Prasanna

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

by
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

I Remember, I Remember Poem Summary, Theme, Critical Analysis by Thomas Hood

by
I Remember, I Remember Summary by Thomas Hood

I Remember, I Remember Poem Summary, Theme, Critical Analysis by Thomas Hood

I Remember, I Remember Summary

In the poem I Remember, I Remember, Thomas Hood goes back down to the memory lane to bring back the treasured memories from his childhood. The poet reminisces about his joys of childhood often comparing them with his present state of adulthood. As he delves more and more into his childhood days, he remembers every ounce of joy that he had received beginning from his childhood’s morning when he could feel the sun’s warmth coming from the little window of his room.

The passing day from morning till night gave pleasure to the child. But at present the poet wishes for the night to take away his breath which indicates his desire to death due to his present painful life. The contrast between his past and his present is clear through the portrayal of the sun that is daytime which is brighter and that which symbolises the past and the mentioned of the night that is darkness which means his present situation which is full of pain and distress.

In the second stanza, the poet moves from his house to the garden where the child looks and Remembers the different flowers like roses, violets, lilies and lilacs that made the garden bright. He believed these flowers to be heavenly blessed flowers. He also talks about the laburnum which reminds him of his brother as he had planted it on his birthday. His brother is no more whereas the tree is living. “The tree is living yet” conveys the message that his brother is no more but the tree he had once planted has life in it.

Next we see him that he focuses on his playing on swing and the way he moved through the air, that is in a light and carefree manner shows how he spent his childhood days happily. He was like feathers which flied quickly. This stanza contrasts youthful feeling of vitality and heaviness of the present. He says that a wonderful summer also can not heal him.

Then the poet contrasts the child’s close relationship with heaven with the rational knowledge of the adult, who lost faith in spirituality. He thinks of the dark huge fir trees that he imagined to be close to the heaven. All those were ignorance but now though he thinks rationally but there is lack of joy in his mind. So the poem, apart from being filled with an idealization of childhood, it is also wrapped with the concrete realisation of adulthood.

I Remember, I Remember About the Author Thomas Hood

Thomas Hood was an editor, publisher, poet and humorist. He was born in London (23rd May 1799). He was the son of a London bookseller. His satirical style of writing almost seemed out of place for the time in which he lived. Hood had private education in Islington but left this at the age of 14 to enter into employment at a counting house. He was not at all healthy and moreover, his profession made it worse.

So he left and became an engraver, in the city of London. Again his health failed him and he was sent to relations in Scotland. It is here, that his interest in outdoors and poetry began. In 1821 he became the sub-editor of the London Magazine and quickly became part of a wide and varied social scene. Hood’s work is streaked with humour.

In his day, some of his poems were translated for sale in Europe. Many of his works are considered classics and he remains today as a highly regarded poet of the Victorianera. Though he was known for his light verse and puns, Hood also depicted the working conditions of the poor.

Some of his published works are Odes and Addresses to Great People, Whims and Oddities, Up the Rhine, The Comic Annual etc. His best known poems are The Bridge of Sighs and The Song of Shirt. Thomas Hood died at the young age of 45 on the 3rd of May, 1845.

I Remember, I Remember Theme

Throughout the poem, Thomas Hood speaks of his childhood memories and also talks about the fleeting nature of time. He talks of his childhood memories, his childhood innocence childish ignorance in the poem. He also speaks that with time as it is the nature of it how everything changes. So memories of childhood and the fleeting nature of time become the major theme of this poem.

I Remember, I Remember Critical Analysis

The first stanza of the poem begins with the line I Remember, I Remember that continues to ring throughout the poem. This line centralised the poem on the word “I”. By elevating the self, Hood exposes to the readers a childhood memory.

The use of the present tense “remember” also helps to create a divide, within the poem. Hood is stuck in the present, he “remembers” the past days of his childhood from which his mind is unable to come out. The more he delves in his past days, the more he compares them with his present days.

They have left an indelible impression in his mind. The sun is personified as a force for good. He is shown to be friendly peeping in through the window of his room. But things have changed and at present he wishes he never wakes up. There is an equilibrium maintained in the first stanza between day and night, with hours of the day being bright and better when Hood was a child and with the darkness of night when he is in adulthood. The complete idealization of childhood is evident right down from the balance of day and night.

Though it is exaggerated, but it shows how much Thomas Hood mourns for his lost childhood. This stanza comes to an end with an exclamation from the poet. He wishes he had died. We can also find a link between the word ‘night’ and the poet’s death. We can also find a link between the word ‘night’ and the poet’s death. The next stanza focusses on two images those are the colours and the flowers of the period. The words like ‘red’, ‘white’ describe the array of different flowers.

Though the flowers symbolises natural beauty in his childhood memory, they are presented as delicate and fragile which are likely to perish and fade. Thomas Hood imagines all these flowers but they are not real. He says of roses, violets, lilies, lilacs which used to brighten up the garden. “The tree is living yet!” exclamation compounds Hood’s sense of excitement. | He sees a living remnants of the past he has lost. The tree had been planted by his brother who is no more but the tree it self is still alive. Hood finds something palpable which triggers yet more memories by his idyllic period or his childhood days.

The perceived lightness of the character is presented by Thomas Hood in the next stanza where he gives examples of his flying. Hood, relates his childhood to a bird, flying freely as he used to swing on his favourite tree. The words ‘rush’ and ‘fresh’ present the freedom of his childhood days- which he used to spend in a jovial manner. There was a time when Hood used to fly through the air with no obligations.

But then again we find a subtle shift back to the depressive present adulthood days. He used the past tense ‘flew’. Although he still cherishes and relishes his memories of his idyllic period at the same time he is also aware of his present period of his life which has now come to an end. The sense of freedom which he once rejoiced has new ended.

Hood evokes a contrast between the lightness of childhood and heaviness of the present. ‘So heavy now’ means that since he has lost the sense of childhood and ignorance which was full of joy and freedom, ‘he is stuck’ now and his mind is not free but it is heavy. The tragedy in this poem. Therefore is subtle but continual. We find the poet mourning for the things that he no longer is.

After the depressive nature of the last three lines of stanza 3, the first line in stanza 4 takes on a haunting melancholy. We find Hood to be in a depressed Hood. He wishes he was closer to the heaven. If he cannot return to his childhood days or period, he feels like he would rather die. The bitter melancholy that can be felt under the surface of the poem finally breaks here.

This is how the poet feels, and there is nothing he can do about it. In this stanza we find Hood who used to think about the tall fir trees, who tops of nearly touched the sky. Now that he is older he knows that the fir trees are not touching the sky. It was the ignorance of his childish nature which made Hood think in that way.

Though he now is aware of the reality, yet he is not happy. He is farther from heaven now than ‘when he was a boy’. We can stay that according to Hood, his childhood days were heavenly full of freedom joy, ignorance which was far better than his present painful days.

