Grade 11 Cbse English Hornbill Notes

NOTES BY SONAL SIR. (S.A.
S)
HORNBILL
BOOK
NOTES BY SONAL SIR. (S.A.S)
Introduction
Written by Gordan Cook and Alan East, the story is about a 37 year old businessman who
is the narrator of the story. He has a wife named Mary and two children, Jonathan, aged 6 and
Suzanne, aged 7. He and his wife both dream of a voyage around the world on their ship
‘Wave walker’ which is a 23 meter long, 30 ton wooden-hulled, just like that of the famous
Captain James Cook.
The whole family started sailing from Plymouth, England on July 1976. The initial phase of
the three-year-long journey was from Africa to Cape Town. It was pleasant. While heading
east, along with two newly hired crewmen, strong waves hit them and their survival became a
question. The story tells us about how they fought each day and survived till the end.
Summary
The narrator and his wife plan a voyage around the world just like famous Captain James
Cook. They have been preparing and perfecting their seafaring skills for the past 16 years.
They get a ship which is 23 meters long and weighs 30 tons wooden-hulled, named Wave
Walker. They test it in the rough weather for months.
In July 1976, they all start their journey from Plymouth, England. They sail from Africa to
Cape Town which was quite a pleasant journey. Before heading East, the narrator hired two
crewmen, Larry Vigil, and Herb Seigler, to help them tackle one of the roughest sea – the
Southern Indian Ocean.
They encounter strong and alarming waves during the second day. By December 25, they all
manage to reach 35,000 kilometers east of Cape Town. The family, somehow, manages to
surpass the bad weather and celebrates Christmas together.
The weather changes for the worse and on January 2, the big waves hit them. They try to
slow the ship down by dropping storm jib and hit a heavy mooring rope in a loop across a
stern but it doesn’t help much. They carry their life-raft drill, attach lifelines, on life jackets
and oilskins.
Later, in the evening, a vertical and huge wave strikes the ship and the narrator is thrown off
from the ship. He accepts his ‘approaching death’ and starts losing consciousness. When the
ship is about to overturn, a huge wave hit again and turns it right back. He suffers injuries in
ribs and mouth. He grabs the guard rail and sails into the ship’s main boom.
He instructs his wife Mary to guard the wheel as he realizes that the ship has water in the
lower parts. His crewman starts pumping out the water. The narrator goes to his children’s
cabin and checks on them. His daughter, Sue, informs him about a bump on her head which
he ignores because his major concern is to save the ship.
The narrator does water-proofing on the gaping holes. This makes water to deviate on the
right side. The hand pump gets blocked due to debris and electric-pump gets short-circuited.
However, he later finds a spare electric pump and connects it to drain the water. They all
keep pumping the water all night long. Their Mayday calls are not answered as they are in the
remotest corner of the world.
Sue, on the other hand, has now a swollen black eye and a deep cut in her arm. On being
asked by her father about her injuries, she tells him she didn’t want him to worry as he was
trying to save them. After 15 hours the situation gets under control. The narrator decides to
work in rotation and rests. The water levels are controlled but the leaks were still there, below
the waterline.
The ship is in bad shape now. It is not in a condition to reach Australia, and so, they decide to
reach the nearest island, lle Amsterdam, a French Scientific base. As their supporting engines
were also damaged, the chances of the ship to reach the destination are low.
After pumping the water out continuously for 36 hours, they took a sigh of relief. Only a few
centimetres of water was left to be pumped out of the boat. They hoisted the storm jib as the
main mast was destroyed. They ate their first meal in two days, some corned beef and
crackers. The weather soon started changing and again the black clouds took over by the
morning of January 5. His son, Jonathan, told him that he didn’t fear death as long as they
were all together. This filled him with determination to fight the sea.
The struggle continued and the narrator tried his best to protect the weakened starboard side.
The same evening, the narrator and his wife sat together holding hands, thinking that their
end was near. His children continuously supported him which gave him moral support to
keep going.
The Wavewalker sailed through the storm and made it. The narrator then calculated their
exact position by working on the wind speed. While he was brainstorming, Sue, gave him a
card that she had made expressing her love and gratitude towards the family.
He instructed Larry to steer the course to 185 degrees. He said that if they were lucky, they
could hope to find an island by 5 pm. He dozed off and suddenly got up around 6 pm. He
believed that they didn’t make it and was disappointed. His son came and informed him
about how they reached the lle Amsterdam Island and he called him ‘best daddy’ and ‘best
captain’.
They reached the island with little struggle and with the help of inhabitants. The whole team,
the family and two crew members, never stopped trying. Their struggle and hard work finally
saved them.
Lesson and Explanation

IN July 1976, my wife Mary, son Jonathan, 6, daughter Suzanne, 7, and I set sail from
Plymouth, England, to duplicate the round-the-world voyage made 200 years earlier by
Captain James Cook. For the longest time, Mary and I — a 37-year-old businessman — had
dreamt of sailing in the wake of the famous explorer, and for the past 16 years, we had spent
all our leisure time honing our seafaring skills in British waters. Our boat Wavewalker, a 23
meter, 30-ton wooden-hulled beauty, had been professionally built, and we had spent months
fitting it out and testing it in the roughest weather we could find.
Voyage – a long journey by sea or space
Leisure – free time
Honing – sharpen, improving
Seafaring – regularly traveling by sea
Honing our seafaring skills – improving the skills required to travel by

sea
Wooden-hulled – a watertight body of a ship
The narrator, 37-year-old businessman, along with his wife Mary and two children –
Jonathan (age 6) and Suzanne (age 7) went on a voyage on their ship in July 1976. They
started from Plymouth, England. They wanted to complete the sea trip around the
world just like the one that had been completed 200 years ago by the famous Captain
James Cook. The narrator and his wife spent 16 years improving their seafaring skills.
They got a ship built professionally, a 23 meter long, 30 ton heavy wooden-hulled called
‘Wavewalker’. They took several months to test it in the roughest of weathers.
The first leg of our planned three-year, 105,000 kilometre journey passed pleasantly as we
sailed down the west coast of Africa to Cape Town. There, before heading east, we took on
two crewmen — American Larry Vigil and Swiss Herb Seigler — to help us tackle one of the
world’s roughest seas, the southern Indian Ocean.
On our second day out of Cape Town, we began to encounter strong gales. For the next few
weeks, they blew continuously. Gales did not worry me; but the size of the waves was
alarming — up to 15 metres, as high as our main mast.
Gales – A very strong wind
Mast – a tall upright structure on a boat or ship
The initial phase of the three-year long journey of 105,000 kilometre passed pleasantly.
They sailed down the west coast of Africa to Cape Town. The narrator hired two
crewmen before heading towards the east to tackle the roughest sea- the southern
Indian Ocean. Their names were Larry Vigil, an American and Herb Seigler, a Swiss.
On the second day in Cape Town, they encountered a strong wind which continued for
several weeks. A strong wind was not a problem but 15 metres high waves, which were
the height of the mast, worried the narrator.
December 25 found us 3,500 kilometres east of Cape Town. Despite atrocious weather, we
had a wonderful holiday complete with a Christmas tree. New Year’s Day saw no
improvement in the weather, but we reasoned that it had to change soon. And it did change
— for the worse.
At dawn on January 2, the waves were gigantic. We were sailing with only a small storm jib
and were still making eight knots. As the ship rose to the top of each wave we could see
endless enormous seas rolling towards us, and the screaming of the wind and spray was
painful to the ears. To slow the boat down, we dropped the storm jib and lashed a heavy
mooring rope in a loop across the stern. Then we double-lashed everything, went through our
life-raft drill, attached lifelines, donned oilskins and life jackets — and waited.
Atrocious – bad; of a very poor quality
Gigantic – huge; of a big size
Jib – a triangular staysail set forward the mast in a ship
Knots - a unit of speed equal to one nautical mile per hour, used especially of ships,
aircraft, or winds
Enormous – a very large size
Lashed – to hit with a lot of force
Mooring – the ropes, chains, or anchors by or to which a boat, ship, or buoy is moored
Loop – a shape produced that bends round and crosses; bent
Stern – the back part of a ship or a boat
Donned – put on, wore
Oilskins – heavy cotton cloth waterproofed with oil
On December 25, they had travelled 3,500 kilometres east of Cape Town. They
celebrated Christmas together, despite the bad weather. The weather remained the
same till New Year’s Day but they hoped for it to change soon. The weather conditions
worsened. On the early morning of January 2, the waves were very huge. They were
sailing with a small storm jib, at a speed of eight knots. When the ship was sailing with
the huge waves, they could see the huge sea in front of them. The noise of the waves and
strong winds was painful for the ears. They dropped the storm jib to slow down the ship
and hit a heavy mooring rope across the back part of the ship in a loop. They lashed
everything with double force. They put on their oilskins and life jackets, attached
lifelines and went through the life raft drills and waited.
The first indication of impending disaster came at about 6 p.m., with an ominous silence. The
wind dropped, and the sky immediately grew dark. Then came a growing roar, and an
enormous cloud towered aft of the ship. With horror, I realised that it was not a cloud, but a
wave like no other I had ever seen. It appeared perfectly vertical and almost twice the height
of the other waves, with a frightful breaking crest.
Impending – about to happen
Ominous silence – unpleasant or threatening silence
Aft – near the stern of the ship
Frightful – very unpleasant or shocking
Crest – reach the top of a wave
Around 6 pm, an unpleasant silence rolled over, it was an indication of a disaster which
was about to happen. The wind suddenly dropped and the sky was darker with heavy
clouds. A huge cloud was coming towards the stern of the ship but later the narrator
realized it was a huge wave. The wave was perfectly vertical and it was twice the height
of the previous waves they saw with the top of the wave looking unpleasant due to its
height.
The roar increased to a thunder as the stern moved up the face of the wave, and for a moment
I thought we might ride over it. But then a tremendous explosion shook the deck. A torrent of
green and white water broke over the ship, my head smashed into the wheel and I was aware
of flying overboard and sinking below the waves. I accepted my approaching death, and as I
was losing consciousness, I felt quite peaceful.
Tremendous – very great in amount
Shook – past tense of shake (vibrate)
Deck – a floor of a ship
Torrent – a fast moving stream of water
Smashed – shattered or violently broken
The thunder increased and the waved moved the stern up. They thought that it would
not do any damage but a huge explosion vibrated the deck. A strong moving stream of
green and white water broke over the ship. The narrator’s head smashed in the wheel of
the ship, he flew overboard and sank below the waves. He accepted that his death was
approaching and started losing consciousness. He felt quite peaceful.
Unexpectedly, my head popped out of the water. A few metres away, Wavewalker was near
capsizing, her masts almost horizontal. Then a wave hurled her upright, my lifeline jerked
taut, I grabbed the guard rails and sailed through the air into Wavewalker’s main boom.
Subsequent waves tossed me around the deck like a rag doll. My left ribs cracked; my mouth
filled with blood and broken teeth. Somehow, I found the wheel, lined up the stern for the
next wave and hung on.
Water, Water, Everywhere. I could feel that the ship had water below, but I dared not
abandon the wheel to investigate. Suddenly, the front hatch was thrown open and Mary
appeared. “We’re sinking!” she screamed. “The decks are smashed; we’re full of water.”
“Take the wheel”, I shouted as I scrambled for the hatch.
Capsizing – be overturned in the water
Hurled – throw with a great force
Taut – stretched or pulled tightly
Boom – pole that controls the angle and shape of the sail
Scrambled – climb; claw one’s way
Hatch – door
The narrator’s head popped out of water. The ship was about to overturn but a wave
turned her upright. His lifeline jacket was stretched, he grabbed the guard rails and
sailed to the ship’s main pole. The waves tossed him around the deck. He was injured as
his left ribs cracked, his mouth filled with blood and he had a broken tooth. He found
the wheel, lined the stern for the next wave and waited. There was water everywhere.
The narrator could feel water below the ship but he didn’t leave the wheel alone.
Suddenly, the front door opened and his wife, Mary, came screaming that they were
sinking. She said, ‘the decks are smashed; we’re full of water’. The narrator handed her
the wheel and climbed towards the door.
Larry and Herb were pumping like madmen. Broken timbers hung at crazy angles, the whole
starboard side bulged inwards; clothes, crockery, charts, tins and toys sloshed about in deep
water. I half-swam, half-crawled into the children’s cabin. “Are you all right?” I asked.
“Yes,” they answered from an upper bunk. “But my head hurts a bit,” said Sue, pointing to a
big bump above her eyes. I had no time to worry about bumped heads. After finding a
hammer, screws and canvas, I struggled back on deck. With the starboard side bashed open,
we were taking water with each wave that broke over us. If I couldn’t make some repairs, we
would surely sink.
Timbers – wood board used in building of a ship
Starboard – side of a ship which is on the right side when one is facing
forward
Bulged – swell
Sloshed – move through liquid with a splashing sound.
Bashed – strike hard; hit
The crewman Larry and Herb were pumping the water very fast. The timbers of the
ship were broken and were hanging badly. The starboard of the ship had sunk, clothes,
crockery, charts, tins and toys were roaming around in deep water. The narrator swam
and crawled to the children’s cabin and asked the children whether they were alright.
The children replied ‘yes’. Sue, his daughter complained about a big bump on her head.
The narrator didn’t pay much attention to it as his major concern was to save them.
The narrator found screws, hammer and canvas, he went back to the deck. The broken
starboard side was letting so much water in, if the narrator could not fix the problem,
they would all sink in the sea.
Somehow I managed to stretch canvas and secure waterproof hatch covers across the gaping
holes. Some water continued to stream below, but most of it was now being deflected over
the side.
More problems arose when our hand pumps started to block up with the debris floating
around the cabins and the electric pump short-circuited. The water level rose threateningly.
Back on deck I found that our two spare hand pumps had been wrenched overboard — along
with the forestay sail, the jib, the dinghies and the main anchor.
Then I remembered we had another electric pump under the chartroom floor. I connected it to
an out-pipe, and was thankful to find that it worked.
Deflected: turned aside
Canvas – a strong unbleached cloth
Debris – rubbish
Wrenched – pull suddenly, removed
Forestay – a rope to support ship’s foremast
Dinghies – a small boat for recreation with mast or sail
The narrator stretched the canvas cloth and secured the waterproof hatch which
covered the gaping holes. Some water streamed below and some was now deflected over
the side. The handpump was blocked as rubbish was floating around the cabins and
entered it, the electric pump short-circuited. As the water level rose, the narrator found
two hand pumps had been removed along with a rope, jib, a small boat, and the main
anchor. He found another electric pump under the chartroom. He connected it to an out
pipe and it started working.
The night dragged on with an endless, bitterly cold routine of pumping, steering and working
the radio. We were getting no replies to our Mayday calls — which was not surprising in this
remote corner of the world.
Sue’s head had swollen alarmingly; she had two enormous black eyes, and now she showed
us a deep cut on her arm. When I asked why she hadn’t made more of her injuries before this,
she replied, “I didn’t want to worry you when you were trying to save us all.”
Mayday calls –words used to signal ships stuck in a disastrous situation through radio
The whole night was about the endless routine of pumping out the water, steering the
wheel and working the radio. There were no replies to their signals sent over the radio
as they were in the remotest part of the world. Sue’s head was now more swollen and
she had two back eyes with a deep cut in her arm. When upon being asked why she
didn’t tell him about her injuries earlier, she said that she didn’t want to worry him as
he was trying to save all of them.
By morning on January 3, the pumps had the water level sufficiently under control for us to
take two hours’ rest in rotation. But we still had a tremendous leak somewhere below the
waterline and, on checking, I found that nearly all the boat’s main rib frames were smashed
down to the keel. In fact, there was nothing holding up a whole section of the starboard hull
except a few cupboard partitions.
We had survived for 15 hours since the wave hit, but Wavewalker wouldn’t hold together
long enough for us to reach Australia. I checked our charts and calculated that there were two
small islands a few hundred kilometres to the east. One of them, Ile Amsterdam, was a
French scientific base. Our only hope was to reach these pinpricks in the vast ocean. But
unless the wind and seas abated so we could hoist sail, our chances would be slim indeed.
The great wave had put our auxiliary engine out of action.
Smashed – badly broken
Keel – steel structure along the base of the ship
Pinpricks – a prick caused by a pin
Pinpricks in the vast ocean – the two small islands in the vast ocean were very tiny like
the prick caused by a pin
Abated – something unpleasant to become less intense
Auxiliary engine – small secondary engine used to board ships to operate a windlass in
the ship
The water level was under control by the morning of January 3, so all of them took two
hours rest in rotation. But there still was a leak somewhere below the waterline. Upon
checking, the boat rib structure was badly broken down till the base of the ship. The
whole section of starboard was held together with a few cupboard partitions.
The ship’s condition was so bad that it would not make it till Australia. The narrator
checked the charts and calculated that there were two small islands a few kilometres to
the east, one of them was lle Amsterdam, which was a French Scientific base. Their only
hope was to search and reach that island. But only if the wind and the sea do not cause
further damage, else their chances were slim. The wave had destroyed the ship’s
auxiliary engine.
On January 4, after 36 hours of continuous pumping, we reached the last few centimetres of
water. Now, we had only to keep pace with the water still coming in. We could not set any
sail on the main mast. Pressure on the rigging would simply pull the damaged section of the
hull apart, so we hoisted the storm jib and headed for where I thought the two islands were.
Mary found some corned beef and cracker biscuits, and we ate our first meal in almost two
days.
But our respite was short-lived. At 4 p.m. black clouds began building up behind us; within
the hour the wind was back to 40 knots and the seas were getting higher. The weather
continued to deteriorate throughout the night, and by dawn on January 5, our situation was
again desperate.
Rigging - the ropes and wires supporting the structure of the ship
Hull - the framework of the vessel
Respite – a short period of rest
Deteriorate – get worse
After 36 hours of continuous pumping, on January 4, the water was only a few
centimetres left to be pumped out. But they still had to pump out the water which was
coming in. They could not set sail on the main mast. They hoisted the storm jib and
sailed towards the two small islands. They had their first meal in two days, some corned
beef and cracker biscuits found by Mary.
The rest period was short-lived as black clouds built up around 4 pm. The wind was
now 40 knots and the sea was getting higher. The weather got worse and by the early
morning of January 5, the situation was bad.
When I went in to comfort the children, Jon asked, “Daddy, are we going to die?” I tried to
assure him that we could make it. “But, Daddy,” he went on, “we aren’t afraid of dying if we
can all be together — you and Mummy, Sue and I.”
I could find no words with which to respond, but I left the children’s cabin determined to
fight the sea with everything I had. To protect the weakened starboard side, I decided to
heave to — with the undamaged port hull facing the oncoming waves, using an improvised
sea anchor of heavy nylon rope and two 22 litre plastic barrels of paraffin.
That evening, Mary and I sat together holding hands, as the motion of the ship brought more
and more water in through the broken planks. We both felt the end was very near.
Heave to – to raise or lift with effort
Paraffin – colorless flammable oil liquid
When the narrator went to comfort his children, his son asked him whether they were
going to die. He tried to assure him that they would make it. His son replied that they
were not afraid to die till they all were together. This filled the narrator with a
determination to fight back. He made efforts to protect the weakened starboard side. He
used an improvised sea anchor made of heavy nylon rope and two 22 liter plastic
barrels of kerosene. That same evening, the narrator and his wife sat holding hands and
they believed that their end was near.
But Wavewalker rode out the storm and by the morning of January 6, with the wind easing, I
tried to get a reading on the sextant. Back in the chartroom, I worked on wind speeds,
changes of course, drift and current in an effort to calculate our position. The best I could
determine was that we were somewhere in 150,000 kilometres of ocean looking for a 65
kilometre-wide island.
While I was thinking, Sue, moving painfully, joined me. The left side of her head was now
very swollen and her blackened eyes narrowed to slits. She gave me a card she had made.
On the front she had drawn caricatures of Mary and me with the words: “Here are some
funny people. Did they make you laugh? I laughed a lot as well.” Inside was a message: “Oh,
how I love you both. So this card is to say thank you and let’s hope for the best.” Somehow
we had to make it.
Sextant – an instrument with graduated arc of 60 degrees for taking
altitudes and navigation
Caricatures – picture of a person; cartoon
The ship made it through the storm and by the morning of January 6, the narrator
tried to get reading on the sextant. He worked with wind speeds, drift and current and
calculated their position. They were in 150,000 kilometres area of ocean, looking for a
65 kilometre wide island. While the narrator was still thinking, his daughter Sue, joined
him and she was in pain. The left side of her head was swollen and her blackened eyes
had narrowed down to slits. She gave him a card which she had made herself. On the
front of the card was a cartoon image of her parents with words written about them
being funny people and how they made her laugh. On the inside of the card, she told
them how she loved them both and she thanked them. This made the narrator realize
that they had to make it to the island.
I checked and rechecked my calculations. We had lost our main compass and I was using a
spare which had not been corrected for magnetic variation. I made an allowance for this and
another estimate of the influence of the westerly currents which flow through this part of the
Indian Ocean.
About 2 p.m., I went on deck and asked Larry to steer a course of 185 degrees. If we were
lucky, I told him with a conviction I did not feel, he could expect to see the island at about 5
p.m.
Then with a heavy heart, I went below, climbed on my bunk and amazingly, dozed off. When
I woke it was 6 p.m. and growing dark. I knew we must have missed the island, and with the
sail, we had left, we couldn’t hope to beat back into the westerly winds.
At that moment, a tousled head appeared by my bunk. “Can I have a hug?” Jonathan asked.
Sue was right behind him.
Tousled head – disarranged hair of the narrator’s son, Jonathan

