing and they discouraged her from doing so.

The Sound Of Music Part 1 Class 9 Extra Questions And Answers Question 11.
Most of the teachers discouraged her but percussionist Ron Forbes spotted her potential. How did he respond to it?
Answer:
When her teachers discouraged her from pursuing a career in music, Ron Forbes, the percussionist, encouraged and helped Evelyn to continue with music. He noticed her potential and decided to help her develop it. He told Evelyn to train different parts of her body to sense musical notes. He tuned two drums with different notes to make her sense the higher ones from the upper part of her body and the lower ones from her waist down.

Class 9 The Sound Of Music Extra Questions Question 12.
“I had learnt to open my mind and body to sounds and vibrations,” says Evelyn. How did she do this?
Answer:
Guided by Ron Forbes, Evelyn leamt to listen through different parts of her body other than her ears. Her mind and body became sensitized to notice and differentiate various sounds and vibrations of music. Her body compensated for the loss of hearing with her awakened and sharpened senses in other parts of her body.

The Sound Of Music Class 9 Extra Questions Part 1 Question 13.
What kind of recognition did Evelyn get at the Royal Academy of Music?
Answer:
When Evelyn was seventeen, she joined the Royal Academy of Music. She scored the highest marks in the history of the academy. She was one of the most brilliant students of the academy and won many top awards during her three-year course.

Class 9 English The Sound Of Music Extra Questions Question 14.
Why did Evelyn say, “Men with bushy beards give me trouble”?
Answer:
Evelyn could understand what others were saying by reading the movement of lips and by watching faces and eyes. It was difficult for her to read the movement of lips of the men with bushy beards in order to grasp what they were saying. She jokingly remarked that men with bushy beards gave her trouble.

The Sound Of Music Class 9 Important Questions Question 15.
Which qualities of character enabled Evelyn to achieve unprecedented success in life?
Answer:
Unfaltering determination and hard work enabled Evelyn to move ahead in life. Instead of yielding to her handicap, she decided to overcome it and lead the life of a normal person. She was devoted to music and her sincere efforts helped her achieve unprecedented success.

The Sound Of Music Extra Questions Answers Question 16.
She never looked back from that point onwards. Explain.
Answer:
Evelyn learnt to feel the vibrations and sensations in every part of her body, she leant to open her body and mind to the sounds and vibrations. These tingled in her skin, her cheekbones and even in hair. After that, she never looked back, because from that time on she was very successful in her chosen career.

Question 17.
How did Evelyn get admission in the Royal Academy of Music, London?
Answer:
Evelyn gave audition for admission to Royal Academy of Music, London. Her score in the audition was one of the highest in the history of the academy. Therefore, she got selected for a three-year course.

Question 18.
Evelyn continued to work hard at the Royal Academy of Music. Do you agree?
Answer:
At the Royal Academy of Music, London, Evelyn began as one of the performers in orchestra. But gradually she moved on to give solo performances. At the end of her three-year course, she had bagged the biggest awards in the Academy. This shows Evelyn did not rest on her laurels but continued to work hard.

Question 19.
What did James Blades say about Evelyn’s music?
Answer:
James Blades remarked that God may have taken away her sense of hearing but He has given her something extraordinary. What we hear, she feels, far more deeply than any of us. She is a talented musician who expresses music so beautifully.

Question 20.
How is Evelyn a source of inspiration to people who are in any way disabled?
Answer:
Evelyn’s achievements, gained through determination and hard work, are an example for other handicapped people. They gain confidence from her example and believe that they too can achieve them goals in life by overcoming their challenges and disabilities with firm determination.

Question 21.
How does Evelyn regard her own success?
Answer:
Evelyn is extremely modest and does not consider her achievements to be heroic deeds. She feels that if one is focussed on the goal and puts in hard work, one is sure to succeed. She says, “If you work hard and know where you are going, you’ll get there.”

Question 22.
Name the various places and causes for which Evelyn performs.
Answer:
Evelyn performs in concerts internationally. In addition, she also gives concerts free of charge in prisons and hospitals. In addition, she holds classes for young musicians.

Question 23.
What is Evelyn’s contribution to percussion?
Answer:
Evelyn has contributed to percussion by securing for it a front place in orchestra. She has shown how the music of the percussion instruments is deeply moving and touches the hearts and emotions of people.

Question 24.
What are Evelyn’s main achievements?
Answer:
Evelyn has brought percussion to the front of the orchestra. She has given inspiration to those who are handicapped. Besides this, she has brought great pleasure to millions.

The Sound of Music Extra Questions and Answers Long Answer Type

Question 1.
Evelyn did not succumb to her disability. Comment.
Answer:
Evelyn Glennie was always interested in music. In fact, her mother realised she was having problems with her hearing when at the age of eight years Evelyn was to give a piano recital and she didn’t hear her name being called. By the age of twelve, Evelyn had lost her hearing. However, she did not let this stand in the way of her pursuing her passion music.

Though she was advised to wear a hearing aid and to attend a special school for the deaf, Evelyn did not give up. Despite facing discouragement from her teachers, she wanted to lead a normal life and play xylophone. However, Ron Forbes, a great percussionist, trained her to listen to the musical sounds and vibrations not through ears, but through other parts of her body.

He created two drums with different sounds to make her hear the higher beats from the upper part of her body and the lower beats from below her waist. The experiment was so effective that Evelyn opened her mind and body to the fine sounds of music. Evelyn now believes that music penetrates into her through every part – through her skin, cheekbones and even her hair.

When she plays xylophone, she feels that the sounds move from the stick into the tips of her fingers. When the drums are played, she can feel the resonant sounds pouring into her body. She takes off her foot wears on a wooden stage and the vibrations of the instruments pass from her bare feet into her legs. Thus, Evelyn has sensitized the different parts of her body to the different sounds of music.

Question 2.
“If you work hard and know where you are going, you’ll get there,” remarks Evelyn Glennie. What does it reveal about her character?
Answer:
Evelyn’s firm determination, her hard work and her focus on her goal are well revealed in her statement. These values of her character have enabled her to successfully overcome her handicap of deafness. Though she developed hearing impairment at the young age of eight, and became profoundly deaf by the age of twelve, she has never let it become a stumbling block in her way to success.

Firmly determined to pursue music and to lead a normal life, Evelyn did not let her disability stand in her way. The encouragement and training provided by percussionist Ron Forbes paved the way for her advancement and she stuck to the path with unshakeable self-confidence. It was this confidence and faith in herself that made her dare to audition for the Royal Academy of Music, London where she received the top most awards.

Evelyn is very hard working. She has worked hard, in fact much harder than the other classical musicians to bring percussion to the front stage in orchestra. She believes that no goal is unachievable for those who work hard and are focussed on the goal. With her earnest efforts, she moved from orchestra to solo performances and eventually became an internationally renowned percussionist owing to her command over a large number of instruments. Her courage and confidence to rise above her disability has made her a soprce of inspiration for all.

Question 3.
Evelyn is very down-to-earth and does not succumb to hero worship. Comment.
Answer:
Evelyn Glennie did not let her loss of hearing get her down. She was determined to make a career in music, and with the help of percussionist Ron Forbes, she trained herself to feel music through every part of her body. She never looked back from that point onwards. She toured the United Kingdom with a youth orchestra and by the time she was sixteen, she had decided to make music her life. She auditioned for the Royal Academy of Music and scored one of the highest marks in the history of the academy.

She gradually moved from orchestral work to solo performances. At the end of her three-year course, she had captured most of the top awards. And for all this, Evelyn doesn’t accept any hint of heroic achievement. “If you work hard and know where you are going, you’ll get there.” And she got right to the top, the world’s most sought-after multi-percussionist with a mastery of some thousand instruments, and hectic international schedule.

Question 4.
Evelyn is an inspiration to all. Justify.
Answer:
Despite her disability, Evelyn rose to great heights as a musician. When talking of music, she explains, “It pours in through every part of my body. It tingles in the skin, my cheekbones and even in my hair.” When she plays the xylophone, she can sense the sound passing up the stick into her fingertips. By leaning against the drums, she can feel the resonances flowing into her body. On a wooden platform, she removes her shoes so that the vibrations pass through her bare feet and up her legs.

Not surprisingly, Evelyn delights her audiences. In 1991 she was presented with the Royal Philharmonic Society’s prestigious Soloist of the Year Award. Says master percussionist James Blades, “God may have taken her hearing but he has given her back something extraordinary. What we hear, she feels — far more deeply than any of us. That is why she expresses music so beautifully.”

Evelyn confesses that she is something of a workaholic. “I’ve just got to work … often harder than classical musicians. But the rewards are enormous.” Apart from the regular concerts, Evelyn also gives free concerts in prisons and hospitals. She also gives high priority to classes for young musicians. Ann Richlin of the Beethoven Fund for Deaf Children says, “She is a shining inspiration for deaf children. They see that there is nowhere that they cannot go.”

Evelyn Glennie has already accomplished more than most people twice her age. She has brought percussion to the front of the orchestra, and demonstrated that it can be very moving. She has given inspiration to those who are handicapped, people who look to her and say, ‘If she can do it, I can.’ And, not the least, she has given enormous pleasure to millions.

The Sound of Music Extra Questions and Answers Reference to Context

Read the extracts given below and answer the questions that follow.

Question 1.
It was her first day at the prestigious Royal Academy of Music in London and daunting enough for any teenager fresh from a Scottish farm. But this aspiring musician faced a bigger challenge than most.

(a) Who is referred to as the ‘aspiring musician’?
Answer:
Evelyn Glennie is referred to as the aspiring musician.

(b) How old was this ‘aspiring musician’ when she went to the Royal Academy of Music?
Answer:
She was seventeen years old when she went to the Royal Academy of Music in London.

(c) What was likely to ‘daunt any teenager’?
Answer:
The first day in a great and renowned institute like The Royal Academy of Music, London was likely to daunt any teenager.

(d) Why did she “a bigger challenge than most”?
Answer:
She faced a ‘bigger challenge’ than most as she was profoundly deaf and was yet joining a music academy.

Question 2.
Evelyn Glennie’s loss of hearing had been gradual. Her mother remembers noticing something was wrong when the eight-year-old Evelyn was waiting to play the piano.
“They called her name and she didn ’t move. I suddenly realised she hadn ’t heard, ” says Isabel Glennie.

(a) Who is Isabel Glennie?
Answer:
Isabel Glennie is Evelyn Glennie’s mother.

(b) Why did Evelyn Glennie not move to play the piano?
Answer:
Evelyn did not move because she had not heard her name being called.

(c) When was her deafness first noticed?
Answer:
Evelyn’s deafness was first noticed when she was eight years old.

(d) How did Evelyn lose her hearing?
Answer:
Evelyn’s hearing impairment happened as a result of gradual nerve damage.

Question 3.
They were advised that she should be fitted with hearing aids and sent to a school for the deaf.

(a) Who are ‘they’? By whom were they advised?
Answer:
‘They’ are the parents of Evelyn Glennie. They were advised by the specialist to whom Evelyn’s parents had taken her for a check-up.

(b) Who is ‘she’?
Answer:
‘She’ is Evelyn Glennie.

(c) What was the course of action recommended for her?
Answer:
It was recommended that she should be provided with hearing aids in order to be able to hear and that she be sent to a school for the deaf.

(d) How had her mother realised that Evelyn was having problems with her hearing?
Answer:
Evelyn’s mother realised she was having problems with her hearing when Evelyn did not go for her piano recital when her name was called.

Question 4.
But Evelyn was not going to give up. She was determined to lead a normal life and pursue her interest in music. One day, she noticed a girl playing a xylophone and decided that she wanted to play it too. Most of the teachers discouraged her but percussionist Ron Forbes spotted her potential.

(a) Evelyn was not going to give up. Why was she not going to give up?
Answer:
She was not going to give up because of her interest in music. Music was her passion.

b) What did she want to do?
Answer:
She wanted to learn to play the xylophone.

(c) Why did her teachers not encourage her?
Answer:
They did not encourage her because they felt it was impossible for a deaf girl to pursue her career in music.

(d) Who encouraged her? What did he say?
Answer:
Ron Forbes, who saw her potential and capabilities, encouraged her. He suggested she ‘hear’ with the whole of her body.

Question 5.
She never looked back from that point onwards. She toured the United Kingdom with a youth orchestra and by the time she was sixteen, she had decided to make music her life.

(a) Who is ‘she’?
Answer:
She refers to Evelyn Glennie.

(b) What does ‘that point’ refer to?
Answer:
‘That point’ refers to the time when Evelyn learnt to listen to music by feeling the vibrations through her body.

(c) Where did she go with a youth orchestra?
Answer:
She toured United Kingdom with a youth orchestra.

(d) What was her age when she decided to make music her life?
Answer:
She was just sixteen when she decided to make music her life.

Question 6.
She gradually moved from orchestral work to solo performances. At the end of her three-year course, she had captured most of the top awards.

(a) How did Evelyn advance in her career?
Answer:
Initially Evelyn performed in a group of orchestra. Gradually, she started giving solo performances.

(b) Where did she pursue her three-year course?
Answer:
She pursued her three-year course in the most prestigious institute of music in England, The Royal Academy for Music, London.

(c) What were her achievements at the end of her course?
Answer:
At the end of her course, she had bagged the biggest awards in her field.

(d) What made her achievements so great?
Answer:
The fact that she had won the awards despite her hearing disability made her achievements so great.

Question 7.
And for all this, Evelyn won’t accept any hint of heroic achievement. “If you work hard and know where you are going, you ’ll get there. ”

(a) What does ‘all this’ refer to?
Answer:
“All this” refers to the fact that by the end of her three-year course at the Royal Academy she had captured most of the top awards

(b) Why is it a heroic achievement?
Answer:
It is a heroic achievement as she has achieved success in music despite being profoundly deaf.

(c) To what does Evelyn give credit for her achievement?
Answer:
Evelyn gives credit for her achievements to her focus on her aims and her hard work.

(d) What quality of Evelyn’s character is reflected in this?
Answer:
This shows Evelyn is a humble and down-to-earth person.

Question 8.
In our two-hour discussion she never missed a word. “Men with bushy beards give me trouble, ” she laughed. “It is not just watching the lips, it’s the whole face, especially the eyes. ”

(a) Who is ‘she’? Why is it strange that she never missed a word?
Answer:
She refers to Evelyn Glennie. She is profoundly deaf yet she heard each word.

(b) How does she hear the words?
Answer:
She hears the words by reading lips and by studying the whole face and eyes of the speaker.

(c) Why do men with bushy beards give her trouble?
Answer:
She is unable to read their lips and their face.

(d) Which are the languages that she speaks?
Answer:
She has managed to leam French and master basic Japanese.

Question 9.
As for music, she explains, “It pours in through every part of my body. It tingles in the skin, my cheekbones and even in my hair. ’’ When she plays the xylophone, she can sense the sound passing up the stick into her fingertips. By leaning against the drums, she can feel the resonances flowing into her body.

(a) Who is the speaker in the first line?
Answer:
In the first line, the speaker is Evelyn Glennie, the famous multi-percussionist.

(b) What is it that pours in through every part of her body?
Answer:
Music and its vibrations pour in through every part of her body.

(c) How was she able to hear sounds and vibrations?
Answer:
She was able to hear sounds and vibrations by sensing them through her body and her mind. Being deaf, she could not hear with her ears so she had trained and sensitized her body and mind.

(d) How did Ron Forbes help her to continue with music?
Answer:
Percussionist Ron Forbes tuned two large drums to different notes. He asked her not to listen to them through her ears but to try and sense the sound in some other manner.

Question 10.
“I’ve just got to work… Often harder than classical musicians. But the rewards are enormous. ’’Apart from the regular concerts, Evelyn also gives free concerts in prisons and hospitals. She also gives high priority to classes for young musicians. Ann Richlin of the Beethoven Fund for Deaf Children says, “She is a shining inspiration for deaf children. They see that there is nowhere that they cannot go. ”

(a) Evelyn works harder than classical musicians. What does it imply?
Answer:
Classical music needs a lot of practice. However, Evelyn works even harder than the others.

(b) For whom does Evelyn perform for free?
Answer:
Evelyn gives free concerts in prisons and hospitals.

(c) “ … there is nowhere that they cannot go.” Who are they here?
Answer:
They are deaf children.

(d) What quality of Evelyn’s character is shown by her actions?
Answer:
Evelyn is committed to music. She is also compassionate and generous towards those in need.

The Shehnai of Bismillah Khan

The Sound of Music Extra Questions and Answers Short Answer Type

Question 1.
Why did Aurangzeb ban the playing of the pungi?
Answer:
Aurangzeb banned the playing of musical instrument pungi because it had a loud, shrill, and unpleasant sound. He prohibited its play in the royal court.

Question 2.
Why did the pungi become a generic name for “reeded noisemakers”?
Answer:
The pungi was made from a reed and it produced noisy, unpleasant sounds. It became a generic name for “reeded noisemakers”.

Question 3.
How is a shehnai different from a pungi?
Answer:
Shehnai has a better tonal quality than pungi. It is a natural hollow stem pipe with holes on its body and is longer and broader than the pungi. When some of the holes are closed and opened while it is played on, soft and melodious sounds are produced instead of the loud, jarring sound of a pungi. Thus, shehnai is, in a way, an improvement upon the pungi.

Question 4.
How was the pungi revived?
Answer:
After Aurangzeb had banned the playing of the pungi in the royal residence, a barber who belonged to a family of professional musicians revived it by taking a wider and longer hollow stem and making seven holes in it. The opening and closing of these holes in the improved pungi produced soft and sweet sounds.

Question 5.
How did the improved and modified pungi get its new name?
Answer:
It is believed that the barber (nai) who improved the pungi, played his improved and modified instrument in the chamber of the emperor {shah). From the combination of the two words shah and nai, the new instrument got is new name shehnai.

Question 6.
Where was the shehnai played traditionally? Why?
Answer:
The music of the shehnai was melodious and soft. It was made a part of the naubat or or traditional ensemble of nine instruments found at royal courts. Soon, it came to be believed that it was auspicious. Therefore, it came to be played in the holy temples and on the happy auspicious occasions of weddings.

Question 7.
Although the shehnai was played in temples and at weddings. How did Bismillah Khan change this?
Answer:
The shehnai was traditionally played in royal courts, temples and weddings. Ustaad Bismillah Khan, an undisputed shehnai maestro, brought the instrument onto the classical stage by adding new raagas and modifying old ones.

Question 8.
Where and how did Bismillah Khan begin his career in music?
Answer:
Bismillah Khan began his career in music at the age of five by singing the Bhojpuri Chaita in the Bihariji temple regularly in his native town Dumraon in Bihar. At the end of the song the local Maharaja would give him a big laddu weighing 1.25 kg as a prize.

Question 9.
How did Bismillah Khan inherit music from his paternal and maternal ancestors?
Answer:
Bismillah Khan hailed from a family of musicians in Bihar. His paternal grandfather Rasool Bux Khan was a shehnai player in the royal court of the king of Bhojpur. His father Paigambar Bux and many paternal and maternal uncles were also shehnai vaadaks. In fact, Bismillah Khan was apprenticed with his maternal uncle Ali Bux to learn how to play the shehnai.

Question 10.
Write a short note on Ali Bux.
Answer:
Ali Bux was the maternal uncle of Bismillah Khan. He was a great shehnai player and was employed to play the shehnai in the Vishnu temple of Benaras. In fact, at a very young age Bismillah was apprenticed to his uncle. Bismillah Khan started accompanying him and got lessons in playing the shehnai from him. The young boy would sit for hours listening to his uncle and later practise throughout the day. As such he and may be regarded as his mentor and trainer.

Question 11.
What significance did the Ganga have in Bismillah Khan’s life?
Answer:
The young Bismillah Khan often sat on the banks of the Ganga to practice his music there in solitude. The flowing waters of Ganga inspired him to improvise and invent raagas which were earlier considered beyond the range of the shehnai. In fact, when much later, his student invited him to head a shehnai school in the USA, Khansaab asked him if he would be able to transport River Ganga as well, implying thereby that he could not live without the Ganga.

Question 12.
When and how did Bismillah Khan get his big break?
Answer:
Bismillah Khan got his big break in 1938. All India Radio opened in Lucknow and Bismillah Khan played shehnai on radio. He soon became an often-heard player on radio. He became the first Indian to greet the nation with his shehnai from the Red Fort on 15 August, 1947.

Question 13.
Where did Bismillah Khan play the shehnai on 15 August 1947? Why was the event historic?
Answer:
On 15 August 1947, Bismillah Khan played the Raag Kaafi on his shehnai from the Red Fort prior to the speech of Pandit Nehru. The event was historical because it was on the occasion of the declaration of India’s Independence from British Rule. On that day, Bismillah Khan was the first Indian to greet the nation and he poured his heart out while playing the melodious raaga on his shehnai.

Question 14.
What honours and awards were bestowed upon Ustad Bismillah Khan in foreign countries?
Answer:
His first trip abroad was to Afghanistan where King Zahir Shah, taken in by the maestro, gifted him priceless Persian carpets and other souvenirs. In fact, an auditorium in Teheran was named after him —Tahar Mosiquee Ustaad Bismillah Khan. The King of Afghanistan was also fascinated with Bismillah’s music. He was the first Indian to be invited to perform at the prestigious Lincoln Centre Hall in the United States of America. He also took part in the World Exposition in Montreal, in the Cannes Art Festival and in the Osaka Trade Fair.

Question 15.
How did the film director Vijay Bhatt honour Bismillah Khan?
Answer:
The film director, Vijay Bhatt, once heard the shehnai recital of Bismillah Khan in a festival. He was so fascinated by the performance that he decided to name his next film after the instrument and called it Gunj Uthi Shehnai. The film also had a song that was composed by Bismillah Khan.

Question 16.
Why did Bismillah Khan leave the glamour of the film world and return to Benaras? What does this tell you about him?
Answer:
Bismillah Khan returned to Benares after providing music for two films – Vijay Bhatt’s Gunj Uthi Shehnai and Vikram Srinivas’s Kannada venture, Sanadhi Apanna. This was because he disliked the artificiality and glamour of the film world. He said, “I just can’t come to terms with the artificiality and glamour of the film world.” This incident indicates that truthfulness and simplicity of Bismillah Khan’s character.

Question 17.
How did India honour and reward the great musician, Bismillah Khan?
Answer:
India honoured Bismillah Khan by conferring on him the greatest national awards – the Padmashri, the Padma Bhushan, and the Padma Vibhushan. He was also awarded the Bharat Ratna in 2001, the highest civilian award in India.

Question 18.
What advice did Bismillah Khan give Indian youth?
Answer:
Bismillah Khan had a great regard for Indian music and the rich heritage of Hindustani music. He wanted that children must not cut off their bond from this grand tradition which was fascinating even for the people of the west. He advised Indians to teach their children music, as it was Hindustan’s richest tradition.

Question 19.
What offer did Bismillah Khan’s student make to him? What was his reply?
Answer:
Bismillah Khan’s student, who himself was settled in the USA, wanted that the great maestro to head a shehnai school in the UAS. He promised that he would create the ambience of Benaras by erecting the temples like those in India. Bismillah Khan refused the proposition because he would not live away from Hindustan, specifically, from Benaras, the River Ganga and Dumraon.

Question 20.
How does Bismillah Khan embody India’s rich cultural and secular tradition?
Answer:
Indian culture has always displayed a liberal attitude to all communities and religions. The society and its cultural heritage is a blend of various religious and ethnic groups. Bismillah Khan’s life perfectly represents this blend. Although he was a devout muslim, he began his singing career by singing Chiaf in Bihariji temple and practicing shehnai in Vishnu temple and Mangala Maiya temple of Varanasi. He practised the shehnai on the banks of the Ganga and played it in the Kashi Vishwanath temple every morning.

Question 21.
Find at least two instances in the text which tell you that Bismillah Khan loves India and Benaras.
Answer:
The first instance is when he turned down his student’s offer to start a shehnai school in USA. The second instance is when Khansaab was asked by Shekhar Gupta about moving to Pakistan during the partition, he said that he would never leave Benaras.

The Sound of Music Extra Questions and Answers Long Answer Type

Question 1.
Why did Emperor Aurangzeb ban the playing of the pungi and how was it improved?
Answer:
Emperor Aurangzeb banned the playing of the pungi in the royal residence because it had a shrill and unpleasant sound. But a barber belonging to a professional family of musicians was able to improve it. He chose a reed pipe with a natural hollow stem that was longer and broader than the one used for the pungi. He made seven holes on the body of the pipe. He played the instrument in the royal chambers of Emperor Aurangzeb.

Everyone was impressed by the new instrument and the shehnai was made a part of the naubat or traditional ensemble of nine instruments found at royal courts. Its sweet and melodious notes caused it to be played only in temples and weddings and other auspicious occasions. Since it was first played in the Shah’s chambers and was played by a nai (barber), the instrument was named the shehnai.

Question 2.
How was Bismillah Khan associated with the film world?
Answer:
Film director Vijay Bhatt heard Bismillah Khan at a festival. He was so impressed by Bismillah Khan that he named a film after the shehnai – Gunj Uthi Shehnai. The film was a huge hit and one of Bismillah Khan’s compositions Dil ka khilona hai toot gaya turned out to be very popular. In spite of his great success in the film world, Bismillah Khan’s experience in the film world was limited to two films – Vijay Bhatt’s ‘Gunj Uthi Shehnai’ and Vikram Srinivas’s ‘Sanadhi Apanna’. Bismillah Khan, however, made it clear that he could not come to terms with the artificiality and glamour of the film world and returned to Benaras.

Question 3.
Write a note on the life and achievements of Bismillah Khan as a ‘shehnai vaadak’. What values of life do you derive from his story?
Answer:
Bismillah Khan’s journey as a shehnai maestro embodies the moral values of dedication, simplicity and patriotism. It started at the young age of three and continued up to the age of ninety. The journey ranged from playing the instrument in the temples to getting international fame.