I Remember, I Remember Title of the Story

In the poem, ‘I Remember, I Remember’, the poet Thomas Hood gives a description of his childhood memories which at his present moment he remembers, and so he craves to go back to his childhood days. He remembers his home, his bedroom window through which the sun used to peep in and filled his room with warmth and brightness. He also says that the sun was friendly and was never late to visit him each morning. He is personifying the sun in the first stanza.

But things at present have changed. In his adulthood, he wishes the night to take away his breath. In the first stanza we find how the poet vividly remembers the house where he was born and also the different moments which he had spent there.

Then again in the second stanza, the poet think and remembers of the surrounding of his house. He remembers the different flowers like red and white roses, violets, lily cups which used to brighten and lighten up surrounding of his house. He also remembers the lilacs where the robin built its nest.

Then he remembers the laburnum tree which his brother had planted. Through his brother is no more, the presence of the tree which is still alive, reminds him of his brother. The poet does not visualise all these things concretely but all the things mentioned, have been his remembrance and commemoration of his childhood days. He also tells about how he used to swing through the air very fast to feel the rush of the fresh air. He used to be very jovial, vivacious and high

spirited as he flew like a bird on its wings. But now he says he is heavy as he is now not free like his childhood days. Here in this stanza also we find how the poet first recollects and remembers his past days and then he compares them to his present depress life.

Lastly we see, how clearly the poet again remembers the fir trees which used to touch the sky. When he was a child his ignorance made him think that the tops of the fir trees touched the sky. Though now in reality at his adulthood, he is aware of the truth but still he says that the days of his ignorance were better than his present days.

Almost in the whole poem, we find how Thomas Hood has given a description of his childhood days. Then he has compared that phase his life to the present phase. So first he remembers all the days of his childhood and then he gives a comparison. We find every stanza starting with ‘I Remember, I Remember’. So it can be said that the title of the poem ‘I Remember, I Remember’ is a relevant and suitable one.

I Remember, I Remember About the Poem

I Remember, I Remember by Thomas Hood is a poem that gives a high contrast to the childhood days and experience, a world with beautiful thoughts and an adult world which is very practical and is filled with regrets and losses and pain and without any joy like that of his childhood days. It is dedicated by Thomas Hood to the nostalgic embrace of the memory of childhood. In this poem, he Remembers his “childish ignorance” cherishing his memories and painting them with different colours and images.

Through his poem, it is clear that his childhood was a time of great happiness so he recollects all the things that are associated with his childhood. Childhood is said to be the most beautiful phase of one’s life. The poet in this poem brings out the truth and makes us not only to realise that childhood is the best phase but also makes the readers nostalgic about that idyllic period of their lives.

I Remember, I Remember Main Point Of The Poem

I Remember, I Remember is a reflective and emotional poems. It recalls the nostalgic memories of the poet’s childhood. The poet Thomas Hood wishes to get back his childhood days and the energy and be free from all the pains and sufferings that he suffers now as a grown up. He wonders about the moments where he lost his innocence and realized that the world is not what it seemed to be.

So his thoughts in his adulthood change and he realises the hypocrisy of the people around the world. So we can find a comparison of his childhood pleasant days with the painful present one. His longing and desire to regain the childhood days are clearly seen from this poem “I Remember, I Remember”.

I Remember, I Remember Linewise Summary

Stanza – I:

In the first stanza, Thomas Hood, the poet of ‘I Remember, I Remember’ describes the house where he was born. He feels nostalgic and could remember his house, his bedroom and the little window of his bedroom from where the sun came peeping in, in the morning. Here the poet personifies the sun who was friendly and did not forget to shine in time. The sun shared its warmth and brightness to him. These childhood days were very pleasant to him.

By the very presence of the sun peeping in through his little window, Thomas Hood wants to describe the past of his life which was bright like the sun. In the next two lines of the first stanza, he speaks of the night which is in contrast with the day of sun. His present days are being described as dark as the night. It is full of pains, suffering and depression. So he wants his breath to be taken away by night or in simple word he wants to die since he cannot go back to his childhood days.

Stanza – II:

The second stanza also starts with the line ‘I Remember, I Remember’. In this stanza he describes the garden of house which he remembers to be bright and colourful with white and red roses, violets, lily cup lilacs etc. With these colours he has tried to show the colourful days which he used to have in his childhood phase.

He also remembers the lilacs when the robin bird built its nest. When he remembers, all these natural beauties, he feels nostalgic and then he the laburnum which his brother had planted on his birthday. He remembers it vividly and again his present situation makes him unhappy as the tree is alive but still his brother who had planted the tree was dead.

Stanza – III :

The poet then remembersand goes on to recollect his childhood days spent on the swing breathing the fresh pure air. He understands in his present adulthood phase that his spirit enjoyed these tiny moments and they are still fresh in his memory. Now he is grown up and he has seen the world and experienced both the good and bad from his life. He once had spirit which used to fly in feathers like birds. Then was the time when he was carefree and so he had a spirit that was light and joyful.

But now his present life is full of worries, pains and sufferings since his mind is repleted with all these his spirit now heavy. So he cannot fly now like a bird which he used to do when he was a child. Summer is cherished in the country where the poet was born. But even such wonderful summer pools are not able to heal his fever. The fever is actually the illness of his mind. He is now mentally unfit rather than physically.

Stanza – IV:

In the next stanza that is in last one, the poet Thomas Hood Remembers the fir trees which were thick and so high that their tops almost used to touch the sky. This imagination of the fir trees being touching almost the sky was just due to childish ignorance. Since he was a child then, he did not know that trees cannot touch sky.

But now that he is grown up, he knows the reality. Though he knows the reality, he has no joy. This means that in his adulthood he has come across many good and bad things. He has been introduced with the stark reality of the world. He can understand now that life is full of pains, worries and sufferings. There was a time in his childhood when his joy was boundless.

He was unaware of the harsh reality of the world and so he was always happy. This happiness of his childhood is like heaven to him. His childhood days were heavenly but now in his adulthood i.e at present he is far away from heaven as there is no joy in his mind.

So in the poem, we find Thomas Hood while delving into his childhood finds peace and happiness. He Remembers his days when he was a child and he cherised all the memories of that idyllic period. With these happy memories, we find Thomas Hood comparing his life and the days of his adulthood which he finds full of despair and gloom.

He is filled with worries, anguish and depression in his present life, so he wishes to die since he knows that it is only possible for him to recollect those happy memories but it is not possible for him to go back to those days.

I Remember, I Remember Linewise Explanation

1. I Remember, I Remember
The house where I was born,
The little window where the sun
Came peeping in at morn

The poet Thomas Hood describes the house where he was born. He Remembers it and also says about how the sun used to shine and peek through the little window of his bedroom.

2. He never came a wink too soon,
Nor brought too long a day,
But now, I often wish the night
Had borne my breath away!

In this line the sun has been personified. The poet says that the sun had been friendly with him and had always been in time. He had neither visited him late nor did he remain long a day. In the next two lines the poet speaks about the night. He wishes the night to take his breath away. The daytime with the sun, is his childhood and the night, his adulthood or present time which he does not want to live.

