Revision Worksheet

1. Write character sketches of 1. Mr Hamel 2. Subbu 3. Iron master 4. Sophie

Ans:

(i). Mr. M.Hamel was a French teacher who had been teaching for forty years in the school at Alsace.
He was a strict teacher who always kept an iron ruler under his arm in order to punish the children for
not doing their work. He thought for the welfare of the children and their better future. He was
disciplined and honest towards his duties. Having heard about the order that came from Berlin, he got
too depressed & emotional on his last day. He taught everybody the importance of his mother tongue
and requested them to guard their language because it is the only key to escape from the prison of
slavery. He was very honest, patriotic and hard working person. He believed that French was
the clearest and logical language. He knew that was his last day in the school, yet he performed his
duties seriously and taught his last lesson in the class with great patience which shows how dutiful he
was towards his duties. He held himself and the parents responsible for the poor performance of the
people of Alsace. All the students and villagers present in the class had tears and regret in their eyes
for not knowing their own language. After teaching them the lessons, M. Hamel stood up and tried to
say something but his throat got choked then he bade farewell to the students by writing “Vive La
France “on the board which means ‘long live France’.

M. Hamel is a significant character in the short story "The Last Lesson" written by French author
Alphonse Daudet. He is portrayed as a dedicated and passionate teacher who deeply cares about
his students and their education.

M. Hamel is known for his unwavering dedication and passion for teaching. He spends his entire life
devoted to educating the children of his village. Despite facing numerous challenges, he remains
committed to imparting knowledge and igniting a love for learning in his students.

M. Hamel is a patriotic individual who deeply loves his homeland, France. He believes that
education plays a vital role in preserving one's language, culture, and heritage. In the story, it is
revealed that the French language is being banned in schools due to the annexation of Alsace and
Lorraine by Germany. M. Hamel's love for his country is evident as he teaches his last lesson in
French, emphasizing its importance and urging his students to never forget their language.

M. Hamel is portrayed as an emotional and compassionate teacher. When he learns about his last
lesson, he becomes overwhelmed with emotions and regrets. He regrets not making the most of his
time with his students and feels a deep sense of loss. Despite his emotions, he remains composed
and delivers his final lesson with grace and dignity.

M. Hamel is highly respected and admired by the villagers, especially his students. They recognize
his dedication, knowledge, and the impact he has had on their lives. His final lesson serves as a
reminder of the importance of education and the profound influence teachers can have on their
students.

M. Hamel is a character of great significance in "The Last Lesson." His dedication, love for his
homeland, emotional nature, and the respect he commands make him a memorable and admirable
teacher. Through his character, the author highlights the importance of education, language, and
the profound impact teachers can have on their students' lives. Download Answers PDF

(ii)
Kothamangalam Subbu has been portrayed as a man whom everyone at Gemini Studios held
in high esteem. He was born a Brahmin and perhaps due to this virtue, rose to the position of No.
2 at Gemini Studios. He had contacts with affluent people. He was cool, calm and composed and
even a flop film, in which he was involved, never made him sad or unhappy. He looked cheerful
all the time. He was very loyal to his boss and that endeared him to the boss. He was a man who
could be inspired when commanded. He was creative and displayed this skill when effortlessly,
he could give fourteen alternative ways to handle a particular scene. Subbu was a poet of calibre
and had a separate identity as a poet. His success in films overshadowed his literacy
achievements. He was an amazing actor yet never aspired to play lead roles. He loved everyone
genuinely and selflessly. He was charitable and improvident. The author Asokamitran has
portrayed him as an extremely talented, creative and lovable human being.

(iii) The Ironmaster was the owner of Ramsjo Ironworks. He thought the man selling rattraps
was an old friend from the army. He lacked the ability to make accurate conclusions about
others. He was a kind and gentle man. He welcomed the street vendor to his home to look after
him. He gets furious when he realizes that he had mistaken the stranger to be an old friend. He
not only invited the peddler to spend the night at his house, but also provided him with a dinner of
porridge. It was on his daughter’s insistence that he let the stranger remain at their house for
Christmas festivities. He was a loving caring father who could see things from his daughter’s
perspective.

(iv) Sophie is an escapist. She is a romantic dreamer who has very high aspirations. As
seen at the start of the story, she ignores her reality of working in the biscuit factory and instead,
aspires to become something a bit sophisticated. Her choices are manager, actress, and fashion
designer. She has not seen the world but tries to get a glimpse of it from Geoff. Sometimes she
wishes that he would take her out with him as she was ready for the vast world. Sophie liked to
daydream about Danny Casey. She could not draw the fine line between reality and dreams. She
believed her own fantasies to be true and waited for Danny at the park. When she realised that
he would not come, she turned disappointed and felt a burden. These imaginary expectations
that she creates in her mind cause her sadness.