Hailing from a family of musicians, Bismillah Khan inherited an interest in the shehnai. At a young age of three, he started accompanying his maternal Uncle Ali Bux to the Vishnu temple in Benaras and learnt a lot from him. He would sing scriptures like the Bhojpuri ‘chaita Bismillah Khan got an important break when he started playing for the All India Radio, Lucknow in 1938.

His music was so admired that he was invited to play at the historic moment of Indian independence on 15 August, 1947. In recognition of his talent, he was conferred upon with the greatest awards of India – the Padmashri, the Padma Bhushan, and the Padma Vibhushan. He was awarded the Bharat Ratna, the highest civilian award in India, in 2001. Bismillah Khan ventured into the film world but abandoned it after he found it to be too artificial and glamorous. On the international level, he mesmerized the King of Afghanistan with his shehnai music.

He was the only Indian to be invited to play shehnai in the Lincoln Central Hall, USA. He also played in international events like the World Exposition, Montreal, the Cannes Art Festival and the Osaka Trade Fair. As a token of appreciation, the Teheran government has named an auditorium after Bismillah Khan. Bismillah Khan had a deep devotion to his motherland and was proud of its heritage of music. Hence, he declined the offer to settle down in foreign countries. The journey of his life teaches the values of dedication to one’s talent and persistent efforts to reach the greatest heights of excellence.

Question 4.
What important lesson does the life of Evelyn Glennie and Bismillah Khan teach us?
Answer:
Evelyn Glennie and Bismillah Khan, the two eminent music maestros, through their achievements, have proved to the world that the values of determination, hard work and unwavering efforts are always rewarded. Evelyn Glennie became an internationally admired multi-percussionist only because of her untiring work which helped her rise above her handicap.

Instead of yielding to her deafness, she worked hard to sensitise her body to sense the vibrations and sounds of music through different parts of her body and never looked back. With her persistent efforts, she made it to the Royal Academy of Music, London and bagged the most prestigious awards. Her sincere devotion to her art has given percussion a new place on the international stage.

Bismillah Khan, like Evelyn, was dedicated to his art and attained greatest heights as a shehnai player. He, too worked diligently and transformed the shehnai into a classical instrument. He added enormously to what he had inherited by widening the range of the shehnai. He invented many new raagas.

Starting with playing in the temples of Benaras and on the banks of Ganga, he achieved international acclaim. His hard work enabled him to win the most prestigious awards in India and in the world. Thus, the lives of both Evelyn Glennie and Bismillah Khan are perfect examples of how dedicated efforts and persistent hard work lead to grand achievements.

The Sound of Music Extra Questions and Answers Reference to Context

Read the extracts given below and answer the questions that follow.

Question 1.
Emperor Aurangzeb banned the playing of a musical instrument called pungi in the royal residence for it had a shrill unpleasant sound. Pungi became the generic name for dreaded noisemakers. Few had thought that it would one day be revived. A barber of a family of professional musicians, who had access to the royal palace, decided to improve the tonal quality of the pungi.

(a) Why did the Emperor Aurangzeb ban the pungi?
Answer:
He banned the pungi because it had a shrill and unpleasant sound

(b) How was the pungi revived?
Answer:
The pungi was revived after its tonal quality was improved.

(c) Who revived the pungi?
Answer:
It was revived by a barber who belonged to a family of musicians.

(d) What was its new name? Why?
Answer:
The pungi s new name was shehnai. It was played in the Shah’s (Emperor’s) chambers by a nai (barber).

Question 2.
Few had thought that it would one day be revived. A barber of a family ofprofessional musicians, who had access to the royal palace, decided to improve the tonal quality of the pungi.

(a) What does ‘it’ refer to?
Answer:
It refers to a reeded musical instrument called the pungi.

(b) Why did ‘it’ need to be revived?
Answer:
The Mughal emperor Aurangzeb had banned the pungi as he found its sound to be shrill and unpleasant. Therefore, it needed to be revived.

(c) Why did the barber have an interest in ‘it’?
Answer:
The barber hailed from a family of professional musicians. That is why he had interest in the reeded musical instrument, the pungi.

(d) Did he succeed in improving ‘it’? If yes, how?
Answer:
Yes, he succeeded in improving the tonal quality of the pungi. He took a reed or a pipe with natural hollow stem which was wider and longer than the pungi. He made seven holes in it. When he played on it, closing and opening some of these holes, it produced soft and melodious music.

Question 3.
As the story goes, since it was first played in the Shah’s chambers and was played by a nai (barber), the instrument was named the shehnai.

(a) What does ‘it’ refer to?
Answer:
‘It’ refers to the shehnai – a musical instrument, made with a hollow stem with seven holes in it.

(b) What is the significance of the instrument being played in the royal court?
Answer:
The pungi had been banned by the emperor Aurangzeb in the royal residence. Therefore, concerts of the shehnai in the royal court made it a significant instrument.

(c) How is a shehnai different from a pungi ?
Answer:
A shehnai is a pipe with a natural hollow that is longer and broader than a pungi. It has seven holes on the body of the pipe.

(d) Where was the instrument traditionally played?
Answer:
The instrument was traditionally played in temples and at weddings.

Question 4.
Till recently it was used only in temples and weddings. The credit for bringing this instrument onto the classical stage goes to Ustad Bismillah Khan.

(a) Which instrument is being referred to as ‘it’ in the extract?
Answer:
The instrument being referred to as ‘it’ in the extract is the shehnai.

(b) When and where was ‘it’ generally played? Why?
Answer:
The sounds of shehnai were so melodious that they were considered to be auspicious. Therefore, it was played in temples and weddings.

(c) What was the naubat? Where was it played?
Answer:
Naubat was the name given to the traditional ensemble of nine instruments found at royal courts. The shehnai was part of these nine instruments.

(d) How did Bismillah Khan bring the shehnai to the classical stage?
Answer:
Bismillah Khan did a great service to shehnai as it came to be regarded as an instrument of classical music because of the new melodies produced by him.

Question 5.
As a five-year old, Bismillah Khan played gilli-danda near a pond in the ancient estate of Dumraon in Bihar. He would regularly go to the nearby Bihariji temple to sing the Bhojpuri Chaita, at the end of which he would earn a big laddu weighing 1.25 kg, a prize given by the local Maharaja.

(a) Where did Bismillah Khan grow up?
Answer:
Bismillah Khan grew up in Dumraon in Bihar.

(b) How did Bismillah Khan spend his childhood?
Answer:
Bismillah Khan spent his childhood playing gilli-danda and singing in the temple.

(c) Why did Bismillah Khan go to the nearby Bihariji temple daily?
Answer:
He used to visit the temple daily to sing the Bhojpuri Chaita for which he was given a big laddu by the local maharaja.

(d) Which musical instrument did Bismillah Khan play? From whom did he learn it?
Answer:
Bismillah Khan played the shehnai. He learnt to play it from his maternal uncle, Ali Bux.

Question 6.
For years to come the temple of Balaji and Mangala Maiya and the banks of the Ganga became the young apprentice’s favourite haunts where he could practise in solitude. The flowing waters of the Ganga inspired him to improvise and invent raagas that were earlier considered to be beyond the range of the shehnai.

(a) Who does “the young apprentice” refer to?
Answer:
“The young apprentice” refers to Bismillah Khan.

(b) Why is he referred to as the young apprentice?
Answer:
An apprentice is one someone who has agreed to work for a skilled person for a particular period of time and often for low payment, in order to leam that person’s skills. He is referred to as the young apprentice because from a very young age he had been getting lessons in playing the shehnai from his Uncle, Ali Bux.

(c) What kind of impact did the waters of the Ganga have on ‘him ‘?
Answer:
The waters of the Ganga inspired him to improvise the old raagas and invent new ones for the shehnai.

(d) How did he widen the range of the shehnai?
Answer:
There were certain raagas or musical notations which were considered to be outside the range of the shehnai. He modified those raagas and invented and played new ones on the shehnai and made its range wider.

Question 7.
When India gained Independence on August 15, 1947, Bismillah Khan became the first Indian to greet the nation with his Shehnai. He poured his heart out into Raag Kafi from the Red Fort to an audience which included Pandit Jawaharlal Nehru, who later gave his famous Tryst with Destiny speech.

(a) Who was the first Indian to greet the nation?
Answer:
Bismillah Khan was the first Indian to greet the nation with his Shehnai on 15th August 1947.

(b) What was the occasion? Which raaga did he play on the occasion?
Answer:
He played Raag Kafi just before Jawaharlal Nehru’s speech declaring India’s independence.

(c) Why was he chosen to play on the occasion?
Answer:
He was chosen to play on the occasion as he played upon the shehnai, the music of which is considered auspicious in India.

(d) Explain the expression: “He poured his heart out.”
Answer:
The expression implies that the music played on the shehnai came from the depths of the heart of Bismillah Khan who, as a true patriot, was excited at the declaration of the independence of India.

Question 8.
Despite this huge success in the celluloid world, Bismillah Khan’s ventures in film music were limited to two: Vijay Bhatt’s Gunj Uthi Shehnai and Vikram Srinivas’s Kannada venture, Sanadhi Apanna. “Ijust can’t come to terms with the artificiality and glamour of the film world, ” he says with emphasis.

(a) What is meant by celluloid world? Why is it so called?
Answer:
The term celluloid world refers to the film world because celluloid is a name for film used in shooting movies. Because of its use in making films, this term came to stand for movies in general.

(b) What did Bismillah Khan do in the celluloid world?
Answer:
Bismillah Khan provided music for two films.

(c) Which two characteristics of the film world did he dislike?
Answer:
He disliked the artificiality and glamour of the film world.

(d) What do you leam about his character from this incident?
Answer:
It indicates that truthfulness and simplicity were two significant traits of Bismillah Khan’s character.

Question 9.
A student of his once wanted him to head a shehnai school in the U.S.A., and the student promised to recreate the atmosphere of Benaras by replicating the temples there.

(a) Why did Bismillah Khan’s student want of him?
Answer:
Bismillah Khan’s student wanted him to shift to USA and head a shehnai school there.

(b) What did he promise to do?
Answer:
He promised to recreate the atmosphere of Benaras in the USA by building similar temples as the ones in Benaras there.

(c) What was Bismillah Khan’s reply?
Answer:
Bismillah Khan refused to accept the offer as he did not wish to leave the Ganga.

(d) What do you leam about him from this?
Answer:
It reveals that Bismillah Khan was a true patriot, who passionately loved the Ganga and never wanted to live away from it.

Here we are providing The Little Girl Extra Questions and Answers Class 9 English Beehive, Extra Questions for Class 9 English was designed by subject expert teachers. https://ncertmcq.com/extra-questions-for-class-9-english/

The Little Girl Extra Questions and Answers Class 9 English Beehive

The Little Girl Extra Questions and Answers Short Answer Type

The Little Girl Class 9 Extra Questions And Answers Question 1.
Why was Kezia scared of her father?
Answer:
Kezia’s father was a busy man and had little time for the little girl. Being a very disciplined man, he was strict with Kezia as well and she would at times get harsh words of scolding and physical punishment from him. He never displated any soft feelings for his little daughter nor did he play with her like Mr Macdonald. All he did was giving her a perfunctory kiss rather than a loving one. Moreover, he was a large man, and his size, too, terrified the little girl. So scared was Kezia of him that she felt relieved when he was gone from home.

The Little Girl Extra Questions Question 2.
Who were the people in Kezia’s family?
Answer:
There were four people in Kezia’s family – her father who was very strict, her mother who was stem and aloof, her soft-hearted and loving grandmother and little Kezia herself.

The Little Girl Class 9 Extra Questions Question 3.
What was Kezia’s father’s routine before going to office and after coming back in the evening?
Answer:
Before going to office, Kezia’s father would come to her room, give her a perfunctory kiss and leave for work. He would return in the evening and in a loud voice ask for his tea, the papers and his slippers to be brought into the drawing-room. He would wait for Kezia to help him take off his shoes and exchange a few words with Kezia.

Class 9 The Little Girl Extra Questions Question 4.
What was Kezia’s routine when Father returned from office?
Answer:
When Father returned home from office, mother would tell Kezia to come downstairs and take off her father’s shoes. She would also be told to take the shoes outside. Father would ask her a couple of questions and she would stutter out her replies. He would order her to put his teacup back on the table and then she would make good her escape from his presence.

Little Girl Class 9 Extra Questions Question 5.
What was Father’s and Kezia’s morning routine?
Answer:
Before going to his office, Kezia’s father would come to Kezia’s room and give her a perfunctory kiss. She would respond with “Goodbye, Father”. Since she was afraid of him, she always felt relieved after his departure.

Class 9 English The Little Girl Extra Questions Question 6.
Why did Kezia go slowly towards the drawing-room when mother asked her to come downstairs?
Answer:
Kezia was afraid of her dominating father. He always scolded her for one thing or the other and did not display any soft feelings or affection for his little daughter. So frightened was she of him that she went very slowly towards the drawing-room when she was asked to come downstairs to take off his shoes.

The Little Girl Extra Question Answer Question 7.
Why was Father often irritated with Kezia?
Answer:
Kezia was very scared of her father. She stuttered when he spoke to her. Also, the terrified expression on her face irritated him. In his presence she wore an expression of wretchedness. He felt that with such an expression, she seemed as if she were on the verge of suicide.

Extra Questions Of The Little Girl Class 9 Question 8.
What was unusual about Kezia’ stuttering?
Answer:
Kezia was able to speak without stuttering to everyone in the household but her father. In her father’s formidable presence she could barely speak and she stuttered as she attempted to speak to him.

The Little Girl Short Question Answer Question 9.
Why did Kezia stutter while speaking to Father?
Answer:
Kezia’s father’s had a loud and domineering personality and he frequently frequent rebuked her for her behaviour and appearance. His constant criticism and scolding shook her self-confidence. Moreover, his large size frightened her. Though Kezia tried her best to please him, she found herself tongue-tied while talking to him. This made her stutter in his presence.

The Little Girl Extra Questions Answers Question 10.
Why did Kezia feel that her father was like a giant?
Answer:
Kezia felt that her father was like a giant because he had very big hands and neck. His mouth seemed big especially when he yawned. He had a loud voice and would often call out orders. In addition, his stem and cold behaviour made the little girl think of him as a giant.

The Little Girl Important Questions Question 11.
Why did Kezia avoid her father?
Answer:
Kezia avoided her father because she was afraid of him. She saw him as a harsh, emotionless person who never spoke to his daughter alfectionately. He reprimanded Kezia for making mistakes. Kezia stammered in front of her father since he was a very huge and giant-like figure lacking in the warmth of a father.

The Little Girl Class 9 Important Questions Question 12.
In what ways did Kezia’s grandmother encourage her to get to know her parents better?
Answer:
Kezia’s grandmother wanted that the little girl to bond with her parents. Therefore, every Sunday afternoon she would encourage Kezia to go downstairs to the drawing-room, have a nice conversation with them, and get to know them better. She also suggested Kezia make a pin-cushion out of a beautiful piece of yellow silk as a gift for her father’s birthday.

The Little Girl Extra Questions And Answers Question 13.
What was Kezia’s father’s routine on Sundays?
Answer:
On Sundays, Kezia’s father did not go for work. He would relax in the afternoon. He would stretch out on the sofa in their drawing-room, put handkerchief on his face, feet on the best cushion and sleep snoring soundly. All this while, her mother would be absorbed in reading.

The Little Girl Class 9 Extra Questions And Answers Pdf Question 14.
On Sunday afternoons Grandmother sent Kezia down to the drawing-room? What happened when she went there?
Answer:
When on a Sunday afternoon the little girl went to the drawing-room, she always found Mother reading and Father stretched out on the sofa, his handkerchief on his face, his feet on one of the best cushions, sleeping soundly and snoring. Kezia would sit on a stool and gravely watch her father until he woke up and stretched to ask the time. Then, he would look at her and tell her not to stare at him as it made her look like a brown owl.

Question 15.
What did Grandmother ask Kezia to make and why?
Answer:
Grandmother wanted Kezia to bond with her father and to bring them both close to each other. She tried various ways to achieve this end. Once, she asked Kezia to make a pin-cushion out of a beautiful piece of yellow silk as a birthday present for Father. She wanted the little girl to present this pin-cushion as a surprise gift and make her father happy.

Question 16.
In what ways did Kezia’s grandmother encourage her to get to know her father better?
Answer:
Kezia’s grandmother was a mature and understanding woman who realised her granddaughter was afraid of her father. To improve matters better between them she encouraged her to get to know her father better by sending her to the drawing room to talk to her parents on Sundays. She also suggested Kezia to make a pin¬cushion out of a beautiful piece of yellow silk as a gift for her father’s birthday.

Question 17.
What did Kezia make as a birthday gift for her father? How did she prepare it?
Answer:
Kezia made a pin-cushion as a birthday gift for her father out of the beautiful piece of yellow silk that her Grandmother had given her. She laboriously stitched its three sides with a double cotton and stuffed it with papers that she took from the bed-table in her mother’s room. Finally, she sewed up the fourth side and the gift was ready.

Question 18.
That night there was a hue and cry in the house. What night was that? Why was there an uproar?
Answer:
The night Kezia finished making the pin-cushion for her father, there was an uproar in the house. Father could not find his great speech for the Port Authority. Rooms were searched; servants questioned. Finally Mother came into Kezia’s room and, on questioning her, found out Kezia had mistakenly tom the papers and stuffed them in the pin-cushion that was to be a surprise gift for her father on his birthday. The hue and cry at night was for those missing papers.

Question 19.
“Father’s great speech for the Port Authority Iliad been lost.’ What had happened to father’s speech?
Answer:
Father’s speech had been tom to pieces by the little girl, Kezia. She was making a pin-cushion as a gift for her father, to give him on his birthday. As she was not able to find anything to stuff the cushion with, she tore the speech and stuffed it into her cushion.

Question 20.
Who dragged Kezia down to the dining-room at night? Why?
Answer:
Kezia’s father was extremely angry as he had been looking for his important Port Authority speech and he could not find the papers. Her mother dragged her down to the dining-room at night and took her to her father when she came to know that Kezia had tom the papers that had his great speech for the Port Authority.

Question 21.
Why did Father come to Kezia’s room with a ruler? What do you learn about him from the incident?
Answer:
Father was a strict disciplinarian who believed in the use of physical punishment to correct children. He came to Kezia’s room with a ruler because he wanted to punish her and teach her not to touch what did not belong to her. This also shows that he was a firm, unforgiving person.

Question 22.
Kezia’s efforts to please her father resulted in displeasing him very much. How did this happen?
Answer:
On grandmother’s suggestion, Kezia would go to the drawing-room to have a “nice talk with Father and Mother” and sit on a stool waiting for him to wake up and talk to her. He would wake up and look at her staring apprehensively at him. He would be irritated by her scared look and call her a brown owl. On another occasion, on her grandmother’s suggestion, she decided to make a pin-cushion as a birthday gift for her father hoping that it would please him. But instead he was furious because she had inadvertently tom the papers of his Port Authority speech and used them as a stuffing in the pin-cushion.

Question 23.
Do you think Kezia was wrong in tearing her father’s papers? What does it show about her character?
Answer:
Kezia tore up certain papers she found on the bed-side table in her mother’s bedroom. Unfortunately, the papers were an important speech her father had written for the Port Authority. Undoubtedly, Kezia was wrong in having taken his papers without his permission and in tearing them up, even though she had done so with the best of intentions. The incident only shows that she was too innocent and immature to know the wrong she was doing. All she wanted was to please her father with a birthday gift.

Question 24.
Why was Kezia punished by her Father? Was he right in doing so?
Answer:
Kezia wanted to give her father a birthday present she had made for him herself. She decided to make a pin-cushion for him. She stitched it out of piece of yellow silk and stuffed it with some papers that were his speech for the Port Authority. Her father punished her for taking something that did not belong to her without permission. He was not right in punishing her as he did. He should have understoodd her feelings and explained to her the error of her ways.

Question 25.
How did Father punish Kezia? What was the impact of the punishment?
Answer:
Father punished Kezia by hitting her hard on her little, pink palms with a ruler. The impact of this punishment was so strong the Kezia could never forget it. Next time when she saw him, she at once hid her hands behind her back and her cheeks flushed with fear.

Question 26.
How and why did Grandmother comfort Kezia after her father hit her with a ruler?
Answer:
Hours after Kezia’s father hit her with a ruler, her grandmother wrapped the little girl in a shawl and rocked her in the rocking-chair, with the child clinging to her soft body. She gave her a clean hanky to blow her nose and tried to put her to sleep comforting her with loving words.

Question 27.
Kezia asks her grandmother, “What did God make fathers for?” What does she mean by this?
Answer:
Kezia questioned why God made fathers because she was very hurt and traumatised by her father’s behaviour and the punishment he meted out to her. She felt that he had been too harsh and unforgiving with her.

Question 28.
Grandmother tells Kezia, “I tried to explain to Father but he was too upset to listen tonight.” Why does she say that?
Answer:
Kezia’s grandmother wanted Kezia to bond with her parents and always tried to bridge the gap between her and her parents, especially her father. She told Kezia that her father was too upset that night to listen to her because she did not want the little girl to nurture any grudge against her father.

Question 29.
Do you think that Kezia’ father didn’t love her?
Answer:
I think Kezia’s father loved his daughter. Underneath his frightening and strict exterior, beat a father’s loving heart. If at he appeared too strict or lacking in understanding or compassion, it was probably because he was too tired or engrossed in his work, or wanted his daughter to be well-brought up.

Question 30.
Who were Kezia’s neighbours? What did she observe about them?
Answer:
The Macdonalds were Kezia’s neighbours. She saw that Mr Macdonald played with his children. He laughed when they turned the hose on him and ran about the flower-beds with his young son, Mao, on his shoulders and his two little daughters hanging on to his coat pockets.

Question 31.
Who was Mr. Macdonald?
Answer:
Mr MacDonald was Kezia’s neighbour. He loved his five children and played ‘tag’ with them. The father with the baby, Mao, on his shoulders, would run round and round the flower-beds, shaking with laughter, the two little girls hanging on to his coat pockets. Once Kezia saw the boys turn the hose on him—and he tried to catch them laughing all the time.

Question 32.
Kezia felt that Mr Macdonald was a better father as compared to her own father. Why?
Answer:
Kezia observed that Mr Macdonald was a good-humoured cheerful fellow who enjoyed the company of his children and played with them, laughing even when they drenched him with the hose. Contrary to this, her own father was a strict disciplinarian and quite aloof. He did not express any affection or show any leniency towards Kezia, despite her young age.

Question 33.
Why did Kezia like Mr Macdonald?
Answer:
The Macdonalds who lived next door were an exuberant, playful family. Looking through the vegetable garden-wall, Kezia saw the five Macdonald children playing with their father, turning a hose at him and the father tickling the children. When compared with her frightening father who never played with her, Kezia saw the extent of love between father and his children. This made her like Mr MacDonald.

Question 34.
Why was Kezia left alone in the house with the cook Alice?
Answer:
One day Kezia’s mother had suddenly taken ill and had to be hospitalized. Grannie, too, went along to look after her in the hospital. Kezia was left at home with Alice, their cook till her father returned from work.

Question 35.
Why was Kezia afraid to sleep alone?
Answer:
That night, when Alice was putting Kezia to bed, the little girl suddenly felt afraid as she had to sleep alone. She was scared of the dark and often had nightmares at night. Normally, whenever she had a nightmare, Grandmother would take her into her bed but tonight she was not there at home.

Question 36.
What kind of dreams did Kezia usually have?
Answer:
Usually, Kezia had horrible nightmares. In her nightmares, she saw a butcher with a knife and a rope coming closer and closer to her with a dreadful smile while she stood still, unable to move, overpowered by fear.

Question 37.
How did Father comfort the little girl, Kezia, when she got scared in her sleep?
Answer:
When Kezia cried out in her sleep in fear, her father came to her room, lifted her in his arms, took her to his bed and made her sleep close to him. He allowed her to warm her feet against his legs. She felt secure and protected as she snuggled up to him.

Question 38.
When and how did Kezia’s feelings for her father undergo a change?
Answer:
Kezia’s feelings of fear for her father underwent a change when her father came to her rescue when she had a nightmare. He gently carried her to his room, carefully tucked her up and slept beside her. Kezia felt reassured and safe and snuggled up to him. That is when she realised that her father was not a hard-hearted giant but a large-hearted loving father who got extremely tired by the end of the day.

Question 39.
What kind of a person was Kezia’s father?
Answer:
Kezia’s father was a hardworking man, but he was short tempered. He was a strict disciplinarian too. It was only when Kezia’s mother was hospitalized, that ahe realized that her father loved her but didn’t have the art of expressing his love.

The Little Girl Extra Questions and Answers Long Answer Type

Question 1.
Write a short note on the relationship between Kezia and her father
Answer:
Initially, the relationship between Kezia and her father was formal and restrained. As a strict disciplinarian and the head of the family Father asserted his authority over everyone, including his little girl. Every morning, before going to office, he perfunctorily kissed her and she as formally said, “Goodbye, Father.”

She was made to take off his shoes and put them outside when he returned from office in the evening. He often scolded her for her sad looks and for stuttering. He even punished her when she unknowingly tore his important papers. He did not give her even one chance to explain herself and failed to see her loving intention behind the mistake. As a result, Kezia feared her father and stayed out of his way.

However, their relationship underwent a drastic change towards the end of the story. Father displayed his love and concern for his daughter when he and Kezia were alone and she was scared by her nightmare. He carried her in his arms to his room, tucked her comfortably in his bed, lay down close to her and provided to her the assurance and security that children seek from parents. This protective, caring and considerate side of her father helped her understand him. She realised that he had a big heart which was full of love for her.