Bunk - bed
Dozed off – went off to sleep
The narrator rechecked his calculations. They lost their main compass and were using
the spare one which was not corrected for magnetic variations. He estimated the
influence of the westerly currents which flow through the Indian Ocean. Around 2 pm,
he went on deck and asked Larry to steer the wheel to 185 degrees. He felt, if they were
lucky, they would see the island by 5 pm. Then he went below and slept. He woke up
around 6 pm and it was dark outside. He thought that they might have missed the
island. He started worrying about how they would tackle the westerly wind more as the
ship wasn’t capable to sail more. His son came and asked him for a hug, his daughter
followed.
“Why am I getting a hug now?” I asked.
“Because you are the best daddy in the whole world — and the best captain,” my son replied.
“Not today, Jon, I’m afraid.”
“Why, you must be,” said Sue in a matter-of-fact voice. “You found the island.”
“What!” I shouted.
“It’s out there in front of us,” they chorused, “as big as a battleship.”
I rushed on deck and gazed with relief at the stark outline of Ile Amsterdam. It was only a
bleak piece of volcanic rock, with little vegetation — the most beautiful island in the world!
Bleak – an area of land lacking vegetation
Stark - sharply defined
He asked that why was he getting a hug. His son replied that he was the best daddy in
the world and also called him the best captain. The narrator replied that he was afraid.
Sue told him then that they had found the island which was as big as a battleship.
The narrator rushed to the deck and gave a sigh of relief. They could see the complete
outline of lle Amsterdam. There was a bleak piece of volcanic rock in front of them. It
had a little vegetation. It was the most beautiful island in the world.
We anchored offshore for the night, and the next morning all 28 inhabitants of the island
cheered as they helped us ashore.
With land under my feet again, my thoughts were full of Larry and Herbie, cheerful and
optimistic under the direst stress, and of Mary, who stayed at the wheel for all those crucial
hours. Most of all, I thought of a seven-year-old girl, who did not want us to worry about a
head injury (which subsequently took six minor operations to remove a recurring blood clot
between skin and skull), and of a six-year-old boy who was not afraid to die.
Anchored – moor a ship to the sea bottom
Offshore – situated at the sea some distance from the shore
Ashore – on the shore of the land
Optimistic – hopeful and confident
They moored the ship at some distance from the shore and the next morning, 28
inhabitants of the Amsterdam island helped them to move on the shore of the land. As
he felt the land again on his feet, he thought of his crewmen and his wife. He also
thought of his seven-year-old daughter who was injured badly. She had to go through
six minor operations to remove the blood clot in her head. His son who never gave up
and was not afraid to die.
“We’re Not Afraid to Die… if We Can All Be Together”-
Questions and Answers

Understanding the Text
1. List the steps taken by the captain

(I) to protect the ship when rough weather began.
(ii) to check the flooding of the water in the ship.
Ans: (i) the narrator decided to slow down the ship to protect it from bad and
stormy weather. He dropped the storm jib and lashed heavy mooring
rope across the stern of the ship. Then, they double – lashed
everything. They carried their life-raft drill, attached lifelines, donned
life jackets and oilskins.
(ii) to check the flooding of the water, the narrator put waterproof hatch which
covered the gaping holes. This diverted the water flow to the side. His hand
pumps were blocked due to debris and his one electric pump was short-
circuited. He found a hand pump and a spare electric pump. He connected
the electric pump to the out pipe and started it.
2. Describe the mental condition of the voyagers on 4 and 5 January.
Ans: On January 4, the voyagers felt relieved as they were continuously

pumping out water for the past 36 hours and only a few centimetres of
water was left. They had their first meal in two days. Mary found some
corned beef and cracker biscuits.
Later, around 4 pm, the weather changed as black clouds marched
towards them. The wind was now 40 knots and the sea was getting
higher. The weather got worse and by the early morning of January 5,
the situation was bad. This gave them mental stress.
3. Describe the shifts in the narration of the events as indicated in the

three sections of the text. Give a subtitle to each section.
Ans:
The first section: Beginning of the Round - the – Voyage
The first section was cheerful and full of hope as the family began their planned voyage just
like the one done 200 years ago by the famous Captain James Cook. They had perfected their
seafaring skills for 16 years. They built a ship ‘Wavewalker’ professionally which was a 23
metres long, 30 tons wooden-hulled ship. They celebrated Christmas on the ship despite the
bad weather.
The Second Section: the struggle with the big attack
This section changed from cheerful to intense. The family was under great pressure to survive
the oncoming waves and bad weather conditions. A giant wave created chaos and the ship
was about to overturn. The narrator was thrown off into the water and he almost drowned and
got injured. Along with two hired crewmen, the narrator pumped out the water from the ship
for a continuous 36 hours. He also tried repairing the parts of the ship. He almost lost his
hope and believed they would die. But his children were fearless and courageous enough
which gave him the determination to fight back.
The third section: Victory
With the support of his children, the narrator kept trying to save the ship in order to reach the
two small islands, lle Amsterdam. They finally reached the destination and got help from the
inhabitants of the island. His son called him the best daddy and best captain.
Talking about the Text