3. I Remember, I Remember
The roses, red and white,
The vi’lets, and the lily – cups,
Those flowers made of light!

The poet again remembers of the flowers growing in his garden. The variety of flowers like the red and white roses, the violets, the lilies looked bright and colourful in the garden. This is also a recollection from childhood memories which his recollection from childhood memories when his days were brought and colourful like the flowers

4. The lilacs where the robin built,
And where my brother set
The laburnum on his birthday, —
The tree is living yet!

The poet remembers and speaks of the lilac tree with the rest of robin. The laburnum tree which is still alive reminds him of his brother who had planted it on his birthday. Though his brother is no more but the tree which he had planted is alive.

5. I Remember, I Remember
Where I was used to swing,
And though the air must rush as fresh
To swallows on the wing.

In these lines of the third stanza, the poet remembers the days when he used to swing through the fresh air. He remembers how he used to fly like birds, when he used to swing, he felt light here he compare bird with wings.

6. My spirit flew in feathers then,
That is so heavy now,
And summer pools could hardly cool
The fever on my brow!

During his childhood days he used to swing and his spirit also flew in feathers, that is, he used to be in high spirits then. But now he is heavy hearted as his life is now full of sufferings. The summer pools which are usually comfortable in the country where the poet is born, also could hardly heal him or cool him because he is mentally and spiritually ill.

7. I Remember, I Remember
The fir trees dark and high;
I used to think their slender tops
Were close against the sky:

The poet remembers the thick high fir trees with slender tops. When he was a child he used to think that the tops of the fir trees almost touched the sky.

8. It was a childish ignorance,
But now ‘tis little joy
To know I’m farther off from heav’n
Than when I was a boy.

But now he can realize that it was his childish ignorance that made him believe this, because tops of trees can never touch the sky. This is the truth and reality. When he realizes the truth of life and since he has experienced many things (good and bad) in the world, his joys is no more. So he says that his childhood days with ignorance was heavenly and blissful to him but now he is far from heaven, that is, there is no heavenly joy in his adulthood life.

I Remember, I Remember Annotations and Vocabulary

Peeping — peering
Morn — morning
Borne — to contain ( past participate of bear)
Vi’lets — a kind of flower which is purple, blue or white Lilacs a shrub or small tree which has fragrant violets, pink or white blossom.
Laburnum — a small tree having hanging clusters yellow flowers
Slender — slim, lean
Ignorance — unconsciousness

Treasure Chest A Collection of ICSE Poems Workbook Answers

The Model Millionaire Story Questions and Answers & MCQs

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The Model Millionaire Story Questions and Answers & MCQs

The Model Millionaire Story Questions and Answers & MCQs

A. Read the extract below and answer the questions that follow:

Unless one is wealthy there is no use in being a charming fellow. Romance is the privilege of the rich, not the profession of the unemployed. The poor should be practical and prosaic. It is better to have a permanent income than to be fascinating. These are the great truths of modem life which Hughie Erskine never realized. Poor Hughie! Intellectually, we must admit, he was not of much importance. He never said a brilliant or even an ill-natured thing in his life.

But then he was wonderfully good-looking, with his crisp brown hair, his clear-cut profile, and his grey eyes. He was as popular with men as he was with women, and he had every accomplishment except that of making money.

His father had bequeathed him his cavalry sword, and a History of the Peninsular War in fifteen volumes. Hughie hung the first over his looking-glass, put the second on a shelf between Ruffs Guide and Bailey’s Magazine, and lived on two hundred a year that an old aunt allowed him. He had tried everything

Question 1.
“Unless one is wealthy there Is no use in being a charming fellow.”- Why?
Answer:
Earning a livelihood is essential but if a person wants to live a lavish life, then he or she has to be rich because good looks cannot buy anything. It is not even essential but when a person has money, he or she can avail anything very easily. That is why it is said so

Question 2.
What qualities made Hughie Erskine popular with men and women?
Answer:
Hughie was wonderfully good-looking. He was very good heart. He never said any ill-natured thing. He never said any unkind word even. In fact, he had every quality except that of making money. All this made him very popular among men and women.

Question 3.
Describe the appearance of Hughie.
Answer:
Hughie was a very a charming and handsome fellow with his crisp brown hair, clear-cut profile and grey eyes. Though Hughie was wonderfully good-looking yet he was a failure of making money.

Question 4.
What did Hughie’s father leave for him? What did he get from an old aunt?
Answer:
Hughie’s father left for him his cavalry sword and a History of the Peninsular War in fifteen volumes. He got two hundred pounds a year from an old aunt. Hughie had no earning of his own even if he tried very hard.

B. Read the extract below and answer the questions that follow:

To make matters worse, he was in love. The girl he loved was Laura Merton, the daughter of a retired Colonel who had lost his temper and his digestion in India, and had never found either of them again. Laura adored him, and he was ready to kiss her shoe-strings.

They were the handsomest couple in London, and had not a penny-piece between them. The Colonel was very fond of Hughie, but would not hear of any engagement. ‘Come to me, my boy, when you have got ten thousand pounds of your own, and we will see about it,’ he used to say; and Hughie looked very glum on those days, and had to go to Laura for consolation.

Question 1.
What worsened Hughie’s condition?
Answer:
Hughie, though charming had no luck in making money. Therefore when he fell in love with a girl named Laura Merton, then that worsened his condition.

Question 2.
Who was Laura Merton? What was her father?
Answer:
Laura Merton was the love of Hughie’s life. Her father was a retired colonel who had lost his temper and his digestion in India and had never found either of them again.

Question 3.
How was Laura with her father?
Answer:
Laura and her father had a good bonding with each other. Laura loves her father, respects and obeys her father whereas her father was so caring for his lovable daughter that “he was ready to kiss her shoe-string.” Her father just wanted his daughter’s future to be secured.

Question 4.
What condition did he give to Hughie?
Answer:
Laura’s father was very fond of Hughie but he was not willing to give his daughter’s marriage with him because Hughie had no earning. So he gave him a condition of earning 10000 pounds to get married to her. This condition made Hughie very glum and had to go to Laura for consolation.

C. Read the extract below and answer the questions that follow:

One morning, as he was on his way to Holland Park, where the Mertons lived, he dropped in to see a great friend of his, Alan Trevor. Trevor was a painter. Indeed, few people escape that nowadays. But he was also an artist, and artists are rather rare.

Personally he was a strange rough fellow, with a freckled face and a red ragged beard. However, when he took up the brush he was a real master, and his pictures were eagerly sought after. He had been very much attracted by Hughie at first. it must be acknowledged, entirely on account of his personal charm.

Question 1.
Why was Hughie going to Holland Park?
Answer:
Hughie was going to Holland park to meet his friend Alan Trevor. Alan was a great friend of Hughie who was also a painter.

Question 2.
Why did Alan Trevor like Hughie so much as to let him visit his studio whenever he wanted?
Answer:
Artists always love thing of beauty. Trevor was an artist and Hughie was wonderfully good-looking. Hughie was also a carefree and joyful spirit. Trevor came to like Hughie very much. That was why he let him visit his studio whenever he liked.