Question 2.
Do you think the Kezia deserved the beating she got for her mistake? What light does this incident throw on her father’s character?
Answer:
Kezia earned her father’s wrath for tearing his speech for the Port Authority to stuff a pin-cushion she was making for him as a birthday present. When Father discovered that Kezia was the culprit, he punished her by beating her little pink palms with a ruler to teach her not to touch what did not belong to her.

I think it was too harsh a punishment for an innocent mistake of a fond daughter who was making a gift for her father. Undoubtedly, the papers were extremely important for him and their loss must have caused him a lot of inconvenience but he should have heard out Kezia’s explanation, and understood and appreciated Kezia’s intentions. A firm but gentle reprimand would have sufficed to teach the sensitive Kezia not to touch things that did not belong to her. This incident shows that Father was a very insensitive and harsh man who demanded a very high standard of discipline from his daughter and did not tolerate any disobedience.

Question 3.
Briefly comment on Kezia’s relationship with her grandmother?
Answer:
The little girl is extremely close to her loving and sympathetic grandmother. Failing to get any expression of affection from her parents, especially her father, Kezia turns to her grandmother for the emotional support and comfort that she needs. She turns to her to fulfill her need for love and protection.

Grandmother too showers love upon the little girl. She keeps trying to help the girl build her bridges with her parents. She advises Kezia to talk to her parents when they would be more relaxed as they sat in the drawing¬room on a Sunday afternoon. Again, she suggests to Kezia suggests that she should make a pin-cushion for her father as a present for his birthday. When Father beats Kezia, it is grandmother who tries first to reason with her son and then consoles and comforts Kezia by covering her with her shawl and allowing the child to cling to her soft body.

We also learn that, at night, when Kezia is scared by the dark or by her nightmares, it is for her grandmother that the little girl calls out, and it is grandmother who takes her into her own bed. Hence, her love and support make Kezia look upto her for everything.

Question 4.
What impression do you form of Kezia’s mother?
Answer:
Kezia’s mother is very unapproachable, aloof figure, quite unlike a loving mother a young girl desires and needs. Perhaps her ill-health and her strict and domineering husbands demands leave her with very little room to pay the desired attention to her daughter. Her relationship with her daughter is distant. She treats the little girl in accordance with her husband’s expectations. She orders her to take off her father’s shoes and put them outside as this would indicate obedience. On Sunday afternoons, she spends her time engrossed in her reading, rather than talking to her daughter.

When Kezia innocently tears her father’s papers, she drags her downstairs to face Father’s wrath. She does not try to reason with Father when he reprimands and beats the little girl. She neither defends nor protects her in any way. She does not even go to assuage her traumatised daughter’s physical and emotional hurt. Little wonder then that Kezia turns to her grandmother to fulfill her need for motherly care and affection.

Question 5.
Kezia decides that there are “different kinds of fathers.” Comment on Kezia’s remark in the light of her relationship with her father and that of the Macdonald children with their father?
Answer:
Kezia’s father was a busy man. He was so lost in his business that he had no time for his family. Being a very strict disciplinarian, he was strict with Kezia as well. He did not display any soft feelings for his little daughter through word or deed. All he did was give her a perfunctory kiss rather than a loving one as he left for work each morning. His presence at home frightened Kezia and she was relieved when he was gone. Kezia was unable to speak without stuttering in her father’s presence. Yet, despite all this, Kezia’s father had a loving heart as Kezia discovered when she had her nightmare and she was alone with him.

At once, Father came and took her to his room, made her lie with him and comforted her. He asked her to rub her feet against his legs for warmth. This showed the little girl her father truly loved her and it brought her close to her father. Mr Macdonald, Kezia’s next door neighbour, had five children and Kezia would often see them playing in their garden. One day, when Kezia looked through the gap in the fence she saw the Macdonalds playing ‘tag’.

It was evening, and Mr Macdonald had just returned from work but unlike her father, he looked happy to be playing with his children. He had baby Mao was on his shoulders, and the two girls were hanging on to his coat pockets. The party ran around the flower beds, shaking with laughter. Mr. Macdonald’s sons turned the hose on him and he tried to catch them laughing all the time.

This happy scene made Kezia conclude that there were different sorts of fathers. Mr Macdonald was so different from her own father. He was not at all strict, was always happy and thoroughly enjoyed the company of his children. In contrast, her own father was often in an angry mood and remained much too busy in his work. She dreaded him and avoided his company as much as she could. Whenever she was with him, she would stautter and look silly, like “a brown owl”. His strict discipline and his domineering nature made Kezia wonder what God made fathers for.

Question 6.
How does Kezia begin to see her father as a human being who needs her sympathy?
Answer:
Kezia was scared of her father as he looked like a giant. Every morning he came to her room and gave her a perfunctory kiss before leaving for work, but even that contact with him left her feeling uneasy. She was relieved when her father left home for work. Kezia’s father often mocked or rebuked her and once he even beat her for tearing some of his important papers. So great was her fear of him that she stuttered while answering him.

However, a nightmare one night made Kezia discover the tender, caring and loving side of her father. One night when she was alone at home with her father, and she cried out in fear, he came at once to her room, lifted her in his arms and took her to his room. He comforted her and tucked her up nicely and slept next to her. He asked her to rub her feet against his legs for warmth. This incident brought her close to her father.

She felt sorry for him as he had to work so hard that he had no time to play with her. She even realized that her father loved her but didn’t have the art of expressing it. Thus, her attitude towards her father changed and became more understanding and sympathetic.

Question 7.
Why did Kezia’s father punish her? Was he right in doing so?
Answer:
Kezia wanted to give a present to her father for his birthday. She decided to make a pin -cushion for him. She took a beautiful piece of yellow silk and stitched it on three sides. Now, she needed something to fill it. She went into her parents’ room. There, she found some sheets of fine paper lying on the table. She tore them up into pieces and used them to stuff them into pin cushion. Then she sewed up its fourth side.

What she didn’t know was that the papers were her father’s important speech for the Port Authority. When her father came to know about Kezia’s misdeed, he became very angry. He took a ruler and beat her. He was not right in punishing her. He should have realized that she was innocent. Her intention was good. He should have explained to’ her the error of taking someone’s things without permission and warned her gently but firmly.

Question 8.
What were the circumstances that forced Kezia to change her opinion about her father?
Answer:
When Kezia’s mother was hospitalized, her grandmother went to stay with her. Kezia was’alone at home with her father. As Alice, the cook, put Kezia to bed at night, the child was terrified of the dark and of being alone. She was afraid of the nightmares which she usually saw. On other occasions she was comforted by her grandmother, but tonight Grannie wasn’t there.

That night, Kezia again had the horrible dream and she woke up shivering and crying for her grandma. However, her father stood beside her bed with a candle in his hand. He gently took her in his arms and carried her to his room. He tucked her nicely in his bed and made her sleep close to him. She felt secure with him near her. That was when she realized that her father was busy with work and had no time to play with her. She even realized that her father loved her but didn’t have the art of expressing it. Thus, her attitude towards her father changed.

Question 9.
Kezia’s efforts to please her father resulted in displeasing him. Elaborate.
Answer:
Kezia was very scared of her father and stuttered while answering his casual queries because she was trying so hard to say the words properly. This annoyed him and he rebuked her for looking wretched and on the brink of suicide. When she was sent to talk to him on Sunday afternoons, she always found her mother absorbed in reading and father sleeping on the sofa in their drawing-room. She would sit on a stool and wait for him to wake up.

He would then mockingly call her “a brown owl.” Once she unknowingly destroyed some of his important papers while stuffing a pin-cushion which she wanted to present to him on his birthday. This made him very angry and he beat her up badly. Therefore, Kezia’s efforts to please her father often resulted in displeasing him very much.

The Little Girl Extra Questions and Answers Reference to Context

Read the extracts given below and answer the questions that follow.

Question 1.
To the little girl he was a figure to be feared and avoided. Every morning before going to work he came into her room and gave her a casual kiss, to which she responded with “Goodbye, Father And oh, there was a glad sense of relief when she heard the noise of the carriage growing fainter and fainter down the long road!

(a) Who does ‘he’ refer to in this extract?
Answer:
He refers to the father of the little girl, Kezia.

(b) What kind of a person was Kezia’s father?
Answer:
He was a strict disciplinarian with a harsh exterior.

(c) What were the feelings of the little girl towards him?
Answer:
The little girl was afraid of him and tried to avoid him.

(d) How did she feel when her father left for office?
Answer:
She heaved a sigh of relief after he left for his office.

Question 2.
To the little girl he was a figure to be feared and avoided. Every morning before going to work he came into her room and gave her a casual kiss, to which she responded with “Goodbye, Father”. And oh, there was a glad sense of relief when she heard the noise of the carriage growing fainter and fainter down the long road!

(a) Who is the little girl?
Answer:
The little girl is Kezia.

(b) Who were the people in Kezia’s family?
Answer:
Kezia’s family consisted of her father, mother, grandmother and herself.

(c) What did ‘he’ do before going to work every morning?
Answer:
Before going to work every morning, he came to Kezia’s room and casually kissed her.

(d) What does this gesture show about him?
Answer:
This gesture shows that he loved her girl but was not very expressive in his affection.

Question 3.
She never stuttered with other people – had quite given it up – but only with Father, because then she was trying so hard to say the words properly.

(a) Who is ‘she’ in this extract?
Answer:
‘She’ is Kezia, the little girl who was afraid of her father.

(b) What had she “quite given up”?
Answer:
She had quite given up the occasional stuttering in front of other people.

(c) How did ‘she’ speak in the presence of her father?
Answer:
In the presence of her father, Kezia stuttered while speaking and displayed lack of confidence.

(d) Why did ‘she’ stutter in her father’s presence?
Answer:
Kezia was afraid of her father and hesitated to speak to him, also whenever she had to speak to him, she would stutter because then she was trying so hard to say the words properly.

Question 4.
‘‘What’s the matter? What are you looking so wretched about? Mother, I wish you taught this child not to appear on the brink of suicide … Here, Kezia, carry my teacup back to the table carefully. ” He was so big – his hands and his neck, especially his mouth when he yawned. Thinking about him alone was like thinking about a giant.

(a) Who is the speaker in these lines?
Answer:
The speaker is Kezia’s father.

(b) Where are they at the moment? What time is it?
Answer:
They are in the drawing room. It is evening and Father has just returned from work.

(c) How does Kezia look in her father’s presence? Why?
Answer:
Kezia looks miserable and gloomy in his presence because she is scared of him.

(d) Why was she scared of her father?
Answer:
She was scared of him because he was a large, loud man and he often reprimanded her.

Question 5.
Slowly the girl would slip down the stairs, more slowly still across the hall, and push open the drawing – room door.

(a) What time of the day is it?
Answer:
It is evening and Father is back from work.

(b) Where is the little girl going?
Answer:
The little girl is going to the drawing room, where her father is sitting.

(c) Why is she going there?
Answer:
She is going there to help him take off his shoes.

(d) Why does she go slowly?
Answer:
She goes slowly because she is afraid of her father and is reluctant to go in his presence.

Question 6.
He was so big – his hands and his neck, especially his mouth when he yawned. Thinking about him alone was like thinking about a giant.

(a) Who is ‘he’ in the above extract?
Answer:
In this extract, ‘he’ refers to the father of Kezia, who was a very strict disciplinarian.

(b) Why does the speaker find him so big?
Answer:
The speaker is his little daughter, Kezia, who is very scared of him. Hence she finds a really big and giant-like with big hands, neck and mouth.

(c) Why does the speaker think of him as a giant?
Answer:
The speaker, Kezia, thought of him as a giant because to a small girl like her, his big body structure was as frightening as that of a giant of children’s stories.

(d) When did his mouth especially appear big?
Answer:
His mouth especially appeared big when he opened it wide while yawning.

Question 7.
On Sunday afternoons Grandmother sent her down to the drawing-room to have a “nice talk with Father and Mother”. But the little girl always found Mother reading and Father stretched out on the sofa, his handkerchief on his face, his feet on one of the best cushions, sleeping soundly and snoring.

(a) Where did Grandmother send ‘her’? Why?
Answer:
Grandmother would send her to the drawing room to talk to her parents.

(b) What would ‘her’ parents be doing?
Answer:
Her mother would be reading and her father would be sleeping.

(c) What do you learn about Mother from this passage?
Answer:
Mother is unconcerned and not very loving as she would ignore Kezia and continue to read.

(d) What would Father say to the little girl when he got up?
Answer:
When he got up Father would ask why Kezia was looking at him like a brown owl.

Question 8.
One day, when she was kept indoors with a cold, her grandmother told her that father’s birthday was next week, and suggested she should make him a pin-cushion for a gift out of a beautiful piece of yellow silk.

(a) Who had a cold? What was the result of the cold?
Answer:
Kezia had a cold and so she could not go out, but had to stay indoors.

(b) What was the occasion next week?
Answer:
It was Kezia’s father’s birthday next week.

(c) What did her grandmother want her to do?
Answer:
Grandmother wanted Kezia to make a gift for her father, a pin-cushion.

(d) What did Kezia use for stuffing the pin-cushion?
Answer:
Kezia used some papers she found on a bed-table in her parents’ bedroom for stuffing the pin-cushion. Unfortunately, the papers were an important speech written by her father.

Question 9.
“Mother, go up to her room and fetch down the damned thing – see that the child’s put to bed this instant. ”

(a) Who speaks these lines and to whom?
Answer:
Kezia’s father speaks these lines to his mother.

(b) What is the mood of the speaker in these lines?
Answer:
The speaker, Kezia’s father, is very angry while speaking.

(c) What does the speaker refer to as the ‘damned thing’?
Answer:
The ‘damned thing’ referred to by the speaker, Kezia’s father, is the pin-cushion Kezia had made for him.

(d) Who is the ‘child’ here? Why does the speaker wish the child to be put to bed immediately?
Answer:
The ‘child’ here is Kezia. Her father, the speaker, wishes her to be put to bed immediately because he is furious at the damage caused by her. He wants to punish her for tearing up his papers.

Question 10.
“Sit up, ” he ordered, “and hold out your hands. You must be taught once and for all not to touch what does not belong to you. ”

(a) Who is the speaker? Who is he talking to?
Answer:
Kezia’s father is talking to Kezia.

(b) Where are they at the moment?
Answer:
They are in Kezia’s bedroom where she had been sent for tearing up her father’s papers.

(c) Why does the speaker want the listener to hold out her hands?
Answer:
Kezia’s father wanted her to hold out her hands so that he could punish her by hitting her on the palms

(d) What do you learn about the speaker from these lines?
Answer:
He is a strict disciplinarian and is punishing his little daughter for tearing up his important papers. He is also unforgiving.

Question 11.
“But it was for your b-b-birthday. ”
Down came the ruler on her little, pink palms.

(a) Who speaks these words? To whom?
Answer:
Kezia speaks these words to her father.

(b) Where are they at the moment?
Answer:
They are in Kezia’s bedroom at the moment.

(c) Why does she speak these words?
Answer:
She speaks these words to try and explain to her father why she had cut up the papers.

(d) Who brought down ‘the ruler on her little, pink palms’? Why?
Answer:
Kezia’s father brought down the ruler on her palms to punish her for touching his papers without permission.

Question 12.
“Here’s a clean hanky, darling. Blow your nose. Go to sleep, pet; you ’ll forget all about it in the morning. I tried to explain to Father but he was too upset to listen tonight. ”

(a) Why does the speaker offer the listener a clean hanky?
Answer:
Grandmother, the speaker, offers a clean hanky because Kezia had been crying after she was punished by her father for tearing up his important papers. She needed a clean hanky to blow her running nose.

(b) What did the speaker want the listener to forget?
Answer:
Grandmother, the speaker, wanted Kezia, the listener to forget about the beating that she had got from her Father.

(c) Why did she want the listener to forget it?
Answer:
She wanted her to forget it because the punishment was not given to hurt but to make her understand that things belonging to others must not be touched.

(d) What do you think had the speaker tried to explain to Father?
Answer:
Grandmother, the speaker, tried to explain to Father that Kezia had not destroyed the papers intentionally and that she had been trying to complete his surprise birthday gift.

Question 13.
But the child never forgot. Next time she saw him, she quickly put both hands behind her back and a red colour flew into her cheeks.

(a) What did the child never forget?
Answer:
The child, Kezia, never forgot how her father had punished her and hit her.

(b) Why did she put her hands behind her back?
Answer:
Father had hit her on her palms with a ruler. She remembered the pain, and was afraid of being punished again.

(c) What had she done to get punished by her father?
Answer:
She had tom up his important speech in order to stuff the pin-cushion she was making as a surprise gift for him.

(d) What did she wish her father to be?
Answer:
She wished for her father to be more like Mr Macdonald

Question 14.
Looking through a gap in the fence the little girl saw them playing ‘tag ’ in the evening. The father with the baby, Mao, on his shoulders, two little girls hanging on to his coat pockets ran round and round the flower¬beds, shaking with laughter. Once she saw the boys turn the hose on him-and he tried to catch them laughing all the time.

(a) Who is ‘them’?
Answer:
‘Them’ refers to Kezia’s neighbours, Mr Macdonald and his five children.

(b) What is the little girl doing at the moment?
Answer:
The little girl is looking at her neighbours, the Macdonald’s through a gap in the fence. The family are playing together.

(c) How is the relationship of the children with their father different from the little girl’s with hers?
Answer:
Unlike Kezia, the Macdonald children were not at all afraid of their father. In fact they were all playing and laughing together.

(d) What did she wish as she saw the family?
Answer:
As she the children laughing and playing with their father, the little girl wished for her father to be like Mr Macdonald.

Question 15.
“What’ll 1 do if I have a nightmare? ” she asked. “I often have nightmares and then Grannie takes me into her bed—I can’t stay in the dark- gets ‘whispery ’…”.

(a) Who is the speaker in these lines? Who is being addressed?
Answer:
In these lines, the speaker is Kezia, the little girl and she is addressing Alice, the cook.

(b) What happens when the speaker has nightmares?
Answer:
When Kezia has nightmares, she is comforted by her grandmother who takes the little girl into her bed

(c) Where was Grannie right now?
Answer:
Kezia’s Grannie was at the hospital with Kezia’s mother who is unwell.

(d) Who was beside her bed when she woke shivering that night?
Answer:
Kezia’s father came to her when she had her nightmare and cried out in her sleep. He took her to his bed with him.

Question 16.
Oh, a butcher – a knife – I want Grannie. ” He blew out the candle, bent down and caught up the child in his arms, carrying her along the passage to the big bedroom. A newspaper was on the bed – a half-smoked cigar was near his reading-lamp. He put away the paper, threw the cigar into the fireplace, then carefully tucked up the child. He lay down beside her.

(a) Who wanted Granny? Why?
Answer:
Kezia wanted Granny because whenever she had a nightmare Granny would soothe her and take her into her bed with her.

(b) Who blew out the candle? Why?
Answer:
Father blew out the candle because he wanted to carry Kezia to his room.

(c) Where was the butcher?
Answer:
The butcher was in Kezia’s nightmare.

(d) What does her father’s behaviour in the passage show?
Answer:
He was a loving and caring father.

Question 17.
Then the dark did not matter; she lay still.

(a) When did the dark not matter? Why?
Answer:
The dark did not matter because Kezia’s father had brought her to his bed. She felt safe now.

(b) Why had she been afraid in the dark?
Answer:
She was afraid of the dark because of her nightmare.

(c) What nightmare did she have?
Answer:
Kezia dreamt of a butcher with a knife and a rope, who came nearer and nearer, smiling a dreadful smile, while she could not move, could only stand still, crying out in fear.

(d) What did her father do? What does her father’s behaviour show?
Answer:
Her father got her to his bed and tucked her in nicely next to himself. This shows he was a loving, caring father.

Question 18.
He was harder than Grandmother, but it was a nice hardness. And every day he had to work and was too tired to be a Mr Macdonald… She had torn up all his beautiful writing … She stirred suddenly and sighed.

(a) Who was harder than Grandmother?
Answer:
Kezia’s father was harder than her grandmother.

(b) Explain “harder than Grandmother”.
Answer:
Her father was more strict and firm than her grandmother was.

(c) Who was Mr Macdonald? Why could “he” not be like him?
Answer:
Mr Macdonald was Kezia’s neighbour. He had five children and Kezia had seen him laughing and playing with his children. “He” could not be like mr Macdonald as was a hard working man and was too tired to play with her.

(d) Why did she sigh?
Answer:
She sighed in understanding and happiness. She had understood her father and his love for her. She was no longer afraid of him.

Question 19.
“Oh, ” said the little girl, “my head’s on your heart. I can hear it going. What a big heart you’ve got, Father dear. ”

(a) Where is the little girl at this time? Why?
Answer:
The little girl is in bed with her father. He had picked her up and got her here after she had cried out because of her nightmare.

(b) Where has she put her head? Why?
Answer:
Kezia has put her head on the big heart of her father. She has done so because she is free from her fears and is happy to discover the tender and loving side of her otherwise strict father.

(c) What can the little girl hear?
Answer:
Kezia can hear the heartbeat of her father. She has realised that her father loves her.

(d) How does the little girl feel at this time?
Answer:
Kezia is no longer afraid of her father. In fact, she feels happy and safe at this time.

Here we are providing Snake Extra Questions and Answers Class 10 English Literature Reader, Extra Questions for Class 10 English was designed by subject expert teachers. https://ncertmcq.com/extra-questions-for-class-10-english/

Snake Extra Questions and Answers Class 10 English Literature

Snake Extra Questions and Answers Long Answer Type

Hunting Snake Extra Questions And Answers Class 10 Question 1.
Imagine that you are the narrator and have seen the snake at the water trough today. Write a diary entry about how you feel after having thrown the stick at the creature.
Answer:
11 June 20xx
I am very upset that I hit a snake for no reason. I saw it at the water trough. It had come to drink water as it was a hot day. I-stood there fascinated and waited for it to go. It was a beautiful creature and it looked harmless. I think that other creatures also have a right on natural resources like water. But once the snake turned to go, I hit at its tail with piece of fallen bough. I am so ashamed at the act. It was so thoughtless and unnecessary. I felt like the Ancient Mariner. I wondered if my action was as a result of self-preservation or is it human nature?

Snake Trouble Questions And Answers Class 10 Question 2.
The narrator’s friend comes to know about the encounter with the snake. Write a letter from the friend to the narrator, asking for more details and advising him about how to protect himself against snakes.
Answer:
11 June20xx
XYZ
Dear DH
I read your letter and I cannot imagine having a snake for a guest. But I did not understand that after admiring the creature, what was the need to hit it? What I can conclude after my observation is that man is selfish and cannot live in harmony with other creatures. Whereas animals only attack when threatened, man attacks without reason. I agree that human nature and the need for self-preservation is responsible for this act. Man must leam to live in harmony with other creations of God.
Yours Affectionately
PQR

Snake Trouble Story Questions And Answers Class 10 Question 3.
Imagine you are the water-trough. Write a description of what you saw on the day described in the poem.
Answer:
Today, it is very hot as it is a typical Sicilian summer day. All creatures are affected by this heat. I saw a snake come out of a fissure in the wall. It was drinking water collected near the tap. I also saw a man approach and wait for the snake to finish drinking water. I felt happy that he did not try to harm the snake.

The snake was relaxed in its movements and was moving slowly. The man waited patiently. But suddenly, when the snake started disappearing into the fissure in the wall, the man picked up a stick and threw it at the snake. The snake was surprised and it hurried off and disappeared soon, as it was upset. Why does Man think that he owns the world and no one else have the right to use natural resources?

Snake Questions And Answers Class 10 Question 4.
The snake goes back into his hole and tells his family and friends about how he was attacked by a cruel human. The newspaper ‘Snake Times’ carries an article entitled, ‘Never Trust Humans’. Write the article.
Answer:
NEVER TRUST HUMANS
It has been reported that a snake was attacked by a human. The snake had stopped to drink water near human habitation on a very hot day, as it had found water in a small clearing. While drinking, the snake saw a man staring at him but the mail, seemed harmless, so it continued drinking. But when it turned its back, it felt something aimed at its back, most probably the man had attacked it with something. All snakes are warned against going near humans. They are the most unpredictable creatures and keeping a safe distance from them would be the best policy.

Hunting Snake Poem Questions And Answers Class 10 Question 5.
The narrator’s friend is a newspaper reporter. He writes an article about the incident, highlighting the battle between natural instincts and the effect of education on the way we approach the natural world.
Answer:
MAN VERSUS NATURE
By Staff reporter
Recently my friend reported an encounter with a snake. The snake was harmless and had come to drink water. It did not attack or even look remotely dangerous. There was no need to feel fearful but my friend attacked the snake because he believed that the snake was poisonous. I found his reasoning quite strange. Do creatures other than man have no place on this earth? If so why were they created? Why is man so selfish and his main work seems to be just hunting down animals? Why can’t he live peacefully as God wanted him to? Does he always have to show his superiority? This is a question all of us have to answer.

Hunting Snake Poem Extra Questions And Answers Class 10 Question 6.
Discuss the theme of the poem Snake.
Answer:
The poet wanted to convey the message that most animals have- harmless attitude and human beings must have patience while dealing with them. He regrets his decision of being inhospitable towards the snake. The value that can be derived from this is that man and animal must coexist in peace and harmony.

Snake Extra Questions and Answers Reference to Context

Hunting Snake Questions And Answers Class 10 Question 1.
A snake came to my water-trough
On a hot, hot day, and I in pyjamas for the heat,
To drink there.
In the deep, strange-scented shade of a great dark Carob tree.

(a) Who was the visitor the narrator is referring to?
Answer:
The visitor was the snake.

(b) Why is the narrator in pyjamas?
Answer:
The narrator was in pyjamas because it was quite hot.

(c) What is a Carob tree?
Answer:
It is a tree found in the Mediterranean region.

Question 2.
I came down the steps with my pitcher
And must wait, must stand and wait, For there was at the tough before me

(a) Why did the narrator come down the steps?
Answer:
The narrator wanted to fill the pitcher with water to drink.

