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Class 11 English Chapter 3 Poem NCERT Solutions The Laburnum Top Free PDF Download

NCERT Solutions for Class 11 English

The Laburnum Top Find Out

Question 1.
What laburnum is called in your language.
Answer:
In Hindi, the Laburnum tree is called the amaltaas tree.

Question 2.
Which local bird is like the goldfinch.
Answer:
The local bird similar to the goldfinch is called Indian Lutino Ringneck.

The Laburnum Top Think It Out

Question 1.
What do you notice about the beginning and the ending of the poem?
Answer:
The thing similar in the beginning and the ending of the poem is that the Laburnum tree is still and silent on both occasions.

Question 2.
To what is the bird’s movement compared? What is the basis for the comparison?
Answer:
The bird’s (goldfinch’s) movement is compared to that of a lizard. The basis of the comparison is that the goldfinch’s movement is sudden and abrupt, which is quite similar to the movement of a lizard.

Question 3.
Why is the image of the engine evoked by the poet?
Answer:
The poet evokes the image of the engine as it is the source of energy for a machine. The poet compares the bird with an engine as she is the source of energy for the machine i.e. the nest where the chicks are resting.

Question 4.
What do you like the most about the poem?
Answer:
I like the description of the Laburnum tree laden with yellow flowers. Apart from this, I also like the arrival of the goldfinch which changes the silent tree into one full of noise . and activity.

Question 5.
What does the phrase “her barred face identity mask” mean?
Answer:
The Laburnum tree has flowers that fall like bars and, when the bird sits behind the flowers, the shadow of the flowers on her face looks like she is wearing a mask that has bars on it. Thus, ‘barred’ is actually an adjective for the flowers and has been transferred and applied to the bird. –

The Laburnum Top Extract based Questions and Answers (2 Marks)

I. Read the extract given below and answer any two of the questions that follow.
The Laburnum top is silent, quite still In the afternoon yellow September sunlight, A few leaves yellowing, all its seeds fallen.
Question 1.
What does ‘Laburnum top’ mean here?
(a) It means the top part of any tree
(b) It means the top part of the Laburnum tree
(c) It means the top part of a fictional tree
(d) It does not mean anything
Answer:
(b) It means the top part of the Laburnum tree

Question 2.
What has happened to the tree?
(a) The tree is being worshipped
(b) The tree has been cut down
(c) The leaves of the tree have turned purple and are falling down
(d) The leaves of the tree have turned yellow and its seeds falling down
Answer:
(d) The leaves of the tree have turned yellow and its seeds are falling down

Question 3.
Find a word from the extract which is the antonym of ‘noisy’.
(a) Quiet
(b) Quite
(c) Hush
(d) Silent
Answer:
(d) Silent

II. Read the extract given below and answer any two of the questions that follow.
Then sleek as a lizard, and alert, and abrupt,
She enters the thickness, and a machine starts up
Of chitterings and a tremor of wings, and trilling
The whole tree trembles and thrills.
Question 1.
Who is ‘she’ in the second line ? Where does she enter?
(a) She is the baby goldfinch who enters the thickness of the Laburnum tree
(b) ‘She’ is a squirrel who enters the thickness of the Laburnum tree
(c) ‘She’ is a lizard who enters the thickness of the Laburnum tree
(d) ‘She’ is the mother goldfinch who enters the thickenss of the Laburnum tree
Answer:
(d) ‘She’ is the mother goldfinch who enters the thickenss of the Laburnum tree

Question 2.
What does ‘machine’ refer to in the extract?
(a) If refers to the machine used to drill a hole in the tree
(b) It refers to the machine used to cut the tree
(c) It refers to the nest of the goldfinch where its young ones are staying
(d) It refers to the nest of the squirrel
Answer:
(c) It refers to the nest of the goldfinch where its young ones are staying

Question 3.
Find a word from the extract which is the synonym of ‘entire’.
(a) Abrupt
(b) Hole
(c) Whole
(d) Tremor
Answer:
(c) Whole

III. Read the extract given below and answer any two of the questions that follow.
Then with eerie delicate whistle-chirrup whisperings She launches away, towards the infinite
And the Laburnum subsides to empty.
Question 1.
What does ‘launches’mean in the extract?
(a) It means sleeping
(b) It means flying
(c) It means diving
(d) It means fluttering
Answer:
(b) It means flying

Question 2.
What effect does the last line create?
(a) It creates the contrast between the liveliness of the tree and its silence
(b) It creates the contrast between the change of seasons
(c) It creates an opportunity to plant more Laburnum trees
(d) It creates the scene for the arrival of new bird species on the tree
Answer:
(a) It creates the contrast between the liveliness of the tree and its silence

Question 3.
……….from the extract means the same as ‘strange’ and ‘mysterious’.
(a) Delicate
(b) Odd
(c) Infinite
(d) Eerie
Answer:
(d) Eerie

The Laburnum Top Short Questions and Answers (2 Marks)

Question 1.
Why is the poem named ‘The Laburnum Top’?
Answer:
The poem has been named ‘The Laburnum Top’ because the top of the Laburnum tree has been described in detail in the poem. It is on the top of the Laburnum tree that the nest of the goldfinch is located and where all the activity takes place when the goldfinch visits the nest.

Question 2.
What is the significance of ‘yellow’ in the poem?
Answer:
The flowers of the Laburnum tree and its leaves (in autumn) both are yellow in colour. Apart from this, the goldfinch’s feathers are also yellow in colour. The poem highlights the high security that the mother bird (goldfinch) ensures for her babies and the colour yellow helps in camouflaging the babies. Hence they escape being noticed by any predator.

Question 3.
How is the tree transformed during the bird’s visit?
Answer:
After the goldfinch arrives on the tree, the silent and still Laburnum tree suddenly starts trembling and moving. The whole tree comes to life as the chicks of the goldfinch make a lot of noise as they chitter and trill on seeing their mother.

Question 4.
To what is the movement of the goldfinch compared? What is the basis for the comparison?
Answer:
The movement of the goldfinch is compared to that of a lizard. The basis of the comparison is the sleek, alert and sudden movements of a lizard. The goldfinch makes similar kind of movements when it arrives on the Laburnum .tree to avoid being noticed by any predator.

Question 5.
‘Then sleek as a lizard and alert and abrupt, She enters the thickness’. Explain the given line.
Answer:
The lizard is a quick moving animal. It is also very alert and its movements are sudden. In the given line, the arrival of the goldfinch on the Laburnum tree is described. The poet describes its movements as alert and sudden just like that of a lizard. This is done to avoid getting the attention of the predators.

Question 6.
What is the engine of the machine? What is its fuel?
Answer:
The goldfinch has been called the engine of her family. Just as the engine starts up the machine, the goldfinch’s arrival in the nest has suddenly started the machine i.e. the young ones in the nest have started making noise. The fuel of the engine is the food that the goldfinch brings for her chicks.

Question 7.
How does the Laburnum ensure security for the nestlings?
Answer:
According to popular belief, the bark and the seeds of the Laburnum tree are poisonous. So, predators normally do not come near the tree. Apart from this, its yellow flowers and yellowing leaves in the autumn season complemented by the yellow coloured feathers of the goldfinch help in camouflaging the nestlings from the predators.

Question 8.
Explain the line, ‘And the Laburnum subsides to empty’.
Answer:
This is the last line of the poem. It describes that with the departure of the goldfinch from the Laburnum tree, it falls silent. The tree was noisy and lively when the goldfinch came to feed its chicks, but it reverts to its earlier self after its departure from the tree.

The Laburnum Top Long Questions and Answers (6 Marks)

Question 1.
The arrival of the goldfinch on the Laburnum top brings about a change in the poem. How do you interpret this change? Is change good or bad in life?
Answer:
At the start of the poem, the top of the Laburnum tree in the poem is silent and still. There is hardly any activity on it as the sunlight falls on it on a September afternoon. However, with the arrival of the goldfinch, it suddenly becomes a place of feverish activity. The silence of the place is broken by the twittering and chirruping of the chicks and the goldfinch.

I think that the change brought about by the arrival of the goldfinch on the Laburnum top is good, as it breaks the monotony. The tree becomes alive and lively with the movement of the goldfinch and the twitterings and chirrupings of the chicks.

Change can be good or bad in life depending on a situation. However, the fact is that change is the only constant in life. So, even if a change is bad, we have to accept it and move on in life.

Question 2.
What values do you learn from the goldfinch in the poem ‘The ‘Laburnum Top?
Answer:
The goldfinch has its nest on the top of the Laburnum tree in the poem, ‘The Laburnum Top’. Her chicks stay in the nest while she (the mother goldfinch) keeps going out at regular intervals to get food to feed her chicks. This shows her caring nature and highlights the values of motherly care and affection of a mother towards her offspring.

The other aspect of the goldfinch that is captured in the poem is its movement. She arrives at the Laburnum top in a sudden manner and is very much alert to her surroundings. The poet has compared her movement with the sleek movement of a lizard. However, there is a reason for her moving like this (in an alert and sudden manner). She is moving in this manner so as to avoid getting noticed by any predator. She does not want any predator to know that her chicks are resting in her nest on the Laburnum top as then the predators may kill them or harm them. The values of safety and security for her offspring is highlighted in this act of the goldfinch.

The Art of Weaving Question and Answers

NCERT Solutions for Class 11 English Hornbill Poem

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NCERT Solutions for Class 10 English First Flight Chapter 3 Two Stories about Flying are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English First Flight Chapter 3 Two Stories about Flying.

Board	CBSE
Textbook	NCERT
Class	Class 10
Subject	English First Flight
Chapter	Chapter 3
Chapter Name	Two Stories about Flying
Category	NCERT Solutions

NCERT Solutions for Class 10 English First Flight Chapter 3 Two Stories about Flying

TEXTUAL EXERCISES

THINKING ABOUT THE TEXT
(Page 36)

Question 1.
Why was the young seagull afraid to fly ? Do you think all young birds are afraid to make their first flight, or are some birds more timid than others ? Do you think a human baby also finds it a challenge to take its first steps ?
Answer:
The young seagull was afraid to fly. When he tried to flap his wings to fly, fear caught him.