Question 3.
How was Alan Trevor?
Answer:
Alan Trevor was a painter by profession but personally, he was a strange rough fellow with a freckled face and red ragged beard. However, whenever he took up the brush he was a real master and his pictures were eagerly sought after.

Question 4.
What idea about Hughie and Alan do you get from the above passage?
Answer:
From the above passage, we came to know that Hughie and Alan were great friends. They liked each other and cared for each other. Though Hughie had no money, Alan never underestimated him or bragged about his success. They both were amicable to each other.

D. Read the extract below and answer the questions that follow:

‘The only people a painter should know,’ he used to say, ‘are people who are bete and beautiful, people who are an artistic pleasure to look at and an intellectual repose to talk to. Men who are dandies and women who are darlings rule the world, at least they should do so.’ However, after he got to know Hughie better, he liked him quite as much for his bright buoyant spirits and his generous reckless nature, and had given him the permanent entree to his studio.

When Hughie came in he found Trevor putting the finishing touches to a wonderful life-size picture of a beggar-man. The beggar himself was standing on a raised platform in a corner of the studio. He was a wizened old man, with a face like wrinkled parchment, and a most piteous expression.

Question 1.
What did Alan use to say?
Answer:
Alan used to say that painters notice people who are “bete and beautiful, people who are an aretistic pleasure to look at and an intellectual repose to talk to. Men who are dandies and women who are darlings rule the world, at least they should do so.”

Question 2.
Why did Alan start liking Hughie?
Answer:
After Alan got to know Hughie better, he started liking him for his buoyant spirit and generous reckless nature and that had given him a permanent entry to Alan’s studio.

Question 3.
After reaching the studio, what did Hughie find?
Answer:
Hughie found a beggar who was posing as a model. The beggar himself was standing on a raised platform in a corner of the studio. The beggar was a wizened old man, with a face like wrinkled parchment, and a most piteous expression.

Question 4.
Describe the appearance of the model from the above passage.
Answer:
Alan’s model was a beggar who was standing on a raised platform in a corner of the studio. He was a wizened old man, with a face like wrinkled parchment, and a most piteous expression. He was so realistic that stirred sympathy in Hughie’s mind.

E. Read the extract below and answer the questions that follow:

Over his shoulders was flung a coarse brown cloak, all tears and tatters; his thick boots were patched and cobbled, and with one hand he leant on a rough stick while with the other he held out his battered hat for alms. What an amazing model!’ whispered Hughie, as he shook hands with his friend.

‘An amazing model?’ shouted Trevor at the top of his voice; ‘I should think so! Such beggars as he are not to be met with every day. A trouvaille, mort cher; a living Velasquez! My stars! what an etching Rembrandt would have made of him!’ Poor old chap! said Hughie, ‘how miserable he looks!

But I suppose, to you painters, his face is his fortune?’ ‘Certainly,’ replied Trevor, ‘you don’t want a beggar to look happy, do you?’ ‘How much does a model get for sitting?’ asked Hughie, as he found himself a comfortable seat on a divan.

Question 1.
How was the beggar dressed?
Answer:
The beggar was very poorly dressed. Over his shoulders, was a coarse black cloak, torn and tattered and his thick boots were patched and cobbled. With one hand, he leant on a rough stick while the other was holding out his battered hat for alms.

Question 2.
Why did Hughie think that the beggar was “an amazing model”?
Answer:
Hughie thought that the beggar was “an amazing model” because he was very realistic. His appearance and miserable condition.,rose sympathy in Hughie’s heart. Though he would be paid by Trevor, yet he felt of giving some money to him.

Question 3.
How and why did Hughie oblige the old beggar?
Answer:
One day, Hughie went to see his friend, Alan Trevor, who was a painter. He saw Trevor painting a wonderful picture of a beggar man. The beggar himself was standing in a corner of the studio. He was wizened old men. His face was wrinkled. He had a brown cloak over his shoulder. It was all in rags. His thick boots had many patches. He had a rough stick in one hand.

He was leaning over this stick. With his other hand, he was holding out his for alms. The old beggar looked the very pitcher of misery. Hughie was deeply moved by the miserable looks of the old beggar. He could not help pitying him. He searched his pockets, but could find only one sovereign there. Then he walked up to the beggar and slipped it into his hand.

Question 4.
From the above mentioned passage, what idea do you get about Hughie?
Answer:
From the above mentioned passage, we could realize that Hughie, though poor, had a soft heart that felt for the old beggar. The beggar’s appearance made him feel sad for him though he would be paid by his artist friend Trevor. So, after a very brief conversation with Trevor, he decided to help the beggar. These qualities showed us that Hughie was a true gentleman.

F. Read,the extract below and answer the questions that follow:

Nonsense, nonsense! Why, look at the trouble of laying on the paint alone, and standing all day long at one’s easel! It’s all very well, Hughie, for you to talk, but I assure you that there are moments when Art almost attains to the dignity of manual labour. But you mustn’t chatter; I’m very busy. Smoke a cigarette, and keep quiet.’

After some time the servant came in, and told Trevor that the frame-maker wanted to speak to him.‘Don’t run away, Hughie,’ he said, as he went out, ‘I will be back in a moment.’ The old beggar-man took advantage of Trevor’s absence to rest for a moment on a wooden bench that was behind him.

He looked so forlorn and wretched that Hughie could not help pitying him, and felt in his pockets to see what money he had. All he could find was a sovereign and some coppers. ‘Poor old fellow,’ he thought to himself, ‘he wants it more than I do, but it means no hansoms for a fortnight;’ and he walked across the studio and slipped the sovereign into the beggar’s hand.

Question 1.
“Nonsense, nonsense!”- Who said to whom and when?
Answer:
Alan Trevor said this to his friend Hughie. Seeing the miserable condition of the beggar, Hughie asked Trevor how much he used to give his models. At this Trevor told him a small amount compared to the price in which his paintings are sold. At This Hughie told Trevor that he should give a percentage of his earning to the models. Hearing this Trevor said so.

Question 2.
Why did Trevor think that Hughie was talking nonsense?
Answer:
Hughie told Trevor that he should gi ve a percentage of his earning to his models. Hearing this Trevor told him that he was talking nonsense because he thought that they were doing their job and they got paid well. And as “art almost attains to the dignity of manual labour”, there was no point of sharing the amount earned.

Question 3.
What did Hughie do after Trevor left?
Answer:
After Trevor left, Hughie shifted his attention to the beggar again who was resting on a wooden bench for a moment. His miserable condition made Hughie feel sorry for him. So, he decided to help him by giving him some money. But he only had a sovereign in his pocket so he gave it to him.

Question 4.
“He wants it more than I do”- Who said this? Why?
Answer:
This was said by Hughie to himself. Hughie wanted to help the old beggar because he felt sympathy for him. But when he searched his pocket, he only found a sovereign in it. So if he would give it to him then no money would be left for him. But he felt that the old beggar needed that money more than him so he said this.