1. What difference did you notice between the reaction of the adults and the children
when faced with danger?
Ans: There was a huge difference between the reaction of the adults and the
children. The adults lose their hope at the end and wait for their fate of
death. On the other hand, the children were hopeful and gave the
narrator moral support. With the support of his children, Jonathan and
Suzanne, he decided to make it to the island at any cost. The children
showed maturity. His son expressed courage as to how he wasn’t afraid
to die if they all were together. His daughter made him a card expressing
her love and affection towards her parents and wrote a beautiful
message. She was injured still, she didn’t let it become a hurdle for her
parents who were trying to save the ship.
2. How does the story suggest that optimism helps to endure “the direst stress”?
Ans: Optimism is the determination to overcome any challenges. Without
optimism, it is impossible to face difficulties and solve problems. The
family fought with the sea with great optimism and determination which
ultimately saved them. Again and again, on being attacked by the sea,
they didn’t stop trying which helped them get to the shore of the lle
Amsterdam island.
When the son of the narrator told him,” we aren’t afraid of dying if we
can all be together — you and Mummy, Sue and I”. This showed the
maturity of the children and how they played an important role in
motivating the narrator who had almost lost hope. Sue, his daughter
who made him a card showed how she was proud of her parents and
didn’t make a big deal of her injuries which were in a bad condition.
With the struggles and efforts, they finally made it to the destination.
3. What lessons do we learn from such hazardous experiences when we

are face-to-face with death?
Ans: Life is never about being happy all the time. We are constantly tested
and how we tackle every problem and rise through it is the ultimate
lesson. Such hazardous situations teach us how we should react towards
them. We must never lose hope and keep trying as it will lead to success.
In certain situations, one must keep calm and think logically. No matter
how bad the situation is, there is always a way to get out of it. The
significance of being extra cautious and to make sure that the situation
doesn’t get worse is required at such moments.
4. Why do you think people undertake such adventurous expeditions in

spite of the risks involved?
Ans: The willingness to accept challenges drives people to take such

adventurous expeditions in spite of the risk involved. People like to try
different elements of nature and some do it as a passion. Surely people
already know of the risks involved in such activities, but still, they do not
hesitate to try it out.
Grammar Exercises
Thinking about Language
1. We have come across words like ‘gale’ and ‘storm’ in the account. Here are two
more words for ‘storm’: typhoon, cyclone. How many words does your language
have for ‘storm’?
Ans: In Hindi, there are many words for ‘storm’ – toofan, aandhi, andhad, etc.
2. Here are the terms for different kinds of vessels: yacht, boat, canoe, ship, steamer,
schooner. Think of similar terms in your language.
Ans: ‘Kashti’, ‘Naav’, ‘Nauka’, ‘Jahaz’ are some terms in Hindi.
3. ‘Catamaran’ is a kind of a boat. Do you know which Indian language

this word is derived from? Check the dictionary.
Ans: The word ‘Catamaran’ is derived from the Tamil language word
‘Kattumaram’.
4. Have you heard any boatmen’s songs? What kind of emotions do these
songs usually express?
Ans: Yes, Such Boatmen songs express love and nostalgia. They also express
the longing to meet the loved ones.
Working with Words

1. The following words used in the text as ship terminology are also commonly used in
another sense. In what contexts would you use the other meaning?
knot stern boom hatch anchor

Ans:
Knot: a) a tangled mass in something
b) interlacing, looping, etc.
Stern: harsh, firm, strict, etc.
Boom – a) to experience a sudden rapid growth
b) to increase in popularity
Hatch: a) to cause an egg to break in order to allow a young animal to come out
b) to make a plan
Anchor: a) host of an event
b) a person who can be relied upon for support
2. The following three compound words end in -ship. What does each of them mean?
airship flagship Lightship
Ans:
Airship: a power-driven aircraft which is kept buoyant by a body of gas
Flagship: the ship in the fleet which carries commanding admiral
Lightship: an anchored boat with a beacon light to warn ships at sea
3. The following are the meanings listed in the dictionary against the phrase ‘take on’.
In which meaning is it used in the third paragraph of the account:
Take on sth: to begin to have a particular quality or appearance; to assume

sth
Take sb on: to employ sb; to engage sb

to accept sb as one’s opponent in a game, contest or conflict
Take sb/sth on: to decide to do sth; to allow sth/sb to enter e.g. a bus, plane
or ship; to take sth/sb on board
Ans:
In the third paragraph, in lines “… we took two crewmen to help us tackle.. roughest seas”,
the word ‘took on’ means to take somebody or to hire somebody.
Discovering Tut: the Saga Continues
Introduction
Written by A.R. Williams, this chapter is about the last heir of the powerful Pharaoh
Dynasty, Tutankhamun, who died when he was a teenager after ruling for nine years. He died
in a mysterious way, this chapter throws light over all the possible mysteries – the curse,
where his tomb lies, his life and ultimately death. Egyptians believe that there is life after
death and that is the reason why the Pharaohs were buried with wealth and everyday use
items.
Summary
Discovering Tut: the Saga Continues is a chapter which gives us an in-depth insight of
Tutankhamun, the last ruler of the powerful Pharaoh Dynasty in Egypt. He was a teenager
when he died and his death was a mystery. Some speculated that he was murdered. He ruled
in Egypt and its empire for centuries. In 1922, his tomb was discovered by Howard Carter, a
British Archaeologist. After 80 years, he was taken from his resting place for CT scan which
offers to solve the mystery of his life and death by creating a forensic reconstruction.
Tut’s father or grandfather, Amenhotep III, was a very powerful Pharaoh who ruled over a
period of forty years. His son, Amenhotep IV, thrived him and began the strangest period in
the history of Egypt. He promoted the worship of Aten (the sun disk). He changed his name
to Akhenaten meaning servant of the Atens. He also moved the religious capital from Thebes
to the new city of Akhenaten, called Amarna. Further, he attacked Amun, a god, smashed his
images and closed his temples. Another mysterious ruler succeeded him who died soon.
Next, Tutankhamun, also known as Tut, sat on the throne and ruled for nine years. He
worshipped god Amun in the old ways. However, he died mysteriously.
When Tut’s mummified body was discovered, he was laid with lots of gold, wealth and
everyday items like a bronze razor, games, clothes, cases of food and wine. Carter discovered
him after searching for many years. After researching on the treasures, he decided to
investigate his three nested coffins. Some parts of the Tut’s treasures in the tomb were
already looted.
His tomb was rock-cut, 26 feet underground, which had wall paintings. On the outer coffin,
Tut’s face was gilded. In the first coffin, he found the garlands of olives, lotus petals, and
cornflowers. It showed that he was buried in the months of March or April. The third and
final coffin put Carter into trouble. The resins used to cement Tut to the bottom of the solid
gold coffin was hardened enough making it impossible to move. He put the coffin in the sun
for several hours in hope for the resins to loosen up but it didn’t work. Finally, he removed
the resins with the help of chisel and hammer. Carter felt he didn’t have any other choice as
to if he hadn’t cut the mummy from limb to limb, thieves would have looted the gold. His
men first removed his head, then they cut off every joint. After removing the body parts, they
placed it on the layer of sand in a wooden box and put it at the original place.
In 1968, the mummy was X-rayed by an anatomy professor, revealed few facts – his breast
bone and front ribs were missing.
Later, on January 05 2009, Tut was taken for CT (Computed Tomography) scan which takes
hundreds of X-Rays and creates a three-dimensional image. The night of the scan, the
workmen carried his body from the tomb in a box. They climbed ramp and stairs and lifted it
on a hydraulic trailer that held the scanner. The scanner stopped working which paused the
procedure. After using a pair of spare fans, the scan was finally done. After three-hours, his
body was taken back to his tomb where his body is resting in peace.

