Q1. The ban on teaching French strengthened the resolve of the French to learn their language. Give evidence from the text to prove/disapprove the above statement.
‘The Last Lesson’ clearly brings out the resolve of the French to hold fast to their language. The order from Berlin imposing German language on them made them more determined to respect and learn their language. This was evident in the last lesson of M. Hamel. All the back benches were occupied by villagers, including old Hauser, former mayor, former postmaster, etc. That day students in the class were quiet and eager to make the best of the last opportunity to learn their mother tongue.
M. Hammel taught the last lesson with immense patience and told his students to safeguard their language. He reminded them that they would be able to liberate themselves only if they kept their language with them. Even the students realised the importance of their language and listened to their teacher carefully. They could not be distracted by beetles or the cooing of the pigeons.
Q2. Justify the title ‘The Last Lesson’.
The title ‘The Last Lesson’ is significant and conveys the central theme of the story. The title highlights the fact that sometimes even the most precious things in our lives are taken for granted by us. The people of Alsace never gave much thought or importance to their mother tongue. They did not insist that their children should give it wholehearted attention. They did not encourage regular attendance of their children in French classes. They thought there was plenty of time to learn it. They preferred their children to work and earn rather than learn. They received a severe jolt when orders came from Berlin to ban French and make German compulsory. This brutal order from Prussians made them realise the importance of their mother tongue. So they came in full force to attend M.
Hamel’s last lesson. Thus, the title ‘The Last Lesson’ reveals the theme of the story and is fully justified.
Q3. Our language is part of our culture and we are proud of it. Describe how regretful M. Hamel and the village elders are for having neglected their native language, French.
M. Hamel in his last French lesson emphasized the importance of mother tongue and how it binds everybody together. He exhorted all of them to guard their native language though he blamed himself also for neglecting French. He regretted giving them a holiday when he wanted to go fishing. He wished he had not sent them often to water his flowers instead of learning their lessons. The parents too were not very keen for their children to learn. They preferred to put them to work on a farm or at the mills for a little more money than encourage them to study. But after the announcement, all elders sat quietly at the back of the classroom with regret written large on their faces. M. Hamel appealed to
them again to hold fast to their language as that was the key to their freedom.
Q4. The people of Alsace and Lorraine did not understand the importance of learning their language — French. Emphasising the importance and need of learning one’s native language, discuss why one should learn one’s native language.
One of the major effects of Westernization is that people have started losing interest in learning their native language. One’s native language is the repository of one’s culture, identity and way of living. As long as one speaks and communicates in one’s language, one can be proud of language at home so as to have a sense of belonging to their country. In fact, the native language binds us with our roots. Every language has its own speciality and the people who speak that language imbibe that speciality. Native language inculcates a sense of pride. A person who doesn’t know his native language is like a slave.
Q5. ‘Lost Spring’ explains the grinding poverty and traditions that condemn thousands of people to a life of abject poverty. Do you agree? Why/Why not?
‘Lost Spring’ is indeed a description of the grinding poverty and traditions that condemn
thousands of people to a life of abject poverty. Saheb, a young ragpicker is doomed to live a miserable life of poverty. He wants to go to school and play tennis. Due to poverty, he has to even give up his freedom and start working as a helper at a tea shop. Here he is burdened with the commands of his employer and is forced to live a miserable life. Another such example is that of Mukesh who belongs to a bangle maker’s family in Firozabad. He wants to be a motor mechanic.
But his family traditions and poverty have forced him to work in the inhuman conditions
of a bangle factory, in dark rooms and near hot furnaces. Thus, the poor and destitute of both Seemapuri and Firozabad are caught in the web of poverty, servitude, suppression and exploitation.
Q6. Garbage to them is gold. How do ragpickers of Seemapuri survive?
Ragpickers of Seemapuri survive in pathetic conditions where living each day is a challenge. These squatters came from Bangladesh way back in 1971. They live in substandard conditions where there is no food, electricity and drinking water. Their houses are made of mud with roofs of tin and tarpaulin. Seemapuri is devoid of basic amenities. Garbage to them is gold and the only means of survival. Their traditions also condemn them to a life of poverty and exploitation.
Children grow up with them and are their partners in survival and survival in Seemapuri means ragpicking. Children look at garbage as something wrapped in wonder as they find a silver coin or a rupee sometimes. But for adults, it is their livelihood, their daily bread. Life of ragpickers of Seemapuri is ridden with misery and abject poverty.
Q7. ‘Saheb is no longer his own master. Mukesh insists on being his own master.’ Discuss.