The Model Millionaire Story Poem MCQs

Choose the correct alternative to complete the following sentences:

Question 1.
“What an amazing model!” Who said this?
a. Hughie
b. Alan Tevor
c. Laura Merton
Answer:
a. Hughie

Question 2.
Who is Laura Merton’s father?
a. Baron Hausberg
b. Alan Trevor
c. A retired
Answer:
c. A retired

Question 3.
Who is the protagonist of the story. The Model Millionaire?
a. Hughie Erskine
b. Laura Merton
c. Alan Trevor
Answer:
a. Hughie Erskine

Question 4.
Who was popular with men and women?
a. Alan Trevor
b. Colonel Merton
c. Hughie Erskine
Answer:
c. Hughie Erskine

Question 5.
How many months had Hughie Erskine gone on Stock Exchange?
a. Seven
b. Six
c. Nine
Answer:
b. Six

Question 6.
Who was Alan Tervor in the story?
a. Poet
b. Writer
c. Painter
Answer:
c. Painter

Question 7.
Where was the beggar man standing in the story?
a. In the corner of studio
b. In the room
c. In a house
Answer:
a. In the corner of studio

Question 8.
Who was the old beggaman?
a. Alan Trevor
b. Baron Hausberg
c. Beggar
Answer:
b. Baron Hausberg

Question 9.
What was the only source of income for Hughie Erskine?
a. The aunt
b. The father
c. None of these
Answer:
a. The aunt

Question 10.
Who is the richest man of Europe?
a. Alan Trevor
b. Beggar
c. Baron Hausberg
Answer:
c. Baron Hausberg

Question 11.
Who was the friend of Hughie Erskine?
a. Baron Hausberg
b. Alan Trevor
c. Laura Merton
Answer:
b. Alan Trevor

Question 12.
What was the wedding gift for the marriage of Hughie Erskine and Laura Merton from Baron Hausberg?
a. A cheque of 10,000 pounds
b. A cheque of 5,000 pounds
c. A cheque of 2,000 pounds
Answer:
a. A cheque of 10,000 pounds

Question 13.
Who the writer of Model Millionaire?
a. R.K Narayan
b. Oscar Wilde
c. Rusking Bond
Answer:
b. Oscar Wilde

Question 14.
What is the theme of the story the Model Millionaire?
a. Patriotism
b. Quest for identity
c. Appearances can be deceptive
Answer:
c. Appearances can be deceptive

Question 15.
The Model Millionaire ends with twist and full of humour and ………..
a. Silliness
b. Iron
c. Mockery
Answer:
b. Iron

Question 16.
Who is Laura Merton?
a. Hughie’s beloved
b. Baron Hausberg’s sister
c. Alan Trevor’s wife
Answer:
a. Hughie’s beloved

Question 17.
Why did Hughie give the model a sovereign?
a. He is a donor
b. He want to become famous
c. Being sympathetic for him
Answer:
c. Being sympathetic for him

Question 18.
How many characters are painted in the story, The Model Millionaire?
a. Six
b. Five
c. Three
Answer:
a. Six

Question 19.
Who is Monsieur Gustave Naudin?
a. Baron Hausberg’s friend
b. Baron Hausberg’s servent
c. Baron Hausberg’s brother
Answer:
b. Baron Hausberg’s servent

Question 20.
Why was Hughie shocked to hear Trevor?
a. The Beggar was a thief
b. The beggar was rich person
c. The beggar was very poor.
Answer:
b. The beggar was rich person

Question 21.
Why does the Colonel not allow Hughie to marry his daughter?
a. He is poor and jobless
b. He is aged
c. He is not handsome
Answer:
a. He is poor and jobless

Question 22.
How did Hughie respond when he heard that Trevor told the beggar about his private life?
a. Angry
d. Amused
c. Furious
Answer:
c. Furious

Question 23.
Whom did the beggar’s old suit belong to?
a. Trevor
b. Hughie
c. Hughie’s uncle
Answer:
a. Trevor

Question 24.
Why couldn’t Hughie Marry Laura?
a. Her father opposed the proposal
b. She was not pretty
c. He was poor and jobless
Answer:
c. He was poor and jobless

Question 25.
Why did Hughie think the beggar deserve a share of Trevor’s earning?
a. The bagger has no relative
b. Model’s work is hard as painter’s
c. The beggar is very poor
Answer:
b. Model’s work is hard as painter’s

Treasure Chest A Collection of ICSE Short Stories Workbook Answers

Skimbleshanks The Railway Cat Poem Summary, Theme, Critical Analysis by T.S. Eliot

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Skimbleshanks The Railway Cat Poem Summary, Theme, Critical Analysis by T.S. Eliot

Skimbleshanks The Railway Cat Poem Summary, Theme, Critical Analysis by T.S. Eliot

Skimbleshanks The Railway Cat Summary

The poem starts with the poet’s journey at the railway station. It is a narrative poem that tells us about Skimbleshanks, an extraordinary cat doing extraordinary acts on the train named “Night Mail”. The Night Mail is ready to start but everyone is restless and their murmuring and confused movements give us a feeling that they are waiting for someone to give” green signal” for the journey.

At last when it was 11:42 we see Skimbleshanks coming out of the luggage van and then the signal “All Clear” is given by Skimbleshanks. The train is set for the North. The cat is portrayed as the manager of the train always busy in managing it or in other words he is in charge of the train. The cat is very meticulous and has a keen eye for details and does not discriminate between first and third class passengers. He is seen managing the bagmen playing cards He examines every passenger and that gives us to feel that he never approves of any riot.

They are naturally quiet at night. It gives us an impression of how he is responsible for such a calm and peaceful atmosphere. He makes sure that there is no speck of dust on the floor and all the berths are neatly dusted with a newly folded sheet. He makes everything neat and tidy and is kind to everyone. We see Skimbleshanks safeguarding the railway passengers throughout their journey and wins their trust and respect in the poem.

It is he who made the guard to ask the preference of the passengers whether they would have weak or strong tea in the morning. The poet makes witty comments on the cat’s habit of drinking scotch whisky to make his night more vigilant. At every station the cat gets out of the train and refreshes himself.

As the train stops by, in many places like Dumfries, Carlisle, Crewe and Gallowgate, the poet talks about the various kinds of activities and deeds done by the cat. Skimbleshanks is a perfectionist and is also pedantic. In the morning when a passenger reaches his or her destination, the cat is seen in front bidding goodbye. Since Skimbleshanks is so perfect therefore the train is organized and the passengers have a happy journey. Thus they travel on the Night Mail again’

Skimbleshanks The Railway Cat About the Author T.S. Eliot

Thomas Steams Eliot better known as T. S. Eliot was an essayist, publisher, playwright, literary and social critic and one of the major poets of the twentieth century. He was born in St Louis, Missouri, on September 26, 1888 and died on January 1965 Eliot was to pursue four careers; editor, dramatist, literary critic and philosophical poet.

He was probably the most erudite poet of his time in the English language. He received honorary degrees from twelve universities in Europe. His first book of poems, PRUFROCK AND OTHER OBSERVATIONS was published in 1917. With the publication of his poem THE WASTELAND in 1922, Eliot won an international reputation.