He was just a teenager when he died. The last heir of a powerful family that had ruled Egypt
and its empire for centuries, he was laid to rest laden with gold and eventually forgotten.
Since the discovery of his tomb in 1922, the modern world has speculated about what
happened to him, with murder being the most extreme possibility. Now, leaving his tomb for
the first time in almost 80 years, Tut has undergone a CT scan that offers new clues about his
life and death — and provides precise data for an accurate forensic reconstruction of the
boyish pharaoh.
Heir – Inheritor, successor
Laden – loaded
Speculated- form a theory without evidence
Tomb- an enclosure to bury the dead
Forensic Reconstruction – the process of recreating the face of an individual
Pharaoh- a ruler in ancient Egypt
Tutankhamun, also known as Tut, was a teenager when he died. He was the last successor of
his powerful Pharaoh Dynasty which ruled Egypt and its empire for centuries. He was laid on
rest, heavily loaded with gold. His tomb was discovered in 1922 which made the world raise
a question about what had happened to him and whether he had been murdered? After almost
80 years, his body was about to undergo a CT scan which would give new information and
clues about his life and death. His face would be recreated with the help of a procedure called
forensic reconstruction.
AN angry wind stirred up ghostly dust devils as King Tut was taken from his resting place in
the ancient Egyptian cemetery known as the Valley of the Kings*. Dark-bellied clouds had
scudded across the desert sky all day and now were veiling the stars in casket grey. It was 6
p.m. on 5 January 2005. The world’s most famous mummy glided head first into a CT
scanner brought here to probe the lingering medical mysteries of this little understood young
ruler who died more than 3,300 years ago.
Stirred – move or cause to move slightly
Ghostly – eerie and unnatural; unreal
Resting place- here, the grave
Cemetery- a large burial ground
Dark-bellied – dark in colour
Scudded across – moving quickly; it refers to the movement of the dark-bellied clouds
Veiling – to cover something
Casket- a small ornamental box or chest for holding jewels, letters, or other valued objects.
Casket grey – It means that the grey clouds were like a grey coloured casket which contained
the stars. The stars are like jewels which are kept in a casket.
Glided – quite, continuous motion
Probe – to investigate, find out
Lingering – long-lasting
A fast, strange and unnatural wind was blowing as King Tut’s body was taken from his grave
called ‘Valleys of the Kings’, an ancient Egyptian cemetery (The location of the Valley of the
KIngs is given in the image). Dark clouds moved quickly across the desert all day long and
later, they covered the stars. On January 5, 2005, at 6 pm, King Tut’s mummy which is the
world’s most famous mummy was placed in the CT scanner to investigate the mystery behind
his death which had occurred more than 3300 years ago.
All afternoon the usual line of tourists from around the world had descended into the
cramped, rock-cut tomb some 26 feet underground to pay their respects. They gazed at the
murals on the walls of the burial chamber and peered at Tut’s gilded face, the most striking
feature of his mummy-shaped outer coffin lid. Some visitors read from guidebooks in a
whisper. Others stood silently, perhaps pondering Tut’s untimely death in his late teens, or
wondering with a shiver if the pharaoh’s curse — death or misfortune falling upon those who
disturbed him — was really true.
Descended – moved or gathered
Cramped – very small to fit into
Rock-cut - made in a rock by cutting it
Gazed – to look in surprise or in admiration
Murals – a painting or other artwork executed directly on the wall
Gilded – covered with a thin sheet or coating of gold
Striking- prominent
Whisper- to speak in a low voice
Pondering – think about something carefully
All afternoon, tourists visited the 26 feet deep, underground rock-cut tomb to pay respect to
the king. Mnay people stuffed into the small tomb and looked in admiration at the murals on
the walls of the chamber and took a look at the face of Tut that had been painted with gold.
While visitors read the guidebooks in a hushed tone, some stood silently, wondering about
his untimely death in his teen years. They might also be wondering if the curse of the pharaoh
which leads to the descend of misfortune upon the person who disturbs him is true.
“The mummy is in very bad condition because of what Carter did in the 1920s,” said Zahi
Hawass, Secretary General of Egypt’s Supreme Council of Antiquities, as he leaned over the
body for a long first look. Carter—Howard Carter, that is — was the British archaeologist
who in 1922 discovered Tut’s tomb after years of futile searching. Its contents, though hastily
ransacked in antiquity, were surprisingly complete. They remain the richest royal collection
ever found and have become part of the pharaoh’s legend. Stunning artefacts in gold, their
eternal brilliance meant to guarantee resurrection, caused a sensation at the time of the
discovery — and still get the most attention. But Tut was also buried with everyday things
he’d want in the afterlife: board games, a bronze razor, linen undergarments, cases of food
and wine.
Futile – pointless; incapable of producing the result of something
Hastily – fast; swiftly
Ransacked – raid; go through a place to steal or damage something
Antiquity – age, oldness
Resurrection – restoration to life
Afterlife- life after death, based on the belief that the essential part of an individual's
identity continues to the next life after the death of the physical body
As Zahi Hawass, Secretary General of Egypt, leaned over the body to have a look, he said
that the mummy was in a very bad condition because of what the British archaeologist
Howard Carter did to it in the 1920s. He discovered King Tut’s tomb in 1922 after a long
search. The valuable treasures of Tut had been explored earlier too but surprisingly, they
were complete. The treasure found at Tut’s grave is the richest till date and has come to be
known as the Pharaoh’s legend. It has artefacts in gold which are eternally beautiful and as
good as new. Such artefacts still get attention. Tut was buried with things of daily use like a
razor made of bronze, games, linen undergarments and boxes of food and wine which he
could use in the next life.
After months of carefully recording the pharaoh’s funerary treasures, Carter began
investigating his three nested coffins. Opening the first, he found a shroud adorned with
garlands of willow and olive leaves, wild celery, lotus petals, and cornflowers, the faded
evidence of a burial in March or April. When he finally reached the mummy, though, he ran
into trouble. The ritual resins had hardened, cementing Tut to the bottom of his solid gold
coffin. “No amount of legitimate force could move them,” Carter wrote later. “What was to
be done?”
Funerary Treasures – the valuable things with which the king was buried
three nested coffin- three cofins placed one in another in order of decreasing size. The
innermost coffin houses the body of the deceased.
Shroud – a length of cloth in which a dead person is wrapped
Adorned – decorated
Garlands of willow – a wreath of flowers and leaves
Mummy- a body of a human being or animal that has been ceremonially preserved by
removal of the internal organs, treatment with natron and resin, and wrapping in bandages.
Ritual - here, the resins used in the ceremony of mummification
Resins – a sticky flammable substance that is insoluble in water
Legitimate - reasonable
Carter took a few months to record the treasures found in Tut’s grave. Then he began
investigating his three coffins which were nested one in another. In the first coffin, he found a
piece of cloth with garlands of willow, olive leaves, wild celery, lotus petals and cornflower,
which suggested that he had been buried in the months of March or April. When he reached
the third coffin, he was in trouble. The body had hardened due to the resins which had
cemented the body and it had stuck to the bottom of the coffin which was made of gold.
Carter wondered what to do next because no amount of force could separate the two.
The sun can beat down like a hammer this far south in Egypt, and Carter tried to use it to
loosen the resins. For several hours he set the mummy outside in blazing sunshine that heated
it to 149 degrees Fahrenheit. Nothing budged. He reported with scientific detachment that
“the consolidated material had to be chiselled away from beneath the limbs and trunk before
it was possible to raise the king’s remains.”
Blazing – very hot
Budged – moved or shifted; a slight movement
Chiselled away – to cut something with a chisel
Carter tried to loosen the resins by keeping the body in the hot sun. He kept the mummy in
149 degrees Fahrenheit heat for several hours but still, it remained stuck. He reported that a
chisel could be used to cut down the mummy from the limbs and the trunk so that Tut’s body
could be taken out of the coffin.
In his defence, Carter really had little choice. If he hadn’t cut the mummy free, thieves most
certainly would have circumvented the guards and ripped it apart to remove the gold. In Tut’s
time the royals were fabulously wealthy, and they thought — or hoped — they could take
their riches with them. For his journey to the great beyond, King Tut was lavished with
glittering goods: precious collars, inlaid necklaces and bracelets, rings, amulets, a ceremonial
apron, sandals, sheaths for his fingers and toes, and the now iconic inner coffin and mask —
all of pure gold. To separate Tut from his adornments, Carter’s men removed the mummy’s
head and severed nearly every major joint. Once they had finished, they reassembled the
remains on a layer of sand in a wooden box with padding that concealed the damage, the bed
where Tut now rests.
Circumvented – find a way around; thieves would have found a way to tackle the guards and
remove the gold from the tomb
Inlaid - a decorative pattern on a surface
Amulet - an ornament or small piece of jewellery thought to give protection against evil,
danger, or disease.
Apron - a protective garment worn over the front of one's clothes and tied at the back.
Sheaths – a close-fitting cover
Iconic - something or someone who is a symbol or it represents some other thing
Adornments – ornaments
Concealed- hid
According to Carter, he had no choice other than to cut the mummy. He believed that if he
hadn’t done that, thieves would have removed the gold from the tomb and would have looted
it. During Tut’s time, the royal people were very wealthy and they had a belief that after
death, they could take the wealth along with them. For his life after death, he was given
precious collars, necklaces with decorative patterns, bracelets, rings, amulets, ceremonial
aprons, sandals, sheaths for fingers and toes and now, an iconic inner coffin and a mask. His
men removed his head and every joint of his body. After they finished, they reassembled the
remains in a wooden box with padding filled with a layer of sand to conceal the damage. It
was his new resting place.
Archaeology has changed substantially in the intervening decades, focusing less on treasure
and more on the fascinating details of life and intriguing mysteries of death. It also uses more
sophisticated tools, including medical technology. In 1968, more than 40 years after Carter’s
discovery, an anatomy professor X-rayed the mummy and revealed a startling fact: beneath
the resin that cakes his chest, his breast-bone and front ribs are missing.
Intervening – occur in the time between events
Intriguing – to arouse one’s curiosity
Startling – unexpected or surprising
In the past few decades, archaeology has changed as it now focuses on the details of life and
the mysteries of death. Earlier, it was about focusing on the treasure. Now, it uses more
advanced medical technologies and tools for research. In 1968, an anatomy professor X-
rayed King Tut’s mummy and revealed that the front limbs and breast bone were missing.
Today diagnostic imaging can be done with computed tomography, or CT, by which
hundreds of X-rays in cross section are put together like slices of bread to create a three-
dimensional virtual body. What more would a CT scan reveal of Tut than the X-ray? And
could it answer two of the biggest questions still lingering about him — how did he die, and
how old was he at the time of his death?
King Tut’s demise was a big event, even by royal standards. He was the last of his family’s
line, and his funeral was the death rattle of a dynasty. But the particulars of his passing away
and its aftermath are unclear.
Computed Tomography – Also called a CT scan, it is a three-dimensional scan of a body with
the help of hundreds of X-Rays in cross-section together
Demise - death
death rattle - the gurgling sound produced in the throat of a person who is about to die
Aftermath – after-effects of an unpleasant event
Now with the advancement of technology, CT scan or Computed Tomography can give a
virtual image of the whole body. With the help of this technology, King Tut’s body would be
scanned to find answers to two questions – How he died and how old was he at the time of
his death.
His death was a shock to the royals also as he was the last person of his family and his
funeral indicated the diminishment of his dynasty. However, what happened after his death is
still not clear.
Amenhotep III — Tut’s father or grandfather — was a powerful pharaoh who ruled for
almost four decades at the height of the eighteenth dynasty’s golden age. His son Amenhotep
IV succeeded him and initiated one of the strangest periods in the history of ancient Egypt.
The new pharaoh promoted the worship of the Aten, the sun disk, changed his name to
Akhenaten, or ‘servant of the Aten,’ and moved the religious capital from the old city of
Thebes to the new city of Akhetaten, known now as Amarna. He further shocked the country
by attacking Amun, a major god, smashing his images and closing his temples. “It must have
been a horrific time,” said Ray Johnson, director of the University of Chicago’s research
centre in Luxor, the site of ancient Thebes. “The family that had ruled for centuries was
coming to an end, and then Akhenaten went a little wacky.”
Wacky –amusing in a slightly odd way
Tut’s father or grandfather, Amenhotep III, was a very powerful Pharaoh who ruled over a
period of forty years. His son, Amenhotep IV, succeeded him and began the strangest period
in the history of Egypt. He promoted the worship of Aten (the sun disk). He changed his
name to Akhenaten meaning servant of the Atens. He also shifted the religious capital from
Thebes to the new city of Akhenaten, called Amarna. Further, he attacked Amun, a god,
smashed his images and closed his temples. Ray Johnson, director of the University of
Chicago said it must have been a bad time for the empire as the family who ruled for
centuries came to an end and Akhenaten moved in an odd direction.
After Akhenaten’s death, a mysterious ruler named Smenkhkare appeared briefly and exited
with hardly a trace. And then a very young Tutankhaten took the throne — King Tut as he’s
widely known today. The boy king soon changed his name to Tutankhamun, ‘living image of
Amun,’ and oversaw a restoration of the old ways. He reigned for about nine years — and
then died unexpectedly.
Regardless of his fame and the speculations about his fate, Tut is one mummy among many
in Egypt. How many? No one knows. The Egyptian Mummy Project, which began an
inventory in late 2003, has recorded almost 600 so far and is still counting. The next phase:
scanning the mummies with a portable CT machine donated by the National Geographic
Society and Siemens, its manufacturer. King Tut is one of the first mummies to be scanned
— in death, as in life, moving regally ahead of his countrymen.
Another mysterious ruler, Smenkhhare, succeeded him and died soon. Next, Tutankhamun,
also known as Tut, sat on the throne and ruled for nine years. He worshipped god Amun in
the old ways. However, he died mysteriously.
Tut is one of the mummies in Egypt. Whereas, until now with the help of the Egyptian
Mummy Project which started in 2003, almost 600 mummies have been recorded so far. King
Tut’s mummy was the first one to be scanned by CT under the next phase of scanning the
mummies with the machine donated by the National Geographic Society and Siemens.
A CT machine scanned the mummy head to toe, creating 1,700 digital X-ray images in cross-
section. Tut’s head, scanned in 0.62-millimetre slices to register its intricate structures, takes
on eerie detail in the resulting image. With Tut’s entire body similarly recorded, a team of
specialists in radiology, forensics, and anatomy began to probe the secrets that the winged
goddesses of a gilded burial shrine protected for so long.
Eerie detail – strange image of Tut’s head as visible with the help of CT scan
Forensics – the application of the scientific method to investigate a crime
Anatomy – the branch of science which deals with the bodily structure of humans, animals or
other living beings
Burial – burying the dead
Shrine – holy place
The CT scan machine scanned the body by creating 1700 digital X-rays in cross-sections.
Tut’s head was scanned in 0.62 mm slices to record the tiny details. The resulting image was
very strange. A team of Radiology, Forensics and Anatomy experts started examining the
secrets of the grave that had been protected by flying goddesses for a long time.
The night of the scan, workmen carried Tut from the tomb in his box. Like pallbearers they
climbed a ramp and a flight of stairs into the swirling sand outside, then rose on a hydraulic
lift into the trailer that held the scanner. Twenty minutes later two men emerged, sprinted for
an office nearby, and returned with a pair of white plastic fans. The million-dollar scanner
had quit because of sand in a cooler fan. “Curse of the pharaoh,” joked a guard nervously.
Eventually the substitute fans worked well enough to finish the procedure. After checking
that no data had been lost, the technicians turned Tut over to the workmen, who carried him
back to his tomb. Less than three hours after he was removed from his coffin, the pharaoh
again rested in peace where the funerary priests had laid him so long ago.
Pallbearers – a person who helps to escort a coffin at a funeral
Swirling – to spin or twist
Hydraulic lift – a lift that uses a machine to lift or move heavy objects with a pressure
Sprinted – ran at a high speed
During the night, workmen climbed up on the ramp and the flight of stairs to carry the body
from the tomb into the spinning sand outside. They rose the body onto a hydraulic lift, then
into a trailer where the scanner was kept. After twenty minutes, two men ran towards the
office nearby to bring two fans. The scanner was not working as the sand had entered a
cooler fan. The guard joked that it was because of the curse of the pharaoh because they had
removed his body.
Once the fans worked, the procedure was finished. The data was checked in case of any
losses and then technicians returned the body to the pallbearers who carried him back to his
tomb. In less than three hours, he was resting at the same place where the priests had laid him
many years ago.
Back in the trailer a technician pulled up astonishing images of Tut on a computer screen. A
grey head took shape from a scattering of pixels, and the technician spun and tilted it in every
direction. Neck vertebrae appeared as clearly as in an anatomy class. Other images revealed a
hand, several views of the rib cage, and a transection of the skull. But for now the pressure
was off. Sitting back in his chair, Zahi Hawass smiled, visibly relieved that nothing had gone
seriously wrong. “I didn’t sleep last night, not for a second,” he said. “I was so worried. But
now I think I will go and sleep.”
By the time we left the trailer, descending metal stairs to the sandy ground, the wind had
stopped. The winter air lay cold and still, like death itself, in this valley of the departed. Just
above the entrance to Tut’s tomb
stood Orion — the constellation that the ancient Egyptians knew as the soul of Osiris, the god
of the afterlife — watching over the boy king.
Astonishing – amazing
Pixels - a pixel is a single point in a graphic image
Spun – to turn around
Vertebrae – series of small bones which form a backbone
In the trailer, the technician showed a beautiful image of Tut on a computer screen. He
showed the grey head which was scattered in pixels and he spun it around. Next, the
vertebrae, hand, rib cage, and transection of his skull were shown. As the work was done, the
pressure was finally off from the shoulders of Zahi Hawass. While sitting in his chair, he
smiled and said that he was relieved that nothing went wrong. He had not slept the previous
night and now, as the work was done, he would go and sleep.
By the time they left the trailer, the wind had stopped and the winter air was like death itself.
Just above the tomb the Orion constellation shone in the night sky, watching over the boy
king.
Question and Answers

1. Give reasons for the following.

(i) King Tut’s body has been subjected to repeated scrutiny.
Ans: King Tut’s body has been subjected to repeated scrutiny because of his history, his
treasures which he was buried with and to know the reason behind his death.
(ii) Howard Carter’s investigation was resented.

Ans: Howard Carter’s investigation was resented because of his unscientific methods to cut
off his body from the tomb. He also focused more on Tut’s wealth and less on to solve the
mystery of Tut’s life and death.
(iii) Carter had to chisel away the solidified resins to raise the king’s remains.
Ans: Carter had to chisel away the solidified resins to raise the king’s remains because the
body was cemented to the bottom of the solid gold coffin as the resins had hardened. No
force could move the body away and keeping the body in the sun, under 149 degrees
Fahrenheit also did not help.
(iv) Tut’s body was buried along with gilded treasures.

Ans: Tut’s body was buried along with gilded treasures as the ancient Egyptian royals were
extremely wealthy. They also believed that the royalty would take all the treasures with them
in their afterlife.
(v) The boy king changed his name from Tutankhaten to Tutankhamun.
Ans: Tutankhamun means ‘Living image of Amun’. Amun was a major god of ancient Egypt.
Amenhotep III smashed and closed his temples, later Tut restored his temples and beliefs
back in his empire. That is why he changed his name from Tutankhaten to Tutankhamun to
choose his belief in the god.
2. (i) List the deeds that led Ray Johnson to describe Akhenaten as “wacky”.
Ans: According to Ray Johnson, the Akhenaten was wacky because of the following reasons:
i.· He smashed and closed Amun’s images.

ii.· He worshipped Aten, sun’s disk
iii.· He moved the religious capital from the city of Thebes to the new city of Akhenaten,
called Amarna
iv.· He changed his name to Akhenaten
(ii) What were the results of the CT scan?