I think all birds are afraid to fly for the first time. Secondly, some birds are more timid than others.

I think a human baby also faces difficulties in taking the first steps for anything. This is seen in his shaking legs and weak movements.

Question 2.
“The sight of the food maddened him.” What does this suggest ? What compelled the young seagull to finally fly ?
Answer:
This suggests the sight of food made the seagull risk flying for the first time. The control over flying fear made him finally fly.

Question 3.
“They were beckoning to him, calling shrilly.” Why did the seagull’s father and mother threaten him and cajole him to fly ?
Answer:
The seagull’s father and mother made him to fly. It was because if he did not fly, he would starve to death.

Question 4.
Have you ever had a similar experience, where your parents encouraged you to do something that you were too scared to try ? Discuss this in pairs or groups.
Answer:
Yes, I had had a similar experience when my parents made me ride the bicycle. They seated me on its saddle and slowly moved it. I feared that if they let me alone, I would fall down. I moved this way or that in fear at first. But courage and confidence came to me and I controlled the bicycle. (To be discussed in groups)

Question 5.
In the case of a bird flying, it seems a natural act, and a foregone conclusion that it should succeed. In the examples you have given in answer to the previous question, was your success guaranteed, or was it important for you to try, regardless of a possibility of failure ?
Answer:
My success was not guaranteed. What was important was that I must try. Trying to do things matters, not the result—success or failure. If one is afraid of failure and takes no action, one surely fails. But one must not feel let down. It is trying that matters the most.

THINKING ABOUT THE TEXT
(Page 40)

Question 1.
“I’ll take the risk.” What is the risk ? Why does the narrator take it ?
Answer:
The ‘risk’ is flying the old Dakota aeroplane straight into the storm. It was because the author wanted to get home to be present at the breakfast table.

Question 2.
Describe the narrator’s experience as he flew the aeroplane into the storm.
Answer:
The narrator found that suddenly there was blackness around him inside the clouds. He could see nothing. The aeroplane jumped and twisted in the air. The instruments like the compass couldn’t work. The radio also did not work. He was lost in the storm. Then he saw another aeroplane. It had no light on its wings. But it guided him ahead. Then it disappeared when the author was safe. The black clouds were behind him as he was out of them. He was now safe.

Question 3.
Why does the narrator say, “I landed and was not sorry to walk away from the old Dakota…” ?
Answer:
The author was not sorry to walk away from the old Dakota. It was because it had saved his life. It along with the mysterious aeroplane had saved his life.

Question 4.
What made the woman in the control centre look at the narrator strangely ?
Or
Why did the lady in the control room give the pilot a puzzled look ? (CBSE 2012)
Answer:
The narrator asked the lady about the mysterious aeroplane that had guided him through the dark clouds to safety. But there was no such aeroplane over there. The lady did not see nor did she come into contact with that aeroplane. So the narrator’s asking question about that aeroplane startled her. She gave him a puzzled look.

Question 5.
Who do you think helped the narrator to reach safely ? Discuss this among yourselves and give reasons for your answer.
Answer:
I think that some supernatural power helped the narrator to reach safqly. Otherwise how could he fly safely through those dark clouds ? The things that suggest this are : The appearance of the mysterious aeroplane at that particular time ; how it knew the narrator was in trouble ; how the pilot of the mysterious plane could guide him ; where it disappeared ; why the control tower had no such contact, etc.

THINKING ABOUT LANGUAGE

I. Study the sentences given below :
Now, try to guess the meanings of the word ‘black’ in the sentences given below. Check the meanings in the dictionary and find out whether you have guessed right. (Page 40)

Question 1.
Go and have a bath ; your hands and face are absolutely black. _______
Answer:
black refers to black colour—guessed right

Question 2.
The taxi-driver gave Ratan a black look as he crossed the road when the traffic light was green. _______
Answer:
black refers to angry look—guessed right

Question 3.
The bombardment of Hiroshima is one of the blackest crimes against humanity. _______
Answer:
black means here a very horrible crime—guess appropriate

Question 4.
Very few people enjoy Harold Pinter’s black comedy. _______
Answer:
black here means ‘dark’ (dark colour)—guess wrong

Question 5.
Sometimes shopkeepers store essential goods to create false scarcity and then sell these in black. _______
Answer:
black here means charging more—guess right means more money than the actual price

Question 6.
Villagers had beaten the criminal black and blue. _______
Answer:
black and blue means black and blue colours—guess wrong

II. Look at these sentences taken from the lesson you have just read :

(a) I was flying my old Dakota aeroplane.
(b) The young seagull had been afraid to fly with them.

In the first sentence the author was controlling an aircraft in the air. Another example is : Children are flying kites. In the second sentence the seagull was afraid to move through the air, using its wings.

Match the phrases given under column A with their meanings given under column B :

A	B
1. Fly a flag	— Move quickly / suddenly
2. Fly into rage	— Be successful
3. Fly along	— Display a flag on a long pole
4. Fly high	— Escape from a place
5. Fly the coop	— Become suddenly very angry

Answer:

A	B
1. Fly a flag	— Display a flag on a long pole
2. Fly into rage	— Become suddenly very angry
3. Fly along	— Move quickly / suddenly
4. Fly high	— Be successful
5. Fly the coop	— Escape from a place

III. We know that the word ‘fly’ (of birds/insects) means to move through air using wings. Tick the words which have the same or nearly the same meaning.

Answer:
The following words have same or nearly same meaning of ‘move through air using wings’ :

WRITING
Have you ever been alone or away from home during a thunderstorm ? Narrate your experience in a paragraph.
Answer:

When I was Caught in a Thunderstorm

Facing a natural upheaval needs courage and stamina. It tests the will to live. And if one faces such a development with courage and patience, one gets success. Last year I happened to go to Rattangarh from Sikar in Rajasthan. It was the month of June and beginning of July. We were going in a car. Around 2 pm I saw golden sandstorm in the west. Within no time there grew darkness over us. We could see nothing. The sandstorm had braked our movement. The sandstorm changed into thunderstorm. The lightning blazed. We felt scared at this sudden change of weather. We feared for our safety as movement was almost impossible. But after twenty minutes, the lightning ceased. After a strong drizzle the thunderstorm went off. There was light again. We moved ahead in peace.

We hope the NCERT Solutions for Class 10 English First Flight Chapter 3 Two Stories about Flying help you. If you have any query regarding NCERT Solutions for Class 10 English First Flight Chapter 3 Two Stories about Flying, drop a comment below and we will get back to you at the earliest.

Crime and Punishment Summary

NCERT Solutions for Class 10 English

• A Letter to God Question Answer
• Nelson Mandela: Long Walk to Freedom Question Answer
• Two Stories about Flying Question Answer
• From the Diary of Anne Frank Question Answer
• The Hundred Dresses – I Question Answer
• The Hundred Dresses – II Question Answer
• Glimpses of India Question Answer
• Mijbil the Otter Question Answer
• Madam Rides the Bus Question Answer
• The Sermon at Benares Question Answer
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Class 11 English Chapter 1 Poem NCERT Solutions A Photograph Free PDF Download

NCERT Solutions for Class 11 English

A. Infer the meanings of the following words from the context
Paddling Transient
Now, look up the dictionary to see if your inference is right.
Answer:
Paddling Transient wading in the water in bare feet temporary

Dictionary Meanings
Paddling Transient walking through shallow water in bare feet for only a short time

B. THINK IT OUT
Question 1.
What does the word ‘cardboard’ denote in the poem? Why has this word been used?
Answer:
The word ‘cardboard’ in the poem refers to the photograph of the poet’s mother enjoying a sea-holiday with her two cousins when she was twelve years old.

The cardboard stands for the frame that supports and holds the photograph. It signifies that life is transient and what remains is an insignificant piece of paper.

Question 2.
What has the camera captured?
Answer:
The camera has captured some happy childhood moments of the poet’s mother when she has gone for a sea holiday with her two cousins Dolly and Betty. The girls were paddling in the water and enjoying the moment. The photograph clicked by the mother’s uncle shows the girls’ innocent smiling faces while their hair was flying over their faces.

Question 3.
What has not changed over the years? Does this suggest something to you?
Answer:
Time has moved on, but what has not changed over the years is the sea. It is immortal. It appears to be the same today as it looked in the old photograph. It suggests the eternity of the sea. It also brings out the transient nature of man when compared to nature and its objects. The pretty faces and the feet of the three girls are ‘terribly transient’ or mortal when compared to the unchangeable and immortal sea.

Question 4.
The poet’s mother laughed at the snapshot. What did this laugh indicate?
Answer:
The poet’s mother was a girl of twelve or so when the photograph was taken. The photograph has captured the smiling face of the poet’s mother. She laughed in nostalgia at the snapshot that was taken years ago and also at the way all of them were dressed for the beach. She pointed it out to others. Perhaps they looked funny. This laugh indicated that the poet’s mother enjoyed remembering her childhood days, when she was young and free from the tensions and worries of adult life.

Question 5.
What is the meaning of the line ‘Both wry with the laboured ease of loss.’
Answer:
The context of the above lines is the mother’s recollection of her childhood days and the poet’s recollection of her mother’s laughing face. The mother had fond memories of her past but there was a sense of loss of the carefree childhood days. The poet’s loss referred to here is the loss of her mother through death and her smile. The memories in each case were beautiful, but painful to recall as time slipped away so easily.