It consists of five sections and proceeds on a principle of “rhetorical discontinuity” that reflects the fragmented experience of the 20th century sensibility of the great modern cities of the west. Other notable works T. S. Eliot include FOUR QUARTETS (1943) and the play MURDER IN THE CATHEDRAL (1935). His awards and honors include the British Order of Merit and the Nobel Prize for literature which he one in 1948.

Again his play THE COCKTAIL PARTY won the 1950 Tony Award for the best play. In 1964, T. S Eliot was awarded the Presidential Medal of Freedom. OLD POSSUM’S BOOK OF PRACTICAL CATS was adapted in 1981 into the musical cats, which won seven Tony Awards. Among his non fictions are THE SECOND ORDER MIND, TRADITION AND THE INDIVIDUAL TALENT. CHRISTIANITY AND CULTURE etc.

Skimbleshanks The Railway Cat Theme

In the poem Skimbleshanks-The Railway Cat”, we find Skimbleshanks to be obsessed with perfection and he is well organised and punctilious. Even though he is a cat, he is the reason why everything in the Midnight Mail is perfect and under control. So the theme of this poem is perfection which is not only pretty but also important in everything.

Skimbleshanks The Railway Cat Critical Analysis

When we first read the poem “Skimbleshanks-The Railway Cat” of T. S. Eliot,we can think about it’s meaning as absurd. It is quite natural for the readers to respond in such a way.

The first thing that we can do for understanding the basic idea of this poem is to see it as a simple entertaining rhyme. In this poem,T. S. Eliot is a simple minded traveller who observes the movement of Skimbleshanks-The Railway Cat. He describes the cat as a normal human being. The poet is to start his journey in the Night Mail, a British West Coast Main Line train which ran from London to Scotland. We find veryone in a confused situation, murmuring about

Skimbleshanks. The guards, the stationmaster’s daughter, the passengers, the porters all are seen waiting for Skimbleshanks to give a green signal for the train to depart. At last when it is 11:42, we see Skimble coming out of the luggage van and then he gives his signal “All Clear” and the train is set for the North.

The poet says that throughout the journey whenever he opened his eyes or wherever the train stopped, he could see the cat somewhere on the train or out on the platform. This presence of Skimbleshanks everywhere on the train, platform and station gives an impression that he is someone very important and is in-charge of the train.

He is attributed with the roles of a supervisor and a patrolling police officer. He is seen to be wandering in the first class as well as in the third class compartments. He is also present there supervising the bagmen playing cards. Thus he is found to be examining every passengers. The calmness and serenity of the night leaves an impression that he never approves of any riots.

Naturally the passengers remain quiet. So we can say that Skimbleshanks is responsible for such a calm and serene atmosphere. He is very intelligent and clever. He writes the passenger’s names on the door of the train. The passengers find their berths neat and tidy with new blankets. The floor is seen to be absolutely spick and span. Light can be adjusted accordingly and there is also a fan and a beautiful basin. One can shut window if felt cold.

In the poem while the poet goes to bed in his cabin, he sees the cat behind the guard. This is because it is he who made the guard, to ask the passengers of their preferences of weak or strong tea in the morning. Even when the passengers are sleeping peacefully, the cat is seen to be wandering on the train. The poet here makes a witty comment on the cats habits of drinking scotch whisky.

This is because to make Skimbleshank’s night watch more vigilant. Again Skimbleshanks is seen to be getting out of the train at every station and refreshing himself. The cat is seen catching fleas and mice. In other words Skimbleshanks in the poem is shown to be a perfectionist, taking care of even the minute things. He is seen to ensure that everything is running smoothly.

As the train stops at Dumfries, Crewe, Carlisle and Gallowgate-the different stations, the cat is seen doing his various deeds. This shows that he is very accurate. In the morning when a passenger reaches his or her destination, Skimbleshanks can be seen in front bidding the passenger good bye. He gives a wave of his long brown tail and tells the passengers “I’ll see you again”.

We find that in this poem, the poet describes the importance and significance of Skimbleshanks and presents him to be the most important person who checks everything like a detective and remembers the faces of persons. He portrays how Skimbleshanks cater to the needs of the passengers and the general security of the train.

Not only this, through this poem we can say that Skimble’s intense surveillance of his passengers comes from love. He cares deeply about a good railway experience. He can see into one’s thoughts. He just wants a peaceful time for everybody. He is a cat who means business, whose authority must be respected. His authority is kind as long as he is obeyed (he will spot any offence). Skimbleshanks will love you.

Skimbleshanks The Railway Cat Title of the Story

The title of the poem, by T. S. Eliot is SKIMBLESHANKS- THE RAILWAY CAT. From the very title we can well understand that Skimbleshanks is a cat and so it makes an impression that he is in charge of a train in the railway station. As we read the poem, we can see that the poet describes Skimbleshanks as the most important one in the railway station.

He is the hero of the NIGHT MAIL train. The poem is about this cat Skimbleshanks. The Night Mail is ready to start. The railway staffs are in commotion to find Skimbleshanks as he is the manager of the train. They are waiting for Skimbleshanks to give a” green signal” for the journey. At last at 11:42 we see Skimbleshanks coming out of the luggage van.

He then gives a signal of “All clear” and at last the poet along with the other passengers in the train were off for the northern part of the Northern Hemisphere. In the second stanza the poet says that Skimbleshanks supervises the driver, the guards and the bagmen playing cards. He moves around the corridor to examine all the faces of the first as well as the third class passengers of the Sleeping Car Express. By now it is clear to us, what role Skimbleshanks plays.

He examines every passengers and we may feel that he approves no riot. He is like a patrolling police officer. So it is quite natural for the passengers to be quiet and calm. He also knows what other passengers are thinking. Thus it is again Skimbleshanks who is responsible for the calm atmosphere.
On the next stanza,we find the poet saying about Skimbleshanks being perfect, when he writes the names of the passengers so that they can find their places in the compartments of the train easily.

The poet finds the berths neat and clean with “newly folded” blanket, with no dust on the floor. There the poet and the other passengers can find light, fan, basin to wash faces and a handle to shut the window if someone sneezes. All these show that Skimbleshanks is not only meticulous but also can be said to safeguard the railway passengers throughout the journey.

Everyone sleeps peacefully but Skimbleshanks continues his “rounds” on the train. He is there to ask the passengers, their preferences of weak or strong tea in the morning. Skimbleshanks is in a habit of drinking scotch whisky to make his night vigilance strong. He refreshes himself by getting out of the train at every station. The whole poem is about Skimbleshanks.

Before ending the poem, the poet again describes how the cat gives a wave of his long brown tail to the passengers thus bidding goodbye to them and saying them “I’ll see you again” Thus the cat caters to the needs of the passengers and the security of the Night Mail. After reading the whole poem, we can say that the title of the poem as Skimbleshanks- The Railway Cat is very appropriate.

Skimbleshanks The Railway Cat About The Poem

SKIMBLESHANKS- THE RAILWAY CAT- is a poem that is full of rhythm and races along,to the beat of a fast passenger train. This poem is one of Eliot’s ‘cat’ poem, which first appeared in the collection of Eliot’s poems called OLD POSSUM’S BOOK OF PRACTICAL CATS.

