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The Homecoming Story Questions and Answers & MCQs

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The Homecoming Story Questions and Answers & MCQs

The Homecoming Story Questions and Answers & MCQs

A. Read the following extract and answer the questions:

Phatik Chakravorti was the ring leader among the boys of the village. A new mischief got into his head. There was a heavy log lying on the mud flat of the river waiting to be shaped into a mast for a boat. He decided that they should all work together to shift the log by main force from its place and roll it away. The owner of the log would be angry and surprised, and they would all enjoy the fun.

Every one seconded the proposal, and it was carried unanimously. But just as the fun was about to begin, Makhan, Phatik’s younger brother, sauntered up, and sat down on the log in front of them all without a word. The boys were puzzled for a moment.

He was pushed, rather timidly, by one of the boys and told to get up but he remained quite unconcerned. He appeared like a young philosopher meditating on the futility of games. Phatik was furious. “Makhan,” he cried, “if you don’t get down this minute I’ll thrash you!” Makhan only moved to a more comfortable position.

Question 1.
Who was Phatik Chakravorti?
Answer:
Phatik Chakravorti was a 14-year-old teenage boy who was Makhan’s elder brother and also the ringleader among the boys of the village.

Question 2.
Why did Phatik’s friends obey Phatik’s words?
Answer:
Phatik was the ringleader among the boys of the village. He was wild, turbulent and also dominant. That is why his words had an influence on his friends and they obeyed his words.

Question 3.
What did Phatik decided to do?
Answer:
There was a heavy log lying on the mud-flat of the river, waiting to be shaped into a mast for a boat. Phatik decided that he and his friends should shift the log by main force from its place and roll it away. At this, he owner of the log would be angry and surprised but it would be fun for them.

Question 4.
Who was Makan?
Answer:
Makhan was the younger brother of Phatik. He was just the opposite natured but he did not get along with Phatik well. Rather, he was always busy in troubling Phatik. While playing with the log, Makhan bumped into Phatik and his friends and troubled them.

B. Read the following extract and answer the questions:

All the other boys shouted themselves hoarse with delight. But Phatik was a little frightened. He knew what was coming. And, sure enough, Makhan rose from Mother Earth blind as Fate and screaming like the Furies. He rushed at Phatik and scratched his face and beat him and kicked him, and then went crying home. The first act of the drama was over. Phatik wiped his face, and sat down on the edge of a sunken barge on the river bank, and began to chew a piece of grass.

A boat came up to the landing, and a middle-aged man, with grey hair and dark moustache, stepped on shore. He saw the boy sitting there doing nothing, and asked him where the Chakravortis lived. Phatik went on chewing the grass, and said: “Over there,” but it was quite impossible to tell where he pointed. The stranger asked him again.

He swung his legs to and fro on the side of the barge, and said; “Go and find out,” and continued to chew the grass as before. But now a servant came down from the house, and told Phatik his mother wanted him. Phatik refused to move. But the servant was the master on this occasion. He took Phatik up roughly, and carried him, kicking and struggling in impotent rage.

Question 1.
Why was Phatik frightened?
Answer:
After following Phatik’s order, when his friends messed with Makhan, Phatik knew that Makhan would report this to his mother and his mother would take his brother’s side and beat him. That is why he got frightened.

Question 2.
What did Makhan do after Phatik’s friends took a toll on him?
Answer:
After Phatik’s friends took a toll on him, Makhan rose from the ground angrily and screamed like the Furies. Then he rushed at Phatik, scratched his face, beat and kicked him and then went crying home.

Question 3.
What did Phatik do after Makhan left?
Answer:
After Makhan left, Phatik wiped his face, sat down the edge of a sunken barge at the bank of the river and started chewing a piece of grass. Then he had a vague conversation with a stranger who asked him the address of the Chakravortis. He was busy in his own thoughts and did not want any interruptions.

Question 4.
What did Phatik do when a servant came down from their house?
Answer:
While Phatik was busy in his own thoughts, reluctant to go home, a servant from their came
down looking for him. When he told him that his mother wanted to see him, he refused to move. So the servant had to take him by force. So he took him up roughly and carried him kicking and struggling in rage.

C. Read the following extract and answer the questions:

His mother took Makhan’s side in a moment, and pulled Phatik away, beating him with her hands. When Phatik pushed her aside, she shouted out: “What I you little villain! Would you hit your own mother?” It was just at this critical juncture that the grey-haired stranger arrived. He asked what the matter was. Phatik looked sheepish and ashamed.

But when his mother stepped back and looked at the stranger, her anger was changed to surprise. For she recognised her brother, and cried: “Why, Dada! Where have you come from?” As she said these words, she bowed to the ground and touched his feet. Her brother had gone away soon after she had married, and he had started business in Bombay. His sister had lost her husband while he was in Bombay. Bishamber had now come back to Calcutta, and had at once made enquiries about his sister.

He had then hastened to see her as soon as he found out where she was. The next few days were full of rejoicing. The brother asked after the education of the two boys. He was told by his sister that Phatik was a perpetual nuisance. He was lazy, disobedient, and wild.

But Makhan was as good as gold, as quiet as a lamb, and very fond of reading, Bishamber kindly offered to take Phatik off his sister’s hands, and educate him with his own children in Calcutta. The widowed mother readily agreed. When his uncle asked Phatik if he would like to go to Calcutta with him, his joy knew no bounds, and he said; “Oh, yes, uncle!”

Question 1.
What happened when Phatik went home?
Answer:
When Phatik went home, he had to face false accusations that Makhan made, to draw his mother’s attention. His mother took Makhan’s side and beat him with her hands. She rebuked him badly knowing only the half-truth.

Question 2.
Who was Bishamber?
Answer:
Bishamber was Phatik’s uncle who had started his own business in Bombay. Phatik’s mother lost her husband when Bishamber was in Bombay and so after a long time he came to back to Calcutta to meet his sister.

Question 3.
How did Phatik’s mother describe her children to Bishamber?
Answer:
To Bishamber, she described Phatik as a perpetual nuisance, a lazy, disobedient and wild natured boy who cared for none. As for Makhan, she described him as good as gold, as quiet as a lamb and very fond of reading. To her, Makhan was her ideal son.

Question 4.
What did Bishamher offer? Why?
Answer:
Bishamber offered to take Phatik off his sister’s hands and educated him with his own children in Calcutta. As Phatik was nothing but a troublemaker for his family, he thought of taking him so that he could learn some proper manners.

D. Read the following extract and answer the questions:

When they reached Calcutta, Phatik made the acquaintance of his aunt for the first time. She was by no means pleased with this unnecessary addition to her family. She found her own three boys quite enough to manage without taking any one else. And to bring a village lad of fourteen into their midst was terribly upsetting. Bishamber should really have thought twice before committing such an indiscretion.

In this world of human affairs there is no worse nuisance than a boy at the age of fourteen. He is neither ornamental, nor useful. It is impossible to shower affection on him as on a little boy; and he is always getting in the way. If he talks with a childish lisp he is called a baby, and if he answers in a grown-up way he is called impertinent. In fact any talk at all from him is resented.

Then he is at the unattractive, growing age. He grows out of his clothes with indecent haste; his voice grows hoarse and breaks and quavers; his face grows suddenly angular and unsightly. It is easy to excuse the shortcomings of early childhood, but it is hard to tolerate even unavoidable lapses in a boy of fourteen. The lad himself becomes painfully selfconscious. When he talks with elderly people he is either unduly forward, or else so unduly shy that he appears ashamed of his very existence.

Question 1.
What did Phatik realize when he reached his uncle’s home?
Answer:
After reaching his uncle’s house at Calcutta, Phatik made his first acquaintance with his aunt and realized that she was not at all pleased with this unnecessary addition to her family. His cousins also disliked him. He suddenly became a total misfit.

Question 2.
Why did no one liked Phatik at Bishamber’s place?
Answer:
Phatik was a rural boy who was not familiar with city life. Moreover he was a burden to him aunt because he was an unwelcoming guest. So, no one liked him.

Question 3.
Why “there is no worse nuisance than a boy at the age of fourteen”?
Answer:
A boy at the age of fourteen is a teenage boy who is neither ornamental, nor useful. He is neither a baby nor an adult. He is not well-adjusted to the society and thus he always feels lonely and neglected. Therefore, handling the emotions of a teenage boy is tough.

Question 4.
What idea do you get from the above mentioned passage?
Answer:
The above mentioned passage talks about how Phatik became an unwelcoming guest at his uncle’s place. As he was a teenager, he was very tender at heart and so his surroundings made him feel troubled and lonely. He felt neglected, rejected and a total misfit.

E. Read the following extract and answer the questions:

The cramped atmosphere of neglect in his aunt’s house oppressed Phatik so much that he felt that he could hardly breathe. He wanted to go out into the open country and fill his lungs and breathe freely. But there was no open country to go to. Surrounded on all sides by Calcutta houses and walls, be would dream night after night of his village home, and long to be back there.

He remembered the glorious meadow where he used to fly his kite all day long; the broad river-banks where he would wander about the live long day singing and shouting for joy; the narrow brook where he could go and dive and swim at any time he liked. He thought of his band of boy companions over whom he was despot; and, above all, the memory of that tyrant mother of his, who had such a prejudice against him, occupied him day and night.

A kind of physical love like that of animals; a longing to be in the presence of the one who is loved; an inexpressible wistfulness during absence; a silent cry of the inmost heart for the mother, like the lowing of a calf in the twilight;-this love, which was almost an animal instinct, agitated the shy, nervous, lean, uncouth and ugly boy. No one could understand it, but it preyed upon his mind continually.

Question 1.
What is the above passage about?
Answer:
The above passage is about the troubles that Phatik faced while staying at Kolkata. His miserable condition and mental pain are very well reflected in the mentioned passage.

Question 2.
Do you feel sympathy towards Phatik? Why?
Answer:
Yes, I feel sympathy for Phatik because he faced serious issues at the city and there was no one who could stand by him. He got rejected, neglected and unloved by his aunt and the others and his mother also did not care to hear from her son. his son.

Question 3.
What did Phatik dream and remember?
Answer:
Surrounded on all sides by the large brick houses of Calcutta, Phatik dreamt about his nights at his village home and longed to go back there. He remembered the glorious meadows where he used to fly his kites all day long, the playful activities at the riversides and the brook where he could dive and swim at any time. He also missed his friends and even remembered his tyrant mother.

Question 4.
How did Phatik feel when he was at Kolkata?
Answer:
He was not at all pleased when he was at Kolkata. He was a wild and free boy at his village but when he came to the city, the cramped atmosphere of neglect at his aunt’s house saddened Phatik so much that he felt that he could hardly breathe.

Not only at house but also at school and other places, he got humiliated as he was a village boy. He could not stand the stuffy city life of Kolkata and wished to go back.

F. Read the following extract and answer the questions:

The fever rose very high, and all that night the boy was delirious. Bishamber brought in a doctor. Phatik opened his eyes flushed with fever, and looked up to the ceiling, and said vacantly: “Uncle, have the holidays come yet?

May I go home?” Bishamber wiped the tears from his own eyes, and took Phatik’s lean and burning hands in his own, and sat by him through the night. The boy began again to mutter. At last his voice became excited: “Mother,” he cried, “don’t beat me like that! Mother! I am telling the truth!’

Question 1.
Who got high fever?
Why was he in a delirious state?
Answer:
Phatik got high fever.
Phatik got very sick with fever that rose high with time. But he did not got the love and care that he needed. So, he was in a delirious state.

Question 2.
Why was Bishamber crying?
Answer:
Phatik was found by the police, highly sick with fever, and they brought him home. Bishamber brought in a doctor. Phatik’s eyes were flushed with fever and he was kind of hallucinating. His miserable condition made him feel sorry and guilty as well. That is why he was crying.

Question 3.
Why did Phatik say, “Mother, don’t beat me like that!”
Answer:
Phatik had got high fever and so he was hallucinating of going home. He was remembering his memories of his happy days when he was at his village. As his mother used to beat him and never took side of him and never even listened to him, he was in his hallucination was requesting his mother not to beat him.

Question 4.
Who do you think was responsible about Phatik’s condition? Why?
Answer:
Phatik’s aunt and his mother were responsible about his condition. When he was at his village, his mother was never kind to him and never even listened to him or cared much about him. To her, Phatik was a complete nuisance. When Phatik reached the city, his aunt too disliked him, did not cared for him and abandoned him. These acts made Phatik feel left out.

The Homecoming Story MCQs

Choose the correct alternative to complete the following sentences:

Question 1.
What was the name of Phatik’s brother?
a. Makhan
b. Bishamber
c. Mohon
Answer:
a. Makhan

Question 2.
Where did Phatik’s uncle live?
a. Bombay
b. Delhi
c. Calcutta
Answer:
c. Calcutta

Question 3.
Who didn’t like Phatik’s way of living?
a. Neighbours
b. Mother
c. Sister
Answer:
b. Mother

Question 4.
What was the new mischief Phatik thought of?
a. To cut a coconut tree
b. To beat Makhan
c. To push a long into the river
Answer:
c. To push a long into the river

Question 5.
Phatik’s last words were Mother have come
a. The holidays
b. Aunt and Uncle
c. Brother
Answer:
a. The holidays

Question 6.
Who took Phatik home roughly?
a. Makhan
b. Mother
c. Servant
Answer:
c. Servant

Question 7.
How old was Phatik?
a. 13
b. 14
c. 15
Answer:
b. 14

Question 8.
Where had Bishambar gone after his sister had married?
a. Bombay
b. Delhi
c. Calcutta
Answer:
a. Bombay

Question 9.
What does Bishambar offer to his sister?
a. To take Makhan with him to Calcutta
b. To take Phatik with him to Calcutta
c. To take Makhan and Phatik with him to Calcutta
Answer:
b. To take Phatik with him to Calcutta

Question 10.
When was Rabindranath Tagore born?
a. 1 June 1858
b. 3 May 1859
c. 7 May 1861
Answer:
c. 7 May 1861

Question 11.
In which year Rabindranath Tagore was awarded Noble prize?
a. 1914
b. 1913
c. 1925
Answer:
b. 1913

Question 12.
Who gave a terrible ander to his friends to roll the log?
a. Phatik
b. Nikhil
c. Mohan
Answer:
a. Phatik

Question 13.
What is the current condition of Phatik’s father?
a. He is working person
b. He is retired person
c. He is dead
Answer:
c. He is dead

Question 14.
What is the reaction of Phatik’s aunt on his arrival in Calcutta?
a. She becomes very happy on his arrival
b. She is not happy with his arrival
c. None of these
Answer:
b. She is not happy with his arrival

Question 15.
“You great clumsy, country fool!” Who said to whom?
a. Phatik’s aunt to Phatik
b. Phatik’s brother to Phatik
c. Phatik’s mother to Phatik
Answer:
a. Phatik’s aunt to Phatik

Question 16.
Where was Phatik going when the police drag him back?
a. It was going to see his friend
b. He was going home
c. He was going to Bombay
Answer:
b. He was going home

Question 17.
How does Phatik’s aunt react to Phatik’s arrival at her home?
a. She is. not pleased with his arrival
b. She welcomes Phatik very warmly
c. She thinks Phatik will help her in her household chores
Answer:
a. She is. not pleased with his arrival

Question 18.
Which statement is not correct about the boy of fourteen according to Rabindranath Tagore?
a. He is neither ornamental nor useful
b. It is an attractive and growing age
c. He is very clever and obedient
Answer:
c. He is very clever and obedient

Question 19.
Who send the message to Phatik’s mother to come to Calcutta?
a. Phatik’s uncle
b. Phatik’s aunt
c. Phatik’s Cousins
Answer:
a. Phatik’s uncle

Question 20.
In which month the holiday will come?
a. October
b. November
c. May
Answer:
b. November

Question 21.
Where was Phatik going when the police drag him back?
a. He was going to Bombay
b. He was going to see his friend
c. He was going home
Answer:
c. He was going home

Question 22.
What did Phatik loss?
a. Notebook
b. Lesson book
c. Tiffin
Answer:
b. Lesson book

Question 23.
Which statement describes Phatik’s mental condition?
a. His felt he was going to have an attack of malarial fever
b. His face and eyes were flushed red with fever
c. He would dream night after night his village home and long to be back there
Answer:
c. He would dream night after night his village home and long to be back there

Question 24.
What was painful for Phatik?
a. welcoming
b. he was unwelcome
c. none of these
Answer:
b. he was unwelcome

Question 25.
Who wrote the story “Homecoming”?
a. Rabindranath Tagor
b. Satyajit Ray
c. None of these
Answer:
a. Rabindranath Tagor

Treasure Chest A Collection of ICSE Short Stories Workbook Answers

The Glove and the Lions Poem Questions and Answers & MCQs

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The Glove and the Lions Poem Questions and Answers & MCQs

Question 1.
And one day as the lions fought, sat looking at the court
a. Name the poem and the poet.
b. Who is ‘his’ referred to in the above extract? Who else were present in the court?
c. What was he looking at?
d. How did the lions fight?
Answers:
a. The name of the poem is “The Glove And The Lions.”
The poem was written by James Henry Leigh Hunt.

b. “His” is referred to King Francis. There were the King,the nobles and the ladies in the court.

c. King Francis was in his court who was a very hearty king and he was also fond of a royal sport lions fighting. All the nobles and their ladies were seated above an arena which was full of fighting lions. King Francis was looking at these lions fighting among themselves.

d. The lions in the court of King Francis were very loud and ferocious. They were quite savage and vicious and they roared with horrid laughing jaws. They began to fight and tear into one another. As they moved the wind seemed to move alongside their paws. Their blows were strong like beams. (The roar of the lions is actually a demonstration of power. They were making a huge commotion while they rolled upon the floor. The scene was bloody as bloody froth came whisking through the air.

Question 2.
“He surely would do wondrous things to show his love to me.”
a. Who are ‘he ‘and ‘me’ referred to in the above extract?
b. What wondrous things would he do?
c. Explain how he did this wondrous things?
d. What did he do after this wondrous thing?
Answers:
a. ‘He’ is referred to the Count de Lorge and ‘me’ is referred to the lover of the Count.

b. The lover of the Count threw her glove in the middle of the lions in order to prove the Count’s love towards her. And the Count bravely retrieved the glove. This was the wondrous thing that he did.

c. The Count was very brave and everyone would admit that he had done a heroic deed. The Count jumped down among the lions quickly and grabed the glove and safely got back to his place.

d. After recovering his lover’s glove from amongst the lions,we expected him to hand over the glove to his beloved in a smiling,gentle manner. But the Count was insulted with this attitude of his lover.So after retrieving the glove, he threw it at the woman’s face.