(b) Why did he have to wait before filling water?
Answer:
He had to wait as there was a snake at the water trough drinking water.

(c) How did the narrator react to the snake?
Answer:
At first he admired it, but when it turned its back, he hit it with a stick.

Question 3.
He reached down from the fissure in the earth-wall in the gloom
And trailed his yellow-brown slackness soft bellied down, over the edge of the stone trough

(a) Who does ‘he’ refer to?
Answer:
‘He’ refers to the snake.

(b) Where had it come from?
Answer:
The snake had come from a hole in the earth wall.

(c) Describe the creature as depicted in these lines.
Answer:
It was yellow-brown in colour, with a soft, slack body.

Question 4.
He sipped with his straight mouth
Softly drank through his straight gums, into his slack, long body,

(a) What is being described in these lines?
Answer:
The manner in which the snake was drinking water is being described here.

(b) What is the attitude of the narrator?
Answer:
The narrator is respectful, admiring the snake and waiting for his turn at the water trough.

(c) How does his attitude change in the end?
Answer:
In the end he hits the snake with a stick.

Question 5.
He lifted his head from his drinking as cattle do,
And looked at me vaguely as drinking cattle do,
And flickered his two formed tongue from his lips and mused a moment

(a) Pick out the poetic device in the first line.
Answer:
A simile is used in the first line.

(b) Why has the narrator compared the snake to cattle?
Answer:
The narrator does so because at that time, the snake appeared as harmless as cattle.

(c) Pick put the word which tells us that the snake was not aware of the narrator’s presence.
Answer:
The word ‘vaguely’ indicates that the snake was not aware of the narrator’s presence.

Question 6.
The voice of my education said to me
He must be killed
For in Sicily the black, black snakes are innocent, the gold are venomous.

(a) Where does the narrator see the snake?
Answer:
The narrator sees it in the water trough.

(b) Why does he want to kill it?
Answer:
The narrator wants to kill it because it was a golden-brown snake and hence poisonous.

(c) What had the ‘voice of education’ taught him?
Answer:
It had taught him that snakes were poisonous creatures and had to be killed.

Question 7.
But must I confess how I liked him
How glad I was that he had come here like a guest in quiet, to drink at my water trough

(a) What is the narrator referring to in these lines?
Answer:
The narrator is referring to a snake which had come to his trough to drink water.

(b) What was the paradox as expressed in these lines?
Answer:
Though the narrator felt that the snake which had come to drink water at his trough was poisonous and should be killed, he felt he was like a guest and should not tTd killed.

(c) How did the narrator resolve the problem?
Answer:
The narrator threw a stick at the retreating back of the snake.

Question 8.
And as he put his head into that dreadful hole
And as he slowly drew up, snake-easing his shoulders, and entered further,
A sort of horror, a sort of protest against his withdrawing into that horrid black hole
Deliberately going into the blackness, and slowly drawing himself after
Overcame me now his back was turned.

(a) Where is the snake going?
Answer:
The snake was going into the hole.

(b) What are the conflicting views that the narrator has as he watches the snake?
Answer:
The narrator at first felt honoured, then wondered whether he should kill it because it was poisonous and finally he hit the snake’s retreating back.

Question 9.
And looked around like a god, unseeing into the air.

(a) What is the poetic device used in this line?
Answer:
The poetic device used is a simile.

(b) Who is being compared to a god?
Answer:
The snake is being compared to a God.

(c) What does the phrase ‘unseeing into the air’ tell us about it?
Answer:
The snake is relaxed and not focussing on anything in particular.

Question 10.
But suddenly that part of him that was left behind convulsed in undignified haste

(a) Who does ‘him’ refer to?
Answer:
‘Him’ refers to the snake.

(b) Why did it convulse in undignified haste?
Answer:
The snake reacted because it sensed danger after being attacked by a stick thrown by the narrator.

(c) How is the movement different from his earlier behaviour?
Answer:
Earlier, the snake was relaxed and moving slowly and lazily without any fear.

Question 11.
And immediately I regretted it

(a) What did the narrator regret?
Answer:
The narrator regretted hitting the snake with a stick.

(b) Why did he feel so?
Answer:
The narrator felt regretful because he had hit the snake without any reason.

(c) How did he feel?
Answer:
The narrator felt guilty and remorseful.

Question 12.
And I thought of the albatross
And I wished he would come back, my snake.

(a) What made the narrator think of the albatross?
Answer:
The narrator’s action of hitting the snake without any reason, and a fear of the repercussions he might have to face as a result of his act, made the narrator think about the albatross.

(b) Why was he reminded of the albatross? What does this refer to?
Answer:
It refers to the bird mentioned in the poem Rime of the Ancient Mariner where an albatross was killed by a mariner without any reason.

(c) Why did he want it to return?
Answer:
The narrator wanted to ask for forgiveness and atone for his sins.

Here we are providing How to Tell Wild Animals Extra Questions and Answers Class 10 English First Flight, Extra Questions for Class 10 English was designed by subject expert teachers.

How to Tell Wild Animals Extra Questions and Answers Class 10 English First Flight

How to Tell Wild Animals Extra Questions and Answers Short Answer Type

How To Tell Wild Animals Extra Questions And Answers Question 1.
How can you identify the Asian Lion?
Answer:
The poet in the humorous way says that if a person goes to the jungles in the east and if a large and brownish wild animal roars while killing him, the dying^jnan can know that it is the Asian Lion.

How To Tell Wild Animals Questions And Answers Question 2.
How can you identify the Bengal Tiger?
Answer:
A person can identify the Bengal Tiger when a beast with black stripes on yellow body meets and eats him. This is how he can make out that it is the Bengal Tiger.

How To Tell Wild Animals Extra Questions Question 3.
How can a man know that the beast is leopard?
OR
Describe some features of the leopard.
Answer:
Leopard has spots on its body. It is a dangerous and powerful animal. It has the quality of leaping again and again. It leaps over its prey at once. It eats its prey.

How To Tell Wild Animals Question Answer Question 4.
How does the poet tell us to identify a bear?
Answer:
The poet says that if, while walking round the courtyard of his house, a person meets there a creature who hugs him very, very hard, then he be can be sure that it is a bear.

How To Tell Wild Animals Class 10 Extra Questions Question 5.
How does the poet distinguish the hyena from crocodile?
Answer:
The poet tells us how to distinguish a hyena from crocodile. A hyena is an animals who can laugh. The poet says that if a creature greets a person while smiling merrily, then that creature is hyena. If a creature sheds tears while swallowing a person, then it is a crocodile.

How To Tell Wild Animals Extract Based Questions Question 6.
What does the poet tell us about a chameleon?
Answer:
The poet tells us that a chameleon is found on a tree. It is a creature which can change its colour according to its surrounding. It is very difficult to see a chameleon on the tree because it changes its colour according to the colour of the tree.

How To Tell Wild Animals Extract Questions And Answers Question 7.
The poet has used some special qualities to describe the animals and create humour in the poem. Each of us also has some special qualities which make us quite different from others. Do you agree with this statement? Comment with reference to the poem ‘How to Tell Wild Animals’.
Answer:
The poet has used the selected words and expressions to describe the animals and to create humour. For example she says, “A noble beast greets you’ for “The Bengal Tiger”, “A bear – hugs you” “Crocodiles weep” and ‘Hyena smiles’. Like these animals, each of us has some special qualities which make us quite different from others. For example, we face many people in a day, but even then we can easily recognize them only through their voice or through their special habits. These distinctive qualities give them a unique identification. This, statement is absolutely right.

How To Tell Wild Animals Important Questions Question 8.
The poet uses humour in a perfect manner in her poem—‘How to Tell Wild Animals’ to bring smile on the face of readers. In our daily life also humour is the best medicine for every ailment. Do you agree? Comment.
OR
“Humour is the perfect medicine for all diseases”. Discuss this statement by taking examples from the poem “How to Tell Wild Animals”.
Answer:
The poet talks about wild animals in a funny manner. All the dangerous, wild animals like lions, tigers, leopards, bears, hyenas, crocodile, chameleon have been portrayed humorously. The poet describes their dangerous activities in such a manner that they produce laughter.

Class 10 How To Tell Wild Animals Extra Questions Question 9.
Does ‘dyin’ really rhyme with ‘lion’? Can you say it in such a way that it does?
Answer:
No ‘dying does not rhyme with ‘lion’. It is for this reason that the poet has used ‘dyin’ so that when we pronounce it, it rhymes with ‘lion’.

How To Tell Wild Animals Solutions Question 10.
How does the poet suggest that you identify the lion and the tiger? When can you do so, according to him?
Answer:
The poet suggests that if a large and tawny beast comes towards us, then it is an Asian lion. We can identify it when it roars at us while, we are dying with fear. When while roaming, we come across a wild beast that is yellow in colour with black stripes, it is Bengal tiger. We can identify it when it eats us.

Question Answer Of How To Tell Wild Animals Question 11.
Do you think the words ‘lept’ and ‘lep’ in the third stanza are spelt correctly? Why does the poet spell them like this?
Answer:
No, the words ‘lept’ and ‘lep’ are spelt incorrectly. The poet has spelled them like this in order to maintain the rhythm of the poem. When spelled this way, they rhyme with the first part of ‘leopard’, thus giving emphasis to ‘leopard’ in each line.

How Is The Bengal Tiger Described Class 10 Question 12.
Do you know what a ‘bearhug’ is? It’s a friendly and strong hug—such as bears are thought to give, as they attack you! Again, hyenas are thought to laugh, and crocodiles to weep (‘crocodile tears’) as they swallow their victims. Are there similar expressions and popular ideas about wild animals in your own language(s) ;
Answer:
A ‘bearhug’ is the bear’s tight embrace. Hyenas never laugh. But their faces look like that. Crocodiles do not weep but tears come when they swallow their victims.

Class 10 English Poem How To Tell Wild Animals Extra Questions Question 13.
Look at the line “A novice might nonplus”. How would you write this ‘correctly’? Why is the poet’s ‘incorrect’ line better in the poem?
Answer:
The line “Novice might nonplus” can be correctly written as “A novice might be nonplussed’. The poet’s incorrect line is better in the poem as it maintains the rhyme scheme of the poem. By writing it incorrectly, ‘nonplus’ rhymes with “Thus’.

Question 14.
Can you find other examples of poets taking liberties with language, either in English or in your own language (s)? Can you, find examples of humorous poems in your own languages(s)?
Answer:
Yes, many poets take such liberties to create proper rhyming. These are for example – Kirk has “Church’ to rhyme with ‘work’. Ken has used “See” to rhyme with ‘pen’.

Question 15.
Much of the humour in the poem arises from the way language is used, although the ideas are funny as well. If there are particular lines in the poem that you especially like, share these with the class, speaking briefly about what it is about the ideas or the language that you like or find funny.
Answer:
Students must try to do it at their own level. From this poem the following lines may be pointed out where language and ideas arise humour in the poem.
If he roars at you as you’re dyin’
A noble wild beast greets you,
Just notice if he eats you.
“Twill do not good to roar with pain,
Who hugs you very, very hard,
A novice might nonplus,
Hyenas come with merry smiles A true Chameleon is small,
In all these lines, the ideas are treated humorously. They are wild beasts. They can neither laugh, smile nor be gentle. They will kill the human beings at once as they get, the chance.

How to Tell Wild Animals Extra Questions and Answers Reference to Context

Read the stanza and answer the questions that follow:

Question 1.
If ever you should go by chance
TO jungles in the east;
And if there should to you advance
A large and tawny beast,
If he roars at you as you’re dyin’
You’ll know it is the Asian Lion…

(i) Name the poem and the poet.
(ii) How does one identify the Asian Lion?
(iii) How does an Asian Lion react on seeing a man?
(iv) Pick out the word from the stanza that means the same as “All of a sudden”.
Answer:
(i) This stanza has been taken from the poem “How to Tell Wild Animals” composed by Carolyn Wells.
(ii) The Asian Lion is identified by its size, colour and roar, it is a large tawny beast.
(iii) When Asian Lion sees a man, it roars and takes no time in killing him.
(iv) ‘by Chance’.

Question 2.
Or if sometime when roaming round,
A noble wild beast greets you,
With black stripes on a yellow ground,
Just notice if he eats you.
This simple rule may help you learn
The Bengal Tiger to discern.

(i) Who is the ‘noble wild beast’ here?
(ii) How does this beast look?
(iii) Pick out the word from the stanza that means the same as ‘to recognise’.
(iv) Name the poem and poet.
Answer:
(i) The noble wild beast is Bengal Tiger here.
(ii) This beast looks like it is coloured with black stripes on a yellow ground.
(iii) ‘discern’.
(iv) ‘How to Tell Wild Animals’ written by Carolyn Wells.

Question 3.
If strolling forth, a beast you view,
Whose hide with spots is peppered,
As soon as he has lept on you,
You’ll know it is the Leopard.
Twill do no good to roar with pain,
He’ll only lep and lep again.

(i) How can you recognise the Leopard?
(ii) How is it different from the Bengal Tiger?
(iii) Pick out the word from the stanza that means the same as—‘a large animal of the cat family
(iv) Name the poem and poet.
Answer:
(i) The leopard can be recognised by its spots on the skin.
(ii) Bengal Tiger has black stripes on a yellow ground while the Leopard has round black spots on the body.
(iii) ‘Leopard’.
(iv) ‘How to Tell Wild Animals’ and poem composed by Carolyn Wells.

Question 4.
If when you’re walking round your yard
You meet a creature there,
Who hugs you very, very hard,
Be sure it is a Bear.
If you have any doubts, I guess
He’ll give you just one more caress.

(i) Whom can you meet in the yard?
(ii) How can one recognise that he is meeting a bear?
(iii) Pick out the word from the stanza that means the same as—‘loving touch’ or ‘gentle touch’.
(iv) How does it treat the Man?
or
Name the poem and poet.
Answer:
(i) In your yard, you can meet a bear.
(ii) One can recognise that he is meeting a bear by its hard hug.
(iii) “caress’.
(iv) When a bear meets a man, it hugs him very hard.

Here we are providing The Midnight Visitor Extra Questions and Answers Class 10 English Footprints Without Feet, Extra Questions for Class 10 English was designed by subject expert teachers. https://ncertmcq.com/extra-questions-for-class-10-english/

The Midnight Visitor Extra Questions and Answers Class 10 English Footprints Without Feet

The Midnight Visitor Extra Questions and Answers Short Answer Type

The Midnight Visitor Question Answer Question 1.
How is Ausable different from other Secret Agents?
Answer:
Ausable was very fat. He looked very slow. He had an American accent. He had no pistol or any other arms. So, he was different from the others.

Midnight Visitor Question Answer Question 2.
Who is Fowler and what is his first authentic thrill of the day?
Answer:
Fowler is a writer. His authentic thrill of the day is finding a man with pistol in Ausable’s locked room.

The Midnight Visitor Extra Questions Question 3.
How has Max got in?
Answer:
Max has a pass key. He has got in through the main door.

The Midnight Visitor Extra Question Answer Question 4.
How does Ausable say he got in?
Answer:
Ausable says that he got in through the balcony of the room.

The Midnight Visitor Short Question Answer Question 5.
Why did Fowler want to meet Ausable? Why was he disappointed?
Answer:
Fowler was a young romantic writer. He had a fine imagination about spying and secret agents. He loved adventure and thrill. So he wanted to meet Ausable who was engaged in collecting sensitive information. He was disappointed after spending a dull evening in a French music hall with a fat, sloppy man as there was nothing mysterious or romantic about him.

Midnight Visitor Extra Questions Question 6.
How cap you show that Ausable showed great presence of mind in situation of danger and surprise?
Answer:
Ausable showed a great presence of mind when Max pointed gun at him when he entered note room with Fowler. Though his looks were not mysterious but with his presence of mind he cooked up the story of non-existent balcony. Max, though smart, was befooled by Ausable and even lost his life.

The Midnight Visitor Class 10 Extra Questions Question 7.
Who actually had knocked at the door of Ausable’s room? Why did he come there?
Answer:
Henry, the waiter was knocking at the door in hotel. Infact, Ausable had ordered for a bottle of wine and two glasses. When there was a knock at the door he reached as if policeman was at the door. He had come there as Ausable had ordered drinks before coming into the room.

The Midnight Visitor Extra Questions Answer Question 8.
Where and why did Ausable take Fowler?
Answer:
Ausable brought Fowler in his room which was on the sixth floor in a hotel. He wanted Fowler to have some thrill and excitement as he was expecting some important papers to be delivered there.

The Midnight Visitor Class 10 Question Answers Question 9.
For what purpose had Max entered Ausable’s room?
OR
Why and how did Max enter Ausable’s room?
Answer:
Max wanted those important papers from Ausable so he entered his room secretly from the main door. He had managed to get the pass key to open the door.

Midnight Visitor Extra Question Answer Question 10.
What story did Ausable frame about calling the police?
Answer:
As soon as there was a knock at the door, Max enquired of it. Ausable told him that he had already informed the police to check if everything was okay at intervals because of the important papers. Ausable told Max that they were on their duty to check.

Question Answer Of The Midnight Visitor Question 11.
How is Ausable different from other secret agents?
Answer:
Ausable is different from other secret agents in more than one way. He has a small room in the musty corridor of a gloomy French hotel. It was the sixth and topmost floor and it was scarcely the setting for a romantic adventure. Ausable was extremely fat. Inspite of living in Paris for over twenty years, he spoke French and German moderately and had an American accent. Instead of getting messages slipped into his hands by dark-eyed beauties, he got only a telephone call making an appointment. In these ways, he was different from the conventional notion of a spy.

Extra Questions Of The Midnight Visitor Question 12.
Who is Fowler and what is his first authentic thrill of the day?
Answer:
Fowler is a writer and he had come to meet Ausable. Fowler’s first authentic thrill of the day came when he saw a man in Ausable’s room pointing a pistol towards Ausable and himself.

The Midnight Visitor Question Answers Question 13.
How did Max get in?
Answer:
Max got into the room with a passkey or a master key.

Midnight Visitor Class 10 Extra Questions Question 14.
How does Ausable say he got in?
Answer:
Ausable says that he thought Max had got into the room through the balcony. He said that it was the second time in a month that somebody had got into his room this way.

The Midnight Visitor Extra Questions and Answers Long Answer Type

Question 1.
Presence of mind is basically mental preparedness or the ability to think and act wisely in a dangerous or surprising situation”. Explain/Discuss with reference the story.
OR
“Presence of mind and intelligence are more powerful than gun”. How far is it true in case | • of Ausable, the secret agent?
Answer:
Ausable did not at all have the conventional image of a secret agent. He was short and very fat. However Ausable had a very sharp and active mind. When he entered his hotel room with Fowler he found Max with a gun in his room. Max was an agent of another organisation. Ausable, with presence of mind, invented a story of non-existent balcony. Max was convinced about existence of balcony and this led to r his tragic end. Ausable did not use physical strength but only his presence of mind.

Question 2.
“Telling a lie is sin and killing someone is a crime”. Why then Ausable told lies more than once and killed Max?
Answer:
Of course, morally Ausable had done wrong. But his profession allowed him to take such steps when the security and integrity of the nation were at stake. He did not tell lies and killed Max for his own sake but for his country. He is a true soldier to protect the country from inside.

Question 3.
“A procrastinatist is one who delays action and invites a tragedy to happen with him”. Is Max a procrastinatist, why, why not?
Answer:
No, Max is not a proceastinatist. He did not delay the action of his own. He had to wait until the paper he was seeking, arrived. He was overconfident and foolish enough to be duped by Ausable so simply and easily. He believed Ausable and did not confirm anything himself.

Question 4.
What was Ausable’s problem? How did he solve it?
Answer:
Ausable was a secret agent in an organisation. He had gone out with Fowler to spend the evening in a French music hall. When they returned to Ausable’s room in the hotel, they found Max standing in the middle of the room. He had a revolver in his hand. Ausable did not lose his calm. With unique presence of mind, he fabricated a story. He said that it was the second time someone had entered his room through the balcony under the window. Max took the concocted story as true.

Instantly, there was a knocking on the door. Max got panic stricken when Ausable remarked that there was the police. He had requested them to provide him extra security. Max was bewildered. He went towards the window and jumped on the non-existing balcony from the sixth floor. Max met with his death. Thus, Ausable’s problem was solved.

Question 5.
What impression do you form of Ausable as a secret agent after reading the story “The Mid night Visitor”?
Answer:
Ausable was a determined secret agent. He was dedicated to his work. He was agile in action even though he was a sloppy fat man. He was sane and shrewd. Being calm and cool headed by nature he did not lose his presence of mind when he found Max in his room with a revolver. It was midnight. He cooked up a false story of a balcony existing under the window just to befool the intruder.

Instantly they heard a knock at the door. Ausable remarked that the police had come to check on him and to provide him security. Getting nervous, Max rushed towards the window. He dropped to the balcony and fell down dead. He was patient, fearless, courageous, ready-witted and resourceful.

Question 6.
How did Max attempt but failed to acquire the secret paper from Ausable?
Answer:
Max’s organisation had ordered him to grab the secret report on missiles which the people of Ausable’s organisation had managed to get. He used a passkey and entered Ausable’s hotel room at midnight. He was holding a revolver in his hand since he intended to grab the report at pistol point. Ausable invented the fake story of a balcony extending under his window just to embarrass Max.

He remarked that it was the second time in the month that somebody had got into his room through that’ balcony. Instantly there was a knock at the door. Ausable’s remark that police had arrived to check on him unnerved Max.- To save his life, Max rushed towards the window. In hot haste, Max dropped to the non-existent balcony and met his tragic end. Thus he failed to acquire the secret paper.

Question 7.
“Ausable did not fit any description of a secret agent Fowler had ever read.” What do secret agents in books and films look like, in your opinion? Discuss in groups or in class some stories
or
movies featuring spies, detectives and secret agents, and compare their appearance with that of Ausable in this story. (You may mention characters from fiction in languages other ‘ than English. In English fiction you may have come across Sherlock Holmes, Hercule Poirot,
or
Miss Marple. Have you watched any movies featuring James Bond?)
Answer:
Secret agents in fiction are projected like ideal men, “Tall dark and handsome’. They are usually well built and have beautiful women to accompany them. They would always smoke pipe or cigar and do death ‘ defying stunts. James Bond is a very famous character by Ian Fleming. Movies based on James Bond show hi-tech gizmos which assist the detective in countering villains. But there are some exceptions as well.

There is a character named Feluda which was created by Satyajit Ray, the famous Bangla filmmaker. Feluda despite being a strongly built man and adept in martial arts, relies mostly upon his superb analytical ability and observation skill, mostly referred to as the Magajastra or brain-weapon to solve cases instead of using physical strength or weapons.

Question 8.
How does Ausable manage to make Max believe that there is a balcony attached to his room?
Look back at his detailed description of it. What makes it a convincing story?
Answer:
Ausable tells Max that someone entered his room through the balcony earlier also. He also told him that ^ he had asked police to give him protection as he had some important papers with him. On listening this, Max became nervous and just wanted to escape from police and as a result, without noticing, he jumped . out of the window and fell down. Ausable’s ability to think quickly and calmly in a situation of panic, makes it convincing.

Question 9.
Looking back at the story, when do you think Ausable thought up his plan for getting rid of Max? Do you think he had worked out his plan in detail right from the beginning? Or did he make up a plan taking advantage of events as they happened?
Answer:
No, I don’t think that he had worked out his plan in detail right from the very beginning. He took advantage of the events as they happened. Ausable made a story of the balcony outside the room and as there was a knock at the door at the same time, he told it would be police. All these events threatened Max. He became restless and without seeing, jumped out of the window hurriedly.

Question 10.
In this story, Ausable shows great ‘presence of mind’ or the ability to think quickly and act calmly and wisely, in a situation of danger and surprise. Give examples from your own experience, or narrate a story, which shows someone’s presence of mind.
Answer:
This story is in reference to the play ‘If I Were You’. Gerrard was captured by a criminal and when he pointed a gun towards him, Gerrard treated the criminal as a guest and trapped him in his confidence. He succeeded in making the criminal to run away as police was behind him. He told the criminal to run I through the exit door, which was actually a cupboard door. The criminal exited through the door and was caught in the cupboard.

Question 11.
Discuss what you would do in the situations described below. Remember that presence of mind comes out of a state of mental preparedness. If you have thought about possible problems or dangers, and about how to act in such situations. You have a better chance of dealing with such situation if they do arise.
1. A small fire starts in your kitchen.
2. A child starts to choke on a piece of food.
3. An electrical appliance starts to hiss and gives out sparks.
4. A bicycle knocks down a pedestrian.
5. It rains continuously for more than twenty-four hours.
6. A member of your family does not return home at the usual or expected time.
You may suggest other situations.
Answer:

1. If a small fire starts in your kitchen a bucket of water may be poured on it.
2. If a child starts to choke on a piece of food, his back should be patted and he should be taken to doctor.
3. If an electrical appliance starts to hiss and gives out spark, the main power switch should be. turned off and electrician should be called.
4. If a bicycle knocks down a pedestrian, he should be taken to the nearest hospital for first aid.
5. If it rains continuously, we should take care of our drainage system.
6. If a member of our family does not return home at the usual time we should contact immediately to know about him. If we do not get a clue we should take the help of police.

Here we are providing Two Stories about Flying Extra Questions and Answers Class 10 English First Flight, Extra Questions for Class 10 English was designed by subject expert teachers. https://ncertmcq.com/extra-questions-for-class-10-english/

Two Stories about Flying Extra Questions and Answers Class 10 English First Flight

Two Stories about Flying Extra Questions and Answers Very Short Answer Type

Two Stories About Flying Extra Questions And Answers Question 1.
Why was the young seagull alone?
Answer:
The young seagull was alone because his two brothers and sister had already flown.

Two Stories About Flying Short Questions And Answers Question 2.
Why did he not fly with his brothers and sister?
Answer:
He did not fly because he was afraid.