Both Saheb and Mukesh, symbolise the exploited children in India who are forced to live a life of poverty. Saheb is a ragpicker who lives at Seemapuri. His only means of survival is the garbage. He lives in a subliminal condition. Finally, he starts working at a tea stall where he completely loses his freedom and childhood. But he has compromised with his fate. He has accepted his condition, and has completely given up. Mukesh, on the other hand, is a boy who also belongs to a very poor family but doesn’t give up and compromise with circumstances. Though he belongs to a bangle maker’s
family and is destined to work as a bangle maker, he refuses to accept it. He has his own ambition to become a motor mechanic. He doesn’t want to be dominated and exploited by others. He wants to be his own master and take his own decisions.
Q8. The paradoxes of the society that we live in are aptly featured in ‘Lost Spring’. Comment.
‘Lost Spring’ is a vivid description of the grinding poverty and tradition that condemn the
children in our country to a life of poverty and exploitation. Saheb, a small boy, who is a ragpicker and relies on garbage for his living, seems to be very enthusiastic about going to school. But he never gets this opportunity and his entire childhood is lost in solving the greatest problem of his life, i.e. to earn a meal. He has to compromise with his freedom and joy of childhood and work at a tea stall to earn money. Mukesh, who was born into a bangle maker’s family of Firozabad, wants to be a motor
mechanic. He works in the most hazardous conditions in the glass furnaces with high temperature and no lights. People of his community are caught in the vicious circle of sahukars, middlemen, policemen, bureaucrats and politicians. Mukesh wants to be his own master and do something different. The story very clearly describes the reality of our society.
Q9. Justify the title of the story ‘Lost Spring’.
Childhood is considered the spring of human life. It is full of exuberance and playfulness. But the children of ragpickers of Seemapuri and bangle makers of Firozabad are deprived of this period of their life. They never enjoy the carefreeness of their childhood. They have to assist their poor parents in earning their living since the very tender age. In fact, the story brings out the reality of our society where poor children work as ragpickers and bangle bakers in inhuman and hazardous conditions. The plight of these children highlights the apathy of the rich and powerful people of the society who have no concern for them. ‘Lost Spring’ refers to those moments of childhood which should be full of happiness, growth and carefree spirit and which have been snatched from the children of Seemapuri
and Firozabad. The title ‘Lost Spring’ justifies the story which sensitizes the people towards these poor children. It emphasizes the need to save the childhood of these poor children and provide them with their basic rights of a decent life and good education.
Q10. How did Douglas try to save himself from drowning in the Y.M.C.A. pool?
When Douglas was flung into the swimming pool by a big boy, he became fearful. But he
thought rationally and planned a strategy to save himself from drowning. He decided that
as he hit the bottom of the pool, he would take a big jump to come to the surface of
water. Then he would lie flat and paddle to the edge of the pool. But unfortunately, it took
long for him to reach the bottom and he felt as if his lungs would burst. Even then he
tried to take a big jump using all his might, but in vain. Once again, he tried the same
technique but his action did not produce the desired result. Finally, panic seized him. His
limbs got numb and he fainted.
Q11. How did Douglas develop an aversion to water?
Or
‘I crossed to oblivion, and the curtain of life fell.’ What was the incident which nearly killed Douglas and developed in him a strong aversion to water?
When Douglas was three or four years old, his father took him to the California beach.
The waves of the sea knocked him down and almost buried him in water. He was terrified and unable to breathe. Since then he developed an aversion to water. Later on, when he was ten or eleven years old, one day while sitting on the side of the swimming pool, he was flung into the pool by a bruiser. It was really an encounter with death. He underwent the terrible experience in his attempt to save himself. He almost drowned in water, which suffocated him, an abject fear immobilised his limbs. Though he was rescued, he became hydrophobic. He could not swim and do any other water activity like canoeing, fishing, boating, rafting, etc. Everytime he came in contact with water, pangs of panic would paralyse him. He spent many years of his life under this fear and then finally decided to conquer it.
Q12. There is terror only in the fear of death’, as Roosevelt knew when he said, ‘All we have to fear is fear itself.’ Coming face to face with fear, instead of suppressing it, helps one to do away with it completely, just like Douglas did in the story ‘Deep Water’. Discuss.