2. What tempted Franz to stay away from school?

Ans: Franz was tempted to stay away from school because it was a warm and sunny day, and
the pleasant weather seemed more inviting than the classroom. The chirping of birds in the
trees and the sight of the Prussian soldiers drilling in the open field made him long to enjoy
the day outside. However, the main reason for his reluctance was that he had not prepared his
lesson on participles and feared being scolded by his teacher, M. Hamel. Despite these
temptations, Franz reluctantly headed to school, unaware that it would be his last French
lesson.

3. Why is Rajkumar Shukla described as resolute?

Ans: Rajkumar Shukla is described as resolute because of his unwavering determination and
persistence in convincing Mahatma Gandhi to visit Champaran and address the problems of
the poor peasants. Despite being an illiterate farmer, he displayed immense perseverance by
following Gandhi everywhere, from meetings to places like Kanpur and Kolkata, until
Gandhi agreed to accompany him. His steadfast nature and commitment to the cause of the
oppressed peasants reflected his resolute character, as he did not give up even when faced
with challenges.

4. Subbu is described as a many sided genius. List four of his special abilities.

Ans: Subbu is described as a many-sided genius because of his exceptional versatility and
talent in various areas of filmmaking. He was a gifted poet and writer, capable of creating
compelling stories and imaginative scripts that contributed significantly to the success of
films. Subbu also possessed excellent acting skills, effortlessly fitting into any role when
required, which added to his reputation as a multitalented individual. His resourcefulness was
another notable quality, as he could quickly solve problems and provide creative solutions on
the set, ensuring that production challenges were overcome smoothly. In addition to his skills,
Subbu was known for his kindness, loyalty, and willingness to help others. He remained
devoted to his studio and went out of his way to support struggling colleagues, whether they
were artists, technicians, or filmmakers. This combination of creativity, adaptability,
problem-solving, and generosity made Subbu an indispensable figure in the film industry and
earned him the title of a “many-sided genius.”

5. How would you evaluate Mukund Padmanabhan as an interviewer? Mention two qualities
he displays in his interview, supported by textual evidences.

Ans: Mukund Padmanabhan, in his interview with Umberto Eco, displays two key qualities:
curiosity and depth of understanding.

Firstly, Mukund demonstrates curiosity through his probing questions that explore not just
Eco's views on literature and language but also his personal insights into life and culture. For
instance, his question about how Eco feels about the future of the book and literature in the
digital age shows his interest in understanding Eco's broader perspectives.

Secondly, Padmanabhan shows depth of understanding by asking questions that reflect his
knowledge of Eco's work and philosophical ideas. For example, when he discusses Eco's
thoughts on the interpretation of texts and how readers bring their own meanings, it shows
that Padmanabhan has a deep understanding of Eco's theories, allowing for a more
meaningful and insightful conversation.

These qualities make Padmanabhan an effective and engaging interviewer in his conversation
with Umberto Eco.
 6. What is the variety of writing that Umberto Eco has produced?

Ans: Umberto Eco, a professor at the University of Bologna, earned his reputation as
a scholar for his study on semiotics, literary understanding, and medieval aesthetics
much before he was acknowledged as a novelist. Both his non-fictional writing and
his scholarly work, had a certain playful and personal quality about it which was in
contrast to the regular academic style which is depersonalized, often dry and boring.
He wrote a wide range of literature including fiction, academic texts, essays,
children's books, and newspaper articles. In 1980, his novel, The Name of the Rose,
was published which sold more than 10 million copies. Umberto Eco maintained
that he had some philosophical interests that he pursued through his academic work
and his novels. His books for children, too, were about non-violence and peace. He
had written five novels against over 40 scholarly works of non-fiction which included
an influential piece of work on semiotics. He considered himself to be a university
professor who wrote novels only on Sundays. He participated in academic
conferences and identified with the academic community.

7. How did Sophie’s father react when Geoff told him about her meeting with Danny Casey?

Ans: When Geoff told Sophie’s father about her meeting with Danny Casey, he reacted by
being doubtful and dismissive. He didn’t believe her story and thought she was just
dreaming or making it up. Sophie’s father was practical and didn’t think someone like
Danny Casey would ever meet her. He even questioned whether she was telling the truth,
suggesting that she was fantasizing. His reaction shows that he didn’t share Sophie’s
excitement and didn’t understand how much meeting Danny Casey meant to her. He saw it as
something impossible, while Sophie was hopeful and believed in her dream.