Question 3.
“No love”, quoth he,”but vanity sets love a task like that.”
a. Who is the speaker of the above extract? Whose vanity is spoken of here?
b. What vanity is spoken of here?
c. How did the speaker react to the task that was fulfilled by the Count?
d. In the beginning of the poem, what does the speaker think about the person of whose vanity is spoken of?
Answer:
a. The speaker of the above extract was King Francis. He was speaking of the vanity of the Count’s lover.

b. The Count’s lover who wants to gain admiration and glory dropped her glove among the lions to prove the Count’s love. This action or attitude shown by the woman is referred to as the vanity which made her drop the glove and not her love.

c. When the Count retrieved the glove from among the lions with valour and bravery and threw it at his lover’s face, King Francis praised the Count for his entire action.

d. In the beginning of the poem we find that when King Francis saw the couple-the Count and his lover to be seated among the other aristocrats and nobles, he had a special feeling about the woman. King Francis had a crush on her and he “sighed” for her.

Question 4.
Faith gentlemen, we’re better than there
a. Who is the speaker and who are the gentlemen?
b. “We’re better than there” – Which place did the speaker want to refer?
c. What was the reason for the speaker to say the above line? Explain the line.
d. Who overheard the speaker and what did she think after this?
Answers:
a. The speaker of the above extract is King Francis.The gentlemen are referred to the nobles and the aristocrats who gathered in King Francis’s court to watch a royal sport.

b. “There”means the place where the lions were fighting with each other. The king and others were all sitting above and the lions were below fighting among themselves.

c. The lions were savage. They were snarling and fighting with each other and tearing each other. The sight of bloodshed and violence among the lions caused King Francis to comment that they were safer seated above, than being among the beasts below.

d. The comment of King Francis was overheard by the beautiful woman or the Count’s lover. When she overheard this, she thought that the Count her lover who was “brave as brave can be” could surely do some wondrous things in order to show his love to her.

Question 5.
He bowed, and in a moment leaped among the lions wild
a. Who is ‘he’ referred to in the above extract? Give adjectives to describe him?
b. Why did he leap among the ‘lions wild?’
c. How was the leap and how did he do his task?
d. What character traits can we draw about the lover of the Count?
Answers:
a. “He” is refered to Count De Lorge. He can be described as brave and quick.

b. His ladylove in order to prove his love for her and to gain glory and admiration for herself dropped a glove among the lions expecting the Count to recover it.So the Count leaped among the wild lions.

c. The leap was quick and the return was also quick.
After recovering the glove, he came and took his place beside his lover.

d. The lady was beautiful with smiling lips and bright eyes. She was the crush of King Francis. But we also find her self-conceited. She herself was distracted by the comment of the king and decided to set a task for her lover. So we see how she in order to gain glory and admiration for herself did not even hesitate to play with her lover’s life by setting him a fatal task. So we can say that she was a self – engrossed and arrogant lady.

The Glove and the Lions Poem MCQs

Question 1.
…………… is the “royal sport” mentioned in the first line.
a. Horse riding
b. Lions fighting
c. A fight between the best swordsmen
d. Wrestling
Answer:
b. Lions fighting

Question 2.
Who came to see the royal sport?
a. The king, the nobles, the ladies
b. The king, the nobles, the countrymen
c. The king, the queen, the nobles
d. The king, the queen, the countrymen
Answer:
a. The king, the nobles, the ladies

Question 3.
‘The Count my lover is brave as brave can be’ Who thought so?
a. The king
b. The nobles
c. Count de Lorge’s dame
d. The ladies watching the lions fight
Answer:
c. Count de Lorge’s dame

Question 4.
In the poem “the royal beasts” is referred to
a. The brave nobles
b. The brave king
c. The royal pet animals
d. The fierce lions
Answer:
d. The fierce lions

Question 5.
The poet who wrote the poem “The Glove And The Lions” is …………….
a. RB. Shelley
b. James Henry Leigh Hunt
c. Rudyard Kipling
d. William Shakespeare
Answer:
b. James Henry Leigh Hunt

Question 6.
The lady dropped the glove in the arena because
a. She knew that the Count loved her and would bring it back to her.
b. She wanted to prove to the spectators that the Count was the bravest of all men.
c. She wanted to gain fame and glory by showing off the Count’s love for her.
d. She wanted to be the centre of attention.
Answer:
c. She wanted to gain fame and glory by showing off the Count’s love for her.

Question 7.
“Faith gentlemen, we’re better here than there.” Who is the speaker?
a. Count De Lorge
b. Count De Lorge’s lover
c. King Francis
d. The poet
Answer:
c. King Francis

Question 8.
King, lovers, all look on; Fill in the gap.
a. Lords
b. Nobles
c. Ladies
d. Gentlemen
Answer:
c. Ladies

Question 9.
“With horrid laughing jaws.” What figure of speech is this?
a. Simile
b. Metaphor
c. Alliteration
d. Personification
Answer:
d. Personification

Question 10.
“Ramped and roared the lions” What figure of speech is this?
a. Metaphor
b. Alliteration
c. Personification
d. Alliegory
Answer:
b. Alliteration

Question 11.
What did De Lorge do with the glove?
a. Gave the glove to his dame gently
b. Handed the glove to the king
c. Threw the glove at the dame’s face
d. Threw the glove towards the nobles, ladies
Answer:
c. Threw the glove at the dame’s face

Question 12.
King Frands was a king.
a. Sport loving
b. Jovial
c. Wicked
d. a and b both
Answer:
d. a and b both

Treasure Chest A Collection of ICSE Poems Workbook Answers

The Model Millionaire Summary, Theme by Oscar Wilde

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The Model Millionaire Summary by Oscar Wilde

The Model Millionaire Summary, Theme by Oscar Wilde

The Model Millionaire Summary

This is the story of a very good-looking young man, named Hughie Erskine. He was popular and kind. However, he was not very clever and had no money. He kept changing his job but always failed. Finally he stopped working and lived on money given to him by an old aunt.

He was in love with a girl named Laura Merton, the daughter of a retired Colonel. But the Colonel would only allow them to get married if Hughie had ten thousand pounds of his own, which was a sort of next to impossible target for Hughie to achieve.

One day, Hughie visited his friend, Alan Trevor, who was a painter. When Elughie reached his art gallery, he saw Alan, painting a model. The model was a beggar-man. Hughie felt sorry for the model because his appearance was very poor so he gave him a sovereign.

Later that night. Hughie met Alan at Palette Club. They had an enlightening conversation. Hughie found out from Alan that the model was actually not a beggar-man, but a millionaire, named Baron Hausberg. Hughie went home unhappily, somewhat ashamed for giving such a big man a sovereign whereas Alan laughed loudly.

The next morning, a messenger from Baron Hausberg came and brought him a letter. The letter contained a cheque for ten thousand pounds which was a wedding present to Hugh Erskine and Laura Merton from Baron Hausberg.

This was an expected event for Hughie and this is also the turning point of the story. On the day of the marriage, Alan Trevor was the best man and the Baron made a speech at the wedding breakfast. Alan said, “Millionaire models are rare enough, but model millionaires are rarer still!”

The Model Millionaire About the Author Oscar Wilde

Oscar Wilde was born in Dublin on 16 October 1854 to Sir William Wilde and his wife Jane. Oscar’s mother, Lady Jane Francesca Wilde, was a successful poet and journalist. She wrote patriotic Irish verse under the pseudonym “Speranza”. Oscar’s father, Sir William Wilde, was a leading ear and eye surgeon, gifted writer, who wrote books on archaeology and folklore. Oscar had an elder brother, Willie, and a younger sister, Isola Francesca.

He was educated at Portora Royal School, Trinity College, Dublin, and Magdalen College, Oxford. After he was graduated, he moved to Chelsea in London to establish a literary career. In 1881, he published his first collection of poetry – Poems that received mixed reviews by critics. He worked as an art reviewer, lectured in the United States and Canada. He also lectured in Britain and Ireland.

On May 29, 1884, Oscar marred Constance Lloyd, daughter of a wealthy Queen’s Counsel Horace Lloyd. They had two sons, Cyril and Vyvyan. To support his family, Oscar accepted a job as the editor of Woman’s World magazine, where he worked from 1887-1889. Wilde’s greatest talent was for writing plays. His first successful play, Lady Windermere’s Fan, opened in February 1892.

He produced a string of extremely popular comedies including A Woman of No Importance, An Ideal Husband, and The Importance of Being Earnest. These plays were all highly acclaimed and firmly established Oscar as a playwright.

He wrote The Ballad of Reading Gaol, revealing his concern for inhumane prison conditions. He spent the rest of his life wandering Europe, staying with friends and living in cheap hotels. He died of cerebral meningitis on November 30, 1900, penniless, in a cheap Paris hotel.

The Model Millionaire Theme

The story ‘The Model Millionaire’ is a short story by the Irish author Oscar Wilde. It centres round Hughie Erskine, a young man and a model who posed for a beggar to Hughie’s friend’s art gallery. Hughie was a very handsome man who was in love with Laura Merton but was unable to marry her because he was poor.

He had no fixed income to ran a family that is why her father didn’t want her to get married to Hughie until he earn 10000 pounds. One day, Hughie went to his friend Alan Trevor’s art gallery where he saw an old beggar as his model. His appearance made Hughie felt sorry for his condition. So when Alan left, he gave him a sovereign which was the highest denomination left in his pocket.

After a few days, from Alan Trevor, he came to know that he told the beggar Hughie’s life story. Hughie felt a little bad because he did not want to disclose his personal matters to the beggar. Then Alan told him that he was not a beggar but a millionaire.

He was Baron Housberg, one of the richest man in Europe. Hughie felt ashamed for giving him a coin but later he was awarded by Baron Housberg for his generosity. MrHousberg gave a cheque for 10000 pounds as his wedding gift and even attended the wedding of Hughie and Laura.

The Model Millionaire Characters

Hughie Erskine:

An extremely handsome young yellow who was kind and good-natured but he had back luck in the field of making money. Though he tried very hard, he could not get success in framing a suitable career. He was in love with Laura Merton but as he was poor, her father was not willing to get his daughter married to Hughie.

R Laura Merton:

A young woman who was in love with Hughic irrespective of his status of being poor or rich. Though her father put a condition of earning 10000 pounds to Hughie, she was willing to marry him without it.

R Laura’s father:

Laura’s father was a colonel who was a strict and concerned father as a father should be. He wanted to secure his daughter’s future so did not want his daughter getting wasted with Hughie. He did not support to his daughter’s whims and put a condition to Hughie. He asked Hughie to earn 10000 pounds in order to get married to his daughter so that his daughter could spent her life comfortably.

R Alan Trevor:

Alan Trevor was an artist and also Hughie’s friend. He was a good and generous friend who told the life story and problems of Hughie to Mr Housberg. He played an important role in uplifting Hughie’s life-graph and also became the best man of Hughie at his wedding.

Baron Housberg :

Mr Housberg was one of the richest man in Europe. He became a model of Alan Trevor and posed as a beggar. He was so realistic that Hughie actually thought him to be a real beggar and gave him a sovereign out of sympathy. This act of kindness softened Mr Housberg and when he came to know the life story of Hughie, he presented him a cheque of 10000 pounds as his wedding gift. He also attended Hughie’s wedding.

The Model Millionaire Title of the Story

‘The Model Millionaire’ is a short story written by Oscar Wilde. It was first printed in the newspaper The World’ in June 1887. This story talks about a young man named Hughie Erskine and a millionaire named Baron Housberg. Hughie was a poor man who was in love with Laura Merton but due to the lack of money and a fixed income, he could not be able to do that.

His life went on as usual until one day he met an old beggar at his friend’s art gallery. That man was posing as his model. His tattered clothes and poor appearance made Hughie feel sorry for that man. Hughie, though himself was poor, gave him a sovereign and left. The next time, when Alan met with Hughie he told him that the old beggar was actually one of the richest man in Europe.

His name was Baron Housberg. Hughie, though felt ashamed of giving such a big man a coin, Mr Housberg thought otherwise. He was so much impressed by such a benevolent act that he awarded him 10000 pounds as his wedding gift and himself attended the wedding.

So the story shows how a millionaire who became a model changed a man’s life for good and thus became the model-millionaire not only because of his wealth but also for his big heart. Thus the title ‘The Model Millionaire’ is apt.

The Model Millionaire About the Story

In the story ‘The Model Millionaire’ by Oscar Wilde we see Hughie Erskine who was an extremely good-looking fellow, popular among men and women, had every accomplishment in his life except making money. He was in love with Laura Merton but as he had a poor financial prospect, her father did not want him to get married to his daughter.

He even told him to get engaged with Laura only when he would earn ten thousand pounds. Though his luck was not favourable in monetary matters, yet we see him moved to pity when he saw an elderly beggar, posing as a model for his friend who was an artist named Alan Trevor. He felt so sympathetic to that man that he gave the beggar the highest denomination that he had m his pocket and left.

Soon when he again met Trevor, he came to know that the beggar was actually one of the wealthiest man in Europe named Baron Housberg and he himself asked Trevor to paint a picture of him as a beggar. Hughie felt ashamed for giving such a big man a coin but Trevor told him not to worry. Soon he got rewarded ten thousand pounds by Baron Housberg for his benevolent conduct and got to marry Laura. Baron Housberg attended the wedding and gave blessings to this newly wed.

The Model Millionaire Setting of the Story

The story “The Model Millionaire” shows how a certain event can change a person’s whole life. In this story, we say Hughie’s certain meeting with Baron Hausberg who posed as a beggar for Alan Trevor as Alan was a painter and Baron went to him to become a model for him.

Baron Housberg was one of the richest men in Europe but his poor appearance made Hughie sorry for him. Though he himself had no money to marry the love of his life Laura Merton, yet he gave him a sovereign out of sympathy and concern.

He later came to know the real identity of the beggar which made him feel ashamed of himself but his benevolence impressed Mr Housberg. He rewarded him with 10000 pounds as his wedding gift and himself attended the wedding. So, the story which took motion at Alan Trevor’s art gallery, ended on a happy note at a wedding ceremony. Thus we can say that the setting of the story is well-built with a perfect plot containing a nice beginning, suitable climax and happy ending.

The Model Millionaire Main Points to Remember

  • Hughie Erskine was a young man who was extremely handsome but his financial career was at a toss. He had every accomplishment except making money.
  • He was in love with Laura Merton but he had no money, her father was not willing to get his daughter married to him.
  • His only source of income was two hundred pounds a year’s which was given to him by his elderly aunt but Laura’s father demanded his earning to be 1000 pounds to get engaged with his daughter.
  • Once Hughie went to meet artist friend named Alan Trevor. There he found him making a portrait of a beggar. The appearance of the beggar made him pity on him.
  • Hughie decided to give him some money. Though Alan used to pay his models, Hughie thought it was not at all enough. So, when Alan left, he gave the beggar a sovereign.
  • Later, from Alan, he came to know that the model was not a beggar but was one of the richest men in Europe named Baron Housberg.
  • Hughie felt ashamed about giving a sovereign to a millionaire but Alan assumed him not a worry.
  • Later, a representative of Baron Housberg came to Hughie’s house with an envelope that contained a cheque for 10000 pounds as his wedding present. Hughie and Laura got married and Mr. Housberg attended the wedding.

The Model Millionaire Annotations and Vocabulary

Prosaic — average or ordinary
Accomplishment — Achievement
Wretched — Miserable or unhappy
Bequeath — bestow through a will
Sovereign — old British gold coin
Cavalry — An army on horseback
Extravagance — Spending money recklessly
Stroll — A slow and relaxed walk
Sherry — A type of sweet wine
Conquest — Victory
Consolation –Solace
Frock-coat — A long coat worn by men in old times
Forlorn — Dejected
Buoyant — Cheerful
Wizened — Age signs

Treasure Chest A Collection of ICSE Short Stories Workbook Answers

The Elevator Summary, Theme by William Sleator

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The Elevator Summary, Theme by William Sleator

The Elevator Summary, Theme by William Sleator

The Elevator Summary

The story “The Elevator” is about a 12 year old boy named Martin who recently moved into a new apartment complex and was scared to go on the elevator. So, he thought of taking the stairs instead. But the dull and stuffy atmosphere around the stairs made him gasp for breath when he reached his floor.

His father was confused as to why Martin was breathing so hard but when he came to know the reason behind, he called his boy a coward. So, to escape the taunt of his father and his classmates, he decided to overcome the fear of the elevator.

The elevator could only fit three people in it and it was claustrophobic too. Somehow, irrespective of all odds, he tried to get used to the elevator but meeting with a strange looking fat lady at the elevator stirred his mind to a great extent.

He started meeting the lady every day and the lady used to stare at him, doing nothing. To avoid this scary situation, he ran for the stairs but accidentally he fell and broke one of his legs. Witnessing Martin’s injury, his father got angry at his son’s cowardice. He took him to a hospital where the doctor told him to take plenty of rest.

While returning home, his father was accompanying him in the elevator and so he was relaxed as he was not alone anymore. But suddenly his father got out of the elevator at the ninth floor as he had to visit Mrs Ullman.

Martin tried to accompany his father but his father left him alone in the elevator. As soon as his father left, the elevator stopped at tenth floor from where the fat lady boarded. She greeted him and laughed at him and the story ended there suddenly, leaving the readers wonder about what would happen next.

The Elevator About the Author William Sleator

William Warner Sleator was born on February 13, 1945, in Havre de Grace, Maryland, but raised in a suburb of St. Louis, Missouri. An early age he played the piano and composed music. After graduating from Harvard University, he moved to England, where he played the piano at London’s Royal Ballet School. He then returned to the United States and worked at the Boston Ballet while simultaneously writing. His first book, The Angry Moon.

When Sleator began his writing career, he often included experiences he had gone through and people he knew. For example, the cottage in Blackbriar (1972), his first full-length young adult novel involving the supernatural, was modeled on a creepy old cottage that he had visited while in England. As Sleator’s career progressed, however, he began relying more fully on his imagination and turned more toward the creative pursuit of science-fiction themes blended with horror or suspense.

Sleator’s best-known book is House of Stairs. A science-fiction work about mind control and conformity, House of Stairs also broaches the larger subjects of the moral and ethical aspects of science, government interference in people’s lives, and the nature of violence.

Some of Sleator’s other books include The Duplicate, Rewind, about a boy who gets to go back in time over and over in order to prevent his death and The Boy Who Couldn’t Die, about a boy who sells his soul for immortality. His last book, The Phantom Limb, written with Ann Monticone, was published in 2011. Sleator died on August 3, 2011, in Bua Chet, Thailand.

The Elevator Theme

The story “Elevator” is a kind of horror story where a little boy whose name was Martin, had a fear of elevators. There was an elevator in his building in which Martin did not want to get in but he always had to because he did not want to be tagged as a coward. His father used to get angry at his son’s behaviour and thus instead of taking the stairs, which was dull and stuffy too, he took the elevator. One day, he met a strange, fat lady at the elevator whose eerie appearance left a deep impression in his life.

Martin did not want to be face to face with the lady but somehow he always had to. It seemed that the lady was obsessed with Martin. Her presence, used to make Martin terribly afraid. To escape her, Martin took the stairs but broke his leg. His father accompanied him to the doctor where he was advised to take plenty of rest.

When they reached home, his father was with him in the elevator so he was relaxed. But suddenly the scenario changed and at 9th floor, Martin’s father left the elevator to meet Mrs Ullman and once again Martin was alone in it. At 10th floor, the elevator stopped and the lady barged in. Her presence once again made Martin stir from inside and at that moment the story ended abruptly, giving a sense of utmost fear.