Question 6.
What does ‘this circumstance’ refer to?
Answer:
‘This circumstance’ refers to the death of the poet’s mother. Whenever she saw the photograph of her mother, she becomes sad as the photograph brings sad nostalgic feelings. She gets lost in the old sweet memories of the past. But she can’t do anything about it now. She has nothing to say at all about it. She maintains silence and this silence leads to a deeper pall .(cover) of silence.

Question 7.
The three stanzas depict three different phases. What are they?
Answer:
Shirley Toulson’s ‘A Photograph’ describes three phases in time.

In the first phase, the poet’s mother is described as a twelve year old girl with a sweet and innocent smile. She is standing on the beach enjoying a holiday with her two cousins — Dolly and Betty. This was the phase before the poet’s birth.

In the second phase, the poet’s mother’s middle age is described, where she is laughing at her own snapshot. Perhaps the girls were looking quite funny in the beach clothes.

The third phase describes the poet’s feelings for her mother, who has died many years ago. This is the current phase. The photograph revives nostalgic feelings in her and it leads to a deeper silence.

A Photograph Extract based Questions and Answers (2 Marks)

I. Read the extract given below and answer any two of the questions that follow.
“The cardboard shows me how it was When the two girl cousins went paddling, Each one holding one of my mother’s hands,
And she the big girl – some twelve years or so.”
Question 1.
What does the cardboard here refer to?
(a) A thick paper on which the poet’s photograph was pasted
(b) A thick envelope
(c) A thick paper on which the poet’s mother’s photograph was pasted
(d) A paper boat
Answer:
(c) A thick paper on which the poet’s mother’s photograph was pasted

Question 2.
What does the cardboard depict?
(a) It depicts a scenery
(b) It depicts the picture of a house
(c) It depicts the picture of a school
(d) It depicts the picture of three girls
Answer:
(d) It depicts the picture of three girls

Question 3.
Who is the ‘big girl’ mentioned here?
(a) The big girl is the poet herself
(b) The big girl is the poet’s mother
(c) The big girl is the poet’s relative
(d) The big girl is the poet’s friend
Answer:
(b) The big girl is the poet’s mother

II. Read the extract given below and answer any two of the questions that follow.
“All three stood still to smile through their hair At the uncle with the camera. A sweet face,
My mother’s, that was before I was born.
And the sea, which appears to have changed less,
Washed their terribly transient feet.”
Question 1.
What does the poet mean by ‘smile through their hair’?
(a) It means that a smile was painted on the hair of the photographed girls
(b) It means that the photographed girls were wearing a mask
(c) It means that the hair of the photographed girls were covering their face when they were smiling
(d) It means that the hair of the girls in the photograph was smiling too
Answer:
(c) It means that the hair of the photographed girls were covering their face when they were smiling

Question 2.
What has not changed over a period of time?
(a) The photo
(b) The cardboard
(c) The girls
(d) The sea
Answer:
(d) The sea

Question 3.
Find a word from the extract which means “lasting only for a short time”?
(a) Still
(b) Transient
(c) Changed
(d) Less
Answer:
(b) Transient

III. Read the extract given below and answer any two of the questions that follow.
“Some twenty-thirty – years later She’d laugh at the snapshot. “See Betty And Dolly,” she’d say, “and look how they Dressed us for the beach.” The sea holiday Was her past, mine is her laughter. Both wry With the laboured ease of loss.”
Question 1.
Why did ‘she’ laugh?
(a) Because of the funny dresses that they were wearing at the sea holiday
(b) Because one of them cracked a joke
(c) Because of the funny dresses they were wearing at the party
(d) Because of the funny man they saw at the sea holiday
Answer:
(a) Because of the funny dresses that they were wearing at the sea holiday

Question 2.
Who are Betty and Dolly?
(a) They are poet’s cousins
(b) They are poet’s friends
(c) They are poet’s mother’s friends
(d) They are poet’s mother’s cousins
Answer:
(d) They are poet’s mother’s cousins

Question 3.
…………. in the extract is the synonym of ‘photograph’.
(a) Snapshot
(b) Picture
(c) Mine
(d) Laboured
Answer:
(a) Snapshot

IV. Read the extract given below and answer any two of the questions that follow.
“Now she’s been dead nearly as many years As that girl lived. And of this circumstance There is nothing to say at all.
Its silence silences.”
Question 1.
Who does ‘she’ refer to?
(a) The poet’s dead aunt
(b) The poet’s dead mother
(c) The poet’s dead cousin
(d) The poet’s sister
Answer:
(b) The poet’s dead mother

Question 2.
Why is there nothing to say about the death of the poet’s mother?
(a) Because the poet is confused
(b) Because the poet was not in her senses when her mother expired
(c) Because the death of the poet’s mother has left a deep void in the poet’s heart
(d) Because the poet did not have a good relationship with her mother
Answer:
(c) Because the death of the poet’s mother has left

Question 3.
Which word in the extract means the same as “events that change your life, over which you have no control”?
(a) Silences
(b) Circumstances
(c) Situation
(d) Circumstance
Answer:
(d) Circumstance

A Photograph Short Questions and Answers (2 Marks)

Question 1.
The poet talks about a particular cardboard. How is it special to her?
Answer:
The poet talks about a particular cardboard to which is pasted her mother’s photograph taken at the sea beach. The mother seems to have been enjoying her sea holiday. The photograph is special as she has lost her mother sometime back and looking at the photograph makes her happy as well as sad.

Question 2.
What can you say about the childhood of the poet’s mother?
Answer:
The childhood of the poet’s mother must have been filled with fun and happiness. This is clear from the snapshot of the sea holiday. They are enjoying their holiday.

The mother of the poet laughs when looking at the snapshot even after many years have passed since the sea holiday. All this shows us that it was a very pleasant childhood.

Question 3.
What moment does the photograph depict?
Answer:
The photograph clicked by. the uncle of the poet’s mother depicts a sea-holiday being enjoyed by the poet’s mother and her two cousins Dolly and Betty. They are full of smiles in their beach dresses, not worrying about their flying hair.

Question 4.
Were the three cousins camera friendly? Who was taking their photograph?
Answer:
The three cousins appear to be camera-friendly as they stood at the sea beach without moving when the uncle took the photograph.

Question 5.
The poet’s mother would laugh looking at the photograph. Why?
Answer:
The poet’s mother was in middle age when she looked at that photograph and used to laugh remembering those golden days of her childhood, enjoying a sea holiday. She would also laugh at the beach dresses which looked weird after many years.

Question 6.
What impression do you form about the poet’s mother?
Answer:
The poet’s mother was very pretty at the age of twelve. She enjoyed the sea holiday. This is indicated by the happiness that she gets in middle age after looking at her childhood photograph.

Question 7.
The sea ‘appears to have changed less’ in comparison to the three girls who enjoyed the sea holiday. Comment.
Answer:
The poet compares the mortal nature of human beings with the eternal nature of the sea or natural objects. With the passage of time, the poet’s mother died but the vast sea has remained as it was since the photograph was taken.

Question 8.
Why does the poet feel nostalgic?
Answer:
The poet sees an old photograph of her mother in which she was standing on the beach with her two cousins — Dolly and Betty. They were enjoying themselves. The photograph captured her mother’s sweet and smiling face. At that time, she was around twelve years old. The poet remembers how her mother used to laugh whenever she looked at that old photograph. But time has passed and now the poet has been left only with the memories of her mother. Thus, she feels nostalgic

Question 9.
What does the poet say about her mother’s face?
Answer:
The poet remarks that her mother had a sweet face, smiling and caring for her cousins who were younger to her. The poet also says that her mother used to enjoy these sea holidays, and would laugh heartily, later on when she saw the photograph.

Question 10.
How does the poet react to her past? Why has she not mentioned anything about her mother’s death?
Answer:
The poet remembers with sadness her mother’s laughter which she cannot hear any more. The poet is full of a sense of loss and does not mention about her mother’s death, as it may bring more gloom to her and make her speechless.

Question 11.
Does the poet appear to be grieving?
Answer:
The poet is certainly filled with a sense of loss. Her mother is long dead and though the poet has adjusted to her absence, she is not able to completely overcome her loss.

She remembers how it used to be when her mother was still with her. The last line is an apt depiction of her state of mind. The loss has filled her life with silence.

Question 12.
Comment on the tone of the poem.
Answer:
The tone of the poem is that of sadness. Shirley Toulson looks at an old photograph of her mother and is sadly reminded of her mother who is no more.

She mentions about death of her mother indirectly only but this photograph has made her speechless and silent.

A Photograph Long Questions and Answers (6 Marks)

Question 1.
The poet has paid a tribute to her mother. Similar instances can be seen in ‘The Portrait of a Lady’. This made you think that writing about a loved one is much better than building their statues or drawing their portraits. Comment.
Answer:
Many writers have paid tributes to their loved ones through beautiful writing. Khushwant Singh gave an adorable description about his grandmother through his story. Shirley Toulson remembered her mother through her heart-touching poem.

In my opinion, writing about a loved one is much better than building their statues or drawing their portraits. One can never tell the true personality of a person just by looking at their sculptures or portraits. One can never know about the amazing time someone has spent with them. That magic can only be created by words.

Words stand the passage of time, whereas sculptures or portraits may get damaged by it. Hence, words are the best way by which anyone can pay a tribute to one’s loved ones.

Question 2.
“Its silence silences,” writes Shirley Toulson. The loss of her mother has silenced her. Do you think that this attitude of the poet is the right attitude to live life? Why/ why not?
Answer:
There is no doubt that Shirley Toulson has given a very touching tribute to her mother by remembering her through her verses. It is apparent that she is very much nostalgic and is grieving at the loss of her mother. Though she says that over the years she has adjusted to her mother’s absence, but circumstances have surely filled her with silence and a deep void.

We cannot deny that it hurts very much to lose someone, but the attitude shown by the poet at the end is not the right way to live your life. Life will keep going on even if we stop to lament our loss.