Ans: The results of the CT scan were astonishing which was 1700 digital X-rays cross-
sectioning each other to make a three-dimensional image. A grey head appeared and his
vertebrae were shown. The images of the hand, ribcage, and skull were shown which were so
clear.
(iii) List the advances in technology that have improved forensic analysis.
Ans: With the advancement in technology, it has been made possible for many scientific tests
to be carried out in a more accurate way to determine the cause of a crime. X-Ray, CT scan,
Post mortem, biopsy, and autopsy are now possible.
(iv) Explain the statement, “King Tut is one of the first mummies to be scanned — in
death, as in life...”
Ans: Tut’s mummy was the first one to be X-rayed in 1968 and later, in 2005, the first to be
scanned through Computing Tomography (CT). CT scan revealed new three dimensional
images of his body which answered many questions.

Discuss the following in groups of two pairs, each pair in a group taking opposite points
of view.
1. Scientific intervention is necessary to unearth buried mysteries.
Ans: For:
To understand the mysteries and history of the past, it is necessary to unearth certain buried
mysteries. It can help get the answers to the questions and gives us an idea about past lives
and how they used to live. Example – the scientific intervention of Indus Civilization.
Against:
There is no doubt that scientific intervention can be useful but it exploits with the valuable
assets of the buried. We can utilize the money involved in the investigation of the mummies
to help develop the resources.
2. Advanced technology gives us conclusive evidence of past events.

Ans: For:
With the advanced technology, it helps us to know about the past and those who were
involved. Such as through CT scan, it was possible to get an idea about King Tut and his
body. It helped solve mysteries about death. It provides data for forensic reconstruction and
satellite images help find burial sites. Through different software, date and time of an event
occurred in the past can be calculated.
Against:
After CT scan result images of Tut, still, no conclusion could be drawn. Instead of focusing
and using the time and money on past events, the government should focus on the present and
future.
3. Traditions, rituals and funerary practices must be respected.

Ans:
For:
Every religion has its own tradition, rituals and funerary practices which must be respected. It
should not be disturbed as Carter did with King Tut’s tomb.
Against:
There are many speculations made for ancient history, traditions, rituals and funerary
practices which should be cleared in order to know the truth. The people living in modern
time should follow anything which can danger their lives or make the conflict between
communities.
4. Knowledge about the past is useful to complete our knowledge of the world we live in.
Ans: For:
Knowledge of past events and important personalities help us understand where our roots are
from. It helps us to know how our modern world was formed gradually. From past
experiences and lessons, we learn not to commit the same mistake or we are gradually more
alert. Knowing about King Tut’s life and getting answers to the questions helped us
understand Pharaoh Dynasty and the Egypt Empire.
Against:
Always digging the past doesn’t help as it only wastes the time and resources. No one can
change the past and we cannot change what already has happened. So, we should focus on
what present and future will bring for us and we must work to make our tomorrow better.
Ranting about what happened yesterday cannot help us.

2. What do you think are the reasons for the extinction of languages?
Ans: A language can become extinct due to many reasons. If the world adapts with
technology and advancement, they make changes accordingly. Example, the Sanskrit
language cannot be seen used on a daily basis by people. However, in ancient times, it was a
language used both verbally and in writing. Also, if some level of restrictions is imposed on a
certain class of people not to use a language. It can become extinct gradually.
3. Do you think it is important to preserve languages?

Ans: Yes, it is very important to preserve languages as it helps us to understand our culture
and traditions. It helps in cultural development and it helps us to connect with the important
past events. It gives us knowledge about literature and the history of the language.
4. In what ways do you think we could help prevent the extinction of languages and
dialects?
Ans: We could help prevent the extinction of languages and dialects in the following ways:
1. By including the teaching of languages and dialects in school and college curriculums
2. By promoting the use of language and dialects verbally.
3. By conducting seminars and plays to pass the knowledge of the languages and dialects to
normal people.
4. By inviting people to take a few months course about learning languages and dialects.
Working with Words
1. Given below are some interesting combinations of words. Explain why they have been
used together.
(i) ghostly dust devils (vi) dark-bellied clouds
(ii) desert sky (vii) casket grey
(iii) stunning artefacts (viii) eternal brilliance
(iv) funerary treasures (ix) ritual resins
(v) scientific detachment (x) virtual body
Ans:
(i) ghostly dust devils – It refers to the anger of the dusty winds by frightful movements on
those people who tries to disturb the king.
(ii) desert sky – it refers to the dusky sky of the desert.
(iii) stunning artifacts – It refers to the beautiful items which were found in the tomb.
(iv) funerary treasures – the gold items which were kept while burying the king because
Egyptians believed that there is an afterlife.
(v) scientific detachment – it refers to the indifference towards science.
(vi) dark-bellied clouds – dark clouds containing rain
(vii) casket grey – It refers to the stars were covered by dark-bellied clouds the way jewels
are kept in a casket box
(viii) eternal brilliance – it refers to the timeless luster and shine of the gold and other
valuable items of the king
(ix) ritual resins – it is a customary duty in the process of burying a dead body
(x) virtual body – three dimensional body created by CT scan.
2. Here are some commonly used medical terms. Find out their meanings.
CT MRI Tomography Autopsy Dialysis ECG Post Angiography Biopsy

Scan Mortem
CT scan - It is a three-dimensional scan of a body with the help of hundreds of X-Ray in

cross-section together
MRI – Magnetic Resonance Imaging, a medical examination by the help of strong magnetic
field and radio waves to create a detailed image of the organs of the body
Tomography – a technique used to display a cross-section of a human body using hundreds
of X-rays or ultrasound
Autopsy – a post mortem examination used to discover the cause of death of the dead person
Dialysis – the process of purification of blood with the help of a machine which works as a
substitute for kidney
ECG – Also known as Electrocardiography, it is a process to test the signs of heart disease
by recording the electrical activity through small electrodes attached to the chest, arms and
legs
Post Mortem – an examination of a dead body to know the cause of the death
Angiography – radiography of blood or lymph vessels
Biopsy – examination of tissue removed from a living being to know the reason for the
disease
Poem 2 – The Laburnum Top
By Ted Hughes
Introduction
The poem ‘The Laburnum Top’ is written by Ted Hughes. It is about a repaying relationship
between the Laburnum tree and the Goldfinch bird. The tree is yellow, silent and death-like
and is made alive by the bird and her young ones. The yellow bird has her shelter on the tree
where she feeds her young ones. But as soon as the bird leaves to fly in the sky, the tree
becomes silent and death-like again.
Summary
The poem starts with a description of the Laburnum tree whose top was still and silent. Its
leaves had turned yellow and seeds had fallen down. It was a daytime in the month of
September when the tree was standing still and death-like.
The life-less tree becomes alive by the arrival of the Goldfinch bird. She came to feed her
younger ones who are on the thickness of the branch. The tree is her shelter. She arrives at
the end of the branch with the chirping sound. She further moves to the other side of the
branch with rapid and precautionary movement like a lizard. As soon as she arrives, her
younger ones start chirping like a machine and vibrating and flapping their wings. The death-
like tree becomes alive and it trembles and shakes.
After feeding them, she flies to the other side of the branch. Her dark coloured face with the
yellow body was barely visible as she vanished behind the yellow leaves. She flew away in
the sky, leaving the tree death-like again.
Poem and Explanation
The Laburnum top is silent, quite still

In the afternoon yellow September sunlight,
A few leaves yellowing, all its seeds fallen.
Laburnum – a short tree with hanging branches, yellow flowers, and

poisonous seeds
In the above lines, the poet says that he saw a Laburnum tree whose leaves were yellow.
The tree’s top is still and silent in the day time of September month. It is autumn season
and all the seeds of the tree had fallen.
The poet has used the word ‘yellow’ for leaves and sunlight. Yellow symbolizes silence,
death, and beauty. He describes the whole scene of the tree with this colour.
Till the goldfinch comes, with a twitching chirrup

A suddenness, a startlement, at a branch end.
Then sleek as a lizard, and alert, and abrupt,
She enters the thickness, and a machine starts up
Of chitterlings, and a tremor of wings, and trillings —
The whole tree trembles and thrills.
Goldfinch – a small singing birds with yellow feathers on its wings

Twitching – sudden jerk movement
Chirrup – a bird making repeated high pitched sounds
Startlement – feeling or showing sudden shock
Abrupt – rapid
Chitterings – to make a chattering sound
Tremor of wings – involuntary vibration of the wings
Trillings – to produce a chirruping sound
Trembles – to shake
Thrills – a sudden feeling of excitement
A Goldfinch bird comes to end the death-like scene of the tree and makes a sudden
chirrup sound. The bird while being rapid, alert and precautions like a lizard, sits on
the branches of the tree. As she moved towards the thickness of the branch, her younger
ones started chirruping and doing vibrations with wings, making a sound like a
machine. Because of the movement of the bird and her young ones, the tree starts to
shake and thrill.
The poet has given two opposite scenarios of the tree. The tree first being death-like and
still and then giving life and shelter to bird and her young ones.
It is the engine of her family.

She stokes it full, then flirts out to a branch-end
Showing her barred face identity mask
Flirts out – lead on to

Stokes – to add fuel to the engine
Barred – stripy
The Laburnum tree and the goldfinch bird is the engine of her family. She provides
food to her young ones and moves to the other branch end. Her dark coloured striped
face is visible as her body is yellow coloured and hides behind the yellow leaves of the
tree.
Then with eerie delicate whistle-chirrup whisperings

She launches away, towards the infinite
And the laburnum subsides to empty.
Eerie – weird and strange

Whistle-chirrup – gentle whisper like the chirping of the bird
Subsides – diminishes
After reaching the end of the branch, the bird makes a sweet chirping sound just like
whispering and flies away towards the infinite sky. It again makes the Laburnum tree
silent and death-like.
Literary Devices
1. Alliteration - repetition of a consonant sound at the beginning of two or
more consecutive words. The instances of alliteration in the
poem are as follows-
September sunlight
tree trembles
2. Simile – comparison between two things using like or as.

Sleek as a lizard
2. Metaphor – an indirect comparison between two things. Generally,
quality is compared.
“She enters the thickness, and a machine starts up” - the noise created by the movement of
the birds is compared to the machine’s noise
“It is the engine of her family.”
“Showing her barred face identity mask”
3. Personification – the attribution of personal nature characteristics to

something non-human
The whole tree trembles and thrills.
4. Transferred Epithet – the figure of speech where the adverb is

transferred to another noun
her barred face identity mask

Find out
1. What laburnum is called in your language?

Ans: In the Hindi language, the laburnum tree is called ‘Amaltaas’.
2. Which local bird is like the goldfinch?

Ans: Indian Lutino Ringneck is like the goldfinch.
Think it out
1. What do you notice about the beginning and the ending of the poem?
Ans: At the beginning and the ending of the poem, the laburnum tree was
standing still and silent just like death-like.
2. To what is the bird’s movement compared? What is the basis for the
comparison?
Ans: The goldfinch’s movement is compared to that of the lizard because she
was abrupt, sleek and alert. The same movements were observed when
she arrived at the tree and moved to the thickness side of the branch to
feed her young ones.
3. Why is the image of the engine evoked by the poet?

Ans: As the engine is the source to run the machine. The bird is compared to
the engine as she is the feeder of her family. As a machine cannot work
without an engine, her family can’t last without her.
4. What do you like most about the poem?

Ans: I liked the comparison of the state of the tree before and after the
goldfinch bird arrives and it makes the death-like tree alive.
5. What does the phrase “her barred face identity mask” mean?
Ans: The phrase “her barred face identity mask” means that the bird’s face
became her identity and symbol of recognition.
Note down
1. the sound words

2. the movement words
3. the dominant colour in the poem.
Ans:
i.Twitching, chirrup, chitterings, trillings, whispering

ii.Comes, enters, starts up, flirts out, launches away, tremble, subside
iii.Yellow
List the following

1. Words which describe ‘sleek’, ‘alert’ and ‘abrupt’.
2. Words with the sound ‘ch’ as in ‘chart’ and ‘tr’ as in ‘trembles’ in
the poem.
3. Other sounds that occur frequently in the poem.
Ans:
i.Lizard, machine, and suddenness

ii.Goldfinch, branch, chitterings, chirrup, trillings, twitching, tremors
iii.‘ing’ sound in words like twitching, chitterings, wings, trillings, whisperings
Introduction
The Portrait of a Lady is the story of the author. He describes his relationship with his
grandmother over the years. He pens down her daily activities and how she evolved as a
character as time passed by. He explains her appearance which helps create an image in the
reader’s mind.
Summary
The chapter ‘The Portrait of a Lady’ is the story of the author and his grandmother. The
grandmother was an old woman with a wrinkled face. The author had always seen her like
this, for the past twenty years. She appeared to be so old that he could not imagine her being
‘young and pretty’, someone who had a husband. She was short, fat and slightly bent. The
author had seen his grandfather’s portrait- an old man with a turban and a long white beard
covering his chest. To the author, his grandfather didn’t seem like a man who could have a
wife and children, but someone who could have lots of grandchildren. His grandmother used
to move around the house in ‘Spotless White’ with her one hand resting on her waist and her
other hand counting the beads of her rosary.
In the initial days, the author and his grandmother had a good relationship. She used to wake
him up and get him ready for school. She used to pack the things required by him for the day
and walked him to school every day. She used to visit the temple that was attached to the
school. She had a routine of reading the scriptures. The author along with other children sat
on the veranda singing alphabets and morning prayers. They both used to come back home
together with stray dogs roaming around them as his grandmother would carry the stale
chapattis to feed them.
Soon, the parents of the author who went to the city to settle in and called them. As they
reached the city, his relationship with his grandmother took a turn. Though they shared the
room, there bond grew apart. He started going to an English medium school, she no longer
accompanied him to his school, and there were no longer stray dogs who roamed around
them while walking back home. She, however, used to ask him about his day and what he
had learned. She didn’t understand anything as everything was in another language which she
could not understand. She didn’t approve of the new syllabus that he was studying because
she thought that they did not teach him about God and the scriptures. They saw less of each
other.
As the days passed, he grew older and soon went to the university. He had his own room and
this made their relationship sour. She stopped talking to everyone and spent her whole day
sitting at her spinning wheel, reciting prayers and moving beads of the rosary with one hand.
However, she loved feeding sparrows in the veranda at dawn. Breaking bread into pieces and
feeding it to the birds was her daily routine. The birds would sit on her legs, her head, some
even on the shoulders.
Soon, the author decided to go abroad for further studies. She came to the railway station to
leave him off. She was not sentimental, continuously recited her prayers, her mind lost in the
prayers, and she kissed him on the forehead. After five years, as he returned home, she was
there, came to pick him at the station, was still the same as she had been five years ago. She
clasped him within her arms and didn’t say a word. She still used to feed her sparrows.
One day, she didn’t recite her prayers but instead collected the women of the neighbourhood,
got a drum and started singing. The next morning, she was ill with mild fever. The doctor
said that there was nothing to worry about but she was sure that her end was near.
She didn’t want to waste her time talking to anyone in the family anymore but spend her last
hours in reciting her prayers laying on the bed. She died and so her body lay on the bed,
lifeless. As they prepared for her funeral, they saw all the sparrows sitting in the veranda
around her, mourning her death.