The Elevator Title of the Story

The story ‘The Elevator” is one of the masterpieces of William Sleator in which he portrayed how panic and fear can cause serious damages to one’s body and mind. Here we can see little boy whose name was Martin, had a fear of elevators. There was an elevator in his building in which Martin did not want to get in but he always had to because he did not want everybody calling him a coward.

He tried taking stairs once but it did not go well as the stairs were not well-maintained. So, he had no other alternative but to take the elevator. One day, while he was in the elevator, he met a strange, fat lady at the elevator whose frightening appearance left a deep impression in his life. Martin did not want to be face to face with the lady but somehow he always had to.

He wanted to escape her so he again thought of taking the stairs but this thought did not go well as he broke his leg. When he returned home from the hospital, he again met the strange lady in the elevator when he was alone there. Her horrifying appearance made him shiver in fear and the story ended just then, abruptly. Therefore, the whole story started, proceeded and ended in an elevator that gave life-changing experience to Martin. So, the title of the story is apt.

The Elevator About the Story

The short story “The Elevator” is a kind of a horror story of William Sleator. The story portrays a 12 year old boy named Martin, who had a morbid fear about elevators, especially the creaky, old elevator of his apartment building.

This story shows us the fear of this thin kid who though did not like taking elevators, eventually had to because the condition of the stairs were bad. When the story further goes on, we can see how Martin dealt with his fear and the consequences he had to face within.

The Elevator Main Points to Remember

  • This is a kind of horror story that deals with the fear of 12 year old boy named Martin.
  • Martin did not like taking the elevator of his building because it was kind of scary to him. Though he tried taking the stairs once, the stuffy environment around made him uncomfortable too.
  • His father’s rebuke made him take the elevator and tried to get used to it.
  • Once a strange thing happened to him. While he was in the elevator, he met with a fat lady. Her appearance made him afraid of her. She never took her eyes off him.
  • He told this to his father but his father did not pay any heed to him.
  • This same incident started to occur every day whenever Martin was in the elevator. Martin felt panicky and out of panic he once again took the stairs one day and fell.
  • One of his legs were broken and Martin’s father was very much disappointed with the cowardice of his son.
  • When Martin got release from the hospital, he again had to take the elevator alone and again had to meet the fat lady, who, it seemed was waiting for his arrival. The story ended on a scary note.

The Elevator Annotations and Vocabulary

Gasping — to breathe loudly and with difficulty
Waddled — a person or animal with short legs and a fat body
Squeak — to make a short, very high cry or sound
Crutches — a long stick with a crosspiece at the top, used as a support under the armpit
Slept — be in a state of sleep
Slammed — to shut forcibly and noisily
Disappointed — unhappy because someone or something was not as good as you hoped or expected
Coward — a person who is not brave and is too eager to avoid danger
Crazy — stupid or not reasonable
Ashamed — feeling guilty or embarrassed about something you have done
Nightmare — a very upsetting or frightening dream
Pudgy — slightly fat
Elevator — a platform or compartment housed in a shaft for raising and lowering people or things to different levels
Trembled — to shake slightly in a way that you cannot control
Squeeze — to press something firmly, especially from all sides in order to change its shape
Stairs — a set of steps that lead from one level to another, in a building
Pleaded — to make an urgent, emotional statement or request for something
Struggling — unsuccessful but trying hard to succeed

Treasure Chest A Collection of ICSE Short Stories Workbook Answers

The Night Mail Poem Summary, Theme, Critical Analysis by W.H. Auden

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The Night Mail Summary by W.H. Auden

The Night Mail Poem Summary, Theme, Critical Analysis by W.H. Auden

The Night Mail Summary

“Night Mail” is a beautiful poem by W.H. Auden who gives a description of a train that carries mails, cheque, postal orders, letters. In this poem the poet personifies the Night Mail train and so it is given human attributes by the poet when the train travels through a pastoral set -up. The poet has sketched the path of a coach night mail.

The train is not an ordinary one, it is a night mail that comes at night. When the poet had written this poem, it can be said that, during that time the system of communication was not so highly developed and so most of the people communicated with each other through letters.

We find the train crossing the border overnight with mail, bringing letters, cheques and postal orders for the rich as well as for the poor without any discrimination. We find her (the train) climbing the slope of Beattock (a hill in Dumfriesshire). Though the way is steep, and inspite of all the hurdles she is still on time.

Then she passes cottonfields, moors with boulders, grass fields and she can be seen with her white steam flowing behind her and thus she continues with her journey. She noisily passes through the “silent miles” of grassland where the grasses have bent. This noise makes the birds to peer from the bushes and the sheep dogs know that they cannot alter the course of the train so they sleep down with their heads on their paws. They show no reactions.

She passes through farms where the dwellers are sleeping. Although she makes a loud noise no one wakes up. These people have become habituated to this noise. But a jug only shakes in the vibration of her movement. At dawn she descends into Glasgow. There she approaches towards the dark furnaces which look like huge colossal chessmen. All the people of Scotland eagerly wait for her arrival. They crave for her to arrive with news. There are letters of all sorts and for all sorts of people.

There are receipts, invitations, applications, declarations of love, gossip from all around the world. She also brings news both ‘circumstantial’ as well as ‘financial’, then letters from family members, letters with doodles in the margins, letters of condolences, letters from all over Europe.

There are also letters written on papers of every colours imaginable. All these letters have tones and styles of their own. There are different types of letters-letters that are catty, friendly, cold, boring, clever, stupid, long, short. Some are also typed, some are printed and some which are mis-spelt.

Thousands of people sleep and dream and have nightmares. They also dream of good things. In Glasgow and Edinburgh, they are all asleep and they dream. When they are awake, they hope that the Night Mail will bring letters for them. Their hearts pound when they hear the knocking sound on the door.

They wait eagerly and expect the postman on their doors for” who can bear to feel himself forgotten?” this line says us how all the people expect to be remembered by their friends, relatives, family members. So everyone waits for some kind of news through different kinds of messages or mails. Everyone wants to be remembered and no one wants to be forgotten.

The Night Mail About the Author W.H. Auden

Wystan Hugh Auden known as W.H. Auden was a British American poet. Auden was born on February 21, 1907, York, Yorkshire and died on September 1973 in Austria. He had done M.A in English Language and Literature. Throughout his life he published approximately 400 poems and 400 essays and reviews, that were all extremely wide-ranging in topic and form. Auden became versed in all poetic techniques. He served as professor of poetry and Oxford University. He was one of the most influential poets of the twentieth century.

He was a poet of prodigious talent and output, living at a time of immense transition both in the world at large and in the poetic scene. Auden’s first volumes of poems titled, Poems, was printed in 1928 by a school friend. His next volume, also title; Poems, was published in a little over a year later in 1930 by Faber. In 1932, Auden published his large work, The Orators, which speaks on hero worship.

He also wrote a number of plays during his period, some of which included, The Dance of Death, The Dog Beneath and The Ascent of F6. During the early 1940s Auden was working on a large scale poems such as ‘The Sea and the Mirror’, “A Commentary on Shakespeare’s The Tempest” and “The Age of Anxiety”, “A Baroque Eclogue”.

Auden has been admired for his unsurpassed technical virtuosity and an ability to write poems in nearly every imaginable verse form. He received many prizes and awards. Some of his awards are Pulitzer Prize for poetry (The Age of Anxiety), Bollingen Prize, National Book Award for Poetry (The Shield Of Achilles).

The Night Mail Theme

The theme of this beautiful poem “Night Mail” is the beautiful journey of the night mail and how it delivers the mails to the people. It delivers letters, cheques, postal orders and other things to everyone without any distinction, discrimination and prejudices. And before it reaches its destination and deliver these, it passes through many barriers, obstacles and hurdles.

The Night Mail Critical Analysis

The charming poem “Night Mail” was commissioned for the documentary film of the same name on which W.H. Auden was working in the year 1930s. He was assisting in production and filming and it was determined that a spoken word poem, set to music, was needed for the end of the film. So he wrote this poem for the occasion. The poem speaks on themes of human relationships and connections. I the poem, the poet shows how the train brings a variety of letters to a variety of people.

It carries letters from every part of the world on every topic up a hill and through the grasses. It is heading up Beattock at a steady climb. The mails are for all, the rich and the poor. We find that the poet has personified the train to a calm, methodical and kind lady. She is always seen to be arriving on time despite the “steady climb.” We see here the warmth and fondness of the train who does not disturb anyone in the countryside when she travels.

Throughout the poem we also find how Auden uses a very steady meter. This was done to mimic the sound that rail cars make as they move along the tracks. When the train passes the birds turn their head to look at her. The “blank faced coaches” part of the locomotive is important and therefore it is all personified to an extent. The poet mentions the farms where people are sleeping and about the sheep-dogs that are aware that the course of the train cannot be altered, and so put down their heads on their paws. The train’s power is juxtaposed against the fact that no one wakes up as she passes.

The second section of the poem deals with the descent of the train in Scotland. Here the poet depicts a bit more industrial landscape with “fields of apparatus,” the furnaces/set on the dark plain like gigantic chessmen. Here we see the people of Scotland eagerly waiting for news with anticipation. The letters of “thanks” and banks are joyful notes, there are receipts and bills. These messages carry “applications for situations” to “timid lovers” declarations.

Auden shows the vast array of things sent by post, things that most people have received at one time or another: letters, bills, applications, statements of love, gossips etc. In a sense this is the written version of the entire spectrum of human interaction, starting from the most undistinguished to the most meaningful, everything that is worth communicating across the border.

This shows the bonding between people and how they are knit together by this correspondence, no matter how trivial the mail might seem. The diversity of people and communications in the poem is shown by the kinds of paper,” of every hue.The pink, the violet, the white and the blue.”

In the third section of the poem, one might imagine the excitement of a crowd receiving all the letters. But contrary to this, in reality we find that most of the people are still asleep. In the final section Auden depicts local people asleep in their warm bed, dreaming of local things. Soon they will be awake and eager for the mail.

The Scottish cities where the train was travelling through are mentioned once more in the final stanza of the poem. The people are sleeping, continuing their dreams while the train continues its hard work. In the end of the poem the poet asks after all” who can bear to feel himself forgotten? Thus it is sympathetic and compassionate for individual human beings.

It celebrates human connection which are hopeful, sweet, charming and memorable. Each recipient of the mails is gladdened by the feeling of remembrance, of not been forgotten. This is a message that like the train after facing many hardships reaches its destination so also humans should reach their destination after crossing the hurdles, barriers and obstacles in life.

The Night Mail Title of the Story

The poem “Night Mail” is about a train that carries mails, cheques, letters and postal orders. The poet personifies the night mail train giving it human attributes. The title of the poem “Night Mail” is very significant as the whole poem deals with a night mail which we see is not an ordinary train. He says that the nightmail crossing the border brings the cheque, postal orders, letters for the rich and poor.

The Night Mail travels from one country to another, from place to place crossing the border of England and Scotland. By crossing all boundaries, it hands over the mail to all sorts of people. It is unware of racial discrimination and other prejudices. It carries letters having different messages to various classes of people. It carries formal and informal ‘ letters. Thus we can say that the Mail Train is a source of satisfaction and comfort for the rich and the poor, for the businessman and the common people.

It satisfies the need of all sorts of people. Its journey is very challenging and onerous. Whatever the weather it is, the train has to go and do its job. Sometimes it is seen running up Beattock, a hilly place. It overcomes the sheer ascent and reaches its destination on time. It does not get late though it has to face so many hurdles. Then we see it passing the cotton fields and uncultivated rocky land. It covers long distances. The poet personifies the Night Mail here as a lady scooping and shovelling steam over her shoulders while trying to reach her destination.

The train rushes and it seems that the train is only concerned with conveyance and transportation of correspondence. Roaring and creating a loud sound, it proceeds and passes on from one point to another. It passes the grassy fields, and thus bending the grass. It makes noise that makes the bird look at it from the bushes. They look at it with surprise. The sheepdogs also do not wake up on the arrival of the train because it is no more a subject of curiosity for them.

They know ‘she’ is harmless and it is her habit or routine to go Eke this everyday. So they do not move. The people living along the railway track also have become habituated of the train’s arrival. They know that ‘she’ is always in service of human beings.

She does not cause any change while crossing the fields. Only petty things like a jug in the bedroom shakes and vibrates as ‘she’ passes by the farms and countryside. Next we find that people are all asleep, the Night Mail is on duty. ‘She’ is on her usual daily work.

Inspite of such obstacles and barriers, inspite of such ups and downs, she has reached her destination and the purpose for which she has been travelling that is coming with so many types of correspondence, is fulfilled by her at last.

When she arrives, thousands of people are still asleep, dreaming of monsters or of friendly tea. In all the important cities of Scotland like Edinburgh, Aberdeen, the people are asleep. But when they will wake up, they will be waiting for their letters with the expectation of getting knocks at the door from the postman. As the title suggests it is a train bringing mails at night it can be said an apt title.

From the starting till the end of the poem we see how the Night Mail does its duty and how people wait for it with eager hearts to get news of their loved ones. The Night Mail is the train that brings them the news, though it has to face many problems and troubles before fulfilling its duty. From this point of view we can say that the title given to this poem that is “Night Mail” is a suitable one.

The Night Mail About The Poem

‘Night Mail’ is a beautiful poem written by W.H. Auden which describes the charm of different kinds of letters that peopleof Glasgow a city in Scotland eagerly wait for. The Night Mail carries the letters from London to Glasgow and reaches at dawn in Glasgow. The train is not an ordinary train.The poet emphasizes on the commitment and punctuality of the train.

It faces many barriers but it is always on time. Through the image of the train, the poet teaches is to be punctual, constant and diligent whatever the circumstance come in life. The Night Mail brings various types of postal material for each kind of people. It passes through many obstacles, up and downs. Nobody can alter its course. Night Mail actually resembles life that passes through different courses to reach its destiny.

The Night Mail Main Point Of The Poem

The night mail travels the whole night to bring mails containing letters, postal orders, cheque for different people living in different parts fo the country. But the journey of the night mail is not always the same. It has to face many troubles, many obstacles, many hardships but still it continues to move. It sometimes has to climb upwards and sometimes it crosses the plain. But whatever the situation is.it reaches its destination always on time the poem is the depiction and admiration of Night Mail that brings luxury, ease and comfort.

The Night Mail Linewise Summary

1. This is the Night Mail crossing the border,
Bringing the cheque and the postal order,
Letters for the rich, letters for the poor,
The shop at the comer and the girl next door.

The poet speaks of the Night Mail which travels from one country to another, from place to place, crossing the border of England and Scotland, and brings the cheques and the postal order. It hands over the rnaIs to all sorts of people.

The letters have different messages for different classes of people. It does not know any sort of discrimination. It brings letters for the shop at the corner as well as the girl next door. It is source of satisfaction and comfort for the poor and the rich, for the businessman and the common people.

2. Pulling up Beattock, a steady climb:
The gradient’s against her, but she’s on time.
Past cotton grass and moorland boulder,
Shovelling white stim over her shoulder,

The journey of the train is very arduous. Sometimes it runs up the hilly place-Beattock, the steep slope and overcomes the ascent and ultimately reaches its destination on time. Then the train goes and passes the cotton fields and the moorlands and boulders. Here the poet compares the train toa lady who is shovelling steam over her shoulders. Although it is difficult to move along a sharp rise, it does not get late. It crosses all the obstacles on its way and moves on and never stops.

3. Snorting noisily as she passes
Silent miles of wind-bent grasses.
Birds turn their heads as she approaches,
Stare from the bushes at her blank-faced coaches.

The train roaring and creating a loud snoring sound proceeds and passes on. She covers the long distances and passes by the grassy fields. After passing the grassy fields, the pressure of the air causes the grasses to bend and bow down.

Through the words “silent miles”, the poet wants to say that the grassy fields are silent. The miles are not silent. The poet has used a transferred epithet here. The noise of the coming train makes the birds look at it from the bushes. They look at it with surprise at her empty coaches.

4. Sheep-dogs cannot turn her course;
They slumber on with paws across.
In the farm she passes no one wakes,
But a jug in the bedroom gently shakes.

The sheepdogs are usually very sensitive and they react whenever some intruder tries to get nearer the herd. But when the train arrives they do not wake up as they know that the train is harmless. So they do not move and remain in the same relaxed position with cross-legged. They also know that they will not be able to alter its course. The people who live on the farms are also habituated with this train. They donot feel any disturbance when the train passes by.

They know that the train is always in service of human beings. The train does not cause any change while crossing the fields. It only creates a little vibration of its movement. Small, petty things like a jug in the bedroom only shakes and vibrates in its movement.

5. Dawn freshens, the climb is done.
Down towards Glasgow she descends
Towards the steam tugs yelping down the glade of cranes.
Towards the fields of apparatus, the furnaces
Set on the dark plain like gigantic chessmen.
All Scotland waits for her:
In the dark glens, beside the pale-green lochs
Men long for news.

As the morning nears, the journey of the train almost comes to an end. Now the train descends or comes down towards Glasgow. Here the landscape is just a bit industrial. There the train is heading towards the industrial city with dark furnaces set up like huge chessmen.

All of Scotland living in the narrow valleys and beside the lakes crave for ‘her’ arrival as all the men anticipate news. The train after the whole night journey, after facing so many barriers, is approaching her destination with hopes and expectations in the minds of the people.

6. Letters of thanks, letters from banks,
Letters of joy from the girl and the boy,
………………………………………….
………………………………………….
Clever, stupid, short ad long,
The typed and the printed and the spelt all wrong.

The train which is approaching carries letters of all sorts and for all people; receipts, invitations, applications, declarations of love, gossip from around the world, news both ‘circumstantial’ and ‘financial’, letters from the family members, letters from all over Europe, letters of condolences, all written on papers of every colours. The letters that she is carrying and bringing have all tones and styles including catty, friendly, cold, boring, clever, stupid,long and short.

Some of them are typed, some are printed while some are misspelled.There are letters written by every kind of writer, with different styles of writing and skill level. The train in other words is acting as a messenger. Her work is to bring messages and conveyance without distinguishing and discriminating rich from poor.

May be many hopes are linked with these messages, hopes of ordinary people, common people, businessmen, rich men, poor men etc. The papers of different colours mentioned in the poem by the poet also depicts the different sorts of people from different cities. There are letters with holiday photos and also letters from the family members like uncles, cousins and aunts.

7. Thousand are still asleep
Dreaming of terrifying monsters,
……………………………………….
Without a quickening of the heart,
For who can bear to feel himself forgotten?

In the last stanza, we expect the people to be awake for we know that the train is coming with the messages. But in this stanza we find thousands of people all asleep in their warm beds, dreaming of local things or monsters. All are sleeping in Glasgow and Edinburgh. They still dream in their sleep but they know that when the will wake up in the morning, they will have letters. With throbbing and pounding hearts all the people will wait eagerly for the knock on their doors.