8. To what all things does Kamala Das compare her mother or what images are used to
describe the poet’s old mother?

Ans: In the poem "My Mother at Sixty-Six", Kamala Das uses vivid imagery to describe her
aging mother. She compares her mother's face to a pale, ashen corpse, highlighting the loss
of vitality and the inevitable approach of death. The poet also compares her mother’s face to
a wan, pale late winter's moon, suggesting that her mother has lost her brightness and
energy, much like the moon at the end of winter. These comparisons evoke the physical
decline of her mother, capturing the poet’s deep concern and fear of losing her.

9. Explain ‘face ashen like that of a corpse’.

Ans: The phrase "face ashen like that of a corpse" in Kamala Das's poem "My Mother at
Sixty-Six" is a powerful metaphor used to describe the poet’s mother’s aging appearance. The
word "ashen" refers to a pale, grayish color, often associated with death or illness. By
comparing her mother's face to that of a corpse, the poet emphasizes the paleness and
lifelessness she observes in her mother's appearance, signaling the effects of old age and the
impending inevitability of death. This comparison expresses the poet's sadness and fear of
losing her mother, reflecting the emotional intensity of the moment.

10. Mention any four things of beauty that add joy to our life according to John Keats, ‘A thing
of beauty’?
Ans: In John Keats' poem "A Thing of Beauty", the poet highlights various elements of nature
that add joy and beauty to life. He mentions a lovely tree, which provides shade and peace,
symbolizing the comfort and shelter that beauty offers. The moon is another source of
beauty, shining brightly and uplifting the human spirit with its serene presence. Keats also
speaks of the beautiful flowers, which add color and fragrance to life, offering lasting joy
and cheer. Finally, the sunlight is celebrated for its warmth and brightness, bringing
positivity and energy. These natural wonders, according to Keats, are timeless and eternal,
offering solace and happiness in a world often filled with hardships.

11. The roadside stand and the moving cars are a contrast around which the entire poem is
woven. Expound.

Ans: In the poem "The Roadside Stand" by Robert Frost, the contrast between the roadside
stand and the moving cars forms the central theme of the poem. The roadside stand
represents the rural, impoverished life of the farmer, offering handmade goods to passing
motorists, while the moving cars symbolize the modern, fast-paced urban world that rushes
by without a second thought for the struggles of those living in rural areas.

The poet uses this contrast to highlight the economic disparity between the two worlds. The
stand, although offering genuine products, is largely ignored by the people in the cars, who
are too focused on their own busy lives to stop and engage with the rural people. The cars
represent a world of progress and wealth, whereas the stand represents the poverty and
neglect faced by the rural community. This contrast emphasizes the gap between rural and
urban life, where the needs and struggles of the rural poor are overlooked by the fast-
moving, indifferent urban society.

Through this contrast, Frost conveys the frustration of the rural people, who feel invisible
and unheard in the face of modernity. The roadside stand and the moving cars thus
symbolize the alienation and disconnect between different segments of society.

12. How according to Neruda, can keeping quiet change our attitude to life?

Ans: In "Keeping Quiet", Pablo Neruda emphasizes that silence can change our attitude
toward life by giving us a moment of reflection and self-awareness. By stopping and being
quiet, we break free from the constant noise and activity that often lead to stress and conflict.
This stillness allows us to appreciate the world around us and think about our actions,
fostering empathy and peace. Neruda believes that in silence, we can develop a deeper
connection with ourselves and others, leading to a more harmonious and mindful existence.
The silence also offers a way to reconsider the human tendency toward violence and replace
it with understanding and solidarity.

13. What according to Pablo Neruda in the poem‘Keeping Quiet ‘ is the lesson that we should
learn from mother earth?

Ans: In the poem "Keeping Quiet", Pablo Neruda suggests that we should learn the lesson of
patience and stillness from Mother Earth. He compares human restlessness and constant
activity with the calmness of the Earth, which silently and patiently nourishes life without
seeking attention or recognition. Mother Earth teaches us the value of quiet observation and
gentle action, as she remains steadfast and nurturing despite the chaos around her. By
learning from her, we can understand the importance of pausing, reflecting, and allowing
things to grow naturally without rushing or forcing them. The lesson is to find peace in
silence and to be more connected to the world around us.