Loss is universal. It is the law of nature. We cannot let ourselves get depressed just because of this. It is also understandable that we will grieve. However, grieving to the point of hampering the normal functioning of our lives is not acceptable.

Question 3.
Happy moments are short-lived but provide a lifetime memory. They provide a cushion to bear the difficulties which the future has in store for you. Comment in the light of the poem ‘A Photograph’ by Shirley Toulson.
Answer:
Our life is a mixture of happy as well as adverse times. We must learn to move on with the help of those happy memories which provided us with so much enjoyment and happiness. As life is not a bed of roses, everyone at one stage or another is likely to face difficulties.

At the time of difficulties, happy moments can give us solace and fill us with positivity which is required during difficult times. Happy moments will certainly provide us with a hope that, as happy moments are short-lived, so are difficult times. One must learn to cope with the situation. The memories of happy times can provide us a cushion to bear difficulties with patience and peace.

Question 4.
‘Both wry with the laboured ease of loss.’ The poet is missing her mother. What is the role of the mother in forming the personality of a child?
Answer:
A mother’s role in shaping the personality of a child is of paramount importance. The child watches his/ her mother intently and learns about the world and how to react to it at the initial stages. The mother can

play an important role by making the child to deal constructively with mistakes, forgive others, handle frustration, show kindness and share love.
When a mother is nurturing and caring the child, it will develop a healthy bond with not only the mother but will be willing to form new relationships with others.

Children and adults both want a sense of independence and autonomy. It is very important on a mother’s part to offer choices to the child. This makes the child feel that he/she is smart enough to make choices.

The mother’s thoughts nourish a child’s mind and soul as her personal attention nourishes a child’s body. She is a child’s first teacher. She tries to imbibe such values that may help a child lifelong.

A Letter to a Friend Question and Answers

NCERT Solutions for Class 11 English Hornbill Poem

•  A Photograph Question Answer
• The Laburnum Top Question Answer
• The Voice of the Rain Question Answer
• Childhood Question Answer
• Father to Son Question Answer

Class 11 English Chapter 6 NCERT Solutions The Browning Version Free PDF Download

NCERT Solutions for Class 11 English

The Browning Version Notice These Expressions

Notice these expressions in the text. Infer their meaning from the context.

Question 1.
remove
Answer:
promotion to the next class

Question 2.
slackers
Answer:
lazy, careless, unmotivated students

Question 3.
muck
Answer:
rubbish, useless

Question 4.
kept in
Answer:
detained, held back to stay after school hours

Question 5.
got carried away
Answer:
got very excited

Question 6.
cut
Answer:
go away without permission

Question 7.
sadist
Answer:
a person who gets pleasure out of inflicting pain to others

Question 8.
shrivelled up
Answer:
having no feelings

The Browning Version Understanding The Text

Question 1.
Comment on the attitude shown by Taplow towards Mr Crocker-Harris.
Answer:
Mr Crocker-Harris is a middle-aged schoolmaster. He is a teacher in the traditional mould. He is a strict man who is more feared than respected. He follows rules and regulations with all sincerity.

Taplow is in the lower fifth standard. His attitude towards Mr Crocker-Harris is mixed. He recognises his sense of discipline, sense of devotion and stoic nature. But he has a personal feeling of ill-will against Mr Crocker-Harris. He is given extra work on the last day of the term as punishment because he missed a day the previous week when he was ill. Mr Crocker-Harris is a hard taskmaster. That’s why he gave extra work to Taplow. He doesn’t bother that it is the last day of the term.

Taplow feels that Mr Crocker-Harris is devoid of feelings, is strict and can never be flattered. In spite of everything, Taplow rather likes him. Mr Crocker-Harris doesn’t tell the results like the other masters before they are formally announced. Hence, Mr Crocker-Harris is different from other teachers. Taplow doesn’t consider Mr Crocker-Harris a sadist. He doesn’t get pleasure out of giving pain to others. In his view, a sadist shows some feelings but Mr Crocker-Harris has none.

Question 2.
Does Mr Frank seem to encourage Taplow’s comments on Mr Crocker-Harris?
Answer:
Yes, Mr Frank seems to encourage Taplow’s comments on Mr Crocker-Harris. Mr Frank is a young school teacher. He teaches in the same school in which Mr Crocker-Harris, his senior colleague, teaches. Actually, he is jealous of Mr Crocker-Harris. He frankly admits that Mr Crocker-Harris enjoys a wonderful hold over his students. They all seem scared to death of him. He is jealous of Mr Crocker-Harris’ authority and ‘effect’ on his students.

He relishes all adverse comments against Mr Crocker- Harris. Not only that, he even encourages Taplow to criticise him. But he doesn’t do it openly. He pretends not to like any adverse comments against Mr Crocker-Harris when Taplow calls his master ‘Crock’. However, when Taplow imitates Mr Crocker-Harris in his throaty voice, Mr Frank relishes it. He even asks Taplow to repeat it. He enjoys Mr Crocker-Harris being ridiculed by his own student.

Mr Frank also asks Taplow to go away without meeting his teacher. But Taplow can’t even imagine doing such a thing. He also encourages Taplow to share Mr Crocker-Harris jokes with him. Mr Frank pretends to have no jealousy against Mr Crocker-Harris and warns Taplow that he has gone much too far in his criticism of Mr Crocker-Harris.

Question 3.
What do you gather about Mr Crocker-Harris from the play?
Answer:
Mr Crocker-Harris is a middle-aged schoolmaster. He is quite reserved and a disciplinarian. He follows rules very strictly. He is a devoted teacher who can’t tolerate any relaxation among his students. He is a hard taskmaster. He doesn’t leak the results like other masters before they are formally announced. He is very conscious of his duty and he never spares a child who absents himself. He can give extra work to a student even on the last day of the term.

He is quite unpredictable. It is very difficult to read his mind. For instance, when Taplow asked him if he had given him a promotion, Mr Crocker-Harris replied mysteriously that he has given him exactly what he deserves, no less and certainly no more. His junior colleague feels jealous of the effect Mr Crocker-Harris has on the students.

Students seem to be scared to death of him. Taplow says that Mr Crocker-Harris has no feelings. It is quite correct, as he doesn’t like flattery, nor does he like anyone who likes him. Sometimes he also cracks jokes but his classical jokes lack humour. In spite of everything, Taplow likes him.

The Browning Version Talking About The Text

Discuss with your partners

Question 1.
Talking about teachers among friends.
Answer:
It is a common trait among students to talk about their teachers. Students have tremendous capacity to analyse the qualities of their teachers. Even a dumb student can understand whether a teacher is proficient in his/her subject or not. There are many issues that students discuss about their teachers. That is probably the reason that after each class, students form groups and discuss what had happened in the previous period. Many students also pass comments on the teacher’s appearance.

A well-dressed teacher is always appreciated by the students. If one pays attention to the comments of the students, one could easily conclude that an honest and unbiased teacher who knows his / her subject well will earn respect from students.

For students, nothing is more important than a teacher’s ability to make them understand their subject.

Question 2.
The manner you adopt when you talk about a teacher to other teachers.
Answer:
It is often noticed that as students, we are always very guarded in voicing our opinions about a teacher when we talk to other teachers. There is this lingering doubt that, after all, these teachers work together and their work culture demands them to be interactive with their colleagues. Passing any comment about a teacher can be taken in a negative light by another teacher. However, sometimes we do lose our guard and say things about other teachers that are not appropriate. We should thus be careful of our words and never speak ill of any teacher, especially in front of other teachers.

Question 3.
Reading plays is more interesting than studying science.
Answer:
Reading plays has always been more fascinating than studying facts. It provides an insight into an imaginative and far-fetched world that grips one’s interest in reading plays. It develops a critical bent of mind which is helpful in our daily life and its problems. Moreover, reading plays helps develop creativity.

On the other hand, science deals with only facts. There is no scope for creativity. While reading plays, one gets to learn about human nature and its vices and virtues. However, science is about observing the facts that are already known. Plays are about observing what somebody wrote and rebuilding one’s own understanding of the play.

The Browning Version Working With Words

A sadist is a person who gets pleasure out of giving pain to others.
Given below are some dictionary definitions of certain kinds of persons. Find out the words that fit these descriptions.

Question 1.
A person who considers it very important that things should be correct or genuine e.g. in the use of language or in the arts.
Answer:
Perfectionist

Question 2.
A person who believes that war and violence are wrong and will not fight in a war.
Answer:
Pacifist

Question 3.
A person who believes that nothing really exists.
Answer:
Nihilist

Question 4.
A person who is always hopeful and expects the best in all things.
Answer:
Optimist

Question 5.
A person who follows generally accepted norms of behaviour.
Answer:
Conformist

Question 6.
A person who believes that material possessions are all that matter in life.
Answer:
Materialist

The Browning Version Things To Do

Based on the text, enact your own version of the play. Work in pairs.
Answer:

The Browning Version Short Questions and Answers (2 Marks)

Question 1.
“We get all the slackers!” What did Mr Frank mean?
Answer:
Mr Frank was a science teacher who didn’t like to teach science. When Taplow expressed that he would take science if he got a favourable result, Mr Frank was disappointed. He believed that most students who opted for science were so poor in studies that science attracted all such slackers, but not those who really liked science.

Question 2.
What did Taplow consider ‘muck’? Why?
Answer:
Taplow considered the Greek tragedy Agamemnon as muck. Even though he liked the plot of the play, Taplow disliked the way it was taught by Mr Crocker-Harris. Besides, a number of Greek words were to be learnt and if a student went wrong, he had to write each word fifty times as punishment.

Question 3.
Why was Taplow bitter?
Answer:
Mr Frank found Taplow waiting for Mr Crocker- Harris and they got into a conversation. While talking, Taplow called the ‘Agamemnon’ rubbish. Mr Frank detected some bitterness in Taplow’s voice. Taplow said that he was certainly bitter. The weather was good and he could have been out playing golf but here he was, in the school, doing extra work on the last day of the term.