Skimbleshanks is almost human, the master who knows well the most important passenger on the Sleeping Car Express. In this poem the character of Skimbleshanks is portrayed as a bright and diligent tabby cat who works on the, male train and he is in charge of the train. The cat is attributed with the roles of a supervisor and a patrolling police officer.

Skimbleshanks The Railway Cat Main Point Of The Poem

SKIMBLESHANKS – THE RAILWAY CAT by T. S Eliot glorifies an ordinary cat who is said to be possessing supernatural powers to safeguard the railway passangers through out their journey in a perfect and well-organized way. So the poem is actually a satire that ridicules our unnecessary dependence upon the supernatural.

Skimbleshanks The Railway Cat Linewise Summary

1. There’s a whisper down the line at 11:39
When the Night Mails ready to depart,
Saying “Skimble where is Skimble has he gone to hunt the thimble?

We must find him or the train can’t start”
All the guards and all the porters and the stationmaster’s daughters
They are searching high and low,
Saying “Skimble where is Skimble for unless he’s very nimble
The Night mail just can’t go”
At 11,42 then the singas’s nearly due
And the passengers are frantic to a man-
Then Skimble will appear and he’ll saunter to the rear:
He’s been busy in the luggage van!

He gives one flash of his glass-green eyes
And the signal goes “All Clear!”
And we’re off at last for the northern part
Of the Northern Hemisphere.

The poem opens with the whisper going down the railway line. lt is time for the departure of the train named the Night Mail Express. lt is the time of ll:39.Near the railway line everyone is whispering about the departure of the train because the signal for departure is to be given, but the one who is in charge of giving the signal for the departure of it, is not here.

He is none other than Skimble Shanks. So everyone, is calling Skimbleshanks by his name. Everyone is discussing whether Skimbleshanks has gone to hunt the thimble. Thimble here refers to a party game in which one person hides a thimble on other small objects somewhere in the room, while all the players are outside.

The Skimble shanks has gone to hunt the thimble while everyone present in the station was waiting like all the players outside. They said that they must find Skimbleshanks or the train can’t start. All the guards, the porters, station master’s daughters are searching everywhere in the station for
skimbleshanks.

They said that unless skimble in very agile and sprightly, the Night Mail will not be able to go that is unless he comes and shows his energy and agility and the activity the Night Mail will not be able to start. At 11:42, the time for the signal has already arrived and the passengers are crazy and panic-stricken for only one man that is Skimbleshanks.

Here Skimbleshanks has been personified as a man. Then Skimbleshanks is seen ambling in the rear of the train after which he is busy in the luggage van. When ultimately the time has come for the signal to be given, Skimbleshanks gives the signal of “All Clear” and train starts.

The poet presents himself as the passenger of the train and he with the other passengers have left the station for the northern part of the Northern Hemisphere. In this stanza we see that how Skimbleshanks acts as the supervisor of the railway station and the train. In this stanza we see that unless he gives a signal of all is clear, the train can’t leave.

2. “You may say that by and large it is
Skimble who’s in charge of the Sleeping Car Express.
From the driver and the guards to the bagmen playing cards
He will supervise them all, more or less.
Down the corridor, he paces and examines all the faces

Of the travellors in the First and the Third;
He establishes control by a regular patrol
And he’d know at once if anything occurred.
He will watch you without winking and he sees what you are thinking

And it’s certain that he dosen’t approve
Of hilarity and riot so the folk are very quiet
When Skimble is about and on the move.
You can play no pranks with Skimbleshanks!

He’s a Cat that cannot be ignored;
So nothing goes wrong on the Northern Mail
When Skimbleshanks is abroad”

In the second stanza the poet tells directly about Skimbleshank’s activities or duties which he performs perfectly in the railway station. He is incharge of the sleeping Car Express and it is his duty to supervise the guards, the bagmen, and the driver of the train.

We also find Skimbleshanks going down the corridor of the first and as well as the third class compartments without any discrimination and examining the faces of all the travelers present there. By regular patrolling, Skimbleshanks is keen that he knows if anything occurred or not.

He watches the passengers so minutely that he is able to see or say what they are thinking. He never approves of any riot or even amusement. So when skimbleshanks is about or on movement, all the passengers are quiet. In this stanza Skimbleshanks is not only shown responsible, dutiful and meticulous but also a strict supervisor.

So he is a cat who cannot be ignored or cannot be played pranks on. So it is obvious that on the Northern Mail nothing goes wrong; everything remains perfect when Skimbleshanks is present there. He is a perfectionist and organizes everything in a perfect way.

3. Oh it’s very pleasant when you have found your little den
With your name written up on the door.
And the berth is very neat with a newly folded sheet
And there’s not a speck of dust on the floor.

There is every sort of light-you can make it dark or bright;
There’s a handle that you turn to make a breeze.
There’s a funny little basin you’re supposed to wash your face in
And a crank to shut the window if you sneeze.

Then the tuard looks in politely and will ask you very brightly
“Do you like your morning tea weak or strong?”
But Skimble’s just behind him and was ready to remind him,
For Skimble won’t let anything go wrong.

In the third stanza, when the passengers go to their respective compartments, they find their names written up on the door. When they board the train, they find their berths to be spick and span with new folded blanket. The floors are also neat and tidy and not a speck of dust is to be found anywhere. The compartments have all sorts of lights, which can be adjusted to bright as well as dim ones. There are also fans with handles which when turned, make breeze. There are also basins for washing faces for the passengers.

In other words all the things needed for the men while travelling are provided to them. If a passenger sneezes due to cold, he can shut the window with the help of a handle. Again in the morning when the guard comes and politely asks the passengers whether they would have strong or weak tea, it is Skimbleshanks who stands behind the guard to remind him, that he is there to see whether everything is right because Skimbleshanks is shown in the poem as a character who does not let anything go wrong.

When the passengers go to sleep on their cozy berths, they do it without any worries because they know that Skimbleshanks is there. So they do not have to worry about mice also because everything is left to the railway cat-Skimbleshanks. In the 4th stanza the poet says that Skimbleshanks is always fresh and bright and is also very particular in his vigilance at night as every now and then he has a cup of tea mixed with a drop of scotch whisky.

He also catches fleas when passengers are fast asleep at Crewe. He is seen to be walking up and down the stations like Crewe, Carlisle, Dumfries when all the passengers seem to be asleep. He walks out at Carlisle to greet the stationmaster. Then again at Dumfries we find him talking to the police whether he ought to know about anything.

At the Gallowgate, when the passengers reach their destination, it is again Skimbleshanks who help them to get out. Waving his long brown tail he bids the passengers goodbye and says “I’ll see you again” and he says that without fail, the passengers will meet Skimbleshanks. From the very beginning of the poem till the end of it, we find Skimbleshanks in all the activities or works related to the managing and supervising of the railway station and the Night Mail train.

Skimbleshanks The Railway Cat Linewise Explanation

1. There’s a whisper down the line at 11:39
When the Night Mails ready to depart,
Saying “Skimble where is Skimble has he gone to hunt the thimble?