14. According to the poet, what is it that human beings can learn from nature?

Ans: According to Pablo Neruda in "Keeping Quiet", human beings can learn several
valuable lessons from nature. One of the key lessons is the importance of stillness and
silence. Just like nature, which operates calmly and steadily without haste, humans can learn
to pause and reflect, allowing for deeper connection and understanding. Nature also teaches
us patience, as it moves at its own pace, allowing life to grow and unfold naturally.
Additionally, nature's ability to nourish and sustain life without seeking attention shows us
the value of selfless action and the power of quiet persistence. Through nature, humans can
learn to live more harmoniously, with greater mindfulness and respect for the world around
them.

15. Can we say that Aunt Jennifer is a representative of her time? If so how?

Ans: Yes, Aunt Jennifer can be seen as a representative of her time. In "Aunt Jennifer's
Tigers", she symbolizes the traditional role of women who were restricted and oppressed by
societal expectations. Her vibrant tigers, created in her needlework, represent her desire for
freedom, contrasting with her subdued reality. This reflects how women of her time often
had to suppress their true desires and potential due to societal constraints, particularly within
marriage. Thus, Aunt Jennifer represents the limited choices women faced during that era.

16. What does the phrase ‘the flower of cities from sinking and withering faint’ suggest about
the relationship between rural and urban areas?

Ans: The phrase “the flower of cities from sinking and withering faint” from the poem
"The Roadside Stand" by Robert Frost suggests a contrast between rural and urban areas.
The "flower of cities" symbolizes the beauty, vibrancy, and prosperity of urban life.
However, the phrase also implies that these cities are in danger of decay and decline
("sinking and withering faint") because of the neglect and disregard of rural areas. The poet
suggests that if urban areas ignore or fail to support the rural population, the entire system,
including the cities, will suffer. It highlights the interdependence between rural and urban
areas, suggesting that the flourishing of one is essential for the wellbeing of the other.

17. What does Sophie's father's reaction to Geoff's mention of Tom Finney reveal about his
character?

Ans: In the story "Going Places" by A. R. Barton, Sophie’s father’s reaction to Geoff’s
mention of Tom Finney reveals his practical, grounded nature. When Geoff talks about
Tom Finney, a famous footballer, Sophie's father responds with disinterest and skepticism.
He dismisses the conversation as unimportant, focusing instead on the more pressing realities
of life. This reveals that Sophie’s father is not easily swayed by dreams or fantasies and
prefers to stay connected to the practical aspects of life. His reaction contrasts with Sophie’s
idealism and fantasies, highlighting the difference in their perspectives.
 18. The writer uses the term ‘slapping’ to describe the application of paint by the office boy.
What is this intended to convey to the readers? (It refers to the urgency with which the
work was done and the careless way )

Ans: In the story "The Third Level" by Jack Finney, the term ‘slapping’ used to describe the
application of paint by the office boy conveys the hastiness and carelessness with which the
work was done. It suggests that the office boy is applying the paint in a rough, unrefined
manner, with little attention to detail. This choice of word emphasizes the lack of precision
and urgency, indicating that the work is being done in a rushed, careless fashion, possibly
as part of the ordinary, mundane tasks that are done without much thought or care. This helps
convey the contrast between the imperfect, hurried present and the idealized, calm world
the protagonist longs for.

19. How does the bangle-making industry in Lost Spring: Stories of Stolen Childhood illustrate
the cycle of poverty and exploitation faced by families like Mukesh's?

Ans: In "Lost Spring: Stories of Stolen Childhood", the bangle-making industry symbolizes
the vicious cycle of poverty and exploitation that families like Mukesh’s endure. The
children, including Mukesh, work in hazardous conditions for very low wages, contributing
to their families’ survival. Despite their labor, they are unable to break free from poverty
because they lack access to education and better opportunities. The bangle industry relies
on cheap child labor, forcing children to continue in the same work their parents did, thus
perpetuating the cycle for generations. Mukesh, like others in his community, has no real
chance to escape the hardships imposed by the industry, which keeps them trapped in
poverty, with little hope for a brighter future.

20. How can we say that a mix reaction of envy and admiration was projected towards Subbu
by people by the Gemini studio?

Ans: In the story "Subbu" by R.K. Narayan, Subbu is portrayed as a talented, charming, and
multi-faceted person who is admired by many. However, this admiration is mixed with a
sense of envy. People at the Gemini Studio, where Subbu works, recognize his many talents,
including his ability to manage a variety of tasks and his skill in handling both artistic and
administrative roles. His effortlessness in achieving success and gaining popularity evokes
admiration, but it also generates jealousy among some of his colleagues who might feel
overshadowed by his abilities.