Extra Questions Of Two Stories About Flying Question 3.
Where did he sleep that night?
Answer:
He slept in a little hole under the ledge.

Extra Questions Of His First Flight Question 4.
Where did young seagull live?
Answer:
The young seagull lived alone on his ledge.

Two Stories About Flying Extra Questions Question 5.
Why was be afraid to fly?
Answer:
He was afraid to fly because his wings would never support him.

Two Stories About Flying Class 10 Extra Questions Question 6.
What did he see throughout the day?
Answer:
He saw his parents perfecting his brothers and sister in the art of flying.

Two Stories About Flying Important Questions Question 7.
How’ did they taunt him?
Answer:
They taunted him with his cowardice.

Question 8.
Who took pity on the young seagull?
Answer:
His mother pitied on the young seagull.

Question 9.
Who had already landed on the green flooring?
Answer:
His parents, brothers and sister had already landed on the green flooring.

Question 10.
How did the family show their happiness for the young seagull?
Answer:
They offered him scraps of dog fish through their beaks.

Two Stories about Flying Extra Questions and Answers Short Answer Type

Question 1.
Why was the young seagull afraid to fly?
Answer:
Whenever the young seagull took a little run forward to the extreme edge of the ledge and attempted, to flap his wings, he became afraid. Seeing the vast area of the sea, he thought his wings would never support him.

Question 2.
How were Seagull’s parents helping his brothers and sister for “perfecting them in the art of flight”?
Answer:
The young seagull was afraid of flying, but his two brothers and a sister had started flying. But his parents were teaching them to be perfect in the art of flying. They were teaching them how to skim the waves and how to dive for fish.

Question 3.
‘He felt the heat because he had not. eaten since the previous nightfall’. What did the young seagull do to satisfy his hunger?
Answer:
The seagull was feeling hungry because he could not fly and his family had left him alone for it. To satisfy his hunger, he was forced to eat whatever he found.

Question 4.
Why- could the young seagull not reach his parents without flying?
Answer:
He could not reach his parents without flying because on each side of him the edge ended in a sheer fall in a verticle cliff, with the sea below. Then, between him and his parents there was a deep and wide crack in the land.

Question 5.
“Still they- took no notice of him.” What did the seagull do to draw the attention of his family?
Answer:
The young seagull stepped slowly out to the extreme edge of the ledge. He was standing on one leg with the other leg hidden under his wing. He closed one eye, then the other and pretended to be asleep and they look no notice of him.

Question 6.
What was his family doing on the plateau when seagull failed to draw their attention?
Answer:
The two brothers and the sister of the young seagull were half asleep with their heads sunk into their necks. His father was preening the feathers with his beak on his white back. Only his mother, standing on a little mound on the plateau, was looking at him.

Question 7.
“But he kept calling plaintively, and after a minute or so he uttered a joyful scream.” Why did the young seagull utter a joyful scream?
Answer:
The young seagull was desperately hungry. So, he screamed with joy when he saw his mother flying across to him with a piece of fish in her beak. He leaned out eagerly, tapping the rock with his feet trying to get nearer to her.

Question 8.
“Ga, ga, ga,” he cried begging her to bring him some food. To whom was the young seagull begging and did she respond?
Answer:
The young seagull was begging his mother to bring some food to him. But his mother’s motive was to teach him flying. So, she stopped flying when she reached near him so that he might attempt to fly.

Question 9.
How did the young seagull start flying?
Answer:
The young seagull was ‘maddened by hunger” when he dived at the piece of fish in his mother’s beak. But he fell outwards and downwards with a loud scream. When his mother swooped upwards, he followed her and thus he started flying.

Question 10.
“He dropped his legs to stand on the green sea.” How did his family react when he did so?
Answer:
Being tired and weak with hunger, the young seagull dropped his legs to stand on the green sea. His entire family came around him screaming, praising him and their beaks were offering him scraps of dog-fish.

Question 11.
When did the seagull’s flight begin? Where did it end?
Answer:
The seagull’s flight began when he moved to the brink of the ledge. He dived at the fish, which was in his mother’s beak. His fight ended when, after being tired of his first flight and being weak, he dropped himself on the surface of the sea and floated on it.

Question 12.
How did the seagull get over his fear of the water?
Answer:
After his first flight, the seagull was tired of his strange experience. He dropped his two legs to stand on the green sea. He screamed fearfully and attempted to rise again flapping his wings. He overcame his fear of the water by floating on it.

Question 13.
Do you sympathise with the seagull? Why?
Answer:
We sympathise with the seagull because, due to his fear of flying, he had to remain lonely and hungry, after his family had left him to suffer. He could not muster courage to fly like his brothers and sister.

Question 14.
How did the seagull express his excitement when he saw his mother bringing food for him?
Answer:
The young seagull uttered a joyful scream when he saw his mother picking up a piece of the fish and flying across to him with it. He leaned out eagerly, tapping the rock with his feet.

Question 15.
How did the young seagull’s parents teach their children the ait of flying?
Answer:
The seagull’s parents had taught their children how to skim the waves and how to dive for the fish. They encouraged them raising of loud shrill sound when their older son caught his first herring and ate it greedly.

Two Stories about Flying Extra Questions and Answers Long Answer Type

Question 1.
Why was the young seagull left alone in the ledge by his family?
Answer:
The young seagull was afraid to fly. His father and mother wanted him to go and fly with them. But whenever he had taken a little run forward to the extreme edge of the ledge and tried to move his wings he became afraid. He failed to muster up courage to thrust himself forcibly in the space, and started flying.

His two brothers and his sister had the wings shorter than him but they started flying. But the young seagull somehow thought that his wings would notsupport him for it. For this, he was scolded by his parents, who gave a threat to him and he was left alone in the ledge.

Question 2.
How did the young seagull learn floating on the sea?
Answer:
After flying for sometime, the young seagull came near the sea. He was a flying straight over it. He saw, a vast green sea beneath him, with little ridges moving over it. His brothers and sister had landed on the sea and they were calling in a shrill voice and beckoning to him. He dropped his legs to stand on the green sea. His legs sank into water. He screamed with fright and attempted to rise again flapping his wings.

But he was tired and weak with hunger. He was exhausted due to flying for so long. His feet sank into the green sea, and then his belly touched it and he sank no farther. He was floating on it, and around him his family was screaming, praising him and offering him food from their beaks. This is how he learnt floating on the sea.

Question 3.
How do you find the seagulls in the beginning and at the end of the lesson?
Answer:
In the beginning we find the young seagull too frightened and terrified to fly. He had bigger wings as compared to his two brothers and sister. But still he was afraid even to attempt flying. When they flew away, he could gather courage to thrust himself forcibly in space, which made him scared and desperate.

When he was starving for a day, his mother came across to him with a piece of fish in her beak. When she reached near him, she stopped and ‘maddened by hunger,’ he dived at the fish. But his mother had swooped upward. He found his wings spread and was more confident now. In the end we see him flying till he was tired and dropped himself on the surface of the sea.

Question 4.
What methods were used by the seagull’s family to help him overcome his fear of flying?
Answer:
The young seagull was scared of flying. His brothers and sister had started flying but he could not muster courage to do so. His parents scolded him shrilly and threatened to let him starve on the ledge unless he flew away. When his family left him, he felt the pangs of hunger. Next day, when he saw his mother with a piece of fish in her beak, be begged her for food. She flew across to him, but halted when the piece of fish in her beak was just within reach of the young seagull. The young seagull dived at the fish, but now her mother swooped upwards. Gradually his fear of flying was over and he enjoyed it now.

Question 5.
The young seagull was “trying to find some means of reacting his parents without having to fly”. Was he successful in doing so?
Answer:
After being left alone by his family, the young seagull was hungry. So he wanted to join his family on the plateau. But he could not do so unless he tried to fly. As he was afraid of flying he was trying to find some other means to reach them. But on each side of him the ledge ended in a steep fall in a vertical cliff, with the sea below.

Moreover, between him and his parents there was a deep and wide crack in the earth. He could reach them without flying if he could only move towards north along with the steep rock. There was no ledge and he could not fly. And above him he could see nothing. The vertical cliff was very steep, and the top of it was perhaps farther away than the sea beneath him. So he was not able to reach them without flying.

Question 6.
Do you think hunger was a good motivation for the young seagull in his first flight? Comment.
Answer:
Yes, I do think that hunger played a vital role in the young seagull’s attempt to start flying. He was left
alone on the ledge by his family because he would not try to fly with them. His parents scolded him in a shrill voice and threatened him of starvation, but he still was afraid to fly. Then they left him alone.

He was so hungry that he had to live on whatever he could find there. When he saw his mother with a piece of fish in her beak, he begged her for food. Then he uttered a joyful scream when he saw his mother flying across to him with a piece of fish in her beak. But she stopped when she came opposite to him.

When the young seagull realised that she won’t come nearer, and “maddened by hunger,” he dived at the fish. This was his first attempt to fly. Gradually when his hesitation and fear were removed, he started flying which he enjoyed very much.

Question 7.
“Then he completely forgot that he had not always been able to fly.” Comment on the young seagull’s first flight in light of this statement.
Answer:
The young seagull was suffering from the pangs of hunger after his family left him. Next day when he saw them on the plateau, he tried to draw their attention. Then his mother flew across to him with a piece of fish in her beak. But she stopped opposite him with her motionless wings. He could no more tolerate the hunger and “maddened by hunger, he dived at the fish” though terrified, he felt his wings spread outwards.

He could feel the tips of his wjngs cutting through the air. Now he was soaring gradually downwards and outwards. He was no more afraid of flying now. He flapped his wings once and he soared upwards. He screamed to encourage himself and share his happiness. He forgot that previously he was not able to fly.

Question 8.
Fear and lack of confidence stop one from learning new things. Do you agree? How did these two traits of the young seagull make him coward? How did he overcome these shortcomings.
Answer:
Yes, it is true that fear and lack of confidence stop one from learning new things as in the story, the young seagull lacked the value of courage and confidence in his character. He was too scared of flying.

His family tried hard to make him fly but he refused to do so because of his fear of sinking in the seawater. They even scolded him for his cowardice. They tried to tempt him with food but he was not willing to learn flying. Once he dived, his fear disappeared and he enjoyed his first fight. It is a fact that unless we try for something and overcome our fear, we cannot learn any thing. Confidence and motivation are the two most important traits that make any learning possible.

Question 9.
“Hunger made the young seagull mad and gave him success.” How can you explain it and justify with the story?
OR
Hunger is a great motivational force. It is true that a person can take any extreme step for food. How far do you agree?
Answer:
It is a fact that hunger makes us mad and every person works for food. It is only hunger that encourages and forces us to do work. If it is not in our life, all the boundation of work will automatically be finished. Every person works for food and to satisfy his hunger. No one in this universe can remain hungry. This hunger makes us work day and night. It can change the mentality of any human being as well as any creature.

We find that young seagull did not gather courage to fly; when he saw fish in the mouth of his mother, he gathered courage and flew over the ledge. He could not control himself at the sight of the food and jumped at the fish. He fell from the ledge and tried to flap his wings. Thus he found himself flying into the air.

Question 10.
“Mother is the first teacher”. Do you agree with this statement? Explain with reference to the young seagull.
Answer:
Yes, it is true that mother is the first teacher. It is a well known point for all. A baby takes birth and first of all sees mother’s face. It is mother who gives him a new life by feeding him. The mother helps a baby to walk him first step. The mother introduces him to this world, gives him knowledge of relations. She teaches him how to speak. She gives him power and strength to face the difficulties of life.

The same thing we find in this story, when no one could encourage the young seagull to fly, his mother thought out a plan and took a piece of fish near him, but she did not go nearer and her plan worked.

Question 11.
Why was the young seagull afraid to fly? Do you think all young birds are afraid to make their first flight, or are some birds more timid than others? Do you think a human baby also finds it a challenge to take its first steps?
Answer:
The young seagull was afraid to fly because he felt that his wings could not support him. Yes, I think that all young birds are afraid to make their first flight. It’s new experience for them. However, some of the birds are more timid than others. They take some time to muster the courage to begin their first flight. It is true in case of a human baby also. They find it a challenge to take their first step.

Question 12.
“The sight of the food maddened him.” What does this suggest? What compelled the young seagull to finally fly?
Answer:
The sight of the food maddened him. He had been hungry for 24 hours. He was impatient and desperate. He dived at the fish in his mother’s beak. She flew upwards. He fell downwards. His wings spread outwards, cutting though the air. Thus began his flight.

Question 13.
“They were beckoning to him, calling shrilly.” Why did the seagull’s father and mother threaten him and cajole him to fly?
Answer:
The young seagull was afraid to fly. He was alone on his ledge. His two brothers and his sister had already flown away the day before. But he was too timid to fly. He felt that his small wings would never support him. His father and mother came around calling to him shrilly. They threatened him to starve on his ledge unless he flew away. They wanted him to take his first flight.

Question 14.
Have you ever had a similar experience, where your parents encouraged you to do something that you were too scared to try? Discuss this in pairs or group.
Answer:
Group activity.

Question 15.
In the case of a bird flying, it seems a natural act, and a foregone conclusion that it should succeed. In the examples you have given in answer to the previous question, was your success guaranteed, or was it important for you to try, regardless of a possibility of failure?
Answer:
In the case of bird flying, it seems a natural act, and a foregone conclusion that it should succeed. But in case of learning something, success is never guaranteed. To succeed, one has to put in hard work and continuous practice. When a child learns to step, to run, to speak success is almost guaranteed because these are natural acts but when one learns a skill, it is not a natural act. Success is not guaranteed. One has to try regardless of a possibility of failure.

Two Stories about Flying Extra Questions and Answers Reference to Context

Read the following passages and answer the questions that follow:

Question 1.
The young seagull was alone on his ledge. His two brothers and his sister had already flown away the day before. He had been afraid to fly with them. Somehow when he had taken a little run forward to the brink of the ledge and attempted to flap his wings he became afraid. The great expanse of sea stretched down beneath, and it was such a long way down – miles down. He felt certain that his wings would never support him; so he bent his head and ran away back to the little hole under the ledge where he slept at night. Even when each of his brothers and his little sister, whose wings were far shorter than his own, ran to the brink, flapped their wings, and flew away, he failed to muster up courage to take that plunge which appeared to him so desperate. His father and mother had come around calling to him shrilly, upbraiding him, threatening to let him starve on his ledge unless he flew away. But for the life of him he could not move.
(i) Why was the young seagull alone?
(ii) Why did he not fly with his brothers and sister?
(iii) Where did he sleep that night?
(iv) How did his parents try to make him fly?
Answer:
(i) The young seagull was alone because his two brothers and sister had already flown away the day before.
(ii) He did not fly with his brothers and sister because he was afraid.
(iii) He slept in a little hole under the ledge.
(iv) They invited him encouragingly. They also threated him that he would die of hunger if he did not fly.

Question 2.
That was twenty-four hours ago. Since then nobody had come near him. The day before, all day long, he had watched his parents flying about with his brothers and sister, perfecting them in the art of flight, teaching them how to skim the waves and how to dive for fish. He had, in fact, seen his older brother catch his first herring and devour it, standing on a rock, while his parents circled around raising a proud cackle. And all the morning the whole family had walked about on the big plateau midway down the opposite cliff taunting him for his cowardice. (Page 33)
(i) What had happened twenty four hours ago?
(ii) What did the young seagull watch all day?
(iii) What did his brothers do?
(iv) Why did his family taunt the young seagull?
Answer:
(i) Twenty four hours ago, the young seagull was left alone. His parents, brothers, and sister had flown away.
(ii) The young seagull watched all day his brother and sister flying over the sea.
(iii) His brother caught his first fish.
(iv) His family taunted the young seagull for his cowardice.

Question 3.
The sun was now ascending the sky, blazing on his ledge that faced the south. He felt the heat because he had not eaten since the previous nightfall.He stopped slowly out to the brink of the ledge, and standing on one leg with the other leg hidden under his wing, he closed one eye, then the other, and pretended to be falling asleep. Still they took no notice of him. He saw his two brothers and his sister lying on the plateau dozing with their heads sunk into their necks. His father was preening the feathers on his white back. Only his mother was looking at him. She was standing on a little high hump on the plateau, her white breast thrust forward. Now and again, she tore at a piece of fish that lay at her feet and then scrapped each side of her beak on the rock. The sight of the food maddened him. How he loved to tear food that way, scrapping his beak now and again to whet it. (Pages 33-34)
(i) Who was looking at the young seagull?
(ii) What were his brothers doing?
(iii) What was the condition of the seagull?
(iv) What did he like to do?
Answer:
(i) The mother of the young seagull was looking at him.
(ii) His brothers were dozing with their heads sunk into their necks.
(iii) His condition was troubled due to keen hunger.
(iv) He loved to tear the food and scrape his beak now and then to whet it.

Question 4.
“Ga, ga, ga,” he cried begging her to bring him some food. “Gaw-col-ah,” she screamed back derisively. But he kept calling plaintively, and after a minute or so he uttered a joyful scream. His mother had picked up a piece of the fish and was flying across to him with it. He leaned out eagerly, tapping the rock with his feet, trying to get nearer to her as she flew across. But when she was just opposite to him, she halted, her wings motionless, the piece of fish in her beak almost within reach of his beak. He waited a moment in surprise, wondering why she did not come nearer, and then, maddened by hunger, he dived at the fish. (Pages 34-35)
(i) What did the young seagull cry for?
(ii) Did her mother pay attention to his request?
(iii) Why did the young seagull utter a joyful scream?
(iv) What was the real intention of the mother?
Answer:
(i) The young seagull cried for food.
(ii) No, the mother did not pay attention to his request.
(iii) When he saw her mother coming towards him with a piece of fish, he uttered a joyful scream.
(iv) The mother wanted him to fly. She tempted him to dive for the food and fly.

Question 5.
With a loud scream he fell outwards and downwards into space. Then a monstrous terror seized him and his heart stood still. He could hear nothing. But it only lasted a minute. The next moment he felt his wings spread outwards. The wind rushed against his breast feathers, then under his stomach, and against his wings. He could feel the tips of his wings cutting through the air. He was not falling headlong now. He was soaring gradually downwards and outwards. He was no longer afraid. He just felt a bit dizzy. (Page 35)
(i) Why did he fall outward?
(ii) Did he fly intentionally?
(iii) What did he feel when he fell into the space?
(iv) What happened the next moment?
Answer:
(i) He fell outwards when he tried to snatch food from his mother’s beak.
(ii) No, he did not fly intentionally.
(iii) When he fell into the space a monstrous terror seized him and his heart stood still.
(iv) The next moment he felt his wings spread outwards.

Question 6.
Then he flapped his wings once and he soared upwards. “Ga, ga, ga, Ga, ga, ga, Gaw-col-ah,” his mother swooped past him, her wings making a loud noise. He answered her with another scream. Then his father flew over him screaming. He saw his two brothers and his sister flying around him curveting and banking and soaring and diving.
Then he completely forgot that he had not always been able to fly, and commended himself to dive and soar and curve, shrieking shrilly.
He was near the sea now, flying straight over it, facing straight out over the ocean. He saw a vast green sea beneath him, with little ridges moving over it and he turned his beak sideways and cawed amusedly.
(i) How did his mother respond?
(ii) Why were they happy?
(iii) What did he forget completely?
(iv) Why did he commend himself?
Answer:
(i) His mother uttered Ga, Ga, Ga and flew over him.
(ii) They were happy because the young seagull had learnt flying.
(iii) He forgot completely that he was afraid of flying.
(iv) He commended himself for his ability to fly successfully.

Question 7.
His parents and his brothers and sister had landed on this green flooring ahead of him. They were beckoning to him, calling shrilly. He dropped his legs to stand on the green sea. His legs sank into it. He screamed with fright and attempted to rise again flapping his wings. But he was tired and weak with hunger and he could not rise, exhausted by the strange exercise. His feet sank into the green sea, and then his belly touched it and he sank no farther. He was floating on it, and around him his family was screaming, praising him and their beaks were offering him scraps of dog-fish.
He had made his first flight.
(i) Where were his parents and brothers?
(ii) Why did the young seagull scream?
(iii) What did the young seagull learn?
(iv) How was he rewarded by his family members?
Answer:
(i) His parents and brothers had landed on the surface of the sea.
(ii) The young seagull screamed because he felt himself sinking into the water.
(iii) The young seagull learnt two things-flying and floating.
(iv) He was offered scraps of dog fish by the member of his family.

The Black Aeroplane

Two Stories about Flying Extra Questions and Answers Very Short Answer Type

Question 1.
Where was the speaker going and how?
Answer:
The speaker was going to England and he was flying his old Dakota aeroplane.

Question 2.
What happened to his aeroplane?
Answer:
His aeroplane twisted and jumped in the air.

Question 3.
What was the advice given to him from Paris Control?
Answer:
Paris Control advised him to turn twelve degrees west.

Question 4.
How did the clouds look?
Answer:
The clouds looked like black mountains.

Question 5.
What was the trouble in flying to the North or South?
Answer:
His Dakota aeroplane was having short fuel.

Question 6.
What was there inside the clouds?
Answer:
Inside the clouds everything was black.

Question 7.
What had happened to other instruments?
Answer:
Others instruments became dead.

Question 8.
How did his compass work?
Answer:
His compass became dead.

Question 9.
What did the speaker see suddenly?
Answer:
The speaker saw suddenly an another aeroplane in the black clouds.

Question 10.
How did the another pilot conduct?
Answer:
The another pilot turned towards him and waved his hand.

Two Stories about Flying Extra Questions and Answers Short Answer Type

Question 1.
Describe the author’s feeling while he was flying his aeroplane back to England?
Answer:
The author was very excited while he was flying his aeroplane back to England because he wanted to spend his holiday with his family at home.

Question 2.
How much fuel was there in the aeroplane when the writer started flying?
Answer:
There was sufficient fuel in the tanks of the aeroplane to reach England safely when the writer started flying.

Question 3.
What risk did the writer take while flying? Why?
Answer:
The writer decided to risk to fly through the storm clouds because he wanted to enjoy his holiday with his family back in England.

Question 4.
What did the writer feel inside the clouds?
Answer:
When the writer entered the clouds, it became impossible to see outside the aeroplane. The aeroplane jumped and twisted in the air and all the instruments like compass, etc stopped working due to the weather conditions.

Question 5.
What did the writer see inside the black clouds?
Answer:
The writer saw a black aeroplane which had no lights on its wings. The writer could see the face of the pilot in the black clouds who was waving and signalling him to follow to get out of the storm.

Question 6.
Why did the writer follow the pilot of another aeroplane? ‘
Answer:
The writer followed another aeroplane because he had lost the way in the storm and was unable to see
anything. The pilot of another aeroplane was helping him to get out of the storm and land safely.

Question 7.
Why did the woman in control room get shocked when the writer asked about another aeroplane?
Answer:
The woman in the control room was shocked when the writer asked about another aeroplane because there was no such plane flying in the sky that night as she saw on the radar.

Question 8.
Why did the writer want to meet the pilot of the black aeroplane?
Answer:
The writer wanted to meet the pilot of the black aeroplane to thank him as he saved his life by helping him to come out from the storm.

Two Stories about Flying Extra Questions and Answers Long Answer Type

Question 1.
How did the writer get out of the storm in the night to land safely?
Answer:
The writer was flying his old Dakota aeroplane when he saw the black clouds. He was lost in the storm. Suddenly, he saw a black aeroplane by his side, which had no lights, on its wings.

The pilot instructed the writer to follow as he had lost the way. He obeyed him like a child. He was very happy to follow him. After some time the pilot of another plane started to land. The writer followed him blindly through the storm and came out of the clouds. He saw the lights of the runway and landed safely.

Question 2.
Why was the writer happy when he decided to fly in the night?
Answer:
The writer was very happy when he decided to fly that night because he was going home to his family to – enjoy his holiday. When he started, everything seemed to be perfect. The sky was clear, no clouds could be seen. He was flying back to England in his old Dakota aeroplane over France. He was happy being alone in the sky and was dreaming of his holiday.

Question 3.
“The Black Aeroplane’ is a mystery Story. Explain.
OR
Do you agree that the story ‘The Black Aeroplane’ is a mystery? Justify your answer with reasons.
Answer:
Yes, ‘The Black Aeroplane’ is a mystery story. The pilot of old Dakota was caught in the storm. He was helpless as his instruments had stopped functioning. He did not know what to do. Suddenly he saw a black Aeroplane flying next to him. It was a strange plane flying in the storm without lights.

The pilot of the black aeroplane helped him in landing safely. On landing he turned back to look for the friend but he had disappeared. The black aeroplane had gone, the lady in control centre told him that he was the only one flying that night. There was no other plane. He could not understand who helped him. It was really a big mystery.

Question 4.
Define the values that reflect from the action of the pilot of old Dakota aeroplane when he wanted to thank the pilot of the Black aeroplane.
OR
The pilot wanted to thank another pilot after his safe landing. Why? What values of the writer are reflected from his action?
Answer:
The pilot of the Old Dakota was caught in the storm. He lost his contact with the control room. In this troubling situation, his fuel tank was also empty. He lost all his hopes but suddenly a black strange plane appeared.

The pilot of the black plane asked the writer to follow him. The writer landed safely. After his safe landing, he wanted to thank the pilot of black plane. This shows his gratitude towards the pilot of black plane. He was thankful to him for saving his life. It shows that the pilot of Dakota had a value of gratefulness

Thinking about the Text

Question 1.
“I”ll take the risk.” What is the risk? Why does the narrator take it?
Answer:
The narrator was on his way to England. Paris was about 150 kilometres when he saw storm clouds. He could not fly up and over them. He did not have enough fuel to fly around them. He ought to go back to Paris. But he took the risk of flying straight into the storm because he wanted to get home and have a good breakfast with his family.