They expect postman who will come with letters for them in his hand. “Who can bear to feel himself forgotten?” By this line the poet means that everyone who hears the postman’s knock at the door will feel their heart ‘quicken’ with anticipation and expectation. No one is to be forgotten.

The Night Mail Linewise Explanation

1. This is the Night Mail crossing the border,
Bringing the cheque and the postal order,
Letters for the rich, letters for the poor,
The shop at the comer and the girl next door.

the poet in the starting of the poem describes a Night Mail train which is crossing the Border. The border mentioned here is the border of England and Scotland. It is bringing cheques and postal orders, letters for rich as well as the poor people without the discrimination of their social and financial status. It brings letters for the owner of the shop at the comer and also for the next-door girl who is perhaps, waiting for the letters of her lover anxiously.

2. Pulling up Beattock, a steady climb:
The gradient’s against ber, but she’s on time.
Past cotton grass and moorland boulder,
Shovelling white stim over her shoulder,

In these lines, the train is personified as a lady. The poet says that she is running up Beattock a hilly place, along the steep slope. It is quite difficult for her to move along this sharp rise, but still she overcomes it and reaches her destination on time, crossing all the hurdles. The train passes the cotton fields and the moorland with rocks and boulders. She is scooping white steam over her shoulders while racing to reach her destination.

3. Snorting noisily as she passes
Silent miles of wind-bent grasses.
Birds turn their beads as she approaches,
Stare from the bushes at her blank-faced coaches.

The train passes on the grassy fields with roaring and snorting sound. She covers the long distances of grassy fields and while she passes nearby these fields, the pressure of the air causes the grass to bend and bow. The noise of the train also makes the birds look at it from the bushes. They look at it with keenness and surprise as they can see no human faces and find the carriages impressionless.

4. Sheep-dogs cannot turn her course;
They slumber on with paws across.
In the farm she passes no one wakes,
But a jug in the bedroom gently shakes.

The sheepdogs do not react on the arrival of the train. They know she is harmless so they remain in the same posture, cross legged. They also know that they cannot alter the course of the train. So they are not disturbed by her approaching. As the train passes the farm, the people living near the farms and railway tracks also do not wake up. They are also not disturbed by the train. Only the thing that vibrates due to her movement is a jug in the bedroom.

5. Dawn freshens, the climb is done.
Down towards Glasgow, she descends
Towards the steam tugs yelping down the glade of cranes
Towards the fields of apparatus, the furnaces
Set on the dark plain like gigantic chessmen.
All Scotland waits for her:
In the dark glens, beside the pale-green lochs
Men long for news.

When the morning approaches, the climbing up or the ascent of the train almost comes to an end. So she starts descending down towards Glasgow. The landscape of the Glasgow is industrial with “field of apparatus”, the furnaces which look like huge chessman standing against the dark pain. All the people of Scotland wait for her arrival. All over Scotland, people in the valleys, beside the lakes,wait for the Night Mail to come with their messages.

6. Letters of thanks, letters from banks,
Letters of joy from the girl and the boy,
……………………………………………
……………………………………………
Clever, stupid, short ad long,
The typed and the printed and the spelt all wrong.

In these lines, the poet has given description of the types of messages that the Night Mail train carries. She brings letters of thanks, Ietter from the banks, joyful letters from the girl and the boy, receipts, invitations, applications, declarations of love, gossip from all over the world, circumstantial and financial news, letters from the family members with holiday photos, letters with doodles in the margin, letters from uncles, aunts, cousins.

Then there are also letters sent from the South of France to Scotland, there are letters of condolences, news from overseas to the Hebrides. The letters have all tones and styles. They are written in papers of different colours ranging from pink, violet to white and blue. There are different tones and styles of the letters like catty, friendly, cold, boring, clever, stupid, long, short, etc. Some letters are typed, some are printed while some have spelling mistakes.

7. Thousand are still asleep
Dreaming of terrifying monsters,
…………………………………………….
…………………………………………….
Without a quickening of the heart,
For who can bear to feel himself forgotten?

In the last stanza, the poet describes thousands of people to be still sleeping. And in their sleep they are dreaming of terrifying monster that is they are having nightmares or may be dreaming of having friendly tea, sitting beside the band at Cranston’s and Crowford’s. All the people are fast asleep at Glasgow, Edinburgh and Aberdeen and are dreaming continuously. But once they will wake up in the morning, they will be longing for letters. They will be waiting for the postman to come with their letters.

The postman will come and knock at their door. The people will be waiting with throbbing and pounding hearts as they are expecting letters. Everyone wants to be remembered so no one wants that she or he will be forgotten. So they will wait with eager hearts for the postman to come and deliver the letters on their hands.

The Night Mail Annotations and Vocabulary

Beattock — a hill in Dumfriesshire in Scotland.
gradient — slope.
moorland — hilly land covered with coarse grass.
slumber — to sleep.
boulder — stones.
glade — a small grass-covered area.
wind — bent-bent due to wind.
stare — gaze.
yelping — a sharp cry.
situations — here means job.
apparatus — tools, machines, structures, etc.
dawn — early morning.
gigantic — huge.
furnaces — a structure in which heat is generated.
chessman — 32 pieces of chess.
hue — colour.
glens — valleys.
snaps — photos.
loch — lakes.
scrawled — scribbled untidily.
well set — well laid.
condolence — consolation; pity; concern.
granite — a form of igneous rocks.
Outpouring — overflowing.
Circumstantial — personal.
timid — coward.
Overseas — across the seas.

Treasure Chest A Collection of ICSE Poems Workbook Answers

Treasure Chest Workbook Answers Chapter 10 The Last Lesson

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Treasure Chest Workbook Answers Chapter 10 The Last Lesson

Treasure Chest Workbook Answers Chapter 10 The Last Lesson

The Last Lesson Comprehension Questions Answers

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

Passage-1.

I started for school very late that morning and was in great dread of a scolding, especially because M. Hamel had said that he would question us on participles, and I did not know the first word about them. For a moment I thought of running away and spending the day out of doors.

It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field back of the saw-mill the Prussian soldiers were drilling. It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school.

1. Why did the narrator think of running away?
2. How was the narrator?
3. Where were the birds chirping?
4. Why was the narrator in fear?
5. The teacher would question of what?
Answer:
1. The narrator was thinking of running away because he was in great fear of scolding by the teacher M. Hamel.
2. The narrator was fearful, coward and not a good student.
3. The birds were chirping at the edge of the woods and in the open field back of the saw mill.
4. M. Hamel the teacher gave lessons on participles and the narrator was not prepared for that. So, the narrator was in fear.
5. The teacher would ask questions on participles.

Passage-2.

Through the window I saw my classmates, already in their places, and M. Hamel walking up and down with his terrible iron ruler under his arm. I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was. But nothing happened, M. Hamel saw me and said very kindly: “Go to your place quickly, little Franz. We were beginning without you.”

1. What was Hamel doing when Franz looked through the window?
2. Why was Franz frightened?
3. Did the teacher punish Franz.
4. What did happen when Franz enter the classroom.
5. What Hamel had under his arms?
Answer:
1. When Franz looked through the window M. Hamel was walking up and down.
2. Franz was frightened because he did not prepare his lesson and he was late.
3. No, M. Hamel did not punish Franz for his late arrival in the class.
4. Franz entered into the classroom. Hamel kindly told him to go to his place and sitdown.
5. Hamel had his terrible iron ruler under his arm.

Passage-3.

I jumped over the bench and sat down at my desk. Not till then, when I had got a little over my fright, did I see that our teacher had on his beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered, that he never wore except on inspection and prize days. Besides, the whole school seemed so strange and solemn.

But the thing that surprised me most was to see, on the back benches that were always empty, the village people sitting quietly like ourselves; old Hauser, with his three cornered hat, the former mayor, the former postmaster, and several others besides. Everybody looked sad; and Hauser had brought an old primer, thumbed at the edges, and he held it open on his knees with his great spectacles lying across the pages.

1. What kind of dress M. Hamel was wearing?
2. How did the whole school seem?
3. Why was Franz surprised?
4. Who were present in the class besides the students?
5. Why was everybody sad?
Answer:
1. M. Hamel wore beautiful green coat, frilled shirt and the little black embroidered cap which he wore only on imspection and prize days.
2. The whole school seemed strange and solemn.
3. Franz was surprised because on the back benches of the class village people sat quietly like the students former postmaster, Mayor were among them.
4. Besides the students in the back benches sat Hausen with his three cornered hat, the former Mayor, the former postmaster and several others.
5. Everybody was sad because that was the last French class according to the order of the Prussian government.

Passage-4.

My last French lesson! Why, I hardly knew how to write ! I should never learn any more! I must stop there, then! Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding on the Saar! My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give up. And M. Hamel, too; the idea that he was going away, that I should never see him again, made me forget all about his ruler and how cranky he was.

1. ‘My last French lesson’-Who was the speaker?
2. Why was the narrator sorry?
3. Who were the old friends of the speaker?
4. How did Franz forget Hamel’s ruler?
5. Why was Hamel going away?
Answer:
1. The speaker was M. Hamel who taught French in Franz’s school.
2. The narrator was sorry because he would not get chance to study French again as that was the last class.
3. The books, his grammar book, his history of the saints were the old friends of the speaker.
4. The idea that Hamel was going away from the school and the narrator would not see him again were the reasons of the speaker to forget Hamel’s ruler.
5. Hamel was going away because according to the Berlin’s order French would not be taught in Franz’s school.

Passage-5.

Poor man! It was in honor of this last lesson that he had put on his fine Sunday clothes, and now I understood* why the old men of the village were sitting there in the back of the room. It was because they were sorry, too, that they had not gone to school more.

It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country that was theirs no more. While I was thinking of all this, I heard my name called. It was my turn to recite.

What would I not have given to be able to say that dreadful rule for the participle all through, very loud and clear, and without one mistake? But I got mixed up on the first words and stood there, holding on to my desk, my heart beating, and not daring to look up.

1. Who was the poor man?
2. What was the dress of the teacher?
3. How long did Hamel teach French?
4. What was the cause Franz’s name call?
5. What was the condition of the speaker?
Answer:
1. ‘The Poor man’ mentioned in the passage was M. Hamel.
Passage-6 Now those fellows out there will have the right to say to you: ‘How is it; you pretend to be Frenchmen, and yet you can neither speak nor write your own language?’ But you are not the worst, poor little Franz. We’ve all a great deal to reproach ourselves with.
2. The teacher had put on his fine Sunday clothes.
3. M. Hamel taught French for long forty years in the school of the speaker.
4. Franz’s name was called to recite poems.
5. The speaker got mixed up on the first words and stood there holding on to his desk. His heart was beating and he did not dare to look up.

Passage-6.

Now those fellows out there will have the right to say to you: ‘How is it; you pretend to be Frenchmen, and yet you can neither speak nor write your own language?’ But you are not the worst, poor little Franz. We’ve all a great deal to reproach ourselves with.

“Your parents were not anxious enough to have you learn. They preferred to put you to work on a farm or at the mills, so as to have a little more money. And I? I’ve been to blame also. Have I not often sent you to water my flowers instead of learning your lessons? And when I wanted to go fishing, did I not just give you a holiday?”

1. What did they pretend to be?
2. What was the lacking?
3. How was Franz?
4. How were the parents responsible for Franz’s ignorance.
5. How was the teacher responsible?
Answer:
1. They pretended to be Frenchmen although the could neither speak nor write French, their own language.
2. Their lacking was that they did not know French properly.
3. Franz was unable to read, write and speak French properly although he was a Frenchman.
4. The parents were also responsible for Franz’s ignorance of French because they preferred to put him to work on a farm or at mills to earn some money for the family.
5. The teacher Hamel was also responsible because he sent Franz to water his flower plants instead of learning lessons. When he went on fishing he just gave him a holiday.

Passage-7.

Then, from one thing to another, M. Hamel went on to talk of the French language, saying that it was the most beautiful language in the world-the clearest, the most logical; that we must guard it among us and never forget it, because when a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.

Then he opened a grammar and read us our lesson. I was amazed to see how well I understood it. All he said seemed so easy, so easy! I think, too, that I had never listened socarefully, and that he had never explained everything with so much patience. It seemed almost as if the poor man wanted to give us all he knew before going away, and to put it all into our heads at one stroke.

1. According to Hamel how was the French language?
2. What they should do for French?
3. What was the last lesson?
4. How did he neglect French?
5. What did it seem to Franz?
Answer:
1. According to Hamel French is the most beautiful language in the world, the clearest and logical.
2. They should guard the language among them and never foget it.
3. The last lesson was about grammar.
4. Franz neglected French by not listening the teacher attentively and the teacher had never explained the lesson so carefully.
5. It seemed to Franz that as if the poor man wanted to give them all he knew before going away and to put it all into their heads at one stroke.

Passage-8.

After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us, written in a beautiful round hand: France, Alsace, France, Alsace. They looked like little flags floating everywhere in the school-room, hung from the rod at the top of our desks.

You ought to have seen how every one set to work, and how quiet it was! The only sound was the scratching of the pens over the paper. Once some beetles flew in; but nobody paid any attention to them, not even the littlest ones, who worked right on tracing their fish-hooks, as if that was French, too. On the roof the pigeons cooed very low, and I thought to myself:

1. What was the lesson after grammar?
2. What had Hamel for students?
3. What they look like?
4. What was the sound?
5. What did the pigeons do?
Answer:
1. After grammar there was a lesson in writing.
2. Hamel had new copies for students written in a beautiful round hand France, Alsace, France, Alsace.
3. The new copies looked like little flags floating everywhere in the school room hung from the rod at the top of the students desk.
4. The only sound was the scratching of pens over the paper.
5. On, the roof the pigeons cooed very low and the narrator thought if the pigeons would make them sing in German.

Passage-9.

Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair and gazing first at one thing, then at another, as if he wanted to fix in his mind just how everything looked in that little school-room. Fancy! For forty years he had been there in the same place, with his garden outside the window and his class in front of him, just like that.

Only the desks and benches had been worn smooth; the walnut-trees in the garden were taller, and the hop-vine, that he had planted himself twined about the windows to the roof. How it must have broken his heart to leave it all, poor man; to hear his sister moving about in the room above, packing their trunks! For they must leave the country next day.

1. What did the narrator see?
2. How long Hamel taught in the school?
3. How was his residence?
4. What was Hamel’s sister doing?
5. When would they leave the country?
Answer:
1. The narrator looked up from his writing and saw M. Hamel was sitting motionless on his chair and gared at one thing to another, as if he wanted to fix in his mind just how everything looked that in the little school room.
2. Hamel taught French in Franz’s school for long forty years.
3. His residence had a garden outside the window and his class was in front of him. The wallnut trees in the garden were taller and the hop vine twined about the windows to the roof.
4. Hamel’s sister was moving about in the room above. She was busy in packing their trunks.
5. They would leave the country the next day.

Passage-10.

But he had the courage to hear every lesson to wedge the very last. After the writing, we had a lesson in history, and then the babies chanted their ba, be, bi, bo, bu. Down there at the back of the room old Hauser had put on his spectacles and, holding his primer in both hands, spelled the letters with them.

You could see that he, too, was crying; his voice trembled with emotion, and it was so funny to hear him that we all wanted to laugh and cry. Ah, how well I remember it, that last lesson! All at once the church-clock struck twelve. Then the Angelus. At the same moment the trumpets of the Prussians, returning from drill, sounded under our windows. M. Hamel stood up, very pale, in his chair. I never saw him look so tall.

1. What Harnet had?
2. What was the next class?
3. What was old Houser doing?
4. How was the emotion of Hamel?
5. When did M. Hamel stand up?
Answer:
1. Hamel had the courage to hear every lesson to the very last.
2. The next class was a lesson on history.
3. Old Houser had put on his spectarles holding his primer in both hands. He spelled the letters with the students.
4. After his last class Hamel was crying. His voice trembled with emotion and it was funny to hear him though the students wanted to laugh and cry.
5. The church clock struck twelve. At the same moment the trumpets of the Prussians sounded under their windows. M. Hamel stood up from his chair looking ‘ery pale and tall.

The Last Lesson About the Story

The Franco Prussian War (1870-1871) was fought between France and Prussia. France was defeated in the war by Prussia led by Bismarck. Then Prussia was consisted of nations of Germany, Poland and parts of Austria. According to the order from Berlin French would, never be taught in the school and they would have to learn German.

The people of Alsace and Lorraine and the school teacher M Hamel admonished themselves for having taken their mother tongue their identity be granted. M Hamel leaves them with love and reverence for their mother land and parts hopefully that they would be able to bring France back to its former glory.

The Last Lesson About the Author

Alphonse Daudet was a French novelist, short story writer, a playwright and a poet. He is remembered mainly as an author of sentimental and humourous tales of provincial life in the south of France. Daudet had to toil hard to carry on his education.

So, he began his writing career. In his later life he established himself as a novelist, poet and short story writer. The short story ‘The Last Lesson’ set against the back drop of the Franco Prussian war deals with the occupation of Alsace Lorraine in the year 1870.

The Last Lesson Brief Summary

Franz started late for school as he feared that his teacher would rebuke him as he did not learn his lesson participles on the bright day with the chirping of birds in the edge of the Wood he thought of running away from school Prussian soldiers were doing drill in an open field. Although at last Franz hurried off to school.

Franz was passing by the town hail. There was a crowd in front of the bulletin board that conveyed all the bad news. Franz was worried to see the crowd. He thought of the usual bustle at the school. Franz was surprised to see that the usual bustle was running at the school.

It looked like a Sunday morning, still and quiet. Franz saw his classmates through the window. Mr. Hamel, their teacher was walking up and down with his iron ruler. Franz entered into the class being frightened. But Mr. Hamel with his green coat, frilled shirt and black silk cap asked him to take his seat kindly. Franz was surprised that the back benches were occupied by villagers.

Mr. Hamel declared that it was their last class in French. According to the Berlin order issued from Berlin only German would be taught in Alsace and Lorraine. Hamel also said that a new teacher would join the next day. For the first time Franz was sorry for not preparing his lessons. He was sad for Hamel’s leaving. He forgot about his teacher’s rules as the villagers. arrived to pay their respect to a dedicated teacher.

Franz was called to recite the rules of participles. He mixed up everything and felt sorry. Mr. Hamel did not scold him. Mr. Hamel remarked sadly that the French men could not speak or write French properly. According to him parents were not anxious about their children to learn.

He asked all that French is the most beautiful language in the world and they must guard it and not to forget it. Then Mr. Hamel gave his last lecture on grammar in an easy manner. He gave a lesson in writing. Everyone did his work silently. The only sound heard was that the scratching of the pens.

Mr. Hamel served the school for forty years. He had the courage to Learn every lesson to the last. In history he delivered his last lesson. Everyone in the class became emotional to shed tears. The church clock struck twelve. Mr. Hamel grew emotional as he taught. Taking a chalk he wrote. ‘Viva La France’ in the blackboard. Then he said, ‘School is dismissed you may go.’