Subbu’s natural charm and his rise to a position of influence create a dynamic where people
respect him for his success, yet also feel resentful that he easily gets attention and
recognition. The mix of admiration for his abilities and envy for his success is evident in the
way people around him react—praising him one moment, but also secretly wishing they had
his qualities or success. This dual reaction reflects the complexities of human emotions when
someone is both admired and envied.

21. What are some of the traits of Mukund Padmanabhan as an interviewer.Is he adaptable?
Does he show adaptability in interviewing Eco Umberto? If so, how?

Ans: Mukund Padmanabhan, as an interviewer in his conversation with Umberto Eco, shows
several key traits that define his approach. He is thoughtful, respectful, and curious, with a
clear effort to understand Eco's perspective. He listens attentively and frames questions that
invite Eco to share his insights on various subjects.

Yes, he is adaptable. He shows adaptability during the interview with Umberto Eco by
adjusting his style and questions based on Eco's responses. For instance, when Eco delves
into a more philosophical or complex idea, Padmanabhan doesn't force the conversation back
into a rigid structure but instead follows the flow, allowing Eco to express his thoughts freely.
This ability to adjust to the conversation and give space to the interviewee's ideas reflects
his adaptability, making the interview feel more like an open and dynamic exchange rather
than a rigid Q&A.

22. What impact has human civilization had on our environment according to Tisahni Doshi’s
journey in ‘JOURNEY TO THE END OF THE EARTH’?

Ans: In "Journey to the End of the Earth", Tishani Doshi reflects on the impact of human
civilization on the environment, particularly in the context of Antarctica. She highlights how
human activities, such as industrialization and urbanization, have led to environmental
degradation, contributing to climate change and the destruction of natural habitats. Doshi
also points out the stark contrast between the pristine, untouched landscape of Antarctica and
the harmful effects of human civilization on the planet, such as pollution and the melting of
ice caps.

Her journey emphasizes how humans have exploited natural resources without fully
understanding the long-term consequences. She also underscores the fragility of ecosystems
and the need for conservation. Through her observations, Doshi conveys the message that
human progress, while advancing civilization, has often come at the cost of the planet's well-
being, urging a deeper reflection on our relationship with nature and the importance of
protecting it.

23. How does Pearl S. Buck use the imagery of mist in The Enemy to reflect the moral ambiguity
faced by Sadao and Hana?

Ans: In "The Enemy" by Pearl S. Buck, the mist represents the confusion and uncertainty
that Sadao and Hana feel as they face a difficult moral decision. When they find the injured
American soldier, they don’t know whether to follow their duty to their country or help the
man. The mist symbolizes the obstacles in their thinking, making it hard for them to decide
what is right. As the story goes on and the mist clears, it shows that they have started to
understand the complexity of their situation and the moral choices they must make.

24. How do Keeping Quiet by Pablo Neruda and A Thing of Beauty by John Keats illustrate the
role of human connection in relation to beauty and introspection?

Ans: In "Keeping Quiet", Pablo Neruda encourages a shared moment of stillness and silence,
where humans can connect with each other and themselves. By pausing to reflect, people can
experience a deeper understanding of life, leading to a collective introspection. The beauty
of the moment is in the peace and connection it brings, highlighting the importance of human
unity.
On the other hand, "A Thing of Beauty" by John Keats celebrates beauty in nature,
suggesting that beauty has the power to uplift the human spirit and provide comfort in
times of hardship. Keats shows that beauty creates a spiritual bond between humans and the
world around them, offering relief and a sense of eternal joy.

Both poems illustrate how beauty—whether through silence, nature, or art—plays a crucial
role in fostering human connection and encouraging introspection. They demonstrate how
beauty can be a source of peace and reflection, allowing individuals to find deeper meaning
and connection in life.

25. What handicap did Douglas suffer from? How did he overcome that?

Ans: Douglas, the narrator in "Deep Water" by William Douglas, suffered from a fear of
water, a handicap that deeply affected him throughout his childhood. This fear stemmed
from a near-drowning incident when he was young, which left him terrified of water. His fear
grew so intense that it prevented him from enjoying swimming or participating in water-
related activities.

To overcome this fear, Douglas decided to confront it head-on. He sought the help of a
trainer, Coach who was a skilled swimmer. The coach guided him through a series of
gradual, controlled steps, helping him become comfortable in water. He started by learning to
float on his back, which gave him confidence. Over time, Douglas faced his fear and learned
how to swim, gaining control over his emotions and conquering the handicap of fear that
had limited him for so long. His determination and the support of his coach allowed him to
overcome his fear and achieve freedom in water.