My grandmother, like everybody’s grandmother, was an old woman. She had been old and
wrinkled for the twenty years that I had known her. People said that she had once been young
and pretty and had even had a husband, but that was hard to believe. My grandfather’s
portrait hung above the mantelpiece in the drawing-room. He wore a big turban and loose-
fitting clothes. His long, white beard covered the best part of his chest and he looked at least
a hundred years old. He did not look the sort of person who would have a wife or children.
He looked as if he could only have lots and lots of grandchildren. As for my grandmother
being young and pretty, the thought was almost revolting. She often told us of the games she
used to play as a child. That seemed quite absurd and undignified on her part and we treated
it like the fables of the Prophets she used to tell us.
Wrinkled- having lines or folds
Portrait- painting or picture
Mantelpiece- a structure of wood, marble, or stone above and around a fireplace.
the thought was almost revolting- it was very hard for the author to believe
Revolting – unpleasant
Absurd - Illogical
Undignified- disrespectful
Fables- fictitious stories with a moral teaching
Prophets- saints
The author talks about his grandmother. He had known her for the past twenty years
and she had always been old and wrinkled. He was told that she was once young and
pretty and had a husband. His grandfather’s portrait hung on the wall, in which he
wore loose fitted clothes, a turban and had a long, white- coloured beard that reached
his chest. He also appeared very old and the author thought that he was someone who
could have many grandchildren but not a wife or children. The author could never
imagine that once his grandmother was young and pretty. He could not connect to this
idea. She used to tell him and his cousins about her childhood memories like the games
she used to play as a child. They found these stories illogical and disrespectful because it
was beyond their imagination to think that grandmother was once a child and played
such games. They thought that her life’s stories were like the other moral stories which
she used to tell them.
She had always been short and fat and slightly bent. Her face was a criss-cross of wrinkles
running from everywhere to everywhere. No, we were certain she had always been as we had
known her. Old, so terribly old that she could not have grown older, and had stayed at the
same age for twenty years. She could never have been pretty; but she was always beautiful.
She hobbled about the house in spotless white with one hand resting on her waist to balance
her stoop and the other telling the beads of her rosary. Her silver locks were scattered untidily
over her pale, puckered face, and her lips constantly moved in inaudible prayer. Yes, she was
beautiful. She was like the winter landscape in the mountains, an expanse of pure white
serenity breathing peace and contentment.
Criss- cross - a pattern of intersecting straight lines
Hobbled – walked in an awkward way
spotless white - she wore clean, white coloured dresses
Stoop – bend one’s body forward
Rosary- a string of beads for keeping count of number of chants made of a religious
prayer
Locks- hair
Scattered – disorganized
Untidily - not neat
Puckered – a face contract into wrinkles
Inaudible- unable to be heard
Serenity – the state of being peaceful and calm
an expanse of pure white serenity - refers to the calm, relaxed and peaceful character of
the author’s grandmother
Contentment – a state of happiness and satisfaction
His grandmother was short, fat, slightly bent in posture and her face had lots of
wrinkles. She seemed so old and she had been the same for the past twenty years.
According to the author, she was beautiful but not pretty. She walked around the house
in an awkward way, wearing spotless white clothes with beads of the rosary hanging
from one hand and the other hand rested on her back for support. She had silver-
colored hair which was not neatly combed and was disorganized. She was constantly
chanting prayers. He compares her to the winter landscape in the mountains which has
a peaceful and calm feel. She was a live example of a pure, white, peace - emitting entity.
My grandmother and I were good friends. My parents left me with her when they went to live
in the city and we were constantly together. She used to wake me up in the morning and get
me ready for school. She said her morning prayer in a monotonous sing-song while she
bathed and dressed me in the hope that I would listen and get to know it by heart; I listened
because I loved her voice but never bothered to learn it. Then she would fetch my wooden
slate which she had already washed and plastered with yellow chalk, a tiny earthen ink-pot
and a red pen, tie them all in a bundle and hand it to me.
After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went
to school. She carried several stale chapattis with her for the village dogs.
Monotonous – dull and boring
Bothered- to be concerned
Fetch – go for and then bring back something for someone
Slate- a flat plate of slate formerly used for writing on in schools
Plastered- covered with a layer of plaster
Earthen- made of baked or fired clay
Stale- no longer fresh and pleasant to eat; hard, musty, or dry.
The author lived with her in the village. They were good friends. His parents left him
with her to settle in the city. The author’s grandmother used to wake him up every
morning and get him ready for school. She would recite her morning prayers while she
bathed and dressed him up and he loved her voice but would not try to memorize a
word of what she spoke. She would make his things ready like a wooden slate, a tiny
earthen inkpot, and a red pen. He would eat a thick stale chapatti with butter and sugar
spread on it. They both used to walk to school and his grandmother carried stale
chapattis with her to feed the village dogs.
My grandmother always went to school with me because the school was attached to the
temple. The priest taught us the alphabet and morning prayer. While the children sat in rows
on either side of the verandah singing the alphabet or the prayer in a chorus, my grandmother
sat inside reading the scriptures. When we had both finished, we would walk back together.
This time the village dogs would meet us at the temple door. They followed us to our home
growling and fighting with each other for the chapattis we threw to them. When my parents
were comfortably settled in the city, they sent for us.
That was a turning-point in our friendship. Although we shared the same room, my
grandmother no longer came to school with me. I used to go to an English school in a motor
bus. There were no dogs in the streets and she took to feeding sparrows in the courtyard of
our city house.
Scriptures - the sacred writings of a religion
Growling - making a low guttural sound in the throat
Courtyard- verandah
His grandmother would accompany him to the school as the temple was attached to the
school and she used to visit the temple daily. On one side, he would sit on the verandah
with other children, would sing the alphabet and prayers in the chorus. On the other
hand, she would sit in the temple to read the scriptures. After finishing, they would
walk back home together. The village dogs met them at the village door. They would
follow them to their home, growling and fighting with each other for the stale chapatis
that she fed them. When his parents got settled in the city, they called them. That was
the turning point of his friendship with his grandmother. They shared the same room
but she no longer would give him company to his school. He started going to an English
medium school and a motor bus would come to pick and drop him. There were no dogs
in the streets whom she could feed as she did in the village. So, she started feeding
sparrows in the verandah of their house.
As the years rolled by we saw less of each other. For some time she continued to wake me up
and get me ready for school. When I came back she would ask me what the teacher had
taught me. I would tell her English words and little things of western science and learning,
the law of gravity, Archimedes’ Principle, the world being round, etc. This made her
unhappy. She could not help me with my lessons. She did not believe in the things they
taught at the English school and was distressed that there was no teaching about God and the
scriptures. One day I announced that we were being given music lessons. She was very
disturbed. To her music had lewd associations. It was the monopoly of harlots and beggars
and not meant for gentlefolk. She said nothing but her silence meant disapproval.
She rarely talked to me after that.
Years rolled by- time passed
Distressed - suffer from extremely sorrow, anxiety or pain
Lewd Association – Indecent or Obscene
Harlots – Prostitutes
Gentlefolk - People of noble birth
As the years passed in the city, their interaction reduced. For some time, she continued
to wake him up and would get him ready for school. She would ask him what he had
learned in school that day. The scientific terminology and English words made her
unhappy. As she didn’t know the language, she could not help him with the lessons. As
his new school never taught him about God and religious scriptures, this made her sad.
She did not approve of such an education. When she came to know that he was getting
music lessons, it disturbed her. According to her, music was indecent and it was an art
for the beggars and prostitutes, and not for those belonging to decent families. She
didn’t like that he learned music, so, she stopped talking to him.
When I went up to University, I was given a room of my own. The common link of
friendship was snapped. My grandmother accepted her seclusion with resignation. She rarely
left her spinning-wheel to talk to anyone. From sunrise to sunset she sat by her wheel
spinning and reciting prayers. Only in the afternoon she relaxed for a while to feed the
sparrows. While she sat in the verandah breaking the bread into little bits, hundreds of little
birds collected round her creating a veritable bedlam of chirrupings. Some came and perched
on her legs, others on her shoulders. Some even sat on her head. She smiled but never shooed
them away. It used to be the happiest half-hour of the day for her.
Snapped- break suddenly and completely
Seclusion – the state of being private and away from the people
accepted her seclusion with resignation- the grandmother accepted a lonely life as she
accepted the separation from her grandson without objection
Spinning-wheel - a household machine with a wheel attached to it for spinning yarn
A veritable bedlam of chirruping’s - refers to the noise and confusion caused by the
chirruping’s of the sparrows
Veritable - use to describe something which is very interesting or unusual
Bedlam – confusion
Chirruping’s – the noise of a small bird
Perched - alight or rest on something
Shooed - make a person or animal go away by shouting or saying ‘shoo’
As the author went to university, he had a room of his own. The common link of his
friendship with his grandmother that they had when they shared the same room, was
changed now and thus, his friendship with her ended. She became more private and
spent her whole day spinning wheel. From sunrise to sunset, she would sit and silently
recite her prayers. In the afternoon, she used to feed sparrows in the verandah.
Breaking the bread into small pieces, she would feed hundreds of birds. The birds
would gather around her, some sat near her, some on her legs, some on her shoulders
and few on her head. She never shooed them, but always smiled. She was the happiest in
that half an hour during the whole day.
When I decided to go abroad for further studies, I was sure my grandmother would be upset. I
would be away for five years, and at her age one could never tell. But my grandmother could.
She was not even sentimental. She came to leave me at the railway station but did not talk or
show any emotion. Her lips moved in prayer, her mind was lost in prayer. Her fingers were
busy telling the beads of her rosary. Silently she kissed my forehead, and when I left I
cherished the moist imprint as perhaps the last sign of physical contact between us. But that
was not so. After five years I came back home and was met by her at the station. She did not
look a day older. She still had no time for words, and while she clasped me in her arms I
could hear her reciting her prayers. Even on the first day of my arrival, her happiest moments
were with her sparrows whom she fed longer and with frivolous rebukes.
Sentimental - a feeling of nostalgia, sadness or tenderness; an emotional feeling
Beads - a small piece of glass or stone threaded with others to make a rosary or necklace
Cherished - hold something dear
Moist- wet
Imprint - impression or stamp
Clasped – hold tightly
Frivolous – not having any serious purpose, light-hearted
Rebuke - disapproval of something or someone
frivolous rebukes - light hearted scolding’s
When the author decided to go abroad for further studies, he believed it would be the
last time he would see her as he would be gone for five long years. As they all reached
the station, she held him tightly and kissed his forehead. He thought it was the last
physical contact with her. The wet impression of her hand was dear to him. She was not
sentimental at all. When he came back after five years, she came to meet him at the
station. She looked just the way she did five years ago, not a day older. She held him
again in her arms and was still reciting her prayers. He noticed on the first day of his
arrival that only sparrows would make her happy.
In the evening a change came over her. She did not pray. She collected the women of the
neighbourhood, got an old drum and started to sing. For several hours she thumped the
sagging skins of the dilapidated drum and sang of the home-coming of warriors. We had to
persuade her to stop to avoid overstraining. That was the first time since I had known her that
she did not pray. The next morning she was taken ill. It was a mild fever and the doctor told
us that it would go. But my grandmother thought differently. She told us that her end was
near. She said that, since only a few hours before the close of the last chapter of her life she
had omitted to pray, she was not going to waste any more time talking to us.
Thumped- hit
Sagging – sinking downwards
Dilapidated – in a state of despair or ruin
the sagging skins of the dilapidated drum- The loose surface of the worn out drum
Persuade - to talk someone into doing something, requested
Overstraining- overdoing something
Omitted - leave out or exclude something
An evening, she didn’t follow her regular routine of praying. She collected a few women
from the neighbourhood, got a drum and started singing with them. She thumped the
ruined part of the drum and sang along. The whole family persuaded her to stop as she
might get ill due to exhaustion. The next morning, she fell ill. It was a mild fever. The
doctors told them that it would go away but she took it differently. According to her,
she would die soon as her end was near. She started chanting prayers as she didn’t want
to waste her last hours in talking to anyone.
We protested. But she ignored our protests. She lay peacefully in bed praying and telling her
beads. Even before we could suspect, her lips stopped moving and the rosary fell from her
lifeless fingers. A peaceful pallor spread on her face and we knew that she was dead.
Protested - express an objection against something or someone
Pallor – an unhealthy pale appearance
The family protested, tried to stop her but she lay peacefully on her bed, chanting
prayers and doing her beads. Suddenly, she stopped and the rosary fell from her lifeless
fingers. A calm, pale appearance spread on her face and she was dead.
We lifted her off the bed and, as is customary, laid her on the ground and covered her with a
red shroud. After a few hours of mourning we left her alone to make arrangements for her
funeral. In the evening we went to her room with a crude stretcher to take her to be cremated.
The sun was setting and had lit her room and veranda with a blaze of golden light. We
stopped half-way in the courtyard.
All over the veranda and in her room right up to where she lay dead and stiff wrapped in the
red shroud, thousands of sparrows sat scattered on the floor. There was no chirruping. We felt
sorry for the birds and my mother fetched some bread for them. She broke it into little
crumbs, the way my grandmother used to, and threw it to them. The sparrows took no notice
of the bread. When we carried my grandmother’s corpse off, they flew away quietly. Next
morning the sweeper swept the bread crumbs into the dustbin.
Customary - traditional
Crude – in a natural state, roughly made
Cremated - dispose of or burn a body after it is dead
Blaze - a very large burning fire
Shroud – a piece of cloth used to wrap a dead person
Corpse- dead body
The family lifted her from the bed, laid her on the ground and wrapped her with a red-
coloured cloth. Thousands of sparrows sat silently near her. The author’s mother
fetched some bread for the birds but they didn’t eat any. They flew away later as the
family carried the dead body. The sweeper removed the crumbs the next morning. The
birds were so sensitive. They did not want to eat bread but were mourning the death of
the one who had fed them for so many days.