Fear is just a state of mind and as Roosevelt has rightly said, ‘All we have to fear is fear itself.’ No doubt, if one wants to live a fulfilled life, one must get rid of all kinds of fears that restrict one’s happiness. But most of us live in the fear of one thing or the other throughout our life. One needs to be strong and determined, like Douglas, to overcome fear. When he was flung into the pool by a bruiser, Douglas did not give up. Though fearful, he showed his determination to save himself by attempting three times to come on to the surface. In spite of being a hydrophobic, Douglas decided to conquer his fear of water. It was only due to his willpower and perseverance that the instructor could build a swimmer out of him. His persistent efforts and rigorous practice were the key factors. Even after the instructor told him that he had become a swimmer, Douglas tested himself by swimming in different lakes and finally got satisfaction at Warm Lake. It was his steadiness and tenacity which empowered him to fight and shed away the fear from his mind.
Q13. How did the peddler feel after robbing the crofter? What course did he adopt and how did he react to the new situation? What does his reaction reveal?
Ans: After robbing the crofter, the peddler felt guilty and, as a criminal, had a constant fear of
being caught by the police. In order to escape, he decided to move through the woods rather than the public highway. Initially, he was pleased with his smartness but later, in the day, he lost his way in the forest. He realised that he had been walking around the same part of the forest. At this point, he recalled his thoughts about the world and the rattrap and realised that he had let himself be fooled by a bait. He felt trapped and tried hard to come out of it but failed. He felt completely exhausted and believed that he would die in the forest due to hunger and extreme cold. This shows that he had realised his mistake of stealing the crofter money.
Q14. How did the seller of rattraps realise that he himself was caught up in a rattrap after he left the crofter’s cottage?
After the peddler had robbed the crofter of the money, he left with the money in his pocket. He felt very pleased with his smartness. Then he decided to continue on the public highway and moved into the wood so that he was not caught by the police. But after a few hours he got confused in the forest and lost his way. After walking throughout the day, he realized that he had been walking around the same part of the forest. Now he recalled his thoughts about the world and the rattrap and realized that it was his turn to be caught in the trap. He felt that the entire forest was an impenetrable prison from which he could never escape.
Q15. The peddler declined the invitation of the ironmaster but accepted the one from Edla. Why?
Or
Why did the ironmaster invite the peddler to his home? Why did the latter decline it?
When the ironmaster of the Ramsjö iron mill was on his nightly visit to the mill, he saw the peddler sleeping near the furnace. He mistook him for his old regimental comrade Nils Olof. He found his old friend to be in a miserable condition and immediately invited him to his house. But the idea did not please the tramp. He was scared and felt that going to the ironmaster’s house would be like throwing oneself voluntarily into the lion’s den. So he firmly refused the ironman’s invitation.
Q16. The story ‘The Rattrap’ explores the idea that given the right motivation the human beings possess the innate tendency to redeem themeselves from their dishonest ways. Discuss.
The Rattrap captures the basic goodness in a human being in the face of material temptations. In the story, the peddler, a vagabond, used to either sell rattraps made of wire or beg or steal. He had been very badly treated by the world and never received any kindness. Even when the crofter offered him hospitality, and bestowed confidence in him, he was not able to realise its worth. He betrayed his trust and stole the crofter’s money. But the inner goodness of the peddler is evoked by the warm, gentle and kind treatment given to him by Edla Willmansson. Despite knowing the reality, Edla treated him with respect and kindness with no selfish motives. She was empathetic and wanted to give him some comfort. This transformed the tramp into conscientious human being and the essential goodness in him surfaced.
Q17. The story ‘The Rattrap’ exemplifies the notion that the emotional needs of human beings have a direct bearing on their behaviour. Elucidate.
No doubt it is the emotional needs of the human beings that have a direct bearing on their behaviour. In fact, our emotions govern our actions and behaviour. In the story, all the characters depict the same. The peddler’s behaviour is all due to the atrocities he had faced in his life. He is treated badly. Starvation and homelessness have made him emotionally very weak and negative. As a result, when the tramp sees the money of the crofter, he steals it. Similarly, the crofter being lonely with no wife or children, welcomes the peddler and becomes overfriendly with him and, as a result, is cheated. Even the ironmaster lives a lonely life. His wife is dead and his sons are abroad. He has no family except his daughter or friends. Consequently, he invites the peddler to his house, mistaking him for his old friend. Finally, it is Edla’s emotional generosity to serve and make someone happy on Christmas. Her kindness and empathy make her to treat the tramp with respect and kindness which brings out the goodness in the peddler.
Q18. The story ‘Rattrap’ describes the effect of generosity and kindness of the crofter and Edla
Willmansson on the peddler. The many underprivileged in our society can benefit from little gifts given by the people. The gifts can be anything from funds to providing them with education, etc. Write an article in 120–150 words about the need to lend a helping hand to uplift the underprivileged.