The poet being one of the passengers of the Night Mail train says that at 11:39 a whisper can be heard down the railway line from where the Night Mail train is soon to depart. But Skimbleshanks who is in charge of the train has not arrived, so the people present in the station are searching for Skimbleshanks and are talking or whispering about him, who has most probably gone to hunt the thimble or some important work.

2. We must find him or the train can’t start”
All the guards and all the porters and the stationmaster’s daughters
They are searching high and low,
Saying “Skimble where is Skimble for unless he’s very nimble
The the Night mail just can’t go”

So the people in the station are discussing that the train can’t start unless Skimbleshanks who is responsible for the train to start, has to be found out. Therefore the guards, the porters, the statio ’master’s daughters all are searching for him everywhere in the station saying that unless Skimbleshanks is active and shows his agility, the Night Mail just can’t move.

3. At 11.42 then the signal’s nearly due
And the passengers are frantic to a man
Then Skimble will appear and he’ll saunter to the rear:
He’s been busy in the luggage van!

Then when it is 11:42, the train is about to depart and all the passengers of the train are panic-stricken for their departure which is depending on Skimbleshanks. Then Skimble appears and he ambles to the rear or the back part of the train. He has been busy in the luggage van all these time.

4. He gives one flash of his glass-green eyes
And the signal goes “All Clear!”
And we’re off at last for the northern part
Of the Northern Hemisphere.

We find Skimbleshanks coming and giving the green signal of “All Clear” and then the train starts off at last for the northern part of the Northern Hemisphere.

5. “You may say that by and large it is Skimble who’s
in charge of the Sleeping Car Express.
From the driver and the guards to the bagmen playing cards
He will supervise them all, more or less.

The poet directly says that by and large or on the whole it can be said that it is Skimbleshanks the cat who is in charge of the Sleeping Car Express. It is he who supervises the driver, the guard, the bagmen playing cards. Or in other words these people attached with the work of the railway station or train, are also supervised or managed by Skimbleshanks.

6. Down the corridor he paces and examines all the faces
Of the travellors in the First and the Third;
He establishes control by a regular patrol 
And he’d know at once if anything occurred.

Skimbleshanks is seen walking down the corridor of the compartments and examining the faces of the first and third class travellers. He does not discriminate between the passengers of the two classes. He establishes full control like a patrolling officer and he knows at knows at once if anything has occurred.

7. He will watch you without winking and he sees what you are thinking
And it’s certain that he dosen’t approve
Of hilarity and riot so the folk are very quiet
When Skimble is about and on the move.
You can play no pranks with Skimbleshanks!

He’s a Cat that cannot be ignored;
So nothing goes wrong on the Northern Mail
When Skimbleshanks is abroad”

Skimbleshanks keep a watch on everyone and he can also say what a passenger is thinking or what is going in his mind. And he also never approves of any riot or exuberance of any sort. So the passengers remain quiet and calm because when Skimbleshanks is there, nothing can go wrong on the Northern Mail. No one can play pranks on Skimbleshanks. So no one can ignore Skimbleshanks- The Railway Cat.

8. Oh it’s very pleasant when you have found your little den
With your name written up on the door.
And the berth is very neat with a newly folded sheet
And there’s not a speck of dust on the floor.

In these lines, the poet says that when a passenger finds his name written up on the door and he finds his neat berth in the train with new folded blanket sheet, he feels pleased. Even the floor of the compartment is neat and clean with not even a speck of dust.

9. There is every sort of light-you can make it dark or bright;
There’s a handle that you turn to make a breeze.
There’s a funny little basin you’re supposed to wash your face in
And a crank to shut the window if you sneeze.

In the compartments of the train, a passenger can find every sort of light which can be made dim or bright. If one feels hot, one can turn a handle to make the fan start. A basin is also there for washing face. If a passenger sneezes one can avoid that by shutting the window with the help of a handle.

10. Then the tuard looks in politely and will ask you very brightly
“Do you like your morning tea weak or strong?”
But Skimble’s just behind him and was ready to remind him,
For Skimble won’t let anything go wrong.

In the morning again Skimbleshanks is found to be standing behind the guard. The guard asks the passengers politely whether they would have weak or strong tea. Skimbleshanks stands behind him to remind him that he is there and nothing can go wrong.

When the passengers are ready to sleep in the cosy, comfortable berth, pulling up the cover, they feel nice and realize, that there is not a single mouse to bother them as Skimbleshanks has already got rid of them. So everyone can depend on Skimbleshanks the Railway Cat.

11. In the watches of the night he is always fresh and bright:
Every now and then he has a cup of tea
With perhaps a drop of Scotch while he’s keeping on the watch,
Only stopping here and there to catch a flea.

When skimbleshanks is in the dity of vigilance at night, he is always fresh and bright even at that time. The poet gives a reason for his freshness and brightness. It is said that every now and then he was a cup of tea mixed with perhaps a drop of scotch whiskey to fulfill his duty well. He also catches fleas that cause disturbance to the sleep of the passengers.

12. You were fast asleep at Crewe and so you never knew
that he was walking up and down the station:
You were sleeping all the while he was busy at Carlisle,
Where the greets the stationmaster with elation.

When the passengers in the midnight are fast asleep at crew station and are even unknown of thes, we can see skimbleshanks walking up and down the station. Again in the station Carlisle, he is seen greeting the stationmaster with exhilaration.

13. But you saw him at Dumfries, where he speaks to the police
If there’s anything they ought to know about:
When you great to Gallowgate there you do not have to wait-
For Skimbleshanks will help you to get out!
He gives you a wave of his long brown tail
Which says: ‘Til see you again!
You’ll meet without fail on the Midnight Mail
The Cat on the Railway Train.”

When the train reaches the station of Dumfries, Skimbleshanks is seen talking to the police if there is anything he should know. When ultimately the train reaches Gallowgate station that is the destination, Skimbleshanks is there to help them out. The passengers need not to wait but Skimbleshanks is ready to bid them goodbye by waving his long brown tail and saying “I’ll see you again”

The passengers come to know that if they travel on the Midnight Mail again then without fail they would meet Skimbleshanks. The Cat of the Railway Train again. From the starting of the poem till the end of it, we find that Skimbleshanks is the main character who is playing the major role in the Railway Department (Night Mail Train).

Skimbleshanks The Railway Cat Annotations and Vocabulary

Thimble — a small metal or plastic cap with a closed end to protect the finger and push the needle in swing. OR Here refers to a party game in which one person hides a thimble or other small object somewhere in the room while all the players wait outside.
Nimble — agile ; sprightly Frantic-panic-stricken
Saunter — amble or stroll; walk in a slow relaxed manner.
Bagmen — persons in charge of the mailbags’
Supervise — manage; administer
Crank — a handle
Hilarity — extreme amusement, especially when expressed by laughter.
Speck — a tiny spot or pinprick.
Counterpane — a bedspread; blanket.
Crewe — an English town.
Elation — ecstasy; exhilaration; happiness.

Treasure Chest A Collection of ICSE Poems Workbook Answers