Glossary:

1. Scolding — rubuke.
2. Chirping — birds call.
3. bulletin board — Notice board.
4. apprentice — a goung learner to work.
5. bustle — noise.
6. in unison — contemporary.
7. apping — hitting.
8. counsed on — depended upon.
9. commotion — noisy confusion.
10. blush — to become red in shame.
11. frilled — decorated with folds.
12. Solemn — serious.
13. mounted — sat.
14. Thunderclap — a loud crash of thunder.
15. Wretches — bad persons.
16. cranky — strange.
17. dreadful — terrible.
18. reproach — critical/blame.
19. amazed — surprised.
20. motionless — still.
21. gazing — staring.
22. twined — encircled.
23. choked — unable to speak.
24. Viva La France — Long live France.

Plot : The story ‘The Last Lesson’ starts in the back drop of French Prussian War (1870 – 71) in which France was defeated under the leadership of Bismark. Franz is a school going boy and he is afraid of his French teacher M. Hamel. So, the story deals with two characters. Franz and Mr. Hamel.

After the defeat of France the Prussians ordered that French would not be taught in the schools of Alsace and Lorraine. The French people would be deprived in learning their own language. M. Hamel in formal clothes bade farewell to all who gathered in the last class. In his last lesson M. Hamel told his students and others to be patriotic and to love their own language which will surely be a key to their prison.

Theme : The people of Alsace in France do not pay heed to the study of French language in their schools. But when the Prussian rulers ordered that French would no longer be taught they understood of their fault. The Prussian rulers desired to rule of over the minds and hearts of the Frenchmen.

The story also deals with the cruelty of war that makes the winning people proud, arrogant and insensitive to human feelings. The victory changes their heads and they dictate things in an autocratic and proud manner. In the story M. Hamel emphasises the importance of one’s mother tongue. It is the duty of all of us to keep our mother tongue alive.

Title : The story revolves around the last lesson taught by M. Hamel as French would no longer be taught in the schools of Alsace and Lorraine. It is the first lesson of this Frenchmen who realised that they were losing their identity. The people of Alsace and Lorraine lost their chance to hold on to their identity as they had never bothered to learn their own language, and it was a matter of shame that being Frenchmen they were unable to read or write French.

Thus, the title ‘The Last Lesson’ is just as it teaches the people of Alsace and Lan-aine and the readers as well that lessons of life must be learnt well in time lest life should take away the opportunity.

The Last Lesson Characters

M. Hamel : M. Hamel is a devoted teacher a strict disciplinarian and a real patriot. He has a deep sorrow and regard as he tried to rouse patriotic feelings within the hearts of the people while leaving the class.

He highlighted the beauty of their mother tongue by saying that it was the key of their prison and uerged them to hold fast to it. His parting words – ’Viva La France revealed his remorseful and wounded heart as he dismissed the class. He proved himself an ideal teacher as he left his class with a lesson for life which would forever remain on their souls and would remind them endlessly for their duty to free their motherland and to restore its former glory.

Franz: Franz is a school going boy. He is carefree and easily distracted. He does not have much attention in learning. He is also a victim of procastination. On that particular day he fears as he does not prepare his lessons on participles. He is also late for the school. He is surprised to see that the usual hustle and buestle mining. He is very shocked to know that he has lost the chance to learn his mother tongue French.

He has an innocent mind which is filled with anger and regret. He has unlimited questions in his mind about man’s desire to control others. He discovers a new passion for his mother tongue and books. He learns his lesson with a fresh new passion. Even his teacher M. Hamel is elevated in his eyes and he shown a great regard for him.

Setting: The story ‘The Last Lesson’ is set in a French village. It was in the backdrop of the French Prussian war in 1870-71. In the war France was defeated. After the war the Prussian rulers ordered that the French would not be taught in the schools of Alsace and Lorraine.

The story fells us how M. Hamel the school teacher, his students and the town people react to the news. In the classroom there is and atomosphere of hopelessness and regret. The defeated French people in the village for the first time realized their mistake for not learning their own language.The story relates to a bygone ear of French defeat against the Prussians. Thus, the setting is appropriate.

Style: The story, The Last Lesson’ by Alphonse Daudet has a first person narrative. Franz, a little boy is the speaker. He is a resident of Alsace Lorraine district of France which has been occupied by the Prussians.

The author feels biased about the government and the war compelling everyone to speak German language. It is often seen that the oppressors and conquerors became unkind and heartless in enforcing their own views on the defeated. The author uses many literary devices of irony, similis, symbols and metaphors to make the story clear and effective.

Man keeps on postponing the lessons of life, as they, forget that life is subject to change. Learning of French has never been a serious affair with the Frenchmen. But the sudden order to stop the teaching of French comes as a sudden blow and sad realisation of the people.

The anthor has used metaphors, similes and symbols, The sudden order of Berlin is described as thunderclap is a metaphor Mother tongue as if a key to their frison is a simile, the key to regain freedom from their Prison.

The Last Lesson Critical Appreciation

The Prussian forces defeated France in the war and they tried to opppress the Franch people by inforcing their unjust laws. The order to ban teaching of French was meant to make people forget their customs and language. The cruelty of war is reflected in the story. The victorious people become arrogant and insensitive to the feelings of the defeated people.

They dictate things in an autocratic and proved manner. From the story we learn that, it is unwise to negect the ‘earning ones mother tongue. We can preserve our identity through our mother tongue This message is properly conveyed as Hamel writes ‘Viva La France’ on the black board. The story give emphasis on learning ones mother tongue as a key to freedom and dignity.

The Last Lesson Multiple Choice Questions (MCQs)

Read the questions given below and answer by choosing the correct options :

Question 1.
What was Franz’s fear as he was going to school?
a. fear of bullies
b. fear of M. Hamel
c. late punishment
d. none of the above
Answer:
b. fear of Mr. Hamel.

Question 2.
Who was Wachter?
a. Franz’s friend
b. Franz’s father
c. a blacksmith
d. none of the above
Answer:
c. a blacksmith.

Question 3.
Mr. Hamel was a coat of-
a. red
b. green
c. blue
d. white colours
Answer:
b. green.

Question 4.
The order has come from Berlin to teach-
a. German
b. French
c. English
d. None of the above
Answer:
a. German.

Question 5.
Which lesson Franz found hard-
a. History
b. Geography
c. English
d. Participles
Answer:
d. Participles.

Question 6.
The order has come from-
a. London
b. USA
c. Berlin
d. none of the above.
Answer:
c. Berlin.

Question 7.
Hamel served as a teacher for-
a. 30 years
b. 40 years
c. 50 years
d. 35 years
Answer:
b. 40 years

Question 8.
‘The poor man wated to give us all’-Here the poorman means-
a. Franz
b. Franz’s father
c. Hamel
d. none of the above
Answer:
c. Hamel.

Question 9.
The last lesson was of-
a. history
b. English
c. French
d. German
Answer:
a. History.

Question 10.
What came as a thunder of-
a. Scolding
b. Berlin order
c. Franz’s failure
d. defeat of the French
Answer:
b. Berlin order.

Question 11.
The bulletin board shows news.
a. cheerful
b. sad
c. horrible
d. routine
Answer:
b. sad.

Question 12.
Mr. Hamel stood up very in his chair.
a. Cheerful
b. sad
c. pale
d. none of the above
Answer:
c. pale.

Treasure Chest A Collection of ICSE Chapter Workbook Answers

With the Photographer Story Questions and Answers & MCQs

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With the Photographer Story Questions and Answers

With the Photographer Story Questions and Answers & MCQs

A. Read the passage given below and answer the questions that follow:

“I WANT my photograph taken,” I said. The photographer looked at me without enthusiasm. He was a drooping man in a gray suit, with the dim eye of a natural scientist. But there is no need to describe him. Everybody knows what a photographer is like.

“Sit there,” he said, “and wait.” I waited an hour. I read the Ladies Companion for 1912, the Girls Magazine for 1902 and the infants Journal for 1888. I began to see that I had done an unwarrantable thing in breaking in on the privacy of this man’s scientific pursuits with a face like mine. After an hour the photographer opened the inner door.
“Come in,” he said severely.
I went into the studio.

Question 1.
Who is ‘I’ referred to here ? Where from has this extract been taken ?
Answer:
Here ‘I’ referred to the author who wanted his photograph to be taken. This extract has been taken from Stephen Leacock’s short story ‘With the photographer.

Question 2.
Why did the photographer take so much time?
Answer:
The photographer was not satisfied with the face and posture of the writer. He was adjusting and re-adjusting his camera as well as the face and posture of the writer. That was the reason why he took so much time.

Question 3.
How was the appearance of the photographer?
Answer:
The photographer was a drooping man in a gray suit with the dim eye of a natural scientist. He seemed to be a disinterested person, lacking enthusiasm. He behaved harshly with the author and insulted the author while taking his photograph. His behaviour angered the author very much.

Question 4.
Why did the photographer made the author wait?
Answer:
The photographer showed no enthusiasm when the author came to his studio for clicking his picture. He was not at all interested in doing his job without complaining and as he was careless, he made the author wait for an hour and then finally called him in “severely”.

B. Read the passage given below and answer the questions that follow:

“The face is quite wrong,” he said. “I know,” I answered quietly; “I have always known it.” He sighed. “I think,” he said, “the face would be better three-quarters full.” “I’m sure it would,” I said enthusiastically, for I was glad to find that the man had such a human side to him.

“So would yours. In fact,” I continued, “how many faces one sees that are apparently hard, narrow, limited, but the minute you get them three-quarters full they get wide, large, almost boundless in” But the photographer had ceased to listen. He came over and took my head in his hands and twisted it sideways. I thought he meant to kiss me, and I closed my eyes. But I was wrong.

Question 1.
How did the photographer behave with the author?
Answer:
The photographer, during his brief meeting with the author showed his disinterest in clicking the author’s picture. At first he made him wait for an hour and when he called him to take his picture, he started annoying commentaries about his facial features that angered and saddened the author.

Question 2.
‘‘The face Is quite wrong,” he said. Who said this and to whom?
Answer:
This was said by the photographer to the author who went to studio to click his own picture.

Question 3.
How had the photographer arranged his studio?
Answer:
The photographer’s studio had poor lighting arrangements. The sunlight came through a sheet of factory cotton hung against a frosted window. The room had a big camera in the middle. A black cloth was attached to the camera. Thus, we can say that the studio was shabbily arranged.

Question 4.
“But I was wrong”— Who was wrong? Why?
Answer:
Here, the author was wrong. When the photographer started his commentaries about his face, the author thought that the photographer might praise his face or impressed by his face-cutting by any chance. So, when the photographer moved forward, the author thought that he was about to kiss him so closed his eyes. At this, he was wrong.

C. Read the passage given below and answer the questions that follow:

“I don’t like the head,” he said. Then he went back to the machine and took another look. “Open the mouth a little,” he said. I started to do so. “Close it,” he added quickly. Then he looked again. “The ears are bad,” he aid; “droop them a little more. Thank you. Now the eyes. Roll them in under the lids. Put the hands on the knees, please, and turn the face just a little upward.

Yes, that’s better. Now just expand the lungs! So! And hump the neck—that’s it – and just contract the waist -ha!-and twist the hip up towards the elbow-now! I still don’t quite like the face, it’s just a trifle too full, but ” I swung myself round on the stool. “Stop,” I said with emotion but, I think, with dignity. “This face is my face. It is not yours, it is mine.

I’ve lived with it for forty years and I know its faults. I know it’s out of drawing. I know it wasn’t made for me, but it’s my face, the only one I have I was conscious of a break in my voice but I went on “such as it is, I’ve learned to love it. And this is my mouth, not yours. These ears are mine, and if your machine is too narrow -” Here I started to rise from the seat.

Question 1.
According to the photographer, how was the author’s face?
Answer:
According to the photographer, the author’s face was faulty. He did not like his head, ears and not even the eyes. To him, his face was not at all photogenic.

Question 2.
Why did the author stop him?
Answer:
The photographer kept on making annoying commentaries about the author’s face before taking his photograph. This made the author angry and sad as well. So, he stopped him.

Question 3.
How did the author feel about his face?
Answer:
The author had no regret about his facial features. He was proud of it and he had no problem with it no matter how good or bad it was. He also told that his face was his own face and he had no complaint with it as he had learned to love it since his birth.

Question 4.
What idea do you get about the author from this extract?
Answer:
From this extract, we clearly get a hint about the annoying behaviour of the photographer which made the author a bit self-conscious but he tried to overcome it by boosting his self-confidence. But in heart, he kept on getting angry and sad as well.

D. Read the passage given below and answer the questions that follow:

The photographer had pulled a string. The photograph taken. I could see the machine still staggering from the shock “I think,” said the photographer, pursing his lips in a pleased smile, “that I caught the features just in a moment of animation.” “So!” I said bitingly, – “features, eh? You didn’t think I could animate them, I suppose ? But let me see the picture.”

“Oh, there’s nothing to see yet,” he said, “I have to develop the negative first. Come back on Saturday and I’ll let you see a proof of it.” On Saturday I went back. The photographer beckoned me in. I thought he seemed quieter and graver than before. I think, too, there was a certain pride in his manner. Heunfolded the proof of a large photograph, and we both looked at it in silence.

Question 1.
Was the photograph finally taken?
Answer:
Yes, after the annoying commentaries of the photographer followed by a brief argument, the photograph of the author was finally taken.

Question 2.
Why did the photographer not let the author see his photo?
Answer:
After his photo was clicked, the author asked the photographer to show him his photo. At this, he said that there ‘was nothing to see yet and so told him to get a proof of it on Saturday.

Question 3.
Why did the photographer look pleased after taking the picture?
Answer:
The photographer suggested many ways to get the perfect click while on the other side, the author felt humiliated and insulted. Hence, the author stood up from his seat and at this moment, the photographer clicked the photo. The photographer felt pleased as he had caught the features in a natural way and he could click the photo the way he wanted.

Question 4.
Do you think that the photographer appeared a bit suspicious?
Answer:
When the author asked him to show his photo, he did not let him see it and told him to come and get a proof of it on Saturday. This act, is kind of fishy as it is depicting that the photographer might have some hidden agenda behind this. So yes, the photographer appeared suspicious.

With the Photographer Story MCQs

Choose the correct alternative to complete the following sentences:

Question 1.
Who is the author of ‘With the photographer’?
a. C.E.M Joad
b. Stephen Leacock
c. A.G Gardener
Answer:
b. Stephen Leacock

Question 2.
Who was responsible for the mockery of Stephen Leacock’s face?
a. The dentist
b. The barber
c. The photographer
Answer:
c. The photographer

Question 3.
What part of the writer’s face remained unchanged in his photo?
a. Ears
b. Face
c. Eyes
Answer:
a. Ears

Question 4.
Who had no business to comment on the gift of God?
a. The teacher
b. The photographer
c. The Doctor
Answer:
b. The photographer

Question 5.
Who told the photographer to keep his photo with himself?
a. Stephen Leacock
b. J.C. Hill
c. C.E.M Joad
Answer:
a. Stephen Leacock

Question 6.
In which part of the room there is a big camera?
a. Left Side
b. Comer
c. Middle
Answer:
c. Middle

Question 7.
Who said, I think the face would be better three- quarters fall?
a. The Author
b. The Photographer
c. The Doctor
Answer:
b. The Photographer

Question 8.
Whose photo was worthless?
a. Stephen Leacock
b. The photographer
c. J.C. Hill
Answer:
a. Stephen Leacock

Question 9.
Who has said that ‘Is it me’?
a. The Author
b. The photographer
c. The stranger
Answer:
a. The Author

Question 10.
What does the photographer want to remove?
a. Author’s nose
b. Author’s eye
c. Author’s ear
Answer:
c. Author’s ear

Question 11.
How was the photographer?
a. Tall man
b. Thin man
c. Tiny man
Answer:
b. Thin man

Question 12.
“I think the face would be better these a quarter’s fall.” Who said it?
a. The author
b. The barber
c. The photographer
Answer:
c. The photographer

Question 13.
Where from was “With The Photographer” adapted?
a. Behind the beyond
b. The bet
c. Echo
Answer:
a. Behind the beyond

Question 14.
What coloured suit was the photographer wearing?
a. Red
b. Grey
c. Black
Answer:
b. Grey

Question 15.
What is the age of the author in the essay?
a. 40 Years
b. 35 Years
c. 30 Years
Answer:
a. 40 Years

Question 16.
What did the photographer say when the author wished to see his photography?
a. He denied
b. He’ll develop the negative first
c. He show only final print
Answer:
b. He’ll develop the negative first

Question 17.
What did the photographer do with the author’s eyebrow?
a. Removed
b. Corrected
c. Blurred
Answer:
a. Removed

Question 18.
How was the author’s reaction when he left the studio?
a. With no emotion
b. Angrily
c. With tears in eyes
Answer:
c. With tears in eyes

Question 19.
Who told photographer to keep his photo with himself?
a. J.C. Hill
b. Stephen Lecock
c. The Barber
Answer:
b. Stephen Lecock

Question 20.
For how many hours did the photographer make him wait?
a. 2 hours
b. 1 hours
c. 4 hours
Answer:
b. 1 hours

Question 21.
How was the studio of the photographer?
a. Bad
b. good
c. Broken
Answer:
a. Bad

Question 22.
What was the author expecting?
a. Fake face
b. True face
c. Faithful face
Answer:
c. Faithful face

Question 23.
In which year Stephen Lecock was born?
a. 1897
b. 1896
c. 1899
Answer:
b. 1896

Question 24.
What was the photographers comment about the author’s face?
a. Quite Wrong
b. Handsome
c. Not right
Answer:
a. Quite Wrong

Question 25.
Where Stephen Lecock was born?
a. France
b. Canada
c. Britain
Answer:
c. Britain

Treasure Chest A Collection of ICSE Short Stories Workbook Answers

Accomplishments Poem Questions and Answers & Summary by Elizabeth Ralph Mertz

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Accomplishments Poem Questions and Answers & Summary by Elizabeth Ralph Mertz

OU Degree 6th Sem English – Accomplishments Poem Questions and Answers & Summary

Comprehension I (Short Answer Questions)

Question 1.
Make a list of all the housework that women do In the poem.
Answer:
Women needs to take care of the toddlers. Providing them with food when the kids are hungry taking care of all the things when the kids mess up the toys she has to dean up all, Giving bath, dressing up the children, setting up the table, washing clothes, calming them when they fight with each other, separating all the linens with the socks. Moreover, working and thinking and managing their child’s development and growth. Above all she also does her studies and takes up her career.

Question 2.
Make a list of the professions or occupations of the men in the poem.
Answer:
Men in the poem and their professions. Aristotle is an Ancient Greek Philosopher, Milton is a poet, Dante was medieval Italian poet, Socrates a Greek Philosopher who is one of the founders of Western Philosophy, Shakeshpeare. famous English dramatest, Plato, ancient Greek philosopher. Edmund Burke, Irish Statesman, Aesop, Greek storyteller, Newton, English Scientest, Darwin, English Biologist, Holmes and Brandeis influential judges of the suprement Court of the united states in early 20th century.

Question 3.
What is the difference between the kinds of work that men and women do?
Answer:
There is a lot of difference between the kinds of work that men and women do. Men participate in the public sphere. They are consider as provider and protector to the family. Whereas women to all domestic household works, of both the home and family. There labour is unpaid and invisible.