Question 4.
Who gave Taplow extra work on the last day of the term? Why?
Answer:
Mr Crocker-Harris, who was Taplow’s teacher of classical literature, gave him extra work on the last day of the term. As Mr Crocker-Harris was a hard taskmaster and knew no mercy, he punished. Taplow because , he missed a day last week when he was ill.

Mr Crocker-Harris couldn’t excuse this. He was totally without feeling. So, he gave Taplow extra work even on the last day of the term.

Question 5.
Why did Taplow have to stay back at school on the last day of the term?
Answer:
Taplow had to stay back at the school as his classical literature teacher, Mr Crocker-Harris, had punished . him. Taplow was sick the previous week and hence missed school for a day. But Mr Crocker-Harris was a hard taskmaster. He wanted Taplow to make amends for the missed class. So, he asked Taplow to come on the last day of the term for extra work.

Question 6.
Why would Taplow not get any ‘comfort’ as mentioned by Mr Frank?
Answer:
Mr Crocker-Harris gave no benefit to his students for being good boys in taking up extra work. He gave marks as per the performance and not for doing any extra work. In fact, Taplow was afraid that his teacher would have rather marked him down for doing extra work.

Question 7.
What did Mr Frank call ‘bad luck’?
Answer:
The weather was fine and Taplow wanted to go and play golf. But Taplow had been given extra work to do by Mr Crocker-Harris.

He was waiting for his teacher and couldn’t dare to defy him. Mr Frank considered Taplow’s situation ‘bad luck’ as he could not go out to play on such a wonderful day.

Question 8.
Why did Taplow say that Mr Crocker-Harris was hardly human?
Answer:
Taplow could not believe that Mr Crocker-Harris was a normal human being for a number of reasons. Mr Crocker-Harris was extremely strict while teaching. He followed the headmaster’s rules of announcing results on the last day of term. He never told the students their results beforehand. He frightened the students in every possible way. He was a man who hated those who even liked him.

Question 9.
How does Mr Frank relish Mr Crocker-Harris being criticised by Taplow?
Answer:
Mr Frank is envious of Mr Crocker-Harris as he has a wonderful hold over his students. Moreover, he is a devoted teacher who always follows rules and regulations. He never discloses the results before they are formally announced. Mr Frank enjoys the scene when Taplow imitates Mr Crocker-Harris in his throaty voice. Mr Frank asks Taplow, ‘Just…. repeat it, would you? He only pretends to hide his envy for Mr Crocker-Harris.

Question 10.
Did Taplow come to the school only because Mr Crocker-Harris had asked him to?
Answer:
Taplow was present at the school on the last day of the term as he had missed a class of Mr Crocker-Harris the previous week and Mr Crocker-Harris had asked him to make amends for it. It is true that Taplow was there because he was scared to death of Mr Crocker-Harris, but he also had another motive. He was waiting for his result and feared that if he did not obey Mr Crocker-Harris then his result would suffer.

Question 11.
Why is Taplow worried about his ‘remove’? What did Mr Crocker-Harris reply to him?
Answer:
Taplow is in the lower fifth class. He can’t specialise until he goes into the next class. He is worried about the ‘remove’ i.e. his result, because much depends on how he performed in the examination.

At the same time, he is very anxious to know his result. So, he had gone to Mr Crocker-Harris and asked him if he had passed him. However, the teacher gave a very mysterious answer and told him that he had given him exactly what he deserved, not less and certainly not more.

Question 12.
Why does Mr Frank ask Taplow to ‘cut’? How does Taplow react?
or
“Well, he’s ten minutes late. Why don’t you cut?” What was Taplow’s reaction to this?
Answer:
Mr Frank and Mr Crocker-Harris are teachers at the same school. When Mr Frank finds Taplow waiting, he asks him to ‘cut’ as Mr Crocker-Harris had not arrived. However, Taplow cannot even imagine doing such a thing. According to him, there is probably not a single student who has insulted Mr Crocker-Harris in his career.

Question 13.
Mr Crocker-Harris is not a sadist. Still his students are scared of him. Comment.
Answer:
Taplow says that Mr Crocker-Harris is not a sadist. If he had been a sadist then he wouldn’t have been so frightening. It would mean that he had some feelings. But Mr Crocker-Harris was devoid of any feelings.
He had no feelings inside and seemed to hate that people liked him. Taplow couldn’t think of any teacher who didn’t like being liked by his students.

Question 14.
“But those sort of rules don’t apply to the Crock…” What sort of rules is the speaker talking about?
Answer:
Taplow was bitter as he had been detained. Mr Frank tried to comfort him by saying that at least it would make certain that he would get his result for being a good boy. Taplow said that was not an ordinary master and such masters wouldn’t dare not to give a student his result after taking extra work. But those sort of rules didn’t apply to ‘the Crock.’ He didn’t want anybody to flatter him.

Question 15.
What kind of a teacher and a human being is Mr Crocker-Harris, according to Taplow?
Answer:
Mr Crocker-Harris appears to be a disciplinarian. Students are scared to death of him. He follows rules and believes in them. He tells Taplow that he will mark him according to what he deserves; neither less, nor more. Taplow thinks that Mr Crocker-Harris is not a sadist, but hates being liked. He is all shrivelled up and without any feelings.

He has a wonderful hold over his students. No student has ever refused any punishment given by Mr Crocker-Harris in his entire career. He appears frightening to his students.

Question 16.
What happened when Mr Crocker-Harris made one of his classical jokes?
Answer:
One day, Mr Crocker-Harris made one of his classical jokes in class. Nobody understood it and hence nobody laughed. However, Taplow knew that Mr Crocker-Harris meant something funny and he laughed out of sheer courtesy. Mr Crocker-Harris said that he was impressed by the progress made by Taplow as he understood what others in his form couldn’t and then asked Taplow to explain to the whole class what he had understood.

Question 17.
Who is Mr Crocker-Harris? How was he different from other masters?
Answer:
Mr Crocker-Harris is a middle-aged schoolmaster. He teaches classical literature. He is a strict man who is more feared than respected. He is reserved and not so social. He is quite different from all other masters. Other masters like Mr Frank may leak the results but . Mr Crocker-Harris will never do such a thing. He has a wonderful hold over his students. He doesn’t like people who like him.

Question 18.
How does Taplow react to Millie Crocker-Harris’ arrival?
Answer:
Taplow is nervous on seeing Millie Crocker-Harris. He is unable to control his emotions and whispers to Mr Frank whether he thinks she has heard their conversation. Taplow feels that if she tells Mr Crocker-Harris about what they were talking about, he would be failed.

Question 19.
Who is Millie Crocker-Harris? How did Mr Frank and Taplow react to the sudden arrival of Millie Crocker-Harris?
Answer:
Millie Crocker-Harris was Mr Crocker-Harris’ wife. When Mr Frank and Taplow saw that she had come, they both reacted differently. They were shocked to see her. Mr Frank turned to welcome her. He was infinitely relieved at seeing her.

On the other hand, Taplow got scared to see her. He feared whether she had heard what he spoke about Mr Crocker-Harris. He was scared to think that if Millie Crocker-Harris told her husband about what he was doing, then he would not get his result.

Question 20.
Compare and contrast Mr Frank and Mr Crocker-Harris.
Answer:
Mr. Frank and Mr Crocker-Harris provide a striking contrast.

Mr. Frank is a young teacher and teaches science to higher classes while Mr Crocker-Harris is a middle-aged schoolmaster. He is a teacher in the traditional mould and teaches classical literature to the lower fifth class.

Mr. Frank lacks the sense of involvement that Mr Crocker-Harris seems to have in studies. He is a science teacher but shows no interest in science while Mr Crocker-Harris is a dedicated teacher. He has a wonderful hold over his students. Students seem to be scared to death of him. He is a hard and honest taskmaster. On the other hand, Mr Frank lacks honesty. He doesn’t seem to care for the rules. He doesn’t do his duty well. Being a teacher himself, he urges Taplow to avoid the punishment given by Mr Crocker-Harris.

Question 21.
Where does Millie Crocker-Harris send Taplow to and what will happen if Mr Crocker-Harris comes before Taplow?
Answer:
Millie Crocker-Harris comes to know that Taplow was waiting for her husband. She tells him that Mr Crocker- Harris will take quite some time to reach there. She asks him to go to a chemist with the prescription she hands over to him and get the medicine prepared. Taplow fears that in case Mr Crocker-Harris gets there before him, he will get angry. Millie Crocker-Harris asks him not to worry about that. She assures him to take the blame on herself if it happens.

Question 22.
HOW does Millie Crocker-Harris send Taplow away?
Answer:
On seeing Taplow, Millie Crocker-Harris points out that her husband was at the Bursar’s and would take some time to get back. She suggests him to go away for a quarter of an hour. However, Taplow does not do so due to fear of the teacher. Millie Crocker-Harris assures him that she would take the blame. She takes out a prescription and requests him to bring some medicines from the chemist. Taplow accepts the proposal and leaves.

Question 23.
What do you gather about Mr Frank from the play?
Answer:
Mr Frank is a young science teacher. He does not like the subject he teaches. He also admits that he tells results to the students before they are officially announced. He does not discourage Taplow from criticising Mr Crocker-Harris; in fact he relishes it. He envies Mr Crocker-Harris for the effect he has on the students.

The Browning Version Long Questions and Answers (6 Marks)

Question 1.
Taplow does an imitation of Mr Crocker-Harris. Do you think respect for one’s teacher is fast disappearing in the modern world? Give reasons in support of your answer.
Answer:
It is true that respect for one’s teacher is fast disappearing in the modern world. Incorrect parenting, lack of restriction in schools and no fear of teachers are some of the reasons why teachers are not respected.