Time to Contribute
We all belong to a fast developing society. Technical advancements have made life comfortable and easy for us. But all these facilities are only for the well to do. There are a number of people who are not able to even get the basic amenties of life. They are devoid of education, clean water, clothes and even two meals a day.
The government makes a lot of plans for these people but they reach them in a meagre proportions. It is said that a small step finally leads to the destination. So it is the duty of each and every privileged person to contribute to the uplift of the downtrodden. A small help can make their future better. We can contribute to making someone learn, getting someone medicine, giving our used clothes and books to those who are homeless and live on the streets. These small acts of kindness will bring a smile on the face of these people. Along with that we should give them moral support. However, to change the society we need to first change ourselves.
Q19. Give an account of Gandhiji’s efforts to secure justice for the poor indigo sharecroppers of
Champaran.
In 1916, during the annual meet of the Indian National Congress at Lucknow, Gandhiji met a poor farmer from Champaran, who told him about the plight of the sharecroppers at Champaran and requested him to visit his state. After persistent efforts of Rajkumar Shukla, a peasant from Champaran, Gandhiji finally went to Champaran after many months. Gandhiji came to know that the arable land in Champaran was divided into large estates owned by British landlords. Earlier these landloards had compelled the peasants to grow indigo on 15% of their land and give it as rent but later with the invention of synthetic indigo in Germany, the landlords got the agreement signed by these farmers for compensation.
Gandhiji tried to collect all facts but was asked to go back. When he refused, he was summoned to appear before the court. But due to the massive support of farmers, the case was dropped. It brought the first triumph of civil disobedience. A committee was formed after Gandhiji met the Lieutenant Governor four times. Gandhiji accepted 25% refund of the money to break the deadlock. This instilled confidence in farmers and within a few years, the landlords relinquished their claims over the estates.
Q20. Why did Rajkumar Shukla invite Gandhiji to Champaran? How did Gandhiji solve the problem of the indigo farmers?
Rajkumar Shukla was a poor, illiterate peasant who requested Gandhiji to visit Champaran and told him about the plight of the sharecroppers. Gandhiji, first of all, instilled fearlessness and confidence in the farmers. He was served a summons to appear in the court as he had refused to obey the civil order. The entire town of Motihari was crowded with the peasants who had come to support him. This demonstration around the courthouse was the showcase of the beginning of fearlessness in the farmers. Finally, the case was dropped. It marked the first triumph of civil disobedience. Gandhiji instilled courage in the farmers to speak for their rights. Due to continuous efforts of Gandhiji, a committee was formed and 25% money was refunded to the farmers. In this way, Gandhiji solved the problem of the indigo farmers by making it a people’s struggle, involving everyone from sharecroppers to the lawyers.
Q21. Self-reliance, Indian Independence and help to sharecroppers were all bound together. Elucidate with reference to the lesson ‘Indigo’.
When Gandhiji reached Champaran, he came to know that the arable areas of Champaran were divided into large estates owned by British landlords. As per the longterm contract, these sharecroppers were supposed to grow indigo on 15% of the land and give it as rent. But due to the advent of synthetic indigo in Germany, landlords got the compensation agreement signed by these peasants, who later on felt cheated. Gandhiji’s first triumph in the form of civil disobedience at Motihari laid the foundations of the Indian Independence Movement. No doubt this brought a good result for sharecroppers in the form of a committee through which 25% money was given by the
landlords. Gandhiji taught the lesson of unity and courage to the sharecroppers. His refusal to keep his friend Andrews at Champaran to help him emphasized the importance of self-reliance for him. He trained the peasants to be self-reliant and not to be dependent on others. Thus, self-reliance, Indian Independence and help to sharecroppers were all tied together.
Q22. Rajkumar Shukla, a poor, unassuming peasant, became a catalyst for change by taking Gandhi to Champaran, an act
What helped Shukla and Gandhi respectively to initiate one of the most powerful
movements in the history of our national struggle?
Rajkumar Shukla was a poor, illiterate peasant but he was resolute. He wanted Gandhiji
to visit Champaran and for that he made relentless efforts. He was determined to meet Gandhi and persuaded him to help the sharecroppers. It was only due to Rajkumar Shukla’s persistent efforts and requests that Gandhiji consented to visit Champaran. After reaching Champaran, Gandhiji initiated the civil disobedience movement by refusing to obey the civil orders to quit the place. It was Gandhiji’s courage and honesty that brought him the victory when the case was dropped. Gandhiji was full of empathy for the poor peasants and was determined to help them. Thus, courage, determination, truthfulness, honesty and, above all, patriotism examplified by Gandhiji and determination and being resolute, the qualities in Rajkumar Shukla, initiated Civil Disobedience Movement in India.
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