Question 4.
Some of the names mentioned In the poem are of men who were great champions of the aights of the individual. Is the poem highlighting the ironic gap between what they preached and what they practised?
Answer:
Yes, of course the poem is highlighting the ironic gap between what the famous personalities mentioned in the poem about what they preached and what they practise, their success is due to a woman who took care of the home and all the members in the family.

Comprehension II (Essay Type Answer Questions)

Question 1.
Describe the central idea of the poem with appropriate examples.
Answer
The central idea of he poem ‘Accomplishment’ deals with the gender roles and highlights the differential expectations for mothers and fathers. The poem describes how men and women seen to operate in two distinct spheres while women are naturally expected to take care of the domestic sphere. The poet quotes so many examples where women are much greater doing all the household task, managing both the children and as well as husband. She juggles with two or more activities at the same time and even able to get advanced degrees taking up a career bringing laurels to her and the family.

Question 2.
Is the poem supporting or opposing a division of labour between men and women? Justify your answer.
Answer:
Yes, of course the poem is supporting a division of labour between men and women. It has been observed from ages that women does all the household works taking care of children, husband and many more She is really a multi tasker. Feeding the family, washing clothes, utensils, setting right the table and the things at home, hushing the tots above all thinking of her career women manges everything inspite of hectic domestic work. Men are only concerned about their work not like women. They protect the family and provides whatever is required. But it would be good if there will be equal share of work at home and work place between men and women.

Question 3.
Is the poem praising women who balance career and family or suggesting that men should share housework? Explain.
Answer:
The poem ‘Accomplishments praises women who balance career and family in a world where women are constantly being undermined and underestimated, we dont need to add on to that anymore by allowing ourselves to adopt that same mindset. it really appreciates women who manages house and work without giving anyone to complaint against her.

Yes, it is one way a suggestion to men who thinks that their success lies on their hard work alone rather they should realize behind a mans success there is a woman’s hand because if she will not take care of kids and family setting everything right, it is very hard for a man to go either way. In this regard, men should also help a women in household works because children are not only the responsibility of a women also as she begets the but men should also nurture them.

Question 4.
Since all the people named in the poem are historical figures, do you consider It to be a poem about the past? Discuss the contemporary relevance of the poem’s theme.
Answer:
In the poem ‘Accomplishments’ we find Elizabeth Ralph Mertz mentions about historical figures from the past like Aristotle, Milton, Dante, Shakespeare, Socrates, Plato, Edmund Burke, Homer Aesop, Newton, Darwin. Holmes and Brandies who have created their name in the world history by their works, teachings inventions etc.

Though the poem is all about the great personalities from the past it is related to the contemporary world. It has more relevance to the present. Earlier days women used to take care of family taking cure of all the household work and the overall development of their children. But as the days passed by we all know that we are in a hustle-bustle world where even women are educated and working helping the men financially too. Women became more self-reliant building their careers independently.

Accomplishments Poem Summary in English

Elizabeth Ralph Mertz is a professor at the University of Wisconsin Law School, where she teaches law courses. She is a leading linguistic and legal anthropologist and a pioneer in the field of law and language. While her early research focused on language, identity and politics in Cape Breton Island in Canada, her later research examines the language of US legal education. Her publications include The Language of Law School: Learning to “Think” Like a Lawyer (2007).

First published in Radcliffe Quarterly (1975), “Accomplishments” deals with gender roles and in a humorous manner highlights the differential expectations for mothers and fathers. The poem describes how men and women seem to operate in two distinct spheres; while women are ‘naturally’ expected to take care of the domestic sphere, men are as ‘naturally’ expected to participate in the public sphere.

Traditionally, a man’s role is seen as the provider and protector and a woman’s as the caretaker of both the home and the family. While men’s contribution to society is celebrated, women’s ‘invisible labour’ at home goes unacknowledged and of course, unpaid. While underlining how doubly difficult it is for women to succeed, the poem also implies that women’s success in the public sphere is noticed and remarked upon precisely because it is considered unusual.

The poem is all about the historical figures in the past whose names are mentioned and their work which gave them fame and name. It goes like this when Aristotle who is an ancient Greek Philosopher wrote his books, when Milton an English poet and intellectual wrote his epic poem ‘Paradise lost’, they were not busy with their little ones at the knee who troubled them to feed them as it is dinner time, Donte, medievel Italian poet famous for his epic poem.

‘The Divine Comedy’, which gives the description of the nine circles of hell and Shakespeare, an English playwright, poet and actor started to write a sonnet, their junior never interrupted them to put ketchup on their cake. Edmund Burke, Irish Statesman who spoke about revolutions, he did not spent his time washing his kids. He spent his time and strength to speak about revolutions. Whatever work they did, the credit goes to their better halves who did the all household work.

When socrates, Greek Photosopher famous for his Western Philosophy while teaching to youth, and Plato, Greek Philosopher who wrote the ‘Phaedo’ they did not clean the art and craft models of their children. When homer, an ancient Greek poet who wrote Tlliad’ or Aesop, Greek storyteller told his tale, they were not bothered about who will set the table at home. Their wives used to the bothered all the work.

When Newton, English Scientist who invented the calculus worked hard in the lab, he did not compare the whiteness of his laundry with the brand of laundry detergent. When Darwin, English Biologist famous for his theory evolution published in his book ‘On the origin of species’ (1859) he did not get food nor he hushed his tots saying them not to tease each other. It is always a women who was behind taking care of kids.

When Holmes and Brandies, influential judges of supreme court their wise judgements, they did not separate socks with he linens when the laundry was piled up to four feet high. It is all done by their wives. None of these great personalities mentioned here took care of their little ones when they were busy on their work. Then who used to do all the work for them. It is their better halves who would manage home, husband and children.

They are multitaskers helping child in the learning and their development and growth. How much greater the woman who patiently completes her higher education getting advanced degrees and take up a career. The whole praise and credit goes to this woman. If men gets the appreciation for their work how much a woman should get. Thus, the poem suggests the equal share of household work to be taken up by men as well. The poem implies women’s success in the public sphere is noticed and remarked upon precisely.

Accomplishments Poem Summary in Telugu

ఎలిజబెత్ రాల్ఫ్ మెర్ట్ యూనివర్సిటీ ఆఫ్ విస్కాన్సిన్ లా స్కూల్లో స్రొఫెసర్గా ఉన్నారు, అక్కడ ఆమె న్యాయ కోర్సులను దోధిస్తుంది. ఆమె ప్రముఖ భాషా మరియు చట్టపరమైన మానవ శాస్తవేత్త మరియు చట్టం మరియు భాషా రంగంలో మార్గదర్శకురాలు. కెనడాలోని కేప్ బ్రెటన్ ద్వీపంలో ఆమె ప్రారంథ పరిశోధన భాష, గుర్తింపు మరియు రాజకీయాలపై దృష్టి కేంద్రీకరించింది, ఆమె తర్వాత పరిశోధన US న్యాయ విద్య యొక్క భాషను పరిశీలిస్తుంది. ఆమె ప్రచురణలలో ది లాంగ్వేజ్ ఆఫ్ లా స్కూల్: లెర్నింగ్ టు “థింక్” లైక్ ఎ లాయర్ (2007) ఉన్నాయి.

రాడ్క్లిఫ్ త్రెమాసికం (1975)లో మొదట ప్రచురించబడిన, “సాధింపులు” రింగ పాత్రలతో వ్యవహరిస్తుంది మరియు హాస్యభరితమైన పద్ధతిలో తల్లులు మరియు తండ్రుల కోసం భేదాత్మక అంచనాలను హైలైట్ చేస్తుంది. ఈ పద్యం పురుషులు మరియు మహిళలు రెండు విభిన్న గోళాలలో ఎలా పని చేస్తారో వివరిస్తుంద్మి స్త్రీలు “సహజంగా’ దేశీయ రంగాన్ని జాగ్రత్తగా చూసుకోవాలని భావిస్తే, పరుషులు సహజంగా’ ప్రజా రంగంలో పాల్గొనాలని భావిస్తున్నారు.

సాంప్రదాయకంగా, ఒక వ్యక్తి యొక్క పాత్ర ప్రొవైడర్ మరియు ప్రొటెక్టర్గా మరియు ఒక మహిళ ఇల్లు మరియు కుటుంబం రెండిందికీ సంరక్షకునిగా పరిగణించబడుతుంది. సమాజానికి పురుషుల సహకారం జరుపుకుంటున్నప్పుడు, ఇంట్లో (స్తీల ‘అదృశ్య శ్రమ’ గుర్తించబడదు మరియు వాస్తవానికి చెల్లించబడదు. మహిళలు విజయం సాధించడం ఎంత రెడ్టింప కష్టమో అండర్లైన్ చేస్తూనే, పబ్లిక్ రంగంలో మహిళల విజయాన్ని అసాధారణంగా పరిగణించడం వల్ల ఖచ్చితంగా గమనించబడుతుందని మరియు వ్యాఖ్యానించబడుతుందని కవిత సూచిస్తుంది.

ఈ పద్యం గతంలో ఉన్న చారిత్రక వ్యక్తుల పేర్లను ప్రస్తావించింది మరియు వారికి కీర్తి మరియు పేరును అందించిన వారి కృషి గురించి. ప్రాచీన గ్రీకు తత్వవేత్త అయిన అరిస్టాటిల్ తన పుస్తకాలను వ్రాసినప్పుడు, ఇంగ్లీషు కవి మరియు మేధావిపై మిల్టన్ తన పురాణ కవిత ‘పారడైజ్ లాస్ట్’ రాసినప్పుడు, వారు తమ చిన్న పిల్లలతో మోకాలి వద్ద నిమగ్నమయ్యారు, వారికి ఆహారం ఇవ్వడానికి ఇబ్బంది పడ్డారు. ఇది విందు సమయం డోంటే, మధ్యస్థాయి ఇటాలియన్ కవి తన పురాణ కలానికి ప్రసిద్ధి చెందాడు.

ది డివిన్ కామెడీ’ నరకం యొక్క తొమ్మిది వృత్తాల వివరణను ఇస్తుంది మరియు ఆంగ్గ నాటక రచయిత, కవి మరియు నటుడు షేక్స్రియర్ ఒక సొనెట్ రాయడం ప్రారంభించాడు, హారి : సంర్ వారి కేక్పై కెచుప్ను ఉంచడానికి ఎప్పుడూ ఆటంకం కలిగించలేదు. ఎడ్ముండ్ బర్క్, విస్లవాల గురించి మాట్లాడిన ఐరిష్ స్టేట్స్మాన్, అతను తన పిల్లలను కడగడానికి తన సమయాన్ని వెచ్చించలేదు. విప్లవాల గురించి మాట్లాడేందుకు తన సమయాన్ని, శక్తిని వెచ్చించాడు.

సోక్రటీస్, గ్రీకు ఫోటోసోఫియర్ యువతకు దోధించేటప్పుడు పాశ్చాత్య తత్వశాస్తంలో ప్రసిద్ధి చెందాడు మరియు ప్లేటో, “ఫేడో” రాసిన గ్రీకు తత్వవేత్త, వారు తమ పిల్లల కళ మరియు క్రాఫ్ట్ నమూనాలను శుభ్రం చేయలేదు. ‘ఇలియడ్’ లేదా ఈసప్ రాసిన ప్రాచీన గ్రీకు కవి హోమర్, గ్రీకు కథకుడు తన కథను చెప్పినప్పుడు, ఇంట్లో ఎవరు గొట్టం వేస్తారనే దానిప్ఫై వారు విసుగు చెందలేదు.కాలిక్యులస్ను కనిపెట్టిన ఆంగ్ల శాస్తవేత్త న్యూటన్ ల్యాబ్లో కష్టపడి పనిచేసినప్పుడు, అతను తన లాండ్రీలోని తెల్లదనాన్ని లాండ్రీ డిటర్జెంట్ బ్రాండ్తో పోల్చలేదు.

డార్విన్, ఆంగ్ల జీవశాస్తజ్ఞుడు, జాతుల మూలం (1859)పై తన పస్తకంలో పరిణామం గురించి ప్రసిద్ది చెందినప్పుడు, అతనికి ఆహారం లభించలేదు లేదా ఒకరినాకరు ఆటపట్టించవద్దని చెప్పి తన టోట్లను మూసుకున్నాడు. హోమ్స్ మరియు బ్రాండీస్, సుప్రీం కోర్ట్ యొక్క ప్రభావవంతమైన న్యాయమూర్తులు వారి తెలివైన తీర్పులను చేసినప్పుడు, లాం[్రీ నాలుగు అడుగుల ఎత్తు వరకు పోగు చేయబడినప్పుడు వారు నారతో సాక్ణను వేరు చేయలేదు.

ఇక్కడ ప్రస్తావించబడిన ఈ గొప్ప వ్యక్తులు ఎవరూ తమ చిన్న పిల్లలను తమ పనిలో బిజీగా ఉన్నప్పుడు చూసుకోలేదు. అప్పుడు వారికి అన్ని పనులు ఎవరు చేసేవారు. ఇల్లు, భర్త మరియు పిల్లలను నిర్వహించడం వారి మంచి అర్ధభాగాల ప్రదర్శన. వారు పిల్లల అభ్యాసం మరియు వారి అభివృధ్ధి మరియు ఎడుగుదలలో సహాయపడే మల్టీ టాస్కర్లు.

ఇక్కడ ఉన్నత విద్యను పూర్తి చేసి ఉన్నత డిగ్రీలు పొంది వృత్తిని చేపట్టే స్త్రీ ఎంత గొప్పది. మొత్తం ప్రశంసలు మరియు క్రెిట్ ఈ మహిళకే చెందుతుంది. పురుషులు తమ పనికి ప్రశంసలు పొందినట్లయితే, స్తీ ఎంత పొందాలి. అందువల్ల, ఇంది పనిలో పురుషులు కూడా సమాన వాటా తీసుకోవాలని పద్యం సూచిస్తుంది. ఈ పద్యం పల్లిక్ రంగంలో మహిళల విజయాన్ని ఖచ్చితంగా గమనించి, వ్యాళ్లానించబడుతుందని సూచిస్తుంది.

Accomplishments – Elizabeth Ralph Mertz

When Aristotle wrote his books,
When Milton searched for rhyme.
Did they have toddlers at the knee
Requesting dinner time?

When Dante contemplated hell,
Or Shakespeare penned a sonnet,
Did Junior interrupt to say
His cake had ketchup on it?

When Socrates was teaching youth
And Plato wrote the Phaedo
Were they the ones to clean the mess
The children made with Play-Dob?

If Edmund Burke had had to work
On all his kids’ ablutions,
Would he have had the time and strength
To speak on Revolutions?

When Homer wrote his Iiliad
Or Aesop told a fable,
Were they concerned about whose turn
it was to set the table?

When Neon fussed with calculus
Or Labored in his lab
Did he compare the whiteness of
His laundry done with Fab?

Did food get bought when Darwin sought
The origin of the species;
Or did he have to hush the tots,
And tell them not to tease, please?

When Holmes and Brandeis donned their robes
And gave their wise opinions,
Was laundry piled up four feet high?
With socks mixed up with linens?

How much greater, then, the task
Of those who manage both,
Who juggle scholarship with child
Development and growth.
And how much greater is the praise
For those who persevere
And finish their advanced degrees
And take up a careen

Glossary:

  • Aristotle: ancient Greek philosopher who was taught by Plato
  • toddler: a young child who is just learning to walk
  • Dante: medieval Italian poet whose epic poem The Divine Comedy begins with a description of the nine circles of Hell
  • Socrates: Greek philosopher who is considered to be one of the founders of Western philosophy
  • Plato: ancient Greek philosopher; the reference here is to his work Phoedo (also known as On The Soul), which is Plato’s eulogy to his teacher Socrates
    Play-doh: soft modelling compound used by young children for art and craft activities
  • Edmund Burke: eighteenth-century Irish statesman; the reference here is to his political pamphlet
    Reflections on the Revolution in France (1790)
  • ablutions: the act of washing oneself
    Homer: ancient Greek poet considered to be the author of two great epics IiIiad and Odyssey
  • Aesop: Greek storyteller known for his collection of fables known as Aesop’s Fables
  • Newton: Sir Isaac Newton, seventeenth century English scientist who invented the calculus
  • Fab: popular American brand of laundry detergent
  • Darwin: Charles Robert Darwin, English biologist famous for his theory of evolution published in his book On the Origin of Species (1859)
  • hush: make someone quiet or silent
  • Holmes and Brandeis: Louis Dembitz Brandeis and Oliver Wendell Holmes Jr, influential judges of the Supreme Court of the United States in early twentieth century who were champions of the rights of the citizens and of free speech rights
  • juggle: to do two or more activities at the same time
  • scholarship: academic study, Learning
  • persevere: continue to do something in a determined way despite difficulties

OU Degree 6th Sem English Study Material

A Considerable Speck Poem Questions and Answers & MCQs

by
A Considerable Speck Poem Questions and Answers

A Considerable Speck Poem Questions and Answers & MCQs

Read the given extracts and answer the following questions:

Question 1.
And I idly poised my pen in air
To stop it with a period of ink

a. Name the poem and the poet.
b. What is ‘it’ referred to in the above extract? What was
the speaker doing?
c. Explain the lines of the above extract.
d. What thoughts did the speaker have which stopped him from doing the action? (spoken about in the above line.
Answers:
a. The name of the poem is “A Considerable Speck” and the poet’s name is Robert Frost.

b. ‘It’is referred to the mite that came and fell on the manuscript of the poet. The speaker is the writer himself who was writing on a white sheet of paper.

c. The speaker says that while he was writing, he saw a speck on the white sheet of paper on which he was writing. He at that moment wished to stop it by a period of ink of his pen. So he poised his pen in the air.

d. Something strange about the speck made him think over and so he didn’t want to stop it. He thought that it was not a “dust speck” that could be blown by his breathing. It was also a living creature like him. It was unmistakably a mite. The speaker thought it to have a certain predisposition or inclination of its own.

Question 2.
With Ioathing, for again it turned to fly
a. What is ‘it’ referred to in the above line?
b. Why did ‘it’ turned to fly?
c. What ‘inclination’ did the speaker say ‘it’ had?
d. How was the speaker able to see ‘it’ on the sheet?
Answers:
a. “It” is referred to the microscopic creature that is the mite which fell on the poet’s manuscript on which he was writing.

b. When the mite went racing wildly on the paper, it came across the writing where the ink was still wet. It paused and either tasted or smelt the ink. So with hatred, it turned to fly.

c. The poet says that the mite had a propensity or inclination of its own. It lived in its own self-engrossed world. So it paused possibly with the thought that the writer or the poet would do something to it.

d. The poet says that ‘it’-the mite would have been invisible because of its minute size, if it would not have fallen on the white sheet. Inspite of its microscopic size, the speck was visible to the poet just because it was a contrast on its background on the white sheet of paper.