Too often parents these days blame the teachers for the slightest bit of strictness in schools. No wonder the children have no respect for the teacher when they know they can get away with indiscipline. Moreover, these days one seldom finds any teacher who has a passion to teach. As a result, teachers do not have good knowledge of their subject and are thus not respected by their students.

Moreover, there are teachers who are biased and prejudiced in their approach. Students do not appreciate such teachers and thus lose respect for them. Further, it is rightly said that respect is never demanded but earned. It is the responsibility of the teacher to earn the students’-respect. If a teacher comes across students who are disrespectful, he/she should think over it and try to understand where he/she has gone wrong and lost respect.

Question 2.
DO you feel it is proper for students to present their teacher the way Taplow does? What in your opinion should the relation between teacher and student be like?
Answer:
It is improper for students to present their teacher the way Taplow does. He should not have criticised his teacher and his ways in front of another teacher. Moreover, Taplow’s bitterness arises out of the fact that he is detained by his teacher for extra work when he wanted to play golf. Further,

Mr Crocker-Harris is the only one who follows the rules strictly. Had other teachers been like him, Taplow might not have been so critical of his teacher

The relation between a teacher and his students should be of mutual understanding, respect and cooperation. They should work as a team, as neither is complete, without the other. Both should try and create an interactive space where problems can be talked about and brought to a conclusion.

Moreover, it is the duty of the teacher to gain the trust of the students and create a friendly atmosphere where students are not scared of sharing their problems.

Question 3.
The play displays some qualities of an ideal teacher. What according to you are the traits that make a teacher popular among students?
Answer:
The most common trait among students is to talk about their teachers. Students have tremendous capacity to analyse the qualities (good or bad) of their teachers. Even a dumb student can understand whether a teacher is proficient in his subject or not. This is why after each class, students form groups and discuss what had happened.

Students generally pass comments on the teacher’s appearance also. A well-dressed and smartly dressed teacher is always appreciated by the students. If one listens to the comments of the students, one could easily decipher one fact: a teacher who is strict but honest and unbiased, and knows his subject well, will definitely earn respect from his students. Nothing is more important for students than a teacher’s ability to make them understand their subject.

Question 4.
Students always discuss about their teachers. Sometimes teachers like to learn more about other teachers. But a student is not always open. How should a student deal with such a situation?
Answer:
We are always very guarded in voicing our opinions about a teacher when we talk to other teachers. First of all, we are never sure that our comments about a teacher will not be passed to him / her by other teachers. We always have the lingering doubt that, after all, these teachers work together and their work culture demands them to be interactive with their colleagues.

Sometimes, we come across some teachers who ask questions about other teachers as we see in the lesson, ‘The Browning Version’. Frankly, it appears as if Mr Frank was wanting Taplow to pass uncharitable comments on Mr Crocker-Harris; however, in fact, Taplow wanted to give a comprehensive report of Mr Crocker-Harris. In similar circumstances, sometimes we lose our guard and say something about other teachers that may or may not be appropriate. We should understand that, before passing negative comments on our teachers, we have to ensure whom we are talking to.

Question 5.
What qualities should a teacher possess which make him a great teacher? Discuss with reference to the play ‘The Browning Version’.
Answer:
Undoubtedly, a teacher’s way of teaching reflects his character. We can judge from his teaching style what qualities he possesses. This is the simplest way to know about a teacher. His teaching is the mirror of his characteristic features. Like in the play, ‘The Browning Version’, we come across two teachers who provide a striking contrast to each other. One is Mr Frank, who is a young schoolmaster who lacks commitment and involvement. He lacks honesty and doesn’t seem to care for the rules.

Mr Crocker-Harris, a middle-aged schoolmaster is just the opposite to Mr Frank. He is a strict man who is more feared than respected. He follows rules and regulations with all sincerity. He has a wonderful hold over his students. He is a hard taskmaster. He punishes the students when necessary. In spite of all these, students can’t help liking him. This shows that full dedication and honesty should be the foremost priority of a teacher. It makes no difference how frank or lenient he is with the students. He must carry out his duties with full devotion.

The Tattered Blanket Question and Answers

NCERT Solutions for Class 11 English Hornbill Prose

• The Portrait of a Lady Question Answer
• We’re Not Afraid to Die… If We Can All Be Together Question Answer
• Discovering Tut: The Saga Continues Question Answer
• Landscape of the Soul Question Answer
• The Ailing Planet: the Green Movement’s Role Question Answer
• The Browning Version Question Answer
• The Adventure Question Answer
• Silk Road Question Answer

NCERT Solutions for Class 10 English First Flight Chapter 2 Nelson Mandela: Long Walk to Freedom are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English First Flight Chapter 2 Nelson Mandela: Long Walk to Freedom.

Board	CBSE
Textbook	NCERT
Class	Class 10
Subject	English First Flight
Chapter	Chapter 2
Chapter Name	Nelson Mandela: Long Walk to Freedom
Category	NCERT Solutions

NCERT Solutions for Class 10 English First Flight Chapter 2 Nelson Mandela: Long Walk to Freedom

TEXTUAL EXERCISES

ORAL COMPREHENSION CHECK
(Page 18)

Question 1.
Where did the ceremonies take place ? Can you name any public buildings in India that are made of sandstone ?
Answer:
The ceremonies took place in the lovely sandstone amphitheatre. It was formed by the Union Buildings in Pretoria. These are : the Red Fort, Jama Masjid, North and South Blocks, Parliament House etc.

Question 2.
Can you say how 10 May is an ‘autumn day’ in South Africa ?
Or
Why is 10th May 1994 important for South Africa ? (CBSE 2012)
Answer:
It is because of weather and the dawning of freedom after about 300 years of white rule. It is also important because of the freedom.

Question 3.
At the beginning of his speech, Mandela mentions ‘an extraordinary human disaster’. What does he mean by this ? What is the ‘glorious … human achievement’ he speaks of at the end ?
Answer:
By this he means the white rule in South Africa over the blacks. It lasted very long. It was really a disaster of white men ruling over the black.

‘The glorious…human achievement’ is getting political independence from the white rule by the black natives.

Question 4.
What does Mandela thank the international leaders for ?
Answer:
He thanks the international leaders for coming to take possession with the native people of South Africa. It is a common victory for justice, peace and human dignity.

Question 5.
What ideals does he set out for the future of South Africa ?
Answer:
He sets out the ideals of liberating his people from various bondages. These are of poverty, deprivation, suffering, gender and other discriminations.

ORAL COMPREHENSION CHECK
(Page 21)

Question 1.
What do the military generals do ? How has their attitude changed, and why ?
Answer:
The military generals discharge their duties. They owe allegiance to their country. They do their duties as per the military provisions.

Their attitude has now changed. They care more for personal gains than their true duties as per the defence rules.

Question 2.
Why were two national anthems sung ?
Answer:
Two national anthems were sung as there were two main communities or races. One was of the whites and the other of the blacks. Secondly, the anthem of the whites was the anthem of the old republic.

Question 3.
How does Mandela describe the systems of government in his country
(i) in the first decade, and (ii) in the final decade, of the twentieth century ?
Answer:
(i) In the first decade of the twentieth century the whites of South Africa patched up their differences. They built a system of racial domination against the black people of their own land.
(ii) In the last decade their system had been overturned forever. It was replaced by another. It recognised the rights and freedoms of all people regardless of their skin colour.

Question 4.
What does courage mean to Mandela ?
Answer:
By courage Mandela means not the absence of fear but the triumph over it.

Question 5.
Which does he think is natural, to love or to hate ?
Answer:
He thinks that love comes more naturally to the human heart than its opposite hate.

ORAL COMPREHENSION CHECK
(Page 24)

Question 1.
What ‘twin obligations’ does Mandela mention ?
Answer:
He mentions the twin obligations. One, obligations to his family, his parents, his wife and children. Second, obligations to his people, his community and his country.

Question 2.
What did being free mean to Mandela as a boy, and as a student ? How does he contrast these ‘transitory freedoms’ with ‘the basic and honourable freedoms’ ?
Or
What did ‘being free’ mean to Mandela as a boy and as a student ? (CBSE 2012)
Answer:
As a boy Mandela meant by being free to wander in the fields near his hut. It was to swim, to run through the village. Also it was to roast mealies at night and to ride the bulls.

As a student he meant to be free to stay out at night. It was to read what he pleased to read and to go where he chose. It was also to be as per his potential.

These were the ‘transitory freedoms’. But the “basic and honourable freedoms’ were the freedoms for the people. These were to live with dignity and self-respect.

Question 3.
Does Mandela think the oppressor is free ? Why/Why not ?
Answer:
Mandela thinks that the, oppressor is not free like the oppressed. A person who takes away another man’s freedom is a prisoner of hatred. He is locked in prejudice and narrow-mindedness.

THINKING ABOUT THE TEXT
(Page 24)

Question 1.
Why did such a large number of international leaders attend the inauguration ? What did it signify the triumph of ?
Answer:
A large number of international leaders attended the inauguration to pay their respects. It signified the triumph of human freedom and democracy. It also signified the importance of political independence.

Question 2.
What does Mandela mean when he says he is ‘simply the sum of all those African patriots’ who had gone before him ? (CBSE 2012)
Answer:
The author means that like those patriots he also felt the great need of political independence of the country. Like them he also underwent tortures by the whites in his own country.

Question 3.
Would you agree that the ‘depths of oppression’ create ‘heights of character’ ? How does Mandela illustrate this ? Can you add your own examples to this argument ? (CBSE 2012)
Answer:
It is a fact that the more one is oppressed, the more one becomes strong in character. Mandela says that the decades of oppression and brutality produced many patriots. They were like Oliver Tambos, Walter Sisulus, Chief Luthulis, Yusuf Dadoos etc.

More examples from my own side sire here. These are of Mahatma Gandhi, Jawaharlal – Nehru, Sdrdar Patel, Lokmanya Tilak, Subhash Chander Bose, Bhagat Singh etc.