Mention
1. The three phases of the author’s relationship with his grandmother before he left
the country to study abroad.
Ans: The three phases of the author’s relationship with his grandmother
before he left the country to study abroad are as follows:
1. First Phase: The period of his early childhood where he used to live with her in the
village. His grandmother used to wake him up and get him ready for
school. They both would walk to school together and come back home
together. They had a good friendship with each other.
2. Second Phase: In this phase, the author and his grandmother shifted to the city as the
author’s parents settled well in the city. Although they shared the
same room, this was the turning point of their friendship. Now, they
saw less of each other.
3. Third Phase: When the author went to the university, he was given a room of his
own. This made their friendship bond weaker as the common link
between them ‘the same room’ snapped. She became quieter and
private and kept the spinning wheel all day long. She would feed the
sparrows once a day and this was the only thing that made her happy
now.
2. Mention
Three reasons why the author’s grandmother was disturbed when he started going
to the city school.
Ans: When the author used to live in the village with her, they both had a good friendship.
She used to wake him up, got him ready and would also accompany him to school. All this
changed when they moved to the city. The grandmother was disturbed for the following
reason:
1. She no longer could help him in his lessons. As he started going to the English medium
school, this became a barrier for her.
2. There were no teachings about God and the scriptures.
3. She didn’t like him taking the music lessons. According to her, music was only for beggars
and harlots.
3. Mention
Three ways in which the author’s grandmother spent her days after he grew up.
Ans: His grandmother changed a lot since he grew up. She would spend her day at the
spinning wheel, chanting prayers and feeding sparrows.
4. Mention
The odd way in which the author’s grandmother behaved just before she died.
Ans: She didn’t pray the evening before dying. She collected the women from the
neighbourhood and started singing homecoming of the warriors with the help of the drum.
The next morning when she fell ill, she said her end was near. She started praying peacefully
while laying on her bed. She refused to talk to anyone during her last hours.
5. Mention
The way in which the sparrows expressed their sorrow when the author’s
grandmother died.
Ans: The grandmother used to feed the sparrows in her veranda each day. She developed a
special relationship with them. When she died, thousands of sparrows expressed their sorrow
by sitting in a scattered way around her in the veranda. They didn’t chirrup and there was
complete silence. The author’s mother tried to feed them by breaking the bread and throwing
it in front of them. But they didn’t eat anything. When the family carried grandmother’s
corpse, they all flew away quietly.
Talking about the text.
1. The author’s grandmother was a religious person. What are the different ways in
which we come to know this?
Ans: When she lived in the village with the author, she used to sing prayers in a monotonous
sound while getting him ready each morning. She used to walk the author to his school and
then visit the temple attached to the school every day. She would sit and read scriptures.
Later when they moved to the city, she would carry the beads of the rosary with her all the
time. She would continuously chant her prayers and her hand remained busy in telling the
beads. When the author went to study at the university, she went into seclusion and spent her
whole day in chanting prayers.
2. Describe the changing relationship between the author and his grandmother. Did
their feelings for each other change?
Ans: In the early days, they both shared a good bond. She would get him ready for school,
accompany him and would come back with him later in the day. She would help him with his
studies and would teach him prayers by singing in a monotonous tone every morning. When
they moved to the city, their relationship was strained. He started going to an English
medium school. She would no longer accompany him to the school or could not help him
with the lessons. She didn’t like his new school as they never taught him about God or
scriptures. Later, when he started taking music lessons, she disapproved of it as she thought
that music was only for beggars or harlots. She stopped talking to him afterwards and would
spend her day alone while chanting prayers.
When the author went to university and then abroad, their bond weakened. She would spin
the wheel the whole day and chant her prayers. She accepted the seclusion.
No, their feelings for each other didn’t change but during the time, a distance developed
between them.
3. Would you agree that the author’s grandmother was a person strong in character?
If yes, give instances that show this.
Ans: Yes, the grandmother was a strong person in character. The instances to show this are
as follows:
1. She had her own thoughts about schools and their teachings. She considered learning
scriptures a better thing than studying science or English.
2. She didn’t like music as according to her, music was for low-level people.
3. When the author went to the university, in seclusion, she would spin the wheel, chant
prayers, tell beads and feed bread crumbs to the sparrows.
4. When she sang the homecoming of the warriors for hours and didn’t stop even when her
family tried a million times.
5. During her last time, she didn’t want to waste any time talking to anyone so she lay silently
on her bed and chanted her prayers till she died.
Thinking about language.
1. Which language do you think the author and his grandmother used while talking to
each other?
Ans: The author and his grandmother used to talk to each other in their mother tongue. As
the author belongs to Punjab state, they would talk in Punjabi language.
Grammar exercises
I. Notice the following uses of the word “tell” in the text.
1. Her fingers were busy telling the beads of her rosary.
2. I would tell her English words and little things of Western science and
learning.
3. At her age one could never tell.
4. She told us that her end was near.
Given below are four different senses of the word ‘tell’. Match the meanings to the uses
listed above.
1. Make something known to someone in spoken or written words
2. Count while reciting
3. Be sure
4. Give information to somebody
Ans:
1. I would tell her English words and little things of Western science and learning.
2. Her fingers were busy telling the beads of her rosary.
3. At her age one could never tell.
4. She told us that her end was near.
II. Notice the different senses of the word ‘take’.

1. to take to something: to begin to do something as a habit
2. to take ill: to suddenly become ill
Locate these phrases in the text and notice the way they are used.
Ans: These phrases have been used in the story as follows:
1. “… she took to feeding sparrows in the courtyard of our city house”
She would feed sparrows daily in the verandah. She made this her habit when they moved to
the city.
2. “The next morning she was taken ill”
This phrase refers to the fact that the author’s grandmother was suddenly ill.
III. The word ‘hobble’ means to walk with difficulty because the legs and feet are in bad
condition. Tick the words in the box below that also refer to a manner of walking.
haggle shuffle stride ride waddle
wriggle paddle swagger trudge slog
Ans: The words which also refers to a manner of walking are: shuffle, stride, waddle,
swagger, trudge, and slog.
Poem
Photograph
By Shirley Taulson
Introduction
The poem ‘A Photograph’ is written by Shirley Toulson. In this poem, she recalls her mother
and her memories while looking at a childhood photograph when her mother was twelve
years old or so. She has been deceased twelve years ago and she cannot explain her grief on
her mother’s loss.
Summary
The poem is a tribute to the poet’s mother. She is looking at an old photograph of her mother
which has a frame of cardboard. The picture has three girls in which the middle one is the
oldest and tallest.
It is her mother when she was twelve years old or so. Beside her, on both sides are her two
cousins, Betty and Dolly, who are holding her hands and are younger than her. They went for
paddling on a beach holiday. Her uncle took the photograph then. The poet could not help but
notice her mother’s sweet face. The sea touched her terribly transient feet which depicted that
she changed over the years and the sea remained the same.
After twenty-thirty years, her mother would laugh at the photograph. She would make the
poet look at the photograph and tell her how their parents would dress them up for the beach
holiday. The beach holiday was her mother’s favourite past memories while her laugh was
the poet's favourite memory. Both of them lost something which they cherished a lot and yet
cannot live that moment again.
Those sweet moments were memories now.
Now, the poet’s mother had been dead for the past twelve years, which is the same number as
of her age when the photograph was taken back then. She cannot express the grief that she
has from her mother’s absence.
Line 1 – 4:
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
Paddling – walking
In these lines, the poet is looking at an old photo album which is made up of cardboard. In the
picture, there are three girls who are walking on the beach holding each other’s hands. The
girl in the middle is the tallest and oldest, the other two girls on each side are younger than
her. The girl in the middle is the poet’s mother. She is around twelve years old when the
picture was taken.
Line 5 – 9:
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
Transient – short-term; temporary
In the above lines, the poet describes how the photograph was taken. Her mother’s uncle took
the photograph and told them to stop and pose. All three of them left their wet hair open and
smiled at the camera. The poet’s attention is drawn towards his mother’s face which is
described as a ‘sweet face’. The photograph was taken long before the poet was born. The
poet calls their feet ‘terrible transient’ as they were so young by then and now they had
grown older. On the other hand, the sea which touched their feet has changed less.
Line 10 – 13:
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
Snapshot – photograph
After twenty-thirty years later, she would laugh at the photograph. She would tell me to look
at her cousins, Betty and Dolly and how their parents would dress all three of them up for the
beach. They would have planned to take a photograph beforehand.
Line 14 – 15:
Was her past, mine is her laughter. Both wry

With the laboured ease of loss.
Wry – ironic; mocking
The poet recalls the sea holiday was her mother’s favourite moment from the past. While the
poet’s favourite moment from the past was her mother’s laughter. Both the women would
think about those past memories which they cannot live again. They tried their best to adjust
to what they lost.
Line 16 – 19:
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.
Silences – a complete absence of sound

In the above lines, the poet says that her mother died twelve years ago, the same age her
mother was in the photograph. Whenever the poet thinks of her mother’s death, she cannot
explain what effect she has of her mother’s death. Death has silenced her mother which has
also left her speechless.
Literary Devices
Alliteration - repetition of a consonant sound at the beginning of two or more consecutive
words. The instances of alliteration in the poem are as follows-
Stood still
Through their
My mother’s
Terribly transient
Silence silences
Oxymoron - a term which contradicts itself

Laboured ease
Epithet - a phrase expressing a quality of a person or something

Terribly transient
Think it out
1. What does the word ‘cardboard’ denote in the poem? Why has this word been used?
Ans: In the poem, the word ‘cardboard’ means a frame which supports the photograph. This
word had been used in the poem because the picture is very old when the cardboard was used
as a photo frame.
2. What has the camera captured?

Ans: The camera has captured the poet’s mother and her two cousins, Betty and Dolly, on the
beach. They went for paddling where her mother’s uncle captured the photo in between the
moment. Her mother was around twelve years old and was in the middle. She was holding
the hands of her cousins who were on the side of her. It was her mother’s favourite past
memories.
3. What has not changed over the years? Does this suggest something to you?
Ans: The lines ‘And the sea, which appears to have changed less’ depicts that the sea which
touched her mother’s feet is the one which has not changed over the years. Whereas, her
mother and her cousins grew older. The sea symbolises eternity and immortality. Human
being has a life span and has to die one day. Life is not permanent. The poet is sad about her
mother’s demise twelve years ago and her laugh is her favourite past memory.
4. The poet’s mother laughed at the snapshot. What did this laugh indicate?
Ans: The poet’s mother laughed at the snapshot recalling her favourite past memories. She
looked back at the photograph and remembered how their parents would dress them up for
the beach holiday. Her laugh indicated her remembering the innocent days and the nostalgia
feeling. Behind the laugh is also a feeling of pain that those days won’t be back.
5. What is the meaning of the line “Both wry with the laboured ease of loss.”
Ans: the above lines means that the poet’s mother felt pain whenever she saw the old
photograph because the innocent childhood days would never be back. Those are just the
memories. While the poet has lost his mother twelve years ago and she misses her a lot and
recalls her laughing and pointing out the outfits they used to wear at the beach holidays. Both
of them lost something.
6. What does “this circumstance” refer to?