Question 2.
Describe the narrator’s experience as he flew the aeroplane into them.
Answer:
The narrator saw huge black storm clouds. He took the risk and flew straight into them. Inside the- clouds everything suddenly went back. He could not see anything outside the plane. His plane was jumping and twisting in the clouds. The compass was dead. Other Instruments also stopped functioning. The narrator was lost in the storm clouds.

Question 3.
Why does the narrator say, “I landed and was not sorry to walk awa> ..n: the old Dakota…”?
Answer:
The narrator took the risk of flying straight into the storm clouds. He was lost there. His instrument did not help him as they had stopped functioning. Suddenly he saw a back plane flying near him. The pilot of that plane waved at him and asked him to follow the black plane. The narrator followed him like an obedient child. He landed safely. He was not sorry for the risk he had taken. He had confidence in his old Dakota. He remarked at the end, “I landed and was not sorry to walk away from the old Dakota…”

Question 4.
What made the woman in the control centre look at the narrator strangely?
Answer:
The narrator was helped by the pilot of the black plane in safe landing. He wanted to thank him. He went to the women in the control room and asked about the pilot of another plane. She looked at him strangely and told him that there was no other plane flying that night. His was the only plane that could be seen on the radar.

Question 5.
Who do you think helped the narrator to reach safely? Discuss this among yourselves and give reasons for your answer.
Answer:
The narrator was lost in the storm. His plane’s instruments had stopped functioning. He was scared. Suddenly, a strange black plane appeared near him. He was happy to see the plane. The pilot of the second plane waved his hand and asked him to follow him. He helped the narrator in landing safely. After his safe landing the narrator wanted to thank the second pilot. He was told by the woman at control centre that his was the only plane flying in the sky that night. There was no other plane or pilot.

He was surprised. He could not understand who the pilot was on the strange plane. It was a mystery. Perphaps it was his imagination only. But the question arises if it was his imagination then how could he land safely without a compass and other instruments! I think it was his third sense that helped him. Sometimes it happens that when our active senses do not work, our latent power helps us. I think, it was his latent power which created an imaginary plane and pilot to help him in landing safely

Two Stories about Flying Extra Questions and Answers Reference to Context

Read the following passages and answer the questions that follow:

Question 1.
The moon was coming up in the east, behind me, and stars were shining in the clear sky above me. There wasn’t a cloud in the sky. I was happy to be alone high up above the sleeping countryside. I was flying my old Dakota aeroplane over France back to England. I was dreaming of my holiday and looking forward to being with my family. I looked at my watch: one thirty in the morning.
(i) Who is ‘Me’ and T in the passage?
(ii) What does he mean by “the clear sky”?
(iii) What was he dreaming about?
(iv) Where was he flying the old Dakota?
Answer:
(i) ‘Me’ and ‘I’ refer to the pilot flying the Dakota Aeroplane, who is the author himself.
(ii) By clear sky, he means that the stars were shining and there were no clouds in the sky.
(iii) He was dreaming about his pleasant holiday and how he will be with his family soon.
(iv) He was flying the old Dakota over France back to England.

Question 2.
‘I should call Paris Control soon,’ I thought. As I looked down past the nose of the aeroplane, I saw the lights of a big city in front of me. I switched on the radio and said, “Paris Control, Dakota DS 088 here. Can you hear me? I’m on my way to England. Over.” The Voice from the radio answered me immediately: “DS 088,1 can hear you. You ought to turn twelve degrees west now, DS 088. Over.” I checked the map and the compass, switched over to my second and last fuel tank, and turned the Dakota twelve degrees west towards England.
(i) Why did he make a call to Paris Control room?
(ii) What advice did he get from the Control room?
(iii) How many fuel tanks were there is his plane?
(iv) What did he see in front of him?
Answer:
(i) He made a call to Paris Control room to inform about his flight.
(ii) The Control room advised him to turn twelve degrees west.
(iii) He had two fuel tanks in his aeroplane.
(iv) He saw the light of a big city in front of him.

Question 3.
‘I’ll be in time for breakfast, ‘I thought. A good big English breakfast! Everything was going well—it was an easy flight. Paris was about 150 kilometres behind me when I saw the clouds. Storm clouds. They were huge. They looked like black mountains standing in front of me across the sky. I knew I could not fly up and over them, and I did not have enough fuel to fly around them to the north or south.  “I ought to go back to Paris,” I thought, but I wanted to get home. I wanted that breakfast. Til take the risk,’ I thought, and flew that old Dakota straight into the storm.
(i) Why did he call it ‘an easy flight’?
(ii) What was he thinking?
(iii) What did he see suddenly in front of him?
(iv) Pick out a word from the passage which means ‘Strong Wind’.
Answer:
(i) He called it an easy flight because it was a clear sky and there was no disturbance. Everything was going well.
(ii) He was thinking that he would reach his home in time and get a rich breakfast.
(iii) Suddenly, he saw huge storm clouds in front of him. They looked like a black mountain.
(iv) Storm.

Question 4.
Inside the clouds, everything was suddenly black. It was impossible to see anything outside the aeroplane. The old aeroplane jumped and twisted in the air. I looked at the compass. I couldn’t believe my eyes: the compass was turning round and round. It was dead. It would not work! The other instruments were suddenly dead, too. I tried the radio.“Paris Control? Paris Control? Can you hear me?” There was no answer. The radio was dead too. I had no radio, no compass, and I could not see where I was. I was lost in the storm.
(i) What was it like inside the clouds?
(ii) Was the plane flying smoothly?
(iii) Why could he not contact the Paris Control?
(iv) Pick out a word from the passage which means ‘turned’.
Answer:
(i) Inside the clouds it was blackness and it was not possible to see anything outside the plane.
(ii) No, the plane was jumping and twisting in the air.
(iii) He could not contact the Paris Control because the compass was not working and radio was dead.
(iv) Twisted.

Question 5.
Then, in the black clouds quite near me, I saw another aeroplane. It had no lights on its wings, but I could see it flying next to me through the storm. I could see the pilot’s face—turned towards me. I was very glad to see another person. He lifted one hand and waved. “Follow me,” he was saying. “Follow me.” ‘He knows that I am lost,’ I thought. ‘He’s trying to help me.’
(i) What did he see in the black clouds?
(ii) What was strange about the second plane?
(iii) What did the pilot of the other plane indicate?
(iv) What did the narrator think about the pilot of the other plane?
Answer:
(i) He saw another aeroplane in the black clouds. ‘
(ii) The second aeroplane had no lights on its wings.
(iii) The pilot of the other plane waved and indicated the narrator to follow him.
(iv) The narrator thought that the pilot of the other plane wanted to help him.

Question 6.
He turned his aeroplane slowly to the north, in front of my Dakota, so that it would be easier for me to follow him. I was very happy to go behind the strange aeroplane like an obedient child.
After half an hour the strange black aeroplane was still there in front of me in the clouds. Now there was only enough fuel in the old Dakota’s last tank to fly for five or ten minutes more. I was starting to feel frightened again. But then he started to go down and I followed through the storm.
(i) Why did he turn his aeroplane?
(ii) How did the author behave?
(iii) How much fuel was left in his plane?
(iv) Pick out a word from the passage which means the same as ‘submissive’.
Answer:
(i) He turned his aeroplane slowly to the north so that the author might follow him easily.
(ii) The author behaved as an obedient child.
(iii) There was only enough fuel to fly for five or ten minutes more.
(iv) Obedient.

Question 7.
Suddenly I came out of the clouds and saw two long straight lines of lights in front of me. It was a runway! An airport! I was safe! I turned to look for my friend in the black aeroplane, but the sky was empty. There was nothing there. The black aeroplane was gone. I could not see it anywhere. I landed and was not sorry to walk away from the old Dakota near the control tower. I went and asked a woman in the control centre where I was and who the other pilot was. I wanted to say ‘Thank you’.
(i) What did the narrator see after coming out of the clouds?
(ii) What is a runway?
(iii) Why did he turn back?
(iv) Whom did he want to thank and why?
Answer:
(i) After coming out of the clouds, the narrator saw two straight lines of lights which was a runway.
(ii) A runway is a track of landing and taking off for aeroplane.
(iii) He turned back to see his friend in the black aeroplane who had guided him in landing safely.
(iv) He wanted to thank the pilot of another plane who had helped him in landing safely.

Here we are providing Not Marble, Nor the Gilded Monuments Extra Questions and Answers Class 10 English Literature Reader, Extra Questions for Class 10 English was designed by subject expert teachers.

Not Marble, Nor the Gilded Monuments Extra Questions and Answers Class 10 English Literature

Not Marble, Nor the Gilded Monuments Extra Questions and Answers Short Answer Type

Not Marble Nor The Gilded Monuments Question 1.
How does time affect powerful rulers?
Answer:
Powerful rulers get monuments and statues built in marble and gold to be remembered by posterity but Time destroys their efforts by annihilating their creations.

Not Marble Nor The Gilded Monuments Question And Answers Question 2.
In what way is the poet stronger than powerful rulers?
Answer:
The creations of powerful rulers like statues and monuments are destroyed by Time but the poet is more powerful than these rulers because Time cannot destroy his creation.

Question 3.
What is ‘the ending doom’ and ‘the judgement’?
Answer:
In traditional religions, Doomsday or judgment day is the point at which all souls, even those that have been dead for a long time will ‘arise’ to be judged by God.

Question 4.
What is the theme of Shakespeare’s sonnet, Not Marble nor the Gilded Monuments?
Answer:
This sonnet is a poem about time and immortalisation. The speaker claims that his poem will immortalise the beloved. The young man will survive all of these things through the verses of the speaker.

Not Marble, Nor the Gilded Monuments Extra Questions and Answers Long Answer Type

Question 1.
Compare and contrast the ravages of Time as shown in Not Marble, nor the Gilded Monuments and Ozymandias.
Answer:
In Not Marble, nor the Gilded Monuments, the powerful rulers get monuments and statues built but Time destroys them. Time is more powerful than these man-made creations. The poet paints a destructive image of time, but explores the immortality of the subjects of poetry through the power of verse. In Ozymandias, the main theme is the inevitable decline of all leaders and of the empires they build, however mighty in their own time.

Question 2.
Comment on the immortality of poetry to withstand the forces of decay over time with reference to Not Marble, Nor Gilded Monuments.
Answer:
Not Marble, Nor Gilded Monuments, one of Shakespeare’s most famous verses, asserts the immortality of the poet’s sonnets to withstand the forces of decay over time. While monuments that princes build will be destroyed and their creators forgotten, the poet’s friend will Continue to shine brightly through verse. The value that can be derived from this instance is that stone monuments may crumble to dust, blackened by time and devastating war, but neither the God of War nor his quick-burning fires shall destroy poetry.

Not Marble, Nor the Gilded Monuments Extra Questions and Answers Reference to Context

Read the extracts below and answer the questions that follow. Write the answers in one or two lines only.

Question 1.
Not marble, nor the gilded monuments
Of princes, shall outlive this powerful rhyme;

(a) What does the poet mean by marble?
Answer:
The poet refers to statues and monuments made of marble.

(b) Who are the people who get gilded monuments made?
Answer:
Princes/kings/important statesmen get gilded monuments made.

(c) What will happen to ‘marble’ and ‘gilded monuments’?
Answer:
They will be destroyed by the passage of time or by the ravages of war.

Question 2.
Not marble, nor the gilded monuments
Of princes, shall outlive this powerful rhyme;

(a) Explain‘gilded monuments’.
Answer:
Monuments that are covered with gold or are gold-plated.

(b) What is more powerful than ‘marble’ and ‘gilded monuments’? Why?
Answer:
The poet’s rhyme is more powerful as it will outlive marble statues and gold-plated monuments.

(c) Name a poetic device used in the above lines.
Answer:
Alliteration: ‘Not marble, nor the gilded monuments
Of princes, shall outlive this powerful rhyme;’

Question 3.
When wasteful war shall statues overturn,
And broils root out the work of masonry,
Nor Mars his sword nor war’s quick fire shall bum
The living record of your memory.

(a) What are the works of masonry?
Answer:
Statues and monuments built by masons are being referred to here.

(b) Who is Mars?
Answer:
Mars is the god of War.

(c) What can Mars not destroy?
Answer:
Mars cannot destroy the memory of the person enshrined in the poem.

Question 4.
Gainst death, and all oblivious enmity
Shall you pace forth; your praise shall still find room
Even in the eyes of all posterity
That wear this world out to the ending doom.

(a) What are the things that may destroy a person’s memory?
Answer:
Death and decay caused by the passage of time may destroy a person’s memory.

(b) How will ‘he’ live on in people’s memory?
Answer:
He will live on in people’s memory because he has been immortalised in the poet’s rhyme.

(c) Explain ‘that wear this world out to the ending doom’.
Answer:
This line refers to all that will survive until the end of humanity.

Question 5.
So, till the judgment that yourself arise,
You live in this, and dwell in lovers’ eyes.

(a) Who is ‘you’?
Answer:
The person to whom the sonnet is addressed is being referred to, in these lines.

(b) How will he‘live’on?
Answer:
He will live on in the poet’s poetic creation.

(c) Explain ‘judgement’.
Answer:
The Day of Judgement or Doomsday is being referred to here.

Here we are providing Fire and Ice Extra Questions and Answers Class 10 English First Flight, Extra Questions for Class 10 English was designed by subject expert teachers. https://ncertmcq.com/extra-questions-for-class-10-english/

Fire and Ice Extra Questions and Answers Class 10 English First Flight

Fire and Ice Extra Questions and Answers Short Answer Type

Fire And Ice Extra Questions Question 1.
What are two different views about the end of the world in the poem ‘Fire and Ice’?
Answer:
The two different views of people regarding the end of the world are—Fire and Ice i.e., by desire and hatred.

Fire And Ice Class 10 Extra Questions Question 2.
What does the poet think about the end of the world?
Answer:
The poet thinks about the end of the world that people think fire is the main cause of destruction. But by the end of the poem he says that both Fire and Ice are equally destructive. Both have the same power of causing destruction.

Fire And Ice Question Answer Question 3.
What do ‘Fire’ and ‘Ice’ symbolize in the poem ‘Fire’ and ‘Ice’?
Answer:
‘Fire’ and ‘Ice’ are symbolized here. ‘Fire’ stands for conflict, fury, intolerance, insensitivity while ‘Ice stands for greed, avarice, lust, rigidity, coldness, indifference, hatred, etc.

Extra Questions Of Fire And Ice Question 4.
How can fire destroy the world?
Answer:‘
Fire’ symbolizes passion or hatred. It will lead to conflicts and ultimately result in the destruction of the world. Fire represents desire that is fervent, consuming, always wanting more. Ice represents hatred that is hard and cold.

Fire And Ice Class 10 Extra Questions And Answers Question 5.
What message does the poet wish to convey through the poem ‘Fire and ‘Ice’?
OR
What is the central idea of the poem ‘Fire and ‘Ice’?
Answer:
The poet presents two possibilities about the end of the world. It will be either due to ‘Fire and ‘Ice’ he prefers the first as he believes the world will end in fire but the ice will not go away.

Fire And Ice Class 10 Questions And Answers Question 6.
Today’s world is conflict ridden. People fight over various issues and there is no peace in the world. Explain/Describe based on your reading of the poem ‘Fire’ and ‘Ice’.
Answer:
Hatred is a predominant issue in today’s world. Neighbour hates his neighbour, brother hates his brother. None is willing to forgive each other or tolerate each other. As a result of the hatred we live in a very fragmented world. If hatred continues to rule our lives and world, nothing will remain intact. All our achievements will perish and the world will come to an end. If we have to save the world we need to learn how to forget and forgive. For this we need to have enormous amount of love and compassion and be willing to tolerate the differences and learn to get along with each other.

Fire And Ice Important Questions Question 7.
What does ‘Fire’ and ‘Ice’ stand for and what is the general opinion regarding the world?
Answer:
Fire’ stands for fury, desire, lust, anger, avarice, cruelty, greed. Ice is symbolic of hatred, coldness,
rigidity, insensitivity and intolerance. The general opinion regarding the world is that the world will end in fire and some say in ice. Both the reasons contrast each other and one is equally opposite to each other. People who favour fire believe that it will be the heat and passion which will end the world. On the other side some people think that it will be the ice which will freeze the world.

Fire And Ice Question Answers Question 8.
There are many ideas about how the world will ‘end’. Do you think the world will end some day? Have you ever thought what would happen if the sun got so hot that it ‘burst’, or grew colder and colder?
Answer:
There are many ideas about how the world will end. Robert Frost points out two destructive forces—Fire and Ice, they may cause an end to the world. Yes, everything is subjected to an end. The world would come to an end someday. The cause may be a war or natural calamity. The sun is the main source of energy. It is life on the earth. If the sun got so hot that it “burst’ or grew colder and colder the life on the earth would come to an end.

Fire And Ice Extra Question Answer Question 9.
For Frost, what do ‘fire’ and ‘ice’ stand for? Here are some ideas:

Answer:
Robert Frost compares and contrasts two destructive forces Fire and Ice. For him ‘Fire’ stands for desire, greed, lust, intolerance conflict etc. These vices consume and destroy the fabric of society. ‘Ice stands for hatred, rigidity, insensitivity, coldness and indifference. Hate is something that causes people to be rigid, unmoving and cold.

Fire And Ice Extra Questions And Answers Question 10.
What is the rhyme scheme of the poem? How does it help in bringing out the contrasting ideas in the poem?
Answer:
The rhyme scheme of the poem is—ab ab—be—be.
The rhyme scheme brings out the contrasting ideas and separates them beautifully.
fire – desire
hate – great
twice – ice
ice – suffice

Fire and Ice Extra Questions and Answers Reference to Context

Read the stanza and answer the questions that follow:

Fire And Ice Short Question Answer Question 1.
Some say the world will end in fire
Some say in ice
From what I’ve tasted of desire
I hold with those who favour fire.

(i) Name the poem and the poet.
(ii) What are the two destructive forces?
(iii) What do they stand for?
(iv) What does he favour?
Answer:
(i) These lines have been taken from the poem ‘Fire and Ice’ composed by Robert Frost.
(ii) ‘Fire’ and ‘Ice’ are two destructive forces according to the poet.
(iii) ‘Fire’ stands for ‘desire’ and ‘Ice’ stands for ‘hatred’.
(iv) Robert Frost supports the view that fire would cause the destruction of the world.

Class 10 Fire And Ice Extra Questions Question 2.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great And would suffice.

(i) What does ‘Ice’ stand for?
(ii) What does the poet believe?
(iii) What is the another destructive force?
(iv) Find a word in these lines that means opposite to ‘creation’.
Answer:
(i) Ice stands for hatred in this poem.
(ii) Robert Frost believes that Ice is equally destructive and can destroy the world.
(iii) Fire is another destructive force.
(iv) ‘Destruction’.

Here we are providing My Childhood Extra Questions and Answers Class 9 English Beehive, Extra Questions for Class 9 English was designed by subject expert teachers. https://ncertmcq.com/extra-questions-for-class-9-english/

My Childhood Extra Questions and Answers Class 9 English Beehive

My Childhood Extra Questions and Answers Short Answer Type

My Childhood Class 9 Extra Questions Answers Question 1.
What were the qualities that Abdul Kalam admired in his parents?
Answer:
Kalam’s parents were noble and generous people. Though his father was an austere man, he provided his family with all necessities, in terms of food, medicine or clothes. He admired his father’s honesty and self-discipline and his mother’s faith in goodness and kindness. He admired his parents for respecting all religions.

My Childhood Extra Questions Question 2.
Kalam’s childhood was a secure one both materially and emotionally. Illustrate.
Answer:
APJ Abdul Kalam called his childhood a secure one because he had loving and caring parents who gave love and guidance to their children and took care of their emotional and physical needs. They provided their children with all necessities, in terms of food, medicine or clothes.

My Childhood Class 9 Extra Questions Question 3.
How does Kalam show his father was a simple man?
Answer:
Kalam’s father was a simple self-disciplined man. He neither had formal education nor much wealth and he avoided all inessential comforts and luxuries.

Extra Questions Of My Childhood Question 4.
What kind of a person was Kalam’s father?
Answer:
Abdul Kalam’s father, Jainulabdeen, was a tall and handsome man. Although he did not have much of a formal education, he was progressive and valued education. He was an austere man and didn’t have much wealth, however, he was a generous man and provided both material and emotional security to his family. He was a very practical man with a vast store of wisdom and never obstructed the progressive ways of his children.

Class 9 My Childhood Extra Questions Question 5.
How does Abdul Kalam describe his mother?
Answer:
Kalam’s mother, Ashiamma, was tall, good looking and very attached to her children. She was an ideal helpmate to her husband. She was a gentle and kind lady with faith in goodness and deep kindness. Like her husband, she was very generous and fed a number of outsiders daily. Kalam inherited the values of kindness and generosity from her. Kalam inherited the values of kindness and generosity from her.

Class 9 English My Childhood Extra Questions Question 6.
How was Kalam’s appearance different from that of his parents?
Answer:
Kalam did not take after his tall and handsome parents. He was a rather short boy with average looks. Unlike his parents who had quite striking features, his appearance was undistinguished.

My Childhood Extra Questions And Answers Question 7.
Briefly describe Abdul Kalam’s ancestral house.
Answer:
Abdul Kalam’s ancestral house was situated on the Mosque Street in Rameswaram. It had been built in the middle of nineteenth century and was a fairly large, pucca house made of limestone and brick.

My Childhood Extra Question Answer Question 8.
How did the Second World War give Abdul Kalam the opportunity to earn his first wages?
Answer:
When stoppage of trains was cancelled at Rameshwaram because of World War II, Kalam’s cousin, Samsuddin, who distributed newspapers in Rameswaram, asked him for help in collecting newspaper bundles which were thrown from the moving train. This helped Abdul Kalam earn his first wages.

My Childhood Class 9 Important Questions Question 9.
What are Kalam’s views about his first jobs?
Answer:
As a young boy, Kalam earned his first wage by helping his cousin, Samsuddin, collect papers thrown from a moving train for distribution. Half a century later, Kalam would still feel the surge of pride in earning his own money for the first time.

Extra Questions From My Childhood Question 10.
Had Kalam earned any money before that? In what way?
Answer:
When the Second World War broke out in 1939, there was a sudden demand for tamarind seeds in the market. Kalam collected these seeds and sold them to earn an anna a day which was a big amount for a small boy like him in those days.

My Childhood Class 9 Extra Questions And Answers Question 11.
Right from his childhood Kalam was very enterprising. Comment.
Answer:
Kalam was an enterprising child who used to make full use of the opportunities that came his way. During the war, when there occurred a great demand for tamarind seeds in the market, he used to collect these seeds and sell them off to a provision store near his home and earn an anna a day. Thus, he was able to earn some money for himself. Later, he collected newspapers for his cousin, Samsuddin, and earned his first wages. These incidents show that he was very enterprising.

My Childhood Important Questions Question 12.
What was Dinamani? Justify your views.
Answer:
Dinamani seems to be the name of a newspaper. Kalam mentions that he gathered information about the World War from his brother-in-law Jallaluddin. Later he tried to trace these stories in the headlines of Dinamani. Since news stories can be read in newspapers, and Headline is the heading at the top of a news item in a newspaper, Dinamani must be a newspaper.

My Childhood Extract Based Questions Question 13.
What characteristics does Kalam say he inherited from his parents?
Answer:
Kalam inherited honesty and self-discipline from his father and faith in goodness and deep kindness from his mother.

Extra Questions Of My Childhood Class 9 Question 14.
Who were Kalam’s school friends? What did they become later?
Answer:
Kalam’s three close childhood friends were Ramanadha Sastry, Aravindan and Sivaprakasan. All three of them settled well in life. Ramanadha inherited priesthood of Rameswaram temple from his father, Aravindan took up the business of arranging transport for visiting pilgrims and Sivaprakasan became a catering contractor for the Southern Railways.

Class 9 English Chapter 6 Extra Questions Question 15.
“On the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups,” says the author. Which social groups does he mention? Were these groups easily identifiable?
Answer:
Dr. Kalam mentions two social groups of Rameshwaram—orthodox Brahmins and Muslims.
Yes, these groups were easily identifiable by the way they dressed. Kalam wore a cap which marked him as a Muslim, while Ramanadha Sastry wore a sacred thread which marked him a Hindu.

Question 16.
Despite their differences, the social groups shared friendships and experiences. Elaborate.
Answer:
The social groups shared friendships and experiences and lived in harmony. Kalam’s mother and grandmother often told the children of his family bedtime stories about the events from the Ramayana and from the life of the prophet. During the Shri Sita Rama Kalyanam ceremony, his family used to arrange boats with a special platform for carrying idols of the Lord from the temple to the marriage site. When Ramanadha Sastry’s father heard that the new teacher tried to segregate pupils on the basis of religious divisions, he called the teacher and advised him to revert his decision or quit. Kalam’s Science teacher, Shivasubramania Iyer, invited Kalam to have meal with him. This way he changed his conservative wife’s mindset.

Question 17.
There were sharp differences that existed in the minds of some people belonging to these social groups. Illustrate.
Answer:
Although most people lived together in harmony with each other, there were some people who were very aware of the differences among them and rigidly enforced them. These included the young teacher who joined the Rameshwaram Elementary School and taught Kalam’s class, the fifth standard. He tried to separate the Hindu Brahman boy, Ramanadha Sastry and Abdul Kalam, who was a Muslim. Kalam’s science teacher’s conservative wife also refused to serve Kalam in her kitchen. However, others in society, made them see the error of their ways and harmony was maintained.

Question 18.
What did Kalam’s family do during the annual Shri Sita Rama Kalyanam ceremony?
Answer:
During the annual Shri Sita Rama Kalyanam ceremony, Kalam’s family used to arrange boats with a special platform for carrying idols of the Lord from the temple to the marriage site, situated in the middle of the pond called Rama Tirtha, which was near Kalam’s house.