Question 3.
Yet must have had a set of them complete.
a. What is ‘them’ referred to in the lines of the above extract?
b. What does the speaker think of ‘them’ in the line just before the above line?
c. What makes the speaker say the above line?
d. How was ‘it’using the ‘set of them’ in the stanza from which the above line is taken?
Answers:
a. “Them” is referred to the feet of the mite in the above extract.

b. The speaker says that the mite was too tiny to have any feet.

c. First the speaker thought the mite to be too tiny to have feet. But then he says that since the mite did not want to die, it ran with terror and crept cunningly. So the speaker thought that since it was running and creeping, it must have had a complete set of legs.

d. The mite first showed its unwillingness to die. This can be explained from the way it moved and ran. In order to express its reluctancy, it ran in terror and crept in a cunning way. Then it hesitated and next when it reached the middle of the paper it bent down.

Question 4.
Cower down in desperation to accept
Whatever I accorded it of fate.

a. Who “cower down accept” and why?
b. What did the speaker do then?
c. What did the speaker say about the modem men?
d. Through the lines of the above extract what does the poet wants to say about the mite?
Answers:
a. The mite cowered down or bent down desperately to accept its fate which was in the poet’s hands. It waited for the judgement to be given by the poet, possibly accepting what the poet would do to it.

b. The speaker let it lie there on the paper till he hoped it slept. He knew that it was not harmful, so it let it lie on the paper.

c. The speaker said that the modern men were swept away by a sense of purpose and selfishness which the speaker was not. He was against the “collectivistic regimenting of love” with which the modern world was being swept.

The poet was fascinated and wonder-struck with the minute creature as he examined it in details. Through his poem he tried to emphasize the importance of the microscopic creature. Inspite of its small size or inspite of being a speck, it is considerable or considered to be important for the poet as it is shown to have intelligence which is the utmost necessity of all the living creatures especially the human beings.

The mite displays its mind with intelligence on the paper by its different reactions like-pausing with suspicion, racing wildly, turning to fly, reaction to the ink with hatred, running with terror, creeping cunningly and bending down desperately to accept its fate.

Question 5.
No one can know how glad I am to find
On any sheet the least display of mind.

a. Who displays the mind and where?
b. Who is the speaker in the poem?
c. How would you describe the speaker’s attitude towards the speck he sees on his manuscript sheet?
d. What does the poem finally suggest is the significance of the speck?
Answers:
a. The microscopic creature, the mite displayed its mind with intelligence on the sheet of paper on which the poet was writing.

b. The speaker in this poem appears to be a writer as the use of the words pen, paper, ink and writing are mentioned several times in the poem.

c. The speaker seems to appreciate the speck. He respects it and almost treats it as a human in his poem. Even though the speck was there he neither let it get in his way nor did he make it upset. He basically thought to stop it from trespassing on his page by a period o ink but he did not. Then again we find how he left it on the paper until it slept.

d. The speck was a mite which helped the speaker realize several things. The mite itself was not really significant but the way it displayed itself on the sheet of paper was important. It displayed its mind on the paper by showing its intelligence inspite of its microscopic size.

A Considerable Speck Poem MCQs

Question 1.
The poem speaks of human capabilities of …………….
a. mind and intelligence
b. mind and soul
c. spirit and mind
d. none of the above
Answer:
a. mind and intelligence

Question 2.
Find a word from the poem that means the same as abhorrence …………..
a. poised
b. suspicion
c. loathing
d. desperation
Answer:
c. loathing

Question 3.
It ran with terror and ______crept. Fill in the gap
a. loathing
b. cunning
c. regimenting
d. strange
Answer:
b. cunning

Question 4.
Yet must have had a set of them complete. “Them” means ……………..
a. the mite’s wings
b. the mite’s eyes
c. the mite’s feet
d. none of the above
Answer:
c. the mite’s feet

Question 5.
Then in of the open sheet …. Fill in the blank
a. bottom
b. side
c. centre
d. middle
Answer:
d. middle

Question 6.
The speck here in the poem is said to have
a. evilness
b. cunningness
c. intelligence
d. both (b) and (c)
Answer:
d. both (b) and (c)

Question 7.
The word from the poem that means the same as ‘balanced’ is ……….
a. idly
b. loathing
c. poised
d. hesitate
Answer:
c. poised

Question 8.
The poet tried to stop the mite with the help of
a. a drop of water
b. a period of ink
c. a drop of tea
d. none of the above
Answer:
b. a period of ink

Question 9.
It ……………. : I could see it hesitate. Fill in the gap
a. faltered
b. paused
c. turned
d. raced
Answer:
a. faltered

Question 10.
The second stanza of the poem deals with the description of ………..
a. the mite using imagery
b. the speaker’s attitude towards the speck
c. the poet’s justification for not killing it
d. both a and b
Answer:
b. the speaker’s attitude towards the speck

Question 11.
The tone of the poem is critical
a. critical
b. satirical
c. creeping
d. both a and b
Answer:
d. both a and b

Treasure Chest A Collection of ICSE Poems Workbook Answers

Seeing People Off Questions and Answers & Summary by Max Beerbohm

by
Seeing People Off by Max Beerbohm

OU Degree 1st Sem English – Seeing People Off Questions and Answers & Summary

Comprehension-I.

Answer the following questions in 80-100 words.

Question 1.
‘Our failure is in exact ratio to the seriousness of the occasion, and to the depth of our feeling.’ What failure is Beerbohm talking about? Explain the meaning of this statement.
Answer:
Henry Beerbohm feels that he is not good at seeing people off. For him, to send a friend off is one of the most difficult things in the world. Beerbohm opines that when a friend is going on a longish journey, and will be absent for a longish time, we turn up at the railway station. The dearer the friend, and the longer the journey, and the longer the likely absence, the earlier do we turn up, and the more lamentably do we fail.

He laments that the process of ‘seeing off’ or ‘sending off’ cannot match our deep feelings towards the person who is travelling. The limitation of seeing off also fails in matching the seriousness of departing of a friend to a longer distance. It has become a formality or farce. Therefore, Beerbohm considers the limitations of the seeing off are a failure.

Question 2.
What about le Ros surprises Beerbohm at the train station?
Answer:
When Beerbohm turns up at Euston railway station to see off a friend, he happens to see Hubert le Ros, a renowned stage actor in London. According to Beerbohm, Le Ros was an excellent actor, and a man of sober habit. One thing about Le Ros that surprises the author is that he has changed a lot since the author saw him seven or eight years before.

Le Ros used to work for the Strand, a London theatre, but with of less success. The author recalls that when Le Rose was not employed, he borrowed from the author a half- a- crown (a British coin worth 25 pence). The author feels that Le Ros was then a magnetic and attractive actor. However, his magnetism had never made him successful on the London stage. His failure remains a mystery to the author. As the result, Le Ros has gone into oblivion, and the author also forgot him for a while.

Question 3.
Elaborate on the purpose and working of the AASB in your own words.
Answer:
In the essay, “Seeing People Off” Beerbohm explains the futility of the process of seeing off people when they leave on a journey. After a gap of seven or eight years, the author happens to meet Hubert le Ros, a London stage actor at the platform. From the conversation with Le Ros, Beerbohm comes to know about AASB. According to Le Ros, AASB stands for the Anglo-American Social Bureau’.

He explains that the thousands of Americans annually pass through England. Many hundreds of them have no English friends. In the old days, they used to bring letters of introduction. But the English are so inhospitable that these letters are hardly worth the paper they are written on.

According to Le Ros, many Americans cannot afford to keep friends in England. But they can all afford to be seen off. The fee is only five pounds (twenty-five dollars) for a single traveller; and eight pounds (forty dollars) for a party of two or more.

They send that into the Bureau, giving the date of their departure, and a description by which the seer-off can identify them on the platform. And then, they are affectionately seen off. Therefore, the AASB supplies a long-felt want of ‘friends’ or ‘seers-off’. Moreover, Americans are a sociable people, and most of them have plenty of money to spend.

The AASB supplies them with English friends. Fifty percent of the fees is paid over to the ‘friends’ or ‘seers- off’. The other fifty is retained by the AASB. Le Ros is an employee in the Bureau and acts as a seer-off to the visiting Americans. He wishes to be the Director of the Bureau, since it is earning a lot of money in the business.

Question 4.
Beerbohm says that despite being a good actor, le Ros never found success on the London stage. Comment on this statement in the light of this essay.
Answer:
Beerbohm says that despite being a good actor, le Ros never found success on the London stage. When Beerbohm turns up at Euston railway station to see off a friend, he happens to see Hubert le Ros, a not-so-successful stage actor in London. According to Beerbohm, Le Ros was an excellent actor, and a man of sober habit.

One thing about Le Ros that surprises the author is that he has changed a lot since the author saw him seven or eight years before. Le Ros used to work for the Strand, a London theatre, but with of less success. The author recalls that when Le Rose was not employed, he borrowed from the author a half-a-crown (a British coin worth 25 pence).

The author feels that Le Ros was then a magnetic and attractive actor. However, his magnetism had never made him successful on the London stage. His failure remains a mystery to the author. As the result, Le Ros has gone into oblivion, and the author also forgot him for a while.

However, in the due course of their interaction, the author comes to know that Le Ros is a successful employee as a ‘seer-off working with the ‘Anglo-American Social Bureau’ (AASB) which supplies a long-felt want of ‘friends’ or ‘seers-off to the visiting Americans who do not have friends in England. Though he was not successful as a ‘stage actor’, he is now successfully acting as a ‘seer-off,

Question 5.
Why does the author say that he envied le Ros? How is this connected to his request to le Ros?
Answer:
When the Author asks about his present work, Hubert le Rose shares his happiness in working or acting as ‘seer-off’ for the ‘Anglo-American Social Bureau’ (AASB). The AASB supplies a long-felt want of ‘friends’ or ‘seers-off to the visiting Americans who do not have friends in England. Le Ros also claims that it (acting as a seer-off to a visiting American) is a great pleasure in itself.

Then Beerbohm laments that it was unbearable experience of coming to the platform to see off a friend in an artificial manner. In the contrast, Le Ros is acting in doing so and getting satisfaction out of his work for the AASB.

He quotes French philosopher Denis Diderot who says: You can’t act without feeling’. Therefore, the Author feels envied Le Ros. Then the author requests Le Ros to teach him the art of seeing off or acting with feelings. Such request is the direct result of his envying Le Ros’ success as a seer-off and his own failure in the art of sending off people.

Comprehension – II.

Answer the following questions in 350-400 words.

Question 1.
Who was Hubert le Ros? Describe him and his personality in your own words. What difference did the author notice between le Ros’ previous and present circumstances?
Answer:
Sir Henry Beerbohm (1872-1956) was an English writer and caricaturist popular for his witty essays and amusing caricatures. He also worked as drama critic, and a radio broadcaster. People were attracted to Beerbohm for his charming conversation and amusing anecdotes.

He parodies of famous people-both written and drawn – brilliantly captured the absurdities and affectations of his subjects with a gentle humour free of malice. Sir Henry Beerbohm’s essay ‘Seeing People Off’ is about the art of seeing off and difficulties associated with sending people off. In the essay, Beerbohm explains the futility of the process of seeing off people when they leave on a journey.

When Beerbohn turns up at Euston railway station to see Hubert le Ros, a not-so-successful stage actor in London. Beerbohm says that despite being a good actor, le Ros never found success on the London stage. The author now notices much difference between le Ros’ previous and present circumstances. According to Beerbohm, Le Ros was an excellent actor, and a man of sober habit. One thing about Le Ros that surprises the author is that he has changed a lot since the author saw him
seven or eight years before.

Le Ros used to work for the Strand, a London theatre, but with of less success. The author recalls that when Le Rose was not employed, he borrowed from the author a half-a-crown (a British coin worth 25 pence). The author feels that Le Ros was then a magnetic and attractive actor. However, his magnetism had never made him successful on the London stage.

His failure remains a mystery to the author. As the result, Le Ros has gone into oblivion, and the author also forgot him for a while. However, in the due course of their interaction, the author comes to know that Le Ros is a successful employee as a ‘seer-off’ working with the ‘Anglo-American Social Bureau’ (AASB) which supplies a long-felt want of ‘friends’ or ‘seers-off’ to the visiting Americans who do not have friends in England.

In the course of his argument, le Ros explains that thousands of Americans annually pass through England. Many hundreds of them have no English friends. In the old days, they used to bring letters of introduction. But the English are so inhospitable that these letters are hardly worth the paper they are written on. According to Le Ros, many Americans cannot afford to keep friends in England.

But they can all afford to be seen off. The fee is only five pounds (twenty-five dollars) for a single traveller; and eight pounds (forty dollars) for a party of two or more. They send that into the Bureau, giving the date of their departure, and a description by which the seer-off can identify them on the platform. And then, they are affectionately seen off.

Therefore, the AASB supplies a long-felt want of ‘friends’ or ‘seers-off’. Moreover, Americans are a
sociable people, and most of them have plenty of money to spend. The AASB supplies them with English friends. Fifty per cent of the fees is paid over to the ‘friends’ or ‘seers- off’.

The other fifty is retained by the AASB. Le Ros is an employee in the Bureau and acts as a seer-off to the visiting Americans. He wishes to be the Director of the Bureau since it is earning a lot of money in the business. Though he was not successful as a ‘stage actor’ earlier, he is now successfully acting as a ‘seer-off’. Le Rose returns the half-a-crown that he has borrowed the author. Moreover, he is now looking prosperous and solid due to his making money for acting as a ‘seer-off’.

Question 2.
How did the author’s farewell at the train station differ from le Ros’ send-off? What was iconic about this difference?
Answer:
Sir Henry Beerbohm’s essay ‘Seeing People Off is about the art of seeing off and difficulties associated with sending people off. In the essay, Beerbohm explains the futility of the process of seeing off people when they leave on a journey.

When Beerbohm turns up at Euston railway station to see off a friend, he happens to see Hubert le Ros, a not-so-successful stage actor in London. Upon their interaction, the author comes to know that Le Ros is also at the station to see off a young American lady. Beerbohm and Le Ros both are at the station to send their respective ‘friends’. However, the author’s farewell at the train station differs from le Ros’ send-off in a strikingly manner.

Beerbohm says that despite being a good actor, le Ros never found success on the London stage. The author now notices much difference between le Ros’ previous and present circumstances. According to Beerbohm, Le Ros was an excellent actor, and a man of sober habit. One thing about Le Ros that surprises the author is that he has changed a lot since the author saw him seven or eight years before.

Le Ros used to work for the Strand, a London theatre, but with of less success. The author recalls that when Le Rose was not employed, he borrowed from the author a half-a-crown (a British coin worth 25 pence). The author feels that Le Ros was then a magnetic and attractive actor. However, his magnetism had never made him successful on the London stage.

However, in the due course of their interaction, the author comes to know that Le Ros is now a successful employee as a ‘seer-off’ working with the ‘Anglo-American Social Bureau’ (AASB) which supplies a long-felt want of ‘friends’ or ‘seers-off’ to the visiting Americans who do not have friends in England. Therefore, the AASB supplies a long-fplt want of ‘friends’ or ‘seers-off’.

Moreover, Americans are a sociable people, and most of them have plenty of money to spend. Le Ros is an employee in the Bureau and acts as a seer-off to the visiting Americans. He wishes to be the Director of the Bureau, since it is earning a lot of money in the business. Though he was not successful as a ‘stage actor’ earlier, he is now successfully acting as a ‘seer-off’. Le Rose returns the half-a-crown that he has borrowed the author. Moreover, he is now looking prosperous and solid due to his making money for acting as a ‘seer-off’.

Le Ros also claims that it (acting as a seer-off to a visiting American) is a great pleasure in itself. Le Ros is acting as a seer-off with a lot feeling. Moreover, he gets satisfied out of his work for the AASB. He quotes French philosopher Denis Diderot who says: You can’t act without feeling’. Le Ros also claims that his work is worth, since it prevents the people from feeling “out of it”’; it earns them the respect of the guard; it saves them from being despised by their fellow passengers. It gives them a footing for the whole voyage.

In the contrast, Beerbohm laments that it was unbearable experience of coming to the platform to see off a friend in an artificial manner. Therefore, the Author feels envied Le Ros. Then the author requests Le Ros to teach him the art of seeing off or acting with feelings.

Such request is the direct result of his envying Le Ros’ success as a seer-off and his own failure in the art of sending off people. There lies the irony between their sending off: Beerbohm’s seeing off is about seeing off people as acting without feelings and emotions, and Le Ros’ seeing off is about seeing off people as acting with full of emotions and feelings.

Question 3.
What does Beerbohm’s attitude towards seeing people off at a port or train station? Why does he feel this way, and what does he prefer instead?
Answer:
Sir Henry Beerbohm (1872-1956) was an English writer and caricaturist popular for hi witty essays and amusing caricatures. He also worked as drama critic, and a radio broadcaster. People were attracted to Beerbohm for his charming conversation and amusing anecdotes.

He parodies of famous people-both written and drawn – brilliantly captured the absurdities and affectations of his subjects with a gentle humour free of malice. Beerbohm’s essay ‘Seeing People Off is about the art of seeing off and difficulties associated with sending people off. In the essay, Beerbohm explains the futility of the process of seeing off people when they leave on a journey.

Henry Beerbohm feels that he is not good at seeing off people at a port or train station. For him, to send a friend off is one of the most difficult things in the world. Beerbohm opines that when a friend is going on a longish journey, and will be absent for a longish time, that we turn up at the railway station. The dearer the friend, and the longer the journey, and the longer the likely absence, the earlier do we turn up, and the more lamentably do we fail.

He laments that the process of ‘seeing off’ or ‘sending off cannot match our deep feelings towards the person who is travelling. The limitation of seeing off also fails in matching the seriousness of departing of a friend to a longer distance. It has become a formality or farce. Therefore, Beerbohm considers the limitations of the seeing off are a failure. Beerbohm’s seeing off is about seeing off people as acting without feelings and emotions.

Instead, Beerbohm prefers to make the farewell quite worthy in a room, or, even on a door-step. For him, leave-taking is an ideal one when it ends in a private place where the friends can express their genuine feeling sorrow, without any awkwardness, no restraint on their side.

In the contrast, even after their yesterday’s part, when the same friends turn up at the railway station next day, they gaze at each other as dumb animals gazing at human beings. They try to ‘make conversations’ and are fed up with .waiting eagerly for the train guard to blow his whistle and put an end to the farce- their impatient wait. Therefore, Beerbohm considers the act of ‘seeing people off’ is tedious one and not worth in doing it.

Seeing People Off Poem Summary in English

Sir Henry Beerbohm (1872-1956) was an English writer and caricaturist popular for hi witty essays and amusing caricatures. He also worked as drama critic, and a radio broadcaster. People were attracted to Beerbohm for his charming conversation and amusing anecdotes.

He parodies of famous people-both written and drawn – brilliantly captured the absurdities and affectations of his subjects with a gentle humour free of malice. Beerbohm’s essay ‘Seeing People Off is about the art of seeing off and difficulties associated with sending people off. In the essay, Beerbohm explains the futility of the process of seeing off people when they leave on a journey.