Question 4.
How did Mandela’s understanding of freedom change with age and experience ?
Answer:
First Mandela thought of personal freedom like doing what one liked. But as he grew up he started understanding freedom as indivisible. It is also of his own men. He thought of freedom for all his own people more important than anything else.

Question 5.
How did Mandela’s ‘hunger for freedom’ change his life ? (CBSE 2012)
Answer:
Mandela’s ‘hunger for freedom’ changed him into a great man, a statesman and a visionary. He worked day and night for it. He underwent physical and mental tortures. It was for obtaining freedom for his own people.

THINKING ABOUT LANGUAGE

I. There are nouns in the text (formation, government) which are formed from the corresponding verbs form, govern) by suffixing—(at) ion or ment. There may be a change in the spelling of some verb-noun pairs : such as rebel, rebellion ; constitute, constitution.

Question 1.
Make a list of such pairs of nouns and verbs in the text.

Noun	Verb
rebellion	rebel
constitution	constitute

Answer:

Question 2.
Read the paragraph below. Fill in the blanks with the noun forms of the verbs in brackets.

Martin Luther King’s ………. (contribute) to our history as an outstanding leader began when he came to the ………. (assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean ………. (subjugate) and ………. (humiliate) by the police and the legal system. Beatings, (imprison) and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non-violent ………. (resist) to racial injustice

Answer:

II. Using the Definite Article with Names

Here are some more examples of ‘the’ used with proper names. Try to say what these sentences mean. (You may consult a dictionary if you wish; look at the entry for ‘the’.)

1. Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties.

2. Many people think that Madhuri Dixit is the Madhubala of our times.

3. History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of the ordinary people as well. (Page 25)

Answers:

I think, by such a usage, the author gives more importance to such people who were like these great patriots in every way.

1. This means that Mr. Singh regularly invites people like Amitabh Bachchan and Shah Rukh Khan to his parties. The invitees are not exactly these film stars but other persons. They are similar in many ways to these stars.

2. It means Madhuri Dixit has all the traits of Madhubala though she is not that.

3. History is not only the story of great persons like Alexanders, Napoleons and Hitlers but ordinary people.

III. Idiomatic Expressions

Match the italicised phrases in column A with the phrase nearest in meaning in column B. (Hint: First look for the sentence in the text in which the phrase in column A occurs.)

A

B

1. I was not unmindful of the fact 2. when my comrades and I were pushed to our limits 3. to reassure me and keep me going 4. the basic and honourable free – doms of .….. earning my keep …..

(i)  had not forgotten, was aware of the fact (ii) was not careful about the fact (iii) forgot or was not aware of the fact (i) pushed by the guards to the wall (ii) took more than our share of beatings (iii) felt that we could not endure the suffering any longer (i) make me go on walking (ii) help me continue to live in hope in this very difficult situation (iii) make me remain without complaining (i) earning enough money to live on (ii) keeping what I earned (iii) getting a good salary

Answer:
These are to be matched as given below :

SPEAKING

1. In groups, discuss the issues suggested in the box below. Then prepare a speech of about two minutes on the following topic (First make notes for your speech in writing.)

True liberty is freedom from poverty, deprivation and all forms of discrimination.

• causes of poverty and means of overcoming it
• discrimination based on gender, religion, class, etc.
• constitutionally guaranteed human rights

Answers :

For discussion at class level. There are three topics given in the box. One is fully solved for the students. Two other topics carry the notes. Students may write a speech in their own words using these as a good exercise.

• Causes of poverty and means of overcoming it

Notes

Causes : No employment, no means of livelihood, no landholding, no work available, physical situations difficult to fight against, large family due to illiteracy, ignorance, superstitious beliefs, govt, help not possible.

Means of overcoming it: Hunting for work even if migration is there, access to govt, help in the form of schooling, manual work, awakening towards reasons of poverty like large family, superstitions and other blind beliefs like blind belief in fate etc.

Speech

Respected Principal, teachers and dear students !

Today I stand before you to speak on the ‘Causes of poverty and means of overcoming it’. Well, you’ll see that poverty is a curse. It has many causes. These are: no employment, no means of livelihood, no landholding and no work available. There are physical situations also. These are like existence of zamindari system. In it, one has plenty of land and a majority are landless labourers only. There exist superstitious beliefs due to illiteracy and ignorance. One has a large family due to these. The result ‘ is one is bom in poverty and dies also in it.

There are means of overcoming poverty. One must hunt for work even if one has to migrate to cities. One must get access to various govt, agencies and help available. One must acquire knowledge about the reasons of poverty. These are like a large family, superstitious beliefs and narrow-mindedness. Belief in fate won’t do anything. One must work and fight against the problems of life courageously.

• Discrimination based on gender, religion, class etc.

Notes

Cultural reasons like male dominance, women always treated inferior or secondary, given low salary for work equal to men, religious beliefs like low-caste people are inferior, not allowed in temples, treated inferior, class or caste reasons like low- caste people shall make things impure even by touch, minds of upper-caste people doctored on these beliefs.

Much dilution of this discrimination due to govt, policies and women’s equalling men in superior jobs, govt, efforts in educating the people, reservation in govt, jobs, provision of equality in the constitution, penalising those advocating this sort of discrimination.

• Constitutionally guaranteed human rights

Notes

Our Constitution guarantees fundamental rights to the citizens of the country irrespective of caste, creed or religion, right to primary education, to speech, to liberty, to access information, etc, all being equal in the eyes of the law, no discrimination due to colour, creed or religion, provision of many Acts or laws against mental or physical torture of women, child labour or demanding dowry etc, existence of suitable legal provisions together with provisions of law breakers, existence of legal cells or organisations like Human Rights Commission etc.

WRITING

I. Looking at Contrasts

Nelson Mandela’s writing is marked by balance : many sentences have two parts in balance.

Use the following phrases to complete the sentences given below.

(i) they can be taught to love
(ii) I was born free.
(iii) but the triumph over it.
(iv) but he who conqures that fear
(v) to creat such heights of character

1. It requires such depths of oppression …………………………………..
2. Courage was not the absence of fear …………………………………..
3. The brave man is not he who does not feel afraid …………………………………..
4. If people can learn to hate …………………………………..
5. I was not born with a hunger to be free …………………………………..

Answers:

1. It requires such depths of oppression to create such heights of character.
2. Courage was not the absence of fear but the triumph over it.
3. The brave man is not he who does not feel afraid, but he who conquers that fear.
4. If people can learn to hate, they can be taught to love.
5. I was not bom with a hunger to be free, I was bom free.

II. This text repeatedly contrasts the past with the present or the future. We can use coordinated clauses to contrast two views, for emphasis or effect.

Given below are sentences carrying one part of the contrast. Find in the text the second part of the contrast, and complete each item. Identify the words which signal the contrast. This has been done for you in the first item.

1. For decades the Union Buildings had been the seat of white supremacy, and now ______

2. Only moments before, the highest generals of the South African defence force and police … saluted me and pledged their loyalty. … not so many years before they would not have saluted ______

3. Although that day neither group knew the lyrics of the anthem … they would soon ______

4. My country is rich in the minerals and gems that lie beneath its soil, ______

5. The Air Show was not only a display of pinpoint precision and military force, but ______

6. It was this desire for the freedom of my people … that transformed ______ into a bold one, that drove ______ to become a criminal, that turned ______ into a man without a home.

Answers

1. ………. it was the site of a rainbow gathering of different colours and nations ……….

2. ………. they would not have saluted but arrested me.

3. ………. neither group knew the lyrics of the anthem they once despised ………. known the chords by heart.

4. ………. I have always known that its greatest wealth is its people, finer and truer than the purest diamonds.

5. ………. a demonstration of the military loyalty to democracy, to a new government ……….

6. ………. a frightened young man ………. a law-abiding attorney to become a criminal, that turned a family-loving husband into a man without a home.

We hope the NCERT Solutions for Class 10 English First Flight Chapter 2 Nelson Mandela: Long Walk to Freedom help you. If you have any query regarding NCERT Solutions for Class 10 English First Flight Chapter 2 Nelson Mandela: Long Walk to Freedom, drop a comment below and we will get back to you at the earliest.

This is Going to Hurt Just a Little Bit Summary

NCERT Solutions for Class 10 English

• A Letter to God Question Answer
• Nelson Mandela: Long Walk to Freedom Question Answer
• Two Stories about Flying Question Answer
• From the Diary of Anne Frank Question Answer
• The Hundred Dresses – I Question Answer
• The Hundred Dresses – II Question Answer
• Glimpses of India Question Answer
• Mijbil the Otter Question Answer
• Madam Rides the Bus Question Answer
• The Sermon at Benares Question Answer
• The Proposal Question Answer

Class 11 English Chapter 6 Poem NCERT Solutions Childhood Free PDF Download

NCERT Solutions for Class 11 English

I. Think it Out
Question 1.
Identify the stanza that talks of each of the following.
1. Individuality
2. Rationalism
3. Hypocrisy
Answer:
Before answering let us understand these terms.

Individuality is a person’s quality that makes him different from others or thinking for himself without following others’ thinking blindly.

Rationalism is a stage when an individual is able to analyse a situation using reason and come to his own conclusions.

Hypocrisy is a practice of engaging in the same behaviour or activity for which one criticises another. The poet has talked about the hypocritical behaviour of adults who preach something else and practise something else.
Individuality—stanza 3
Rationalism—stanza 1
Hypocrisy—stanza 2

Question 2.
What according to the poem is involved in the process of growing up?
Answer:
According to this poem the process of growing up involves many stages. Attainment of mental maturity can be seen as an indication of growing up.

When a person becomes logical, rational and is able to maintain individual thoughts, he is assumed to be grown up. A grown up can discriminate between reality and fantasy and between reality and hypocrisy.