Question 19.
Who asked Kalam to sit on the back bench of his class? Why?
Answer:
A new teacher at the Rameswaram Elementary School could not tolerate that Kalam, a Muslim, sat with Ramanadha Sastry, a Hindu wearing the sacred thread. This was contrary to the teacher’s notion of social ranking. So, he ordered Kalam to sit on the back bench.

Question 20.
Do you think the teacher at Rameswaram Elementary School deserved the treatment meted out to him by Lakshmana Sastry?
Answer:
Yes, the teacher deserved the treatment meted out to him by Lakshmana Sastry. He was spreading the poison of social inequality and communal intolerance in the minds of innocent children. Spreading such divisive tendencies is a serious crime If a teacher indulges in such an damaging act he deserves no sympathy.

Question 21.
“I felt very sad and so did Ramanadha Sastry”. What made Kalam and his friend feel sad?
Answer:
Kalam and his friend Ramanadha Sastry were good friends and sat together in class. They felt very sad when the new teacher ordered Kalam to go and sit on the back bench of the class. Ramanadha was absolutely downcast and as Kalam shifted his seat to the last row, there were tears in his eyes. Kalam could never forget these tears all his life.

Question 22.
What did Ramanadha Sastry’s father do when his son told him that the new teacher had sent Kalam to the last seat?
Answer:
Ramanadha’s father, Lakshmana Sastry was deeply distressed to leam that the new school teacher had shifted Kalam to the last bench. He did not approve of this segregation in society. He summoned the teacher and told him not to spread the poison of social inequality and communal intolerance in young minds. He bluntly told him to either apologise or leave the school. The teacher not only regretted his action but also reformed himself.

Question 23.
What was the difference in the attitudes of the science teacher and his wife towards A.P.J. Abdul Kalam?
Answer:
Though the Science teacher was a Brahmin, he broke the social barriers, and mixed with people belonging to a different religion and community. He invited Abdul home and served him his meal and even sat and ate with him. On the contrary, his wife, at first, was conservative and refused to serve Abdul in her kitchen. However, by the next time, she was also transformed and served Abdul Kalam herself.

Question 24.
Sivasubramania Iyer was “something of a rebel”. Elaborate.
Answer:
Sivasubramania Iyer was Kalam’s science teacher. Though he was a brahmin, he was something of a rebel. A man of liberal views, he wanted to change the society that was rigid in terms of segregation of different social groups. He invited Kalam to his home for a meal. His wife, an orthodox Brahmin, refused to serve food to a Muslim boy in her so called ritually pure kitchen. Iyer served him with his own hands and sat down beside him to eat his meal. He convinced his wife to rise above these narrow barriers and thus was successful in changing the conservative attitude of his wife.

Question 25.
Why did Sivasubramania’s wife refuse to serve food to Kalam in her kitchen?
Answer:
Sivasubramania Iyer’s wife was an orthodox and conservative Brahmin. She believed the sanctity of her kitchen would be defiled if she served meals there to someone who belonged to a different faith. So, she refused to serve food to a Muslim boy in her kitchen.

Question 26.
How did Sivasubramania react to his wife’s behaviour when she refused to serve Kalam (a Muslim boy) in her kitchen?
Answer:
Sivasubramania probably expected such behaviour from his conservative wife. So, without getting angry or perturbed, he served Kalam with his own hands and sat beside him to eat his meal.

Question 27.
Why did Sivasubramania invite Kalam for dinner again the next weekend?
Answer:
The young Kalam was upset by Sivasubramania Iyer’s wife’s refusal to serve him food in her kitchen. This, coupled with the desire to transform his wife, probably prompted Sivasubramania to make amends to Kalam. So he invited Kalam to dinner again the following weekend. He also told Kalam, “Once you decide to change the system, such problems have to be confronted.”

Question 28.
What thoughts crossed Kalam’s mind when he was having food at Sivasubramania’s house for the first time?
Answer:
Kalam noticed that Sivasubramania’s conservative wife was watching him from behind the kitchen door while he was having food. At this time he wondered whether she observed any difference in the way a Muslim ate rice, drank water or cleaned the floor after the meal.

Question 29.
What influence did his teacher Sivasubramania Iyer have on the young Kalam?
Answer:
Sivasubramania Iyer taught Kalam to confront prejudice. He told him that if he wanted to bring about a change, such problems needed to be confronted. Sivasubramania Iyer, the science teacher, was a Brahmin. When he invited Kalam for dinner, his orthodox wife thought Kalam’s presence would make it impure and refused to serve him. Sivasubramania Iyer served him with his own hands, and invited him again. This not only changed his wife’s attitude, it also had a profound influence on young Kalam.

Question 30.
Narrate two incidents – one to show how differences can be created, and another how they can be resolved.
Answer:
The first incident to show how differences can be created is that when the new young teacher found a Muslim student sitting beside a Hindu student. He asked Kalam to sit in the last row.
The other incident shows how differences can be resolved. The author’s science teacher, Sivasubramania Iyer, though a tried to bridge these differences.

Question 31.
What does Abdul tell about his days during the World War?
Answer:
Abdul Kalam was only eight years old when the World War broke out in 1939. Although at first, Rameswaram, being isolated, was completely unaffected by the War, but soon India was forced to join the Allied Forces and something like a state of emergency was declared. His brother-in-law Jallaluddin used to tell him stories about the Second World War. He read these stories in the newspaper too. He also started earning at a young age. The War brought a sudden demand for tamarind seeds and Kalam used to collect the seeds and sell them to a provision shop on Mosque Street for an anna a day. He also began working for his cousin, Samsuddin, who distributed newspapers.

Question 32.
How did the Indians feel when the nation’s Independence was in full sight?
Answer:
Indians were filled with unprecedented optimism when the Second World War ended. India’s independence seemed imminent. Gandhiji declared that Indians would build their own India.

Question 33.
Why did Abdul Kaiam want to leave Rameswaram?
Answer:
Kalam wanted to leave Rameswaram because the place did not offer any options for higher education. It just had an elementary school. An ambitious Kalam who was keen to study further wished to go to the district headquarters at Ramanathapuram that had many educational facilities.

Question 34.
Why did Kalam’s father allow Kalam to leave Rameswaram and go to Ramanathapuram?
Answer:
Though not educated himself, Kalam’s pragmatic father understood the significance of education. He did not want to stand in the way of his children’s growth in any way. Since Rameswaram had nothing more than an elementary school, his father willingly allowed Kalam to go to Ramanathapuram to pursue higher studies and persuaded his wife to do the same.

Question 35.
What did Kalam’s father say when Kalam sought his permission to leave Rameswaram and go to Ramanathapuram?
Answer:
When Kalam sought his father’s permission to leave Rameswaram and go to Ramanathapuram to study, Kalam’s father told him that he trusted his son’s decision to grow. He gave him the example of young seagulls who leave their parents’ nest to learn to fly. So, must the children be allowed to leave home and gain knowledge in the big world outside.

Question 36.
What did Kalam’s father mean to say when he quoted Khalil Gibran? Why do you think he spoke these words?
Answer:
Kalam’s father meant that every human being must be given the opportunity to build his life as per his wishes and parents should not hinder this effort. He spoke these words to convince Kalam’s mother that her son’s decision to leave home was right. She should allow him happily to shape his life according to his own ideas.

My Childhood Extra Questions and Answers Long Answer Type

Question 1.
What do you learn about APJ. Abdul Kalam’s family from the lesson “My Childhood”?
Answer:
Abdul Kalam tells us that his family was a middle class Tamil Muslim family from Rameshwaram. His parents were good, kind and wise people who gave their children a childhood that was emotionally and materially secure. His father, Jainulabdeen, was not much educated, wasn’t rich but was generous, wise, simple man but was austere and used to avoid all inessential comforts and luxuries. However, all necessities were provided for, in terms of food, medicine or clothes.

His mother Ashiamma was a generous lady, and used to feed unlimited numbers of people. The family respected all religions and took part in Hindu festivals. During the annual Shri Sita Rama Kalyanam ceremony, Kalam’s family used to arrange boats with a special platform for carrying idols of the Lord from the temple to the marriage site, situated in the middle of the pond called Rama Tirtha which was near their house. Events from the Ramayana and from the life of the Prophet were the bedtime stories Kalam’s mother and grandmother would tell the children in the family. The parents always showered their love on their children and never forced their views on them.

Question 2.
What incident took place at the Rameswaram Elementary School when a new teacher came to the class?
Answer:
Kalam, who was a Muslim, used to wear a cap and his friend, Ramanadha Sastry, the son of the head priest at the Rameswaram temple, wore a sacred thread which marked him to be a Brahmin. When the new teacher came he could not stomach a Hindu priest’s son sitting with a Muslim boy. In accordance with social ranking as the new teacher saw it, Abdul Kalam was asked to go and sit on the back bench.

Both the boys felt very sad. Ramanadha Sastry looked utterly downcast and as Kalam shifted to his seat in the last row, he saw tears in his eyes. Both the kids narrated the incident to their parents. Lakshmana Sastry summoned the teacher, and reprimanded him for spreading the poison of social inequality and communal intolerance in the minds of innocent children. The teacher was asked to either apologise or quit the school and the island. Not only did the teacher regret his behaviour, but the strong sense of conviction Lakshmana Sastry conveyed ultimately reformed him.

Question 3.
Narrate the incident of new teacher’s behaviour in the classroom. Was his action appropriate? What values did the new teacher learn after that incident?
Answer:
When Abdul Kalam was in the fifth standard, a new teacher, who had a conservative and narrow outlook, came to teach them. He saw Abdul Kalam sitting in the front row with Ramanadha Sastry. He identified Kalam as a Muslim as he used to wear a cap which marked him as one and Ramanadha Sastry, who wore the sacred thread as a Brahmin. The teacher could not digest a Muslim boy sitting with a Brahmin boy, that too the son of a priest. In accordance with their social ranking as he saw it, he asked Kalam to go and sit on the back bench.

Abdul Kalam and Ramanadha Sastry, both, felt very sad. His action was not at all appropriate as all human beings are equal. After this incident, Ramanadha Sastry’s father, Lakshmana Sastry, called the teacher and taught him the lesson that one must have respect for all religions and work for communal harmony. He told the teacher that he should not spread the poison of social inequality and communal intolerance in the minds of innocent children. He bluntly asked the teacher to either apologise or quit the school and the island. His strong sense of conviction ultimately reformed this young teacher.

Question 4.
How did Abdul Kalam earn his first wages? How did he feel at that time? Explain.
Answer:
Abdul Kalam’s cousin, Samsuddin, helped him earn his first wages. He used to collect newspapers from the station and distribute in Rameswaram. It was the time of the Second World War. Initially his area, being isolated, was completely unaffected by this War. But, soon the Indian forces also joined the Allied forces. A state of emergency was declared. The first casualty of the emergency was the suspension of train halt at Rameswaram.

It affected Samsuddin’s business adversely. Now, the bundles of newspapers had to be thrown from the moving train from the moving train on the Rameswaram Road between Rameswaram and Dhanuskodi. Samsuddin wanted a helping hand who could catch the bundles thrown from the moving train. Abdul Kalam was engaged for this job by him. Thus, he earned his wages for the first time. Abdul Kalam felt a great sense of pride when he earned his first wages.

Question 5.
When Sivasubramania told Kalam, “Once, you decide to change the system, such problems have to be confronted”. What system was he referring to? What are “such problems”? What values did he want to teach Kalam?
Answer:
Abdul Kalam’s science teacher, Sivasubramania Iyer, was a rebel by nature. He was against the prevalent system of segregation of social groups. He wanted to break these social barriers so that people from varying backgrounds could mingle easily When he invited Abdul Kalam to his home, his wife, in keeping with the prevailing system, refused to serve Kalam, a Muslim, food in her kitchen.

But, Iyer not only served him food himself but also invited him next week again. He told Abdul Kalam that when one decides to go against the age-old social barriers, one has to face many problems. He proved that if one is determined to face problems ’ and change the system, one succeeds. He also tried to teach him that sometimes it is good to rebel. We should fight for right reasons and to achieve higher goals.

Question 6.
How was the Science teacher Sivasubramani Iyer, though an orthodox Brahmin with a very conservative wife, an important influence in Abdul Kalam’s life? Give incidents to support your answer.
Answer:
The Science teacher, Sivasubramania Iyer wanted Kalam to be very highly educated as he recognized his intelligence. He used to spend hours with the young boy and would express his desire that Kalam develops his abilities so that he was on par with the highly educated people of the big cities. He also, wanted to break the social barriers between the Hindus and the Muslims. One day, he invited him over for a meal.

His orthodox wife was totally horrified at the idea of a Muslim boy dining in her ritually pure kitchen. He did not heed anything said by his very conservative wife. He rather served Kalam food with his own hands. He also sat with him and dined together with him. Not only that, he invited him over again for another meal the coming weekend. Thus, this shows that he was an important influence on Abdul Kalam even though Kalam was a Muslim and he himself was an orthodox Brahmin.

Question 7.
What influence did Abdul Kalam’s teachers have on him?
Answer:
Teachers play a very important role in the lives of their students. Abdul Kalam’s life, too, was influenced in a major way by some experiences that he had during his school days. These episodes were instrumental in shaping his character and later on his career. Once, when he was in the fifth standard, a new teacher came to his class. A man with a conservative and narrow outlook, he could not digest a Muslim boy sitting with a Brahmin boy, that too the son of a priest. In accordance with their social ranking as he saw it, he asked Kalam to go and sit on the back bench.

This was a heart-breaking experience for Kalam. This poison of social inequality and communal intolerance could have demoralized the young Kalam if his friend’s father, Lakshmana Sastry had not intervened. He ensured that the teacher not only regretted his action but also reformed himself.

Another very important influence in his life was Sivasubramania Iyer, his Science teacher. He wanted Kalam to be very highly educated as he recognized his intelligence. He used to spend hours with the young boy and would express his desire that Kalam develops his abilities so that he was on par with the highly educated people of the big cities. He also, wanted to break the social barriers between the Hindus and the Muslims. He invited him over for a meal and when his orthodox wife refused to serve food to a Muslim boy in her ritually pure kitchen he served Kalam food with his own hands.

He also sat with him and dined together with him. Not only that, he invited him over again for another meal the coming weekend. He advised Kalam, “Once you decide to change the system, such problems have to be confronted”. These two experiences shaped Kalam’s outlook as they made him realise the importance of confronting problems and fighting divisive forces.

Question 8.
Why did the narrator’s father say, “Does the seagull not fly across the sun, alone and without a nest”?
Answer:
When Abdul Kalam asked his father for permission to leave Rameswaram and study at the district headquarters in Ramanathapuram, his father did not get upset, nor did he try to stop him. On the contrary, he encouraged his son to leave Rameshwaram and to spread his wings and go to make his own way. He took example of young seagulls who leave their parents’ nest to leam to fly. His words have very a very important lesson.

Unlike human beings, most of the animals teach their young ones the skills of survival and allow them to fend for themselves after a certain age. This makes them more independent and courageous. For human also after a certain age certain degree of responsibility and independence is always helpful in making a perfect adult. Kalam’s father realised his son wanted to go away to grow.

He was a wise man and was aware of the need of an individual to grow and achieve his/ her full potential. He knew that life is not easy. His son would have to make tremendous efforts to face the hardships of life. The sons and Daughters must live their own lives.

My Childhood Extra Questions and Answers Reference to Context

Read the extracts given below and answer the questions that follow.

Question 1.
I was born into a middle-class Tamil family in the island town of Rameswaram in the erstwhile Madras State. My father, Jainulabdeen, had neither much formal education nor much wealth; despite these disadvantages, he possessed great innate wisdom and a true generosity of spirit. He had an ideal helpmate in my mother, Ashiamma.

(a) Where was Abdul Kalam born?
Answer:
Abdul Kalam was bom in the island town of Rameswaram which fell in the erstwhile Madras State.

(b) What qualities did Abdul Kalam’s father possess?
Answer:
His father was a wise and generous man.

(c) In what ways was Ashiamma an ideal helpmate for her husband?
Answer:
Ashiamma was a generous person who fed a large number of people everyday.

(d) What characteristics does he say he inherited from his parents?
Answer:
He inherited honesty and self discipline from his father. From his mother he inherited a sense of kindness and faith.

Question 2.
I was one of many children – a short boy with rather undistinguished looks, born to tall and handsome parents. We lived in or ancestral house, made of limestone and bricks, on the Mosque Street in Rameshwaram. My austere father used to avoid all inessential comforts and luxuries. However, all necessities were provided for, in terms of food, medicine or clothes. In fact I would say a mine was a very secure childhood, both materially and emotionally.

(a) How was Kalam different from his parents in looks?
Answer:
While Kalam’s parents were tall, handsome people, he was a short boy with rather ordinary looks.

(b) What does Kalam tell us about his home?
Answer:
Kalam’s family lived in their ancestral house, made of limestone and bricks, on the Mosque Street in Rameshwaram.

(c) How do we know that Kalam’s father was austere?
Answer:
Kalam’s. father shunned all inessential comforts and luxuries.

(d) What kind of a childhood did Kalam have?
Answer:
Kalam had a comfortable and secure childhood.

Question 3.
In fact, I would say mine was a very secure childhood, both materially and emotionally.

(a) In what way was Kalam’s childhood ‘secure’?
Answer:
Kalam was provided with all the necessities in terms of food, medicine and clothes. Apart from it, his parents loved him a lot. and took good care of him.

(b) What does Kalam mean by ‘material security’?
Answer:
By material security, Kalam means all the necessities of life that one needs while growing up that can be provided with money.

(c) What is meant by ‘emotional security’?
Answer:
‘Emotional security’ is the love and care that one needs to flourish and thrive.

(d) How did his parents provide Kalam with material and emotional security?
Answer:
Kalam’s parents provided him with material security by seeing all necessities in terms of food, medicine or clothes were provided for and emotional security by giving him a loving and secure childhood.

Question 4.
I used to collect the seeds and sell them to a provision shop on Mosque Street.

(a) Which seeds did the narrator collect?
Answer:
Kalam collected tamarind seeds.

(b) Why did he collect these seeds?
Answer:
These seeds were collected by Kalam as they were in great demand in the market during the Second World War and could be sold easily for a good sum of money.

(c) What did he do with the collected seeds?
Answer:
Kalam would sell off the collected seeds to a provision shop on Mosque Street.

(d) What light does the extract throw on the narrator?
Answer:
The extract shows that the narrator, Kalam, was very enterprising and hard-working. His faith in dignity of labour prompted him to collect the seeds and sell them off.

Question 5.
The first casualty came in the form of suspension of train halt at Rameswaram station. The newspaper had now to be bundled and thrown out from the moving train on the Rameswaram road between Rameswaram and Dhanuskodi. That forced my cousin Samsuddin, who distributed the newspapers in Rameswaram to look for a helping hand and catch the bundles and as if naturally Ifilled the slot.

(a) What does he mean by first casualty?
Answer:
The first blow that fell on Rameswaram, which had been unaffected by the war so far, was the suspension of the train stop there.

(b) Who was Samsuddin? What did he do?
Answer:
Samsuddin was Abdul Kalam’s cousin. He used to distribute newspapers in Rameswaram.

(c) Why did the cousin need a helping hand? How did he help Kalam earn a salary?
Answer:
As the train did not halt at Rameswaram, bundles were thrown off a moving train on the Rameswaram Road between Rameswaram and Dhanuskodi and had to be caught. Samsuddin needed a helping hand to catch the bundles and he employed Kalam for the job.

(d) How did Kalam feel later about his job?
Answer:
Kalam felt a sense of pride for earning his own money for the first time.

Question 6.
During the annual Shri Sita Rama Kalyanam Ceremony, our family used to arrange boats with a special platform for carrying idols of the Lordfrom the temple to the marriage site situated in the middle of the pond called Rama Tirtha which was near our house.

(a) What was the annual event held in Rameswaram?
Answer:
The annual event held in Rameswaram was the Shri Sita Rama Kalyanam ceremony or the wedding ceremony of Sita and Rama.

(b) Where did the boats carry the idols of the Lord?
Answer:
The idols were carried from the temple to the marriage site that was in the middle of the Rama Tirtha pond.

(c) Who provided the boats for ferrying the idols of Rama and Sita to the marriage site?
Answer:
Abdul Kalam’s family arranged for the boats required to ferry the idols.

(d) What light does this throw on the Rameswaram society?
Answer:
This highlights the secular nature of society and the natural Hindu Muslim cooperation in most parts of India. They were aware of their different identities but they were living harmoniously as people do in any normal society.

Question 7.
I inherited honesty and self-discipline from my father; from my mother, I inherited faith in goodness and deep kindness and so did my three brothers and sister. I had three close friends in my childhood – Ramanadha Sastry, Aravindan and Sivaprakashan. All these boys were from orthodox Hindu Brahmin families. As children, none of us ever felt any difference amongst ourselves because of our religious differences and upbringing.

(a) How does the author describe his father?
Answer:
The author describes his father as an austere man, who looked after all needs of his family.

(b) In what way did Kalam’s father show his self-discipline?
Answer:
Abdul Kalam’s father was an austere man who kept away from all inessential comforts and luxuries.

(c) What was the difference between the writer and his friends?
Answer:
The other three boys were from orthodox Brahmin families whereas the writer was a Muslim.

(d) How did the difference affect the friendship between the boys?
Answer:
The boys did not feel any difference between themselves and it did not affect their friendship in any way.

Question 8.
One day when I was in fifth standard at Rameswaram Elementary School, a new teacher came to our class. I used to wear a cap which marked me Muslim and I always sat in the front row next to Ramanadha Sastry, who wore a sacred thread. The new teacher could not stomach a Hindu priest’s son sitting with a Muslim boy. In accordance with our social ranking, as the new teacher saw it, I was asked to go and sit on the back bench.

(a) Name the school, where Kalam studied.
Answer:
Kalam studied at Rameswaram Elementary School in Rameswaram.

(b) Which social groups existed in Rameswaram?
Answer:
Kalam has mentioned Hindus and Muslims as two distinct social groups living in Rameshwaram.

(c) How were these groups easily identified?
Answer:
These groups had their different dress codes and rituals. For example Kalam used to wear a cap while his friend Ramanadham used to wear the sacred thread.

(d) What did the teacher ask Kalam to do?
Answer:
He did not want Kalam, a Muslim, sitting with a Hindu priest’s son and so he told him to go and sit on the back bench.

Question 9.
I felt very sad, and so did Ramanadha Sastry. He looked utterly downcast as I shifted to my seat in the last row.

(a) How did the teacher know that Kalam was a Muslim?
Answer:
The teacher realised Kalam was a Muslim because he wore the cap worn by Muslims.

(b) Why did the narrator feel sad?
Answer:
The narrator felt sad because his new teacher did not let him sit with his Hindu friend in the front row of the class, but sent him to sit at the back of the class.

(c) Who looked “utterly downcast”? Why?
Answer:
It was Ramanadha Sastry, Kalam’s close friend, who looked utterly downcast at being separated from his friend.

(d) Why was Kalam’s seat shifted?
Answer:
The new teacher believed in certain notions of social ranking. He could not bear to see a Muslim boy sitting along with the son of a Hindu priest. So, he shifted Kalam’s seat to the last row.

Question 10.
After school, we went home and told our respective parents about the incident. Lakshmana Sastry summoned the teacher and in our presence, told the teacher that he should not spread the poison of social inequality and communal Intolerance in the minds of innocent children. He bluntly asked the teache/to either apologise or quit the school and the island. Not only did the teacher regret his behaviour, but the strong sense of conviction Lakshmana Sastry conveyed ultimately reformed this young teacher.

(a) What incident is the narrator talking about?
Answer:
The narrator is talking about the time when he was in fifth standard, a new teacher asked him not to sit in the front row along with the high caste Brahmin boys.

(b) Who was Lakshmana Sastry? What did he accuse the teacher of?
Answer:
Lakshmana Sastry was the father of Kalam’s friend Ramanadha Sastry, and the high priest of the Rameswaram temple. He accused the teacher of spreading the poison of social inequality and communal intolerance in the minds of innocent children.

(c) What brought about a change in the teacher?
Answer:
The strong disapproval of the teacher’s behaviour and his sense of conviction that Lakshmana Sastry conveyed to the teacher brought about a change in the teacher.

(d) What kind of society did the speaker live in?
Answer:
The speaker lived in a society that was orthodox, but at the same time was truly secular.

Question 11.
Sivasubramania Iyer was not perturbed, nor did he get angry with his wife, but instead, served me with his own hands and sat down beside me to eat his meal.

(a) Who was Sivasubramania Iyer?
Answer:
Sivasubramania Iyer was Kalam’s science teacher.

(b) What was it that could have perturbed Sivasubramania Iyer?
Answer:
Sivasubramania Iyer’s conservative wife had refused to serve Kalam, a Muslim. Since Sivasubramania Iyer had invited Kalam to eat with him, this could have perturbed him.

(c) Why did Sivasubramania Iyer not get angry with his wife?
Answer:
Sivasubramania Iyer wanted to change an existing system. He was prepared for the problems he was sure to encounter. He did not get angry with his wife because he knew she believed in the existing system.

(d) Why did Sivasubramania sit down with Kalam to eat his meal?
Answer:
Sivasubramania wished to make his wife realize that irrespective of their religions all human beings are equal and they all deserve to be treated as we would like to be treated by them.

Question 12.
His wife watched us from behind the kitchen door. I wondered whether she had observed any difference in the way I ate rice, drank water or cleaned the floor after the meal. When I was leaving his house, Sivasubramania Iyer invited me to join him for dinner again the next weekend.

(a) Whose wife is being referred to in Line 1?
Answer:
The narrator refers to the wife of his Science teacher, Sivasubramania Iyer.

(b) Why did she watch them from behind the kitchen door?
Answer:
The teacher’s wife believed in the segregation of different sections of society. She did not want Kalam, a Muslim, to enter her kitchen and to eat food there. As a result, she hid behind the kitchen door and observed everything.