Henry Beerbohm feels that he is not good at seeing, off people at a port or train station. For him, to send a friend off is one of the most difficult things in the world. Beerbohm opines that when a friend is going on a longish journey, and will be absent for a longish time, that we turn up at the railway station. The dearer the friend, and the longer the journey, and the longer the likely absence, the earlier do we turn up, and the more lamentably do we fail.

He laments that the process of ‘seeing off’ or ‘sending off’ cannot match our deep feelings towards the person who is travelling. The limitation of seeing off also fails in matching the seriousness of departing of a friend to a longer distance. It has become a formality or farce. Therefore, Beerbohm considers the limitations of the seeing off are a failure.

Instead, Beerbohm prefers to make the farewell quite worthy in a room, or, even on a door-step. For him, leave-taking is an ideal one when it ends in a private place where the friends can express their genuine feeling sorrow, without any awkwardness, no restraint on their side. In the contrast, even after their yesterday’s part, when the same friends turn up at the railway station next day, they gaze at each other as dumb animals gazing at human beings.

They try to-‘make conversations’ and are fed up with waiting eagerly for the train guard to blow his whistle and put an end to the farce- their impatient wait. Therefore, Beerbohm considers the act of ‘seeing people off’ is tedious one and not worth in doing it.

When Beerbohm turns up at Euston railway station to see off a friend, he happens to see Hubert le Ros, a not-so-successful stage actor in London. Beerbohm says that despite being a good actor, le Ros never found success on the London stage. The author now notices much difference between le Ros’ previous and present circumstances.

According to Beerbohm, Le Ros was an excellent actor, and a man of sober habit. One thing about Le Ros that surprises the author is that he has changed a lot since the author saw him seven or eight years before. Le Ros used to work for the Strand, a London theatre, but with less success. The author recalls that when Le Rose was not employed, he borrowed from the author a half-a-crown (a British coin worth 25 pence).

The author feels that Le Ros was then a magnetic and attractive actor. However, his magnetism had never made him successful on the London stage. His failure remains a mystery to the author. As the result, Le Ros has gone into oblivion, and the author also forgot him for a while.

However, in the due course of their interaction, the author comes to know that Le Ros is now a successful employee as a ‘seer-off working with the ‘Anglo-American Social Bureau’ (AASB) which supplies a long-felt want of ‘friends’ or ‘seers-off’ to the visiting Americans who do not have friends in England. In the course of his argument, le Ros explains that the thousands of Americans annually pass through England. Many hundreds of them have no English friends. In the old days, they used to bring letters of introduction. But the English are so inhospitable that these letters are hardly worth the paper they are written on.

According to Le Ros, many Americans cannot afford to keep friends in England. But they can all afford to be seen off. The fee is only five pounds (twenty-five dollars) for a single traveller; and eight pounds (forty dollars) for a party of two or more. They send that into the Bureau, giving the date of their departure, and a description by which the seer-off can identify them on the platform. And then, they are affectionately seen off.

Therefore, the AASB supplies a long-felt want of ‘friends’ or ‘seers-off’. Moreover, Americans are a sociable people, and most of them have plenty of money to spend. The AASB supplies them with English friends. Fifty per cent of the fees is paid over to the ‘friends’ or ‘seers- off’. The other fifty is retained by the AASB.

Le Ros is an employee in the Bureau and acts as a seer-off to the visiting Americans. He wishes to be the Director of the Bureau, since it is earning a lot of money in the business. Though he was not successful as a ‘stage actor’ earlier, he is now successfully acting as a ‘seer-off’. Le Rose returns the half-a-crown that he has borrowed the author. Moreover, he is now looking prosperous and solid due to his making money for acting as a ‘seer-off’.

Le Ros also claims that it (acting as a seer-off to a visiting American) is a great pleasure in itself. Le Ros is acting as a seer-off with a lot feeling. Moreover, he gets satisfied out of his work for the AASB. He quotes French philosopher Denis Diderot who says: You can’t act without feeling’.

Le Ros also claims that his work is worth, since it prevents the people from feeling “out of it”; it earns them the respect of the guard; it saves them from being despised by their fellow passengers. It gives them a footing for the whole voyage. In the contrast, Beerbohm laments that it was unbearable experience of coming to the platform to see off a friend in an artificial manner.

Therefore, the Author feels envied Le Ros. Then the author requests Le Ros to teach him the art of seeing off or acting with feelings. Such request is the direct result of his envying Le Ros’ success as a seer-off and his own failure in the art of sending off people.

Seeing People Off Poem Summary in Telugu

సర్ హెస్రీ బీర్టోమ్ (1872-1956) హాడ్ చమత్కారమైన వ్యాసాలు మరియు వినోదభరితమైన వ్యంగ్య చిత్రాలకు ప్రసిద్ధి చెందిన ఒక ఆంగ్ల రచయిత మరియు వ్యంగ్య చిత్రకారుడు. అతను నాటక విమర్శకుడిగా మరియు రేడియో బ్రాడ్కాస్టర్గా కూడా పనిచేశాడు. అతని మనోహరమైన సంభాషణ మరియు వినోదభరితమైన కథల కోసం ప్రజలు బీర్టోమ్ వైపు ఆకర్షితులయ్యారు.

అతను ప్రసిద్ధ వ్యక్తులను పేరడీ చేసాడు-ప్రాసిన మరియు గీసిన రెండూ – దుర్మార్గం లేని సున్నితమైన హాస్యంతో అతని విషయాల యొక్క అసంబద్ధాలు మరియు (ప్రభావాలను అద్భుతంగా సంగ్రహించారు. బీర్దోమ్ యొక్క వ్యాసం ‘సీయింగ్ పీపుల్ ఆఫ్’ అనేది చూసే కళ మరియు ప్రజలను పంపడంలో ఉన్న ఇబ్బందుల గురించి. వ్యాసంలో, బీరీదోమ్ ప్రజలు ప్రయాణంలో బయలుదేరినప్పుడు వారిని చూసే ప్రక్రియ యొక్క వ్యర్థతను వివరిస్తుంది.

ఓడరేవు లేదా రైలు స్టేషన్ వద్ద ప్రజలను చూడటం తనకు మంచిది కాదని హెన్రీ బీర్బోమ్ భావించాడు. అతనికి, స్నేహితుడిని పంపడం ప్రపంచంలోని అత్యంత కష్టమైన విషయాలలో ఒకటి. ఒక స్నేహితుడు సుదీర్ఘ ప్రయాణానికి వెళుతున్నప్పుడు మరియు చాలా కాలం పాటు గైరాజరు అయినప్పుడు, మేము రైల్వే స్టేషన్కు వస్తామని బీర్దోమ్ అభిప్రాయపడ్డారు.

ప్రియమైన స్నేహితుడు, మరియు ప్రయాణం ఎక్కువ, మరియు ఎక్కువ కాలం లేకపోవడం, మనం అంత త్వరగా వస్తాము మరియు మరింత విచారకరంగా విఫలమవుతాము. ప్రయాణిస్తున్న వ్యక్తి పట్ల మనకున్న లోతైన భావాలకు ‘సీయింగ్ ఆఫ్’ లేదా ‘సెండింగ్ ఆఫ్’ (ప్రక్రియ సరిపోలడం లేదని అతను విలపించాడు. స్నేహితుడి నుండి ఎక్కువ దూరం వెళ్లడం యొక్క గంభీరతను సరిపోల్చడంలో కూడా ఆఫ్ సీయింగ్ పరిమితి విఫలమవుతుంది. ఇది లాంఛనంగా లేదా (ప్రహసనంగా మారింది. అందువల్ల, బీర్దోమ్ చూడటం యొక్క పరిమితులను వైఫల్యంగా పరిగణించింది.

బదులుగా, బీర్దోమ్ వీడ్కోలును ఒక గదిలో లేదా డోర్-స్టెప్లో కూడా చాలా విలువైనదిగా చేయడానికి ఇష్టపడతాడు. అతని కోసం, సెలవు తీసుకోవడం అనేది ఒక (పైవేట్ ప్రదేశంలో ముగుస్తుంది, అక్కడ స్నేహితులు తమ నిజమైన అనుభూతిని వ్యక్తం చేయగలరు, ఎటువంటి ఇబ్బంది లేకుండా, వారి వైపు ఎటువంటి సంయమనం లేకుండా.

దీనికి విరుద్ధంగా, వారి నిన్నటి భాగం తర్వాత కూడా, అదే స్నేహితులు మరుసది రోజు రైల్వే స్టేషన్కి వచ్చినప్పుడు, వారు ఒకరినొకరు మూగ జంతువులు మనుషులను చూస్తున్నారు. వారు ‘సంభాషణలు’ చేయడానికి ప్రయత్నిస్తారు మరియు రైలు గార్డు తన విజిల్ను ఉదడానికి మరియు ప్రహసనానికి ముగింపు పలికే వరకు ఆత్రుతగా వేచి ఉండటంతో విసుగు చెందారు- వారి అసహనంతో కూడిన నిరీక్షణ. అందువల్ల, బీర్దోమ్ ‘ప్రజలను దూరంగా చూడటం’ అనేది చాలా దుర్భరమైన చర్య మరియు దానిని చేయడం విలువైనది కాదు.

బీర్దోమ్ స్నేహితుడిని చూడటానికి యూస్టన్ రైల్వే స్టేషన్కి వచ్చినప్పుడు, అతను లండన్లో అంతగా విజయం సాధించని రంగస్థల నటుడు హుబెర్ట్ లే రోస్ చూస్తాడు. మంచి నటుడిగా ఉన్నప్పటికీ, లండన్ వేదికపై లే రోస్ ఎప్పుడూ విజయం సాధించలేదని బీర్దోమ్ చెప్పారు. రచయిత ఇప్పుడు లే రోస్ యొక్క మునుపటి మరియు ప్రస్తుత పరిస్థితుల మధ్య చాలా వ్యత్యాసాన్ని గమనించారు. బీర్దోమ్ ప్రకారం, లే రోస్ అద్భుతమైన నటుడు మరియు తెలివిగల వ్యక్తి.

లే రోస్ గురించి రచయిత ఆశ్చర్యం కలిగించే విషయం ఏమిటంటే, రచయిత తనను ఏడెనిమిదేళ్ల క్రితం చూసినప్పటి నుండి అతను చాలా మారిపోయాడు. లే రోస్ లండన్ థియేటర్ అయిన స్ట్రాండ్ కోసం పనిచేశాడు, కానీ తక్కువ విజయం సాధించాడు. లే రోజ్ ఉద్యోగంలో లేనప్పుడు, అతను రచయిత నుండి సగం-కిరీటం (25 పెన్స్ విలువైన (బ్రిటిష్ నాణెం) తీసుకున్నాడని రచయిత.

గుర్తుచేసుకున్నాడు. లే రోస్ అప్పుడు అయస్కాంత మరియు ఆకర్షణీయమైన నటుడని రచయిత భావిస్తాడు. అయినప్పదికీ, అతని అయస్కాంతత్వం అతన్ని లండన్ వేదికపై ఎప్పుడూ విజయవంతం చేయలేదు. అతని వైఫల్యం రచయితకు మిస్టరీగా మిగిలిపోయింది. ఫలితంగా, లే రోస్ ఉపేక్షకు గురయ్యాడు మరియు రచయిత కూడా అతనిని కొంతకాలం మరచిపోయాడు.

అయినప్పటికీ, వారి పరస్పర చర్య యొక్కనిర్ణీత సమయంలో, దీర్ఘకాలంగా భావించిన కోరికను అందించే ‘ఆంగ్లో-అమెరికన్ సోషల్ బ్యూరో, తో కలిసి పని చేస్తున్న ‘సీర్-ఆఫ్గా లీ రోస్ ఇప్పుడు విజయవంతమైన ఉద్యోగి అని రచయిత తెలుసుకున్నారు. ఇంగ్లాండ్లో స్నేహితులు లేని సందర్శించే అమెరికన్లకు ‘స్నేహితులు’ లేదా ‘సీర్స్-ఆఫ్.

తన వాదనలో, వేల మంది అమెరికన్లు ఏటా ఇంగ్లండ్ గుండా వెళుతున్నారని లె రోస్ వివరించాడు. వారిలో అనేక వందల మంధికి ఆంగ్లేయ స్నేహితులు లేరు. పూర్వకాలంలో పరిచయ లేఖలు తెచ్చేవారు. కానీ ఇంగ్లీషువారు చాలా నిరాదరణకు గురవుతున్నారు, ఈ అక్షరాలు వారు హ్రాసిన కాగితం విలువైనవి కావు. లే రోస్ ప్రకారం, చాలా మంది అమెరికన్లు ఇంగ్లాండ్లో స్నేహితులను ఉంచుకోలేరు. కానీ వీళ్లంతా చూసీచూడనట్టు చూసుకుంటారు.

ఒక్క ప్రయాణికుడికి రుసుము ఐదు పౌండ్లు (ఇరవై-ఐదు డాలర్లు) మాత్రమ్షేమ మరియు రెండు లేదా అంతకంటే ఎక్కువ పార్టీలకు ఎనిమిది పొండ్లు (నలభై డాలర్లు). వారు దానిని బ్యూరోకి పంపుతారు, వారు బయలుదేరే తేదీని మరియు ప్లాట్ఫారమ్పై చూసే వ్యక్తి వారిని గుర్తించగల వివరణను ఇస్తారు. ఆపై వారిని ఆప్యాయంగా చూసుకుంటారు. అందువల్ల, %జుజుణఔ% ‘స్నేహితులు’ లేదా (సీర్స్-ఆఫ్’ యొక్క దీర్ఘకాల కోరికను అందిస్తుంది. అంతేకాకుండా, అమెరికన్లు స్నేహశీలియైన వ్యక్తులు, మరియు వారిలో చాలా మందికి ఖర్చు చేయడానికి డబ్బు పుష్కలంగా ఉంటుంది. %జుజుణఔ% వాటిని ఆంగ్ల మిత్రులతో సరఫరా చేస్తుంది.

ఫ్టుజులో యాభై శాతం ‘ఫెండ్స్’ లేదా ‘సీర్స్-ఆఫ్’కి చెల్లించబడుతుంది. మిగిలిన యాభైని %జుజుఐఔ% నిలుపుకుంది. లే రోస్ బ్యూరోలో ఒక ఉద్యోగి మరియు సందర్శించే అమెరికన్లకు దర్శనిగా వ్యవహరిస్తాడు. వ్యాపారంలో చాలా డబ్బు సంపాదిస్తున్నందున, అతను బ్యూరో డైరెక్టర్గా ఉండాలని కోరుకుంటున్నాడు. ఇంతకుముందు ‘రంగస్థల నటుడు’గా రాణించలేకపోయినా, ఇప్పుడు ‘సీయర్ ఆఫ్’గా సక్సెస్ఫుల్గా నటిస్తున్నాడు. లే రోజ్ రచయితను అరువుగా తీసుకున్న సగం కిరీటాన్ని తిరిగి ఇచ్చాడు. అంతేకాదు, ‘సీర్-ఆఫ్’గా నటించి డబ్బు సంపాదించడం వల్ల ఇప్పుడు ఆయన సంపన్నంగా, దృఢంగా కనిపిస్తున్నారు.

లే రోస్ కూడా ఇది (సందర్శిస్తున్న అమెరికన్కి సీర్-ఆఫ్గా నటించడం) చాలా ఆనందంగా ఉందని పేర్కొంది. లే రోస్ చాలా ఫీలింగ్తో చూసే వ్యక్తిగా నటిస్తున్నాడు. అంతేకాకుండా, అతను %జుజుఐఔ% కోసం తన పని నుండి సంతృప్తి చెందుతాడు. అతను ఫఫెంచ్ తత్వవేత్త డెనిస్ డిడెరోట్ను ఉటంకిస్తూ ఇలా అన్నాడు: మీరు అనుభూతి లేకుండా నదించలేరు.

లే రోస్ తన పని విలువైనదని కూడా పేర్కొన్నాడు, ఎందుకంటే ఇది ప్రజలను “అది బయటకు” అనుభూతి చెందకుండా చేస్తుంద్ష్మి అది వారికి గార్డు యొక్క గౌరవాన్ని పొందుతుంద్షి ఇది వారి తోటి ప్రయాణీకులచే తృణీకరించబడకుండా వారిని కాపాడుతుంది. ఇది మొత్తం సముద్రయానం కోసం వారికి పునాదిని ఇస్తుంది. దీనికి విరుద్ధంగా, కృత్రిమ పద్ధతిలో స్నేహితుడిని చూడటానికి ప్లాట్ఫారమ్ పైకి రావడం భరించలేని అనుభవం అని బీర్దోమ్ విలపించాడు.

అందువల్ల, రచయిత లే రోస్కు అసూయపడుతున్నట్లు అనిపిస్తుంది. అప్పుడు రచయిత లే రోస్ని తన భావాలతో చూసే లేదా నదించే కళను నేర్పించమని అభర్థించాడు. అటువంటి అభ్యర్థన, అతను అసూయపడే లే రోస్ యొక్క ప్రత్యక్ష ఫలితం, ఒక సీర్-ఆఫ్ మరియు ప్రజలను పంపే కళలో అతని స్వంత వైఫల్యం.

Glossary:

feat: an achievement that requires great courage, skill or strength
lamentably: done very badly or in a way that deserves criticism
restraint: self-control intimacy: close familiarity or friendship
implore: to beg someone earnestly or desperately to do something
entreaty: an earnest or humble request
reciprocate: to respond to something by doing something similar; to feel for someone the same way they feel for you
gulf: a large division or a huge difference between two things, people, etc.
yawn: (of an opening or space) be very large and wide.
farce: an event or situation that is absurd
Euston: a busy train station in central London
elapse: to pass or go by
gaily: in a cheerful or light-hearted way
prophecy: a prediction of what will happen in the future
conviction: certainty; assurance
conscientiously: doing one’s duty well or thoroughly
bustle: activity and movement
unabated: without any reduction in intensity or strength alight: to come to a rest; to settle upon
portly: having a stout body; of a stately or dignified appearance injunction: an authoritative warning or order
engagement: an arrangement to do something (here, out of an engagement means that he was not employed)
crown: a British coin worth 25 pence sober: serious and sensible seedily: in a disreputable way imitation: fake
ill-shorn: not well shaved (and therefore looking unkempt)
lantern jaw: a long, protruding or wide square jaw, often with a large chin
sombre: serious
unhinged: mentally unbalanced
explicit: stated clearly and in detail, leaving no room for confusion or doubt presently: after a short time; soon assent: to express approval or agreement bewildered: confused
inhospitable: unfriendly or unwelcoming to people want: lack of something essential out of it: feeling that one has not been included in something
despise: to feel contempt or disgust for
footing: the basis on which something is established
be a martyr to something: (idiomatic expression) to suffer a lot because of an illness, problem or bad situation
resentment: bitterness at having been treated unfairly
Diderot: Denis Diderot (1713-84), a French philosopher and art critic, who argued that great actors display the illusion of emotions without actually feeling them ornate: highly decorated or elaborate
grudge: to feel resentful or to hold ill will towards someone or something

OU Degree 1st Sem English Study Material