Question 3.
What is the poet’s feeling towards childhood?
Answer:
The poet grows nostalgic about his childhood. He feels that childhood is full of innocence. A child is neither a hypocrite nor manipulative. He is free from all these wrong habits found in adults.

Dining childhood, he is not able to distinguish between truth and imagination or reality and fiction. The poet seems to suffer from a sense of loss in losing his childhood.

Question 4.
What do you think are the most poetic lines? Why?
Answer:
The most poetic lines in the poem are
Where did my childhood go?
It went to some forgotten place,
That’s hidden in an infant’s face,

These poignant lines explain beautifully what most adults feel. These lines take us back to the innocent world of an infant where the poet thinks his childhood seems to be lying hidden. Naturally, the pure and unadulterated childhood will never come back to us, though we can find it in an infant’s face.

Childhood Extract based Questions and Answers (2 Marks)

I. Read the extract given below and answer any two of the questions that follow.
When did my childhood go?
Was it the day I ceased to be eleven,
Was it the time I realised that Hell and Heaven,
Could not be found in Geography,
And therefore could not be,
Was that the day!
Question 1.
At what age does the poet think he lost his childhood ?
(a) After he crossed the age of eleven
(b) After he crossed the age of twelve
(c) After he crossed the age of ten
(d) After he crossed the age of nine
Answer:
(a) After he crossed the age of eleven

Question 2.
What did the poet realise?
(a) That hell and heaven are geographical places
(b) That hell and heaven are one and the same thing
(c) That hell and heaven are not any geographical places
(d) That hell and heaven are located on the Earth itself
Answer:
(c) That hell and heaven are not any geographical places

Question 3.
………. in the extract means the same as discontinued
(a) Realised
(b) Therefore
(c) Ceased
(d) Stopped
Answer:
(c) Ceased

II. Read the extract given below and answer any two of the questions that follow.
When did my childhood go?
Was it the time I realised that adults were not all they seemed to be,
They talked of love and preached of love,
But did not act so lovingly,
Was that the day!
Question 1.
Who is ‘my’ in the above lines?
(a) ‘my’ refers to the poet, Markus Natten
(b) ‘my’ refers to the poet’s childhood
(c) ‘my’ refers to the poet’s friend
(d) ‘my’ refers to the poet’s father
Answer:
(a) ‘my’ refers to the poet, Markus Natten

Question 2.
Why is ‘I’ confused?
(a) Because ‘I’ do not seem to understand when he lost his childhood
(b) Because ‘I’ could not search heaven and hell in geography .
(c) Because T is getting a lot of negative thoughts
(d) Because T has lost his mind
Answer:
(a) Because ‘I’ do not seem to understand when he lost his childhood

Question 3.
Explain “But did not act so lovingly”.
(a) It means that children talk about love but their actions are not loving
(b) It means that adults talk about love but their actions are not loving
(c) It means that adults talk about love and their actions reflect the same
(d) It means that children talk about love and their actions reflect the same
Answer:
(b) It means that adults talk about love but their actions are not loving

III. Read the extract given below and answer any two of the questions that follow.
When did my childhood go?
Was it when I found my mind was really mine, To use whichever way I choose,
Producing thoughts that were not those of . other people, But my own, and mine alone Was that the day!”
Question 1.
Explain “my mind was really mine”.
(a) It means that his mind was influenced by others
(b) It means that his mind was not influenced by others
(c) It means that his mind was influenced by his parents
(d) It means that he was not confused
Answer:
(b) It means that his mind was not influenced by others

Question 2.
What did the poet realise?
(a) He realised that his mind belonged to his parents
(b) He realised that his mind was controlled by his friends
(c) He realised that his mind was controlled by his teachers
(d) He realised that his mind was his, and he had his own individuality
Answer:
(d) He realised that his mind was his and he had his own individuality

Question 3.
The poet ……….. find an answer to his question.
(a) did
(b) did not
(c) can
(d) may
Answer:
(a) did

IV. Read the extract given below and answer any two of the questions that follow.
Where did my childhood go?
It went to some forgotten place,
That’s hidden in an infant’s face,
That’s all I know.
Question 1.
Where did the poet’s childhood go?
(a) It went to an unknown place
(b) It went to some forgotten or unknown place
(c) It went to a known place
(d) It went to the poet’s native place
Answer:
(b) It went to some forgotten or unknown place

Question 2.
Where does the poet think that his childhood is hidden?
(a) He thinks that it is hidden in a cat’s face
(b) He thinks that it is hidden in a boy’s face
(c) He thinks that it is hidden in an infant’s face
(d) He thinks that it is hidden beneath his face
Answer:
(c) He thinks that it is hidden in an infant’s face

Question 3.
The present tense of‘forgotton’is ……… .
(a) forgot
(b) forgets
(c) forget
(d) forgets
Answer:
(c) forget

Childhood Short Questions and Answers (2 Marks)

Question 1.
What question does the poet ask again and again in this poem?
Answer:
In this poem the poet is really confused. He asks the question again and again ‘when did my childhood go?’

Question 2.
The poet has discussed two stages of life – childhood and adulthood. How do we differentiate one from another?
Answer:
Childhood has been considered by the poet as a blissful period in one’s life, where a child trusts everyone.
Adulthood is marked by rational and creative thoughts, ability to perceive and differentiate and learn new things. In this stage of life one also learns to be double faced and crafty.

Question 3.
What did the poet realise when he crossed the age of eleven years?
Answer:
When the poet crossed the age of eleven years, he realised that he had lost his childhood and had developed a mind of his own. He also found out the non-existence of Hell and Heaven.

Question 4.
How did the poet conclude that Hell and Heaven were imaginary places?
Answer:
The poet concluded that Hell and Heaven were imaginary places because Geography books contain names of places, but there is no mention of places like Hell or Heaven in these books.

Question 5.
How did adults seem to the poet when he was a child?
Answer:
As a child, the poet considered all the adults as an epitome of love and sincerity. He believed that their love was true and they were ready to do anything for , their loved ones.

Question 6.
Bring out the hypocrisy that the adults exhibit with regard to love.
Answer:
As the poet grew up, he could make out the double standards followed by adults. He realised that though adults preached of love and talked of love, their behaviour was totally different and full of manipulation. They were all hypocrites who behaved differently from the way they talked.

Question 7.
What did the poet notice about independent thinking? How important was this discovery?
Answer:
The poet discovered that he was different from others and could think independently. He could have his own opinions without getting influenced by anyone else. This discovery was very important to him as it revealed to him his abilities for independent thinking and decision taking.

Question 8.
What is the poet trying to convey when he says that childhood is hidden in an infant’s face?
Answer:
The poet says an infant is really innocent as he trusts everyone and does not try to fool others. The poet brings out this fact by contrasting it with the behaviour of adults, who become manipulative and are hypocrites. As a person develops rational thoughts, his childlike innocence fades away.

Question 9.
According to Markus Natten, when does the child become an adult?
Answer:
Becoming an adult is a complex process which is associated with physical, mental and social development. A child becomes an adult when he is able to live his own life and take care of his responsibilities individually. He also develops his own thought process, using which he can form his own beliefs and opinions.

Question 10.
What is the poet’s feeling towards his childhood?
Answer:
The poet regards childhood as a period of innocence. A child sincerely feels that he is free from all evils and that there is really a Hell and a Heaven. A child knows no hypocrisy. There is no difference between his thoughts and actions. In short, childhood is a state of innocence and purity of heart.

Question 11.
How does the poem expose man and present him in true colours?
Answer:
According to the poet, childhood symbolises innocence, purity, softness and love. As a child grows up, these qualities start receding. Man adheres to lying, shrewdness, cunningness and hypocrisy.

Adults preach about truth and honesty but themselves practise hatred and lying. The simplicity and honesty of childhood evaporates the moment man crosses the threshold of innocent childhood.

Childhood Long Questions and Answers (6 Marks)

Question 1.
Write an article in about 150 words about childhood and the process of growing up.
Answer:

Childhood
by Manav Singh

When I was a child the world seemed to be a place of joy and happiness to me. There was nothing worth worrying about. Whenever I cried, somebody consoled me. When I did not like to sit alone, I was always in somebody’s arms. My mother always looked after me. These are my most cherished memories and I believe that looking at a child playing and enjoying childhood makes me somewhat nostalgic.

Childhood is free from cares. There are no duties or responsibilities on the shoulders of a child. A child only eats, drinks, sleeps and plays. Thus, a child lives in the bliss of ignorance and innocence. As we grow in age, worries about studies, choice of profession, shouldering responsibilities etc keep haunting us. Tensions, stress and worries become a part of adult life and the individual forgets to live a carefree life.

Question 2.
Is independent thinking a step towards adulthood? If yes, then how? Explain with reference to the poem ‘Childhood’.
or
Markus Natten, though showing disapproval regarding the behaviour of adults, also raises a very important point, that of independent thinking and individuality. Do you agree that independent thinking and individuality make us what we are? Elaborate in the context of the poem ‘Childhood’.
Answer:
Of course, independent thinking is a step towards adulthood. As a child, one is not able to make one’s own decisions and one’s thinking is always influenced and directed by adults. A child is so innocent that it is not able to distinguish between truth and imagination.

As a child’s thinking is influenced by others, it has no individuality. Moreover, it is prone to manipulations which lead to fickle-mindedness. Independent thinking makes us what we are. It shapes our personality and we are known among people through what our mind thinks and what decisions we take.

If we want to stay away from evil people who try to influence our thoughts for their selfish purposes, then only independent thinking can help us. We cannot claim to be an individual if we cannot take decisions ourselves.

The Bond of Love Question and Answers

NCERT Solutions for Class 11 English Hornbill Poem

•  A Photograph Question Answer
• The Laburnum Top Question Answer
• The Voice of the Rain Question Answer
• Childhood Question Answer
• Father to Son Question Answer