(c) Why did Sivasubramania invite Kalam again the next weekend?
Answer:
He invited Kalam again the next weekend because he wanted to bring about a change in the conservative attitude of his wife

(d) What was the narrator’s reaction to the teacher’s invitation?
Answer:
The narrator was reluctant to accept the teacher’s invitation because he realised the teacher’s wife did not wish to serve him food in her kitchen.

Question 13.
Sivasubramania Iyer invited me to join him for dinner again the next weekend. Observing my hesitation, he told me not to get upset, saying, “Once you decide to change they system, such problems have to be confronted. ” When I visited his house the next week, Sivasubramania Iyer’s wife took me inside her kitchen and served me food with her own hands.

(a) Why was the writer reluctant to join his teacher for dinner?
Answer:
The teacher’s wife was opposed to the idea of a Muslim eating in her kitchen. She had refused to serve him the previous time. That made Kalam reluctant to dine with his teacher.

(b) What “system” was he talking about?
Answer:
He is talking of breaking social barriers of religious and caste divide between the people.

(c) What was the effect of this on Sivasubramania’s wife?
Answer:
This time she let Kalam into the kitchen and served him herself.

(d) What do you learn about Sivasubramania’s character from this episode?
Answer:
The extract shows that Sivasubramania was a very progressive and a broad minded person who treated everybody as equal and who seriously wanted to bring about a change in society.

Question 14.
Then the Second World War was over and India’s freedom was imminent “Indians build their own India ”, declared Gandhiji. The whole country was filled with unprecedented optimism. I asked my father’s permission to leave Rameshwaram and study at the district headquarters in Ramanathapuram

(a) What did the Indians expect after the Second World War was over?
Answer:
Indians expected India would soon get independence after the war.

(b) What did Gandhiji declare and what did he mean?
Answer:
Gandhiji declared Indians would have to build their own India. He meant each citizen would have to contribute in her/his way in the task of nation building.

(c) Why was the whole country optimistic?
Answer:
The country was optimistic of getting independence from British Rule. Everyone dreamt of a free India.

(d) Where did Kalam decide to go and why?
Answer:
Kalam decided to go to the district headquarters in Ramanathapuram to study further.

Question 15.
He told me as if thinking aloud, “Abul! I know you have to go away to grow. Does the seagull not fly across the Sun, alone and without a nest? ”

(a) Who is ‘he’ in the above lines?
Answer:
He in the above lines is Kalam’s father, Jainulabdeen.

(b) Why did ‘he’ say so to the listener?
Answer:
He says these words to Abdul as he wants to encourage his son to go to the district headquarters in Ramanathapuram to study further.

(c) What do you learn about Kalam’s feelings from the speaker’s words?
Answer:
The speaker’s words show that Abdul Kalam was a little apprehensive of going away to study alone.

(d) What do you learn about the speaker from the above lines?
Answer:
The speaker was very keen his son got a good education and was very encouraging. He was very wise and didn’t believe in obstructing his children’s progress. He was of the view that children ought to be allowed to live life according to their own wishes.

Question 16.
“Your children are not your children. They are the sons and daughters of Life’s longing for itself. ”

(a) Name the writer who wrote these lines.
Answer:
These lines are originally written by Khalil Gibran.

(b) Who quotes these words and to whom?
Answer:
These words are quoted by Abdul Kalam’s father, Jainulabdeen, to Ashiamma, Kalam’s mother.

(c) Why does he speak these words?
Answer:
After finishing his elementary education, when Kalam sought his father’s permission to leave Rameswaram and study at district headquarters in Ramanathapuram, his father said these words to Kalam’s mother who was a bit reluctant to send her young son away.

(d) What does he mean by ‘Sons and daughters of Life’s longing for itself?
Answer:
Kahlil Gibran says one’s children are not one’s own. It is Life that expresses through them. Parents are merely the soil from whence they take birth.

Here we are providing The Hundred Dresses Part 1 Extra Questions and Answers Class 10 English First Flight, Extra Questions for Class 10 English was designed by subject expert teachers. https://ncertmcq.com/extra-questions-for-class-10-english/

The Hundred Dresses Part 1 Extra Questions and Answers Class 10 English First Flight

The Hundred Dresses Part 1 Extra Questions and Answers Very Short Answer Type

Hundred Dresses Part 1 Extra Questions Question 1.
Who was Wanda Petronski?
Answer:
Wanda Petronski was a poor Polish girl.

The Hundred Dresses Part 1 Extra Question Answer Question 2.
Where did she usually sit?
Answer:
She usually sat in the comer next to the last seat in the last row.

The Hundred Dresses Extra Questions Question 3.
What fun did Peggy start?
Answer:
Peggy used to ask Wanda mockingly how many dresses she had.

Hundred Dresses Extra Questions Question 4.
What type of the students used to sit near Wanda?
Answer:
Rough boys and girls who did not make good marks.

The Hundred Dresses Part 1 Extra Questions And Answers Question 5.
Why was Peggy popular in her school?
Answer:
She was pretty and had many pretty dresses.

Extra Questions Of Hundred Dresses Part 1 Question 6.
What did Peggy and Maddie notice?
Answer:
Peggy and Maddie noticed that Wanda was not in the class.

The Hundred Dresses Part 1 Short Questions And Answers Question 7.
Why did they use to wait for Wanda?
Answer:
They used to wait for her to have some fun.

Extra Questions Of The Hundred Dresses Part 1 Question 8.
Why did Wanda not have any friend?
Answer:
Wanda did not have any friend because she was a poor Polish girl.

Hundred Dresses 1 Extra Questions Question 9.
What did Wanda wear?
Answer:
Wanda always wore a faded blue dress.

The Hundred Dresses Part 1 Important Questions Question 10.
What did Wanda use to see in the playground?
Answer:
Wanda used to watch the little girls play hopscotch on the ground.

Class 10 English The Hundred Dresses Part 1 Extra Questions Question 11.
Who asked Wanda about her dresses?
Answer:
Peggy asked Wanda about her dresses.

Extra Question Answer Of The Hundred Dresses Part 1 Question 12.
What did Wanda reply to Peggy about her dresses?
Answer:
Wanda replied that she had hundred dresses.

Hundred Dresses Part 1 Important Questions Question 13.
How did Peggy treat Wanda?
Answer:
Peggy made fun of Wanda by asking her how many dresses she had.

Hundred Dresses Class 10 Extra Questions Question 14.
What lie did Wanda tell Peggy?
Answer:
Wanda used to tell Peggy that she had a hundred dresses and sixty pairs of shoes.

Hundred Dresses Important Questions Question 15.
Why did Maddie feel embarrassed?
Answer:
Maddie did not like Peggy to make fun of Wanda.

Question 16.
What did Maddie feel about herself?
Answer:
Maddie felt that she was not as poor as Wanda, perhaps, but she was poor.

Question 17.
What was Maddie afraid of?
Answer:
Maddie was afraid that she could be the next target of Peggy.

Question 18.
Who had made all the drawings?
Answer:
Wanda had made all the drawings.

Question 19.
How many designs were made by Wanda?
Answer:
There were a hundred designs made by Wanda.

Question 20.
Who won the drawing contest?
Answer:
Wanda won the drawing contest.

The Hundred Dresses Part 1 Extra Questions and Answers Short Answer Type

Question 1.
Where did Wanda Petronski use to sit?
Answer:
Wanda Petronski used to sit in the seat next to the last seat in the last row in the corner of the room thirteen where the rough boys who did not make good marks sat.

Question 2.
Why did Peggy and Maddie notice Wanda’s absence?
Answer:
They noticed that Wanda was absent because she had made them late to school. They had waited for her to have some fun.

Question 3.
Why did Wanda always go back alone?
Answer:
She lived in Boggins Heights where no other student lived. She did not have any friend too. So she used to go and come home all alone.

Question 4.
Why did the little girls exclaim?
Answer:
The little girls exclaimed with surprise that Wanda, who wears only one dress every day, had a hundred dresses in her almirah. It was unbelievable.

Question 5.
In what way was Wanda different from the other children?
Answer:
Wanda was different from the other children. She was a poor girl. She did not have many friends, she did not have many dresses. She was very quiet and rarely said anything at all. And nobody had ever heard her laugh out loud.

Question 6.
What do you think ‘to have fun with her’ means?
Answer:
Peggy and Maddie were not bad girls. They had no bad intentions towards Wanda. They did not want to tease her but it was a way to enjoy and have a happy time.

Question 7.
Did Wanda have a hundred dresses? Why do you think she said she did?
Answer:
No, Wanda did not have a hundred dresses. She had only one dress. Wanda was a creative girj. She had hundred designs of differents dresses in her mind. She said that she had a hundred dresses to arouse curiosity among the girls who asked her this question mockingly.

Question 8.
Why is Maddie embarrassed by the questions Peggy asks Wanda? Is she also like Wanda, or is she different?
Ans.
Peggy always makes fun of Wanda by asking her how many dresses and shoes she had. She was amused when Wanda told that she had hundred dresses and sixty pairs of shoes. Maddie was also a poor girl and used to wear old clothes given by others. Peggy’s questions to Wanda used to embarrass Maddie. She was not like Wanda. She did not have a funny name. She did not live in a slum colony.

Question 9.
How did the children react when Wanda was declared winner of the contest?
Answer:
The children suddenly and spontaneously clapped hands. Even the boys were glad to have a chance to stamp on the floor. They put their fingers in their mouths and whistled, though they were not interested in dresses.

Question 10.
What was the opinion of the judges about Wanda?
Answer:
Wanda had drawn one hundred designs of dresses, which were all different and all beautiful. In the opinion of the judges any one of the drawings was worthy of winning the prize. So she was declared winner of the girls medal.

Question 11.
Where in the classroom does Wanda sit and why?
Answer:
Wanda sits in the seat next to the last seat in the last row in Room thirteen. She sits in the corner where there is mud and dirt on the floor. The atmosphere is noisy as well. It is because she has to come from muddy area.

Question 12.
Where does Wanda live? What kind of a place do you think it is?
Answer:
Wanda lives at Boggins Heights. It is a place full of mud and dirt. There is earth all round. There are no metallic roads. The atmosphere must be unhygienic.

Question 13.
When and why do Peggy and Maddie notice Wanda’s absence?
Answer:
Peggy and Maddie notice Wanda’s absence on Tuesday. But on Wednesday again, Peggy and Maddie noticed that Wanda was not present in the class. They waited for her in the way and they became late on her account. Thus both noticed her absence.

Question 14.
What do you think ‘to have fun with her’ means?
Answer:
Here it means that Peggy and Maddie desired to enjoy with her. They did not want to tease her but it was a way to pass a happy time.

Question 15.
In what way was Wanda different from the other children?
Answer:
Wanda was different from other children. She had a funny name. It was hard to speak. Shg used to say that she had hundred of different dresses. She possessed sixty pairs of shoes.

Question 16.
Did Wanda have a hundred dresses? Why do you think she said she did?
Answer:
Wanda Petronski did not have a hundred dresses. She used to say that they were all lined up in closet. Wanda was not an ordinary person. She said so to arouse curiosity and she did. She had creative tastes.

Question 17.
Why is Maddie embarrassed by the questions Peggy asks Wanda? Is she also like Wanda, or is she different?
Answer:
Maddie is embarrassed when Peggy asks Wanda questions about different items like dresses, hats and other things. These questions are in Peggy’s funny voice. It is because Maddie is a poor girl. She wears the old clothes handed by others. Maddie is not like Wanda. She is quite different. She thanks herself that she does not live in Boggins Heights.

Question 18.
Why didn’t Maddie ask Peggy to stop teasing Wanda? What was she afraid of?
Answer:
One day Maddie was doing her arithmetic sums absentmindedly. She was happy that she had not made any fun of Wanda. She decided to write a note to Peggy requesting her to stop asking Wanda about her dresses. But she had no courage. She thought she would become the next target.

Question 19.
Who did Maddie think would win the drawing contest? Why?
Answer:
Maddie thought that Peggy would win the drawing and colour contest. It was because Peggy drew better than anyone else in the room. She could even copy a picture from a magazine or some film star’s head alike. Maddie was thus good at making pictures.

Question 20.
Who won the drawing contest? What had the winner drawn?
Answer:
The drawing contest was won by Wanda Petronski. There were drawings all over the room in dazzling colours. They were very brilliant and had lavish designs. For Wanda’s work, she was given a medal and applauses.

Question 21.
How is Wanda seen as different by the other girls? How do they treat her?
Answer:
Wanda is seen quite differently by the other girls. She lives in Boggins Heights. She remains quiet and rarely says anything at all. She never laughs loudly. Sometimes she would twist her mouth into a crooked sort of smile. The other girls made fun of her for hundred dresses.

Question 22.
How does Wanda feel about the dresses game? Why does she say that she has a hundred dresses?
Answer:
Wanda Petronski does not like the game of the dresses. The students bother her for the dresses. Wanda makes up the story about the dresses to show her taste. In the end she arranges hundreds of dress designs in the classroom and she is declared as the winner.

Question 23.
Why does Maddie stand by and not do anything? How is she different from Peggy? (Was Peggy’s friendship important to Maddie? Why? Which lines in the text tell you this?)
Answer:
Maddie does not want that Peggy should make fun of Wanda for her dresses and she thought Peggy would decide of her own accord to stop having fun with Wanda. She is different from Peggy. She wears old clothes while Peggy has her own dress. Peggy’s friendship was important to Maddie. She was her best friend. The following line says, “Peggy was the best liked girl in the whole room. Peggy could not possibly do anything that was really wrong.”

Question 24.
What does Miss Mason think of Wanda’s drawings? What do the children think of them? How do you know?
Answer:
Miss Mason thinks that the drawings of Wanda were the best in the entire Room Thirteen. These were put up everywhere in the room. They were in dazzling colours and lavish designs. They must have been a hundred of them all lined up. The children stopped to look at them. They whistled and admired this marvellous work of art.

The Hundred Dresses Part 1 Extra Questions and Answers Long Answer Type

Question 1.
Pen down the character sketch of Wanda Petronski.
Answer:
Wanda Petronski was a Polish girl who had shifted to America from Poland with her parents. She was very poor and lived in Boggins Heights. She was very shy and quiet. She did not talk to anyone. She had no friends and sat in the last row of the class with some naughty boys so that nobody noticed her. She wore the same faded blue dress everyday which was not ironed but clean.

Everybody teased her in her class. In the anger, she claimed of having a hundred dresses and sixty pair of shoes at home. She was very determined and showed her determination in the drawing competition by displaying the hundred sketches of dresses she claimed to own. Each of them was so beautiful, that she won the competition and surpassed Peggy.

Question 2.
How did the girls know that Wanda liked them even though they had teased her?
Answer:
The girls came to know that Wanda liked them even though they had teased her as she had asked Miss Mason to give the green dress with red trimming to Peggy and the blue one to Maddie. Later when Maddie looked at the drawing very carefully, she realized that the dress had a face and a head, which looked like her own self. The head and face in the drawing given to Peggy looked just like Peggy. That is why the girls knew that Wanda liked them even though they had teased her.

Question 3.
‘The Hundred Dresses—I’ is about teasing Wanda. It also focuses on ragging and racism indirectly. Explain, how it affects you and how you evaluate it.
Answer:
The story ‘The Hundred Dresses I’ is really all about teasing of Wanda being Polish and having a strange name. They made fun of Wanda and made her feel inferior by asking her about her dresses. Their behaviour towards Wanda was completely undesirable as it shows racism and ragging. These are totally condemnable issues in the society which can not be accepted. Peggy and Maddie never thought of Wanda’s feelings and continued teasing her but her selection as a winner shows that colour, prejudice or racism are not parameters of talent as everybody clapped for her drawings.

Question 4.
It disturbs you that Peggy and Maddie make fun of Wanda Petrouski. You. do not like it. You decide to speak about this as weak, ugly or students are usually mocked at. Express your thoughts,
Answer:
I would like to express my thoughts about the issues of making fun of the students who are weak, ugly or poor by those who are bit superior to them in these aspects. But I would like to fetch your attention that being ugly or poor is not a personal choice or fault. God creates us with different qualities and we should see those qualities in others too. One may be poor or physically unattractive but he may have far better qualities than us. As in the story, Wanda Petronski is better than Peggy and Maddie in her creativity or drawings.

Question 5.
Peggy and Maddie were inseparable friend; but middle never spoke against Peggy. Explain the important of being true to each other friendship.
Answer:
All of us have that one special friend who is a confident, a good listener and an advisor. Most of us turn to our close friends whenever we need someone. But for a friendship to be true in all sense one must be truthful to the other. True friends are those who stop you from doing wrong. They never hesitate in criticizing the other, whenever required. A real friend is one who speaks his heart out and does not mind if the other feels bad about it. Hence, it does not matter if true friends are separated. What matters is that the distance never comes between the two.

Question 6.
Wanda Petronski’was poor and did not posse”;’’ fancy dresses. But she was never upset about it. Describe how important it is for one to be satisfied with what one’s got.
Answer:
It is very important in life to be satisfied with what we have. Although being content is a very hard thing to accomplish, yet it is not impossible. We always tend to feel upset when we don’t get what we wish for; but there are some of us who know how to appreciate life. If we are happy with what we have, we will make the best possible use of things. This would result in finding happiness in life. Thus, it is important to learn to accept and appreciate. If we don’t find contentment in the simple things of life, we’ll never find it anywhere.

The Hundred Dresses Part 1 Extra Questions and Answers Reference to Context

Read the following passages and answer the questions that follow:

Question 1.
Today, Monday, Wanda Petronski was not in her seat. But nobody, not even Peggy and Madeline, the girls who started all the fun, noticed her absence. Usually Wanda sat in the seat next to the last seat in the last row in Room Thirteen. She sat in the corner of the room where the rough Bzzoys who did not make good marks sat, the corner of the room where there was most scuffling of feet, most roars of laughter when anything funny was said, and most mud and dirt on the floor.
(i) Who was Wanda Petronski?
(ii) What had Peggy and Madeline started doing?
(iii) What type of the students used to sit near Wanda?
(iv) Pick out words from the passage that mean the same as ‘noisy movement of the feet on the ground.
Answer:
(i) Wanda Petronski was a Polish girl.
(ii) Peggy and Madeline had started all the fun about Wanda.
(iii) Rough boys who did not secure good marks sat in the comer near Wanda.
(iv) The words are ‘Scuffling of feet’.

Question 2.
But on Wednesday, Peggy and Maddie, who sat down front with other children who go! good marks and who didn’t track in a whole lot of mud, did notice that Wanda wasn’t there. Peggy was the most popular girl in school. She was pretty, she had many pretty clothes and her hair was curly. Maddie was her closest friend. The reason Peggy and Maddie noticed Wanda’s absence was because Wanda had made them late to school. They had waited and waited for Wanda, to have some fun with her, and she just hadn’t come.
(i) What did Peggy and Maddie notice on Wednesday?
(ii) Why was Peggy popular in her school?
(iii) Why did they use to wait for Wanda?
(iv) Pick out a word from the passage which means the same as ‘to bring in with footsteps’.
Answer:
(i) Peggy and Maddie noticed the absence of Wanda in the class.
(ii) Peggy was popular in her school because she was pretty, her hair was curly and she had many pretty clothes.
(iii) They used to wait for her to have some fun.
(iv) The word is – track.

Question 3.
Wanda didn’t have any friends. She came to school alone and went home alone. She always wore a faded blue dress that didn’t hang right. It was clean, but it looked as though it had never been ironed properly. She didn’t have any friends, but a lot of girls talked to her. Sometimes, they surrounded her in the school yard as she stood watching the little girls play hopscotch on the worn hard ground.
(i) What kind of dress Wanda used to wear?
(ii) Why did Wanda not have any friends?
(iii) What did Wanda use to see in the playground?
(iv) Pick out phrase from the passage which means the same as ‘did not fit properly’.
Answer:
(i) Wanda always used to wear a faded blue dress.
(ii) Wanda did not have any friend because she was a poor girl.
(iii) Wanda used to watch the little girls play hopscotch on the ground.
(iv) The phrase is – ‘did not hang right’.

Question 4.
Peggy was not really cruel. She protected small children from bullies. And she cried for hours if she saw an animal mistreated. If anybody had said to her, “Don’t you think that is a cruel way to treat Wanda?” She would have been very surprised. Cruel? Why did the girl say she had a hundred dresses? Anybody could tell that was a lie. Why did she want to lie? And she wasn’t just an ordinary person, else why did she have a name like that? Anyway, they never made her cry.
(i) What shows that Peggy was not really cruel?
(ii) How would she justify that she was not cruel to Wanda?
(iii) What lie did Wanda tell Peggy?
(iv) Pick out a word from the passage which means the same as ‘People who frightens weaker ones’.
Answer:
(i) Peggy was not really cruel. She protected small children from bullies. She cried for hours if she saw an animal mistreated.
(ii) She would justify that she had never made her cry by her treatment. Wanda should not tell a lie.
(iii) Wanda used to tell Peggy that she has a hundred dresses and sixty pairs of shoes.
(iv) ‘bullies’

Question 5.
Sometimes, when Peggy was asking Wanda those questions in that mocking polite voice, Maddie felt embarrassed and studied the marbles in the palm of her hand, rolling them around and saying nothing herself. Not that she felt sorry for Wanda, exactly. She would never have paid any attention to Wanda if Peggy hadn’t invented the dresses game. But suppose Peggy and all the others started in on her next? She wasn’t as poor as Wanda, perhaps, but she was poor. Of course she would have more sense than to say she had a hundred dresses. (Page 67)
(i) Why did Maddie feel embarrassed?
(ii) What was the dresses game? Who invented it?
(iii) What did Maddie feel about herself?
(iv) What was Maddie afraid of?
Answer:
(i) Maddie did not like Peggy to make fun of Wanda. When she asked Wanda about her dresses, Maddie felt embarrassed because she herself was very poor.
(ii) Peggy used to ask Wanda mockingly how many dresses she had. She knew that Wanda was poor but still she made fun of her. Peggy had invented the dresses game.
(iii) Maddie felt that she was not as poor as Wanda, perhaps, but she was poor.
(iv) She was afraid that she could be the next target of Peggy and others because she was also poor like Wanda.

Question 6.
If only Peggy would decide of her own accord to stop having fun with Wanda. Oh, well! Maddie ran . her hand through her short blonde hair as though to push the uncomfortable thoughts away. What difference did it make? Slowly Maddie tore into bits the note she had started. She was Peggy’s best friend, and Peggy was the best-liked girl in the whole room. Peggy could not possibly do anything that was really wrong, she thought.
(i) What did Maddie want Peggy to stop?
(ii) What was the uncomfortable thought that Maddie wanted to push away?
(iii) What did she want to write in the note?
(iv) What did she think about Peggy?
Answer:
(i) Maddie wanted Peggy to stop making fun about dresses while having fun with Wanda.
(ii) Maddie thought that she was also poor like Wanda and Peggy could also start making fun of her.
(iii) She wanted to write in the note that Peggy should stop teasing Wanda.
(iv) She thought that Peggy was the best-liked girl in the whole room. She could not do anything that was really wrong.

Question 7.
Thinking about Wanda and her hundred dresses all lined up in the closet, Maddie began to wonder who was going to win the drawing and colouring contest. For girls, this contest consisted of designing dresses and for boys, of designing motorboats. Probably Peggy would win the girls’ medal. Peggy drew better than anyone else in the room. At least, that’s what everybody thought. She could copy a picture in a magazine or some film star’s head so that you could almost tell who it was. Oh, Maddie was sure Peggy would win. Well, tomorrow the teacher was going to announce the winners. Then they’d know.
(i) What was Maddie thinking about Wanda?
(ii) What did the contest consist of?
(iii) Who did Maddie think was going to win the contest?
(iv) Pick out the word from the passage which means the same—‘Competition’.
Answer:
(i) Maddie was thinking about Wanda and her dresses all lined up in the closet.
(ii) For girls, the contest consisted of designing dresses.
(iii) Maddie thought that Peggy was sure to win the contest.
(iv) The word is – ‘contest’.

Question 8.
The minute they entered the classroom, they stopped short and gasped. There were drawings all over the room, on every ledge and windowsill, dazzling colours and brilliant, lavish designs, all drawn on great sheets of wrapping paper. There must have been a hundred of them, all lined up. These must be the drawings for the contest. They were! Everybody stopped and whistled or murmured admiringly.
(i) Who are ‘they’?
(ii) Why did they react so?
(iii) Who had made all the drawings?
(iv) Pick out word from the passage which means the same as ‘grand’.
Answer:
(i) They are Peggy, Maddie and other students of the school.
(ii) They saw drawings all over the room, on every ledge and windowsill, dazzling colours and brilliant, lavish designs all drawn on great sheets of wrapping paper.
(iii) Wanda had made all the designs.
(iv) ‘Lavish’.

Question 9.
“As for the girls,” she said, “although just one or two sketches were submitted by most, one girl—and Room Thirteen should be proud of her—this one girl actually drew one hundred designs—all different and all beautiful. In the opinion of the judges, any one of the drawings is worthy of winning the prize. I am very happy to say that Wanda Petronski is the winner of the girls’ medal. Unfortunately, Wanda has been absent from school for some days and is not here to receive the applause that is due to her. Let us hope she will be back tomorrow. Now class, you may file around the room quietly and look at her exquisite drawings.”
(i) How many sketches were submitted by most of the students?
(ii) How many designs had Wanda drawn?
(iii) What was the opinion of the judges?
(iv) Pick out a word from the passage .which means the same as ‘extremely beautiful and well-made’,
Answer:
(i) Most of the students had submitted one or two sketches.
(ii) Wanda had drawn one hundred designs.
(iii) The judges’ opinion was that each one of the hundred drawings, submitted by Wanda, was capable of winning the prize.
(iv) ‘Exquisite’