Ans: The words ‘this circumstance’ refers to the present situation of the poet which is the
painful memories of her mother who have been deceased twelve years ago. While looking at
the old photograph of her mother’s childhood makes her miss her more. She remembers her
laughing and how the photograph was her favourite past memory.
7. The three stanzas depict three different phases. What are they?
Ans: the first stanza depicts her mother’s childhood days when she was twelve years old or
so. It talks about a photograph of her with her two cousins on a beach holiday. Her uncle took
the photograph. Her mother changed over the years as she grew older. While the sea which
touched their feet in that beach holiday hadn’t changed over the years.
In the second stanza, the poet talks about her childhood days when her mother used to look at
the photograph and recalls everything mentioned in the first stanza.
In the last stanza, the poet shares that her mother is dead as many years ago as was her age in
the photograph. She died twelve years ago. The poet is recalling her mother’s old memories
while looking at the photograph. She is in pain and misses her deceased mother. She has no
words to describe her grief.
Chapter 4
Landscape of the Soul
By Nathalie Trouveroy
Introduction
Written by Nathalie Trouveroy, the chapter is about how different the Chinese Art form is,
from the European art form. The writer uses two stories to make a contrast. European art is
about reproducing an actual view whereas Chinese art is about not creating a real landscape.
European art is an artist’s way to let viewers show exactly what he wants them to see in the
landscape. Chinese art is the artist’s spiritual and inner voice where you can travel from any
point and it lets the viewer creates a path for their imagination.
Summary
In this chapter, the writer contrasts two forms of art – Chinese art and European art by using
two different stories. In China during the eighth century, the Tang emperor Xuanzong
commissioned a painter Wu Daozi to decorate a wall in the palace. Upon seeing the wall
painting, the Emperor started noticing the outer appearance of the painting but the painter
drew his attention to a cave at the foot of the mountain. The painter told the Emperor that he
would take him inside. The painter entered the cave and the entrance closed behind him. As
soon as the painter clapped his hand, the painting on the wall was gone and so was the
painter.
In another story, a painter wouldn’t draw an eye of a dragon as he feared that the dragon
would fly out of the painting. In another story to represent a European art form, a master
Blacksmith falls in love with a painter’s daughter. The father didn’t approve of him because
of his profession. The blacksmith sneaked into his painting studio and painted a fly on the
painter’s latest panel. The fly seemed so real that the painter tried to hit it first before
realizing it was in the painting. The painter accepted him as a trainee in his studio. The
blacksmith married the painter’s daughter and later became one of the famous painters of his
time.
These stories revealed as to how art form is believed to be followed in two different regions
in the world. In Europe, an artist wants the viewer to see a real viewpoint by borrowing his
eyes. The art must be perfect and must be illusion likeness. Whereas, in China, the artist
doesn’t paint a real one but uses his inner and spiritual voice to create an abstract piece. The
viewer can enter the painting from any point and can travel according to his own imagination.
The artist wants the viewer to enter his mind and create a path of its own.
This concept is called ‘Shanshui’ which means ‘mountain water’. When they are used
together, they make the word ‘landscape’.
A WONDERFUL old tale is told about the painter Wu Daozi, who lived in the eighth
century. His last painting was a landscape commissioned by the Tang Emperor Xuanzong, to
decorate a palace wall. The master had hidden his work behind a screen, so only the Emperor
would see it. For a long while, the Emperor admired the wonderful scene, discovering forests,
high mountains, waterfalls, clouds floating in an immense sky, men on hilly paths, birds in
flight. “Look, Sire”, said the painter, “in this cave, at the foot of the mountain, dwells a
spirit.” The painter clapped his hands, and the entrance to the cave opened. “The inside is
splendid, beyond anything words can convey. Please let me show Your Majesty the way.”
The painter entered the cave; but the entrance closed behind him, and before the astonished
Emperor could move or utter a word, the painting had vanished from the wall. Not a trace of
Wu Daozi’s brush was left — and the artist was never seen again in this world.
Dwells – live; stay

Splendid – very impressive; superb
Astonished – greatly surprised or impressed
A painter named Wu Daozi who lived in the eighth century was assigned to decorate a
Palace wall by the Tang Emperor Xuanzong. It was his last painting. The painter hid
his work behind the screen so the only emperor would see it. The Emperor upon looking
at the painting admired many things into that painting like discovering forests, high
mountains, waterfalls, floating clouds, men on hilly paths and birds in flight. The
painter then made him look at a cave in the painting which was at the foot of the
mountain and compared it with a living spirit. As the painter clapped his hands, the
entrance of the cave opened and he let the emperor know how beautiful the inside of the
cave was and he asked him to show all this to him. The painter entered the cave and the
entrance closed behind him. The Emperor couldn’t enter the cave, as the Emperor was
greatly surprised, the painting vanished from the wall. After that, the painter was never
seen again.
Such stories played an important part in China’s classical education. The books of Confucius
and Zhuangzi are full of them; they helped the master to guide his disciple in the right
direction. Beyond the anecdote, they are deeply revealing of the spirit in which art was
considered. Contrast this story — or another famous one about a painter who wouldn’t draw
the eye of a dragon he had painted, for fear it would fly out of the painting — with an old
story from my native Flanders that I find most representative of Western painting.
Disciple – a follower or a pupil of a leader, teacher

Anecdote – a short interesting story of a real person
Flanders – a medieval country in Western Europe
These stories played an important role in classical education in China. Similarly, like
the books of Confucius and Zhuangzi are full of such stories as they help the master to
help and guide his followers in the right direction. These stories were considered to be
deeply revealing of the spirit just like the art. There was another famous story, in
contrast to the previous one, where the painter wouldn’t paint the eye of a dragon. He
feared that the dragon would fly out from the painting. It was one of the stories from
many others which came from a medieval country in Western Europe.
In fifteenth century Antwerp, a master blacksmith called Quinten Metsys fell in love with a
painter’s daughter. The father would not accept a son-in-law in such a profession. So Quinten
sneaked into the painter’s studio and painted a fly on his latest panel, with such delicate
realism that the master tried to swat it away before he realised what had happened. Quinten
was immediately admitted as an apprentice into his studio. He married his beloved and went
on to become one of the most famous painters of his age. These two stories illustrate what
each form of art is trying to achieve: a perfect, illusionistic likeness in Europe, the essence of
inner life and spirit in Asia.
Antwerp – a city of northern Belgium

Delicate Realism – the quality of art that makes it seem real
Swat – hit or crush something
Apprentice – trainee; learner
Illusionistic Likeness – an illusion created which resembles something
During the fifteenth century in Antwerp, a master blacksmith named Quinten Metsys
falls in love with a painter’s daughter. Since the father was not accepting their
relationship because of his profession, the blacksmith sneaked into the painter’s studio
and painted a fly on his latest panel. The painting was so real that the master tried to hit
the fly away, before he realized that it was just a painting. The blacksmith wasaccepted
into the studio as a trainee. He married the painter’s daughter and later became one of
the famous painters of his age. The two stories told above are trying to illustrate the
form of art in two different regions. In Europe, the art is perfect and like an illusion
which resembles something; In Asia, the art gives an essence of inner life and spirit.
In the Chinese story, the Emperor commissions a painting and appreciates its outer
appearance. But the artist reveals to him the true meaning of his work. The Emperor
may rule over the territory he has conquered, but only the artist knows the way within.
“Let me show the Way”, the ‘Dao’, a word that means both the path or the method, and
the mysterious works of the Universe. The painting is gone, but the artist has reached
his goal — beyond any material appearance.
As in the Chinese story, the artist reveals the true meaning of his work to the Emperor who
rules over his territory but didn’t know the way within. The Emperor only saw the outer
appearance of the wall painting. The work was mysterious and ‘Dao’ which means something
which has both paths is what the artist did. As the painting was gone after the artist reached
the caves, the motive was fulfilled that some work is beyond material appearance.
A classical Chinese landscape is not meant to reproduce an actual view, as would a Western
figurative painting. Whereas the European painter wants you to borrow his eyes and look at a
particular landscape exactly as he saw it, from a specific angle, the Chinese painter does not
choose a single viewpoint. His landscape is not a ‘real’ one, and you can enter it from any
point, then travel in it; the artist creates a path for your eyes to travel up and down, then back
again, in a leisurely movement. This is even more true in the case of the horizontal scroll, in
which the action of slowly opening one section of the painting, then rolling it up to move on
to the other, adds a dimension of time which is unknown in any other form of painting. It also
requires the active participation of the viewer, who decides at what pace he will travel
through the painting — a participation which is physical as well as mental. The Chinese
painter does not want you to borrow his eyes; he wants you to enter his mind.
The landscape is an inner one, a spiritual and conceptual space.
Figurative painting – metaphoric representation of an art

Leisurely – unhurried or relaxed
Conceptual Space – relation with an abstract representation
The Chinese landscape painting is not made with a real viewpoint but it is a
representation of the artist’s thoughts. The western painting in Europe is a figurative
art form. The European painter paints a landscape to show you a specific scene of the
landscape whereas the Chinese painter doesn’t choose a real viewpoint. You can enter
the painting from any point and can travel anywhere where your thoughts and
imagination take you. The Chinese artist wants you to travel by creating your own path
and then come out in a relaxed movement. In China, this mode of seeing a painting is
more enjoyable. A horizontal scroll is a form where one section of the painting is opened
one by one by rolling it up to move on the other side. It creates a dimension which is not
practiced in any other form of artwork. It requires both mental and physical
participation of the viewer. The Chinese painter wants you to enter his mind and see the
painting from his thoughts. The landscape created by Chinese artists is spiritual, inner
and of conceptual or abstract space.
This concept is expressed as shanshui, literally ‘mountainwater’ which used together

represent the word ‘landscape’. More than two elements of an image, these represent two
complementary poles, reflecting the Daoist view of the universe. The mountain is Yang —
reaching vertically towards Heaven, stable, warm, and dry in the sun, while the water is Yin
— horizontal and resting on the earth, fluid, moist and cool. The interaction of Yin, the
receptive, feminine aspect of universal energy, and its counterpart Yang, active and
masculine, is of course a fundamental notion of Daoism. What is often overlooked is an
essential third element, the Middle Void where their interaction takes place. This can be
compared with the yogic practice of pranayama; breathe in, retain, breathe out — the
suspension of breath is the Void where meditation occurs. The Middle Void is essential —
nothing can happen without it; hence the importance of the white, unpainted space in Chinese
landscape.
Daoism – a Chinese philosophy based on the writings of Lao-Tzu

Void – empty; vacant
The Chinese concept of art is also expressed as ‘Shanshui’ which also means mountain
water. It is used together to represent the word ‘landscape’. The two complementary
poles of an image reflect the Daoist view. The mountain in the landscape is Yang which
means to reach vertically towards heaven, stable, warm and dry in the sun. Whereas the
water is the Yin, which is receptive and feminine aspect of universal energy. The Yang
is active and masculine, and the opposite of Yin. There is a third essential element
which is a Middle Void which is the place where they interact. This middle void can be
compared to Pranayama which means to breathe in, retain and breathe out. Here, the
suspension of the breath is the void in this meditation process. It is an essential part as
nothing can happen without it. Hence the white unpainted space in Chinese landscape is
equally important.
This is also where Man finds a fundamental role. In that space between Heaven and Earth, he
becomes the conduit of communication between both poles of the Universe. His presence is
essential, even if it’s only suggested; far from being lost or oppressed by the lofty peaks, he
is, in Francois Cheng’s wonderful expression, “the eye of the landscape”.
Conduit – channel; tube

Oppressed – burdened; worried
Lofty – tall or high
The middle void is where a man finds an important role. Man is the channel of
communication in the space between Heaven and Earth which are the two poles of the
universe. Man’s presence is essential. It is not being lost or suppressed due to high
peaks but he is the eye of the landscape (Francois Cheng’s expression).

1. (i) Contrast the Chinese view of art with the European view with examples.
Ans: The Chinese form of art is based on imagination and shows inner and spiritual approach
of the artist. Whereas, the European art form is real and reproduces an actual view of the
object from the landscape.
(ii) Explain the concept of shanshui.
Ans: Shanshui is a Chinese concept of art which means ‘mountain water’. It is used together
to represent the word ‘landscape’. The two complementary poles (yin and yang) of an image
reflect the Daoist view.
2. (i) What do you understand by the terms ‘outsider art’ and ‘art brut’ or ‘raw
art’?
Ans: ‘Outsider Art’ is the art made by untrained artists, for example children or mentally ill
person. ‘Art Brut’ or ‘Raw Art’ is a type of art made by people who are not professionals but
they create an art piece with their own depth and understanding and not from the
stereotypical form of classical or fashionable art.
(ii) Who was the “untutored genius who created a paradise” and what is the nature of
his contribution to art?
Ans: “Untutored genius who created a paradise” was Nek Chand. He was an eighty year old
creator – director who made the world famous Rock Garden in Chandigarh. He used
everything from a tin to sink or anything which he felt as an art form. One of his famous
creations are ‘Women by the Waterfall’.

1. Discuss “The Emperor may rule over the territory he has conquered, but only the
artist knows the way within.”
Ans: The statement means that the Emperor rules over the territory which he has conquered
and have the power but the artist knows the path and mysterious work of the universe. The
artist can go beyond the materialistic appearance of objects. No matter how powerful the
Emperor was, the artist’s true art form can be seen the way he wants to show them.
2. Discuss “The landscape is an inner one, a spiritual and conceptual space.”

Ans: The statement ‘The landscape is an inner one, a spiritual and conceptual space’ means
that a Chinese artist wants the viewer to enter his mind rather than borrowing his eyes to view
his art piece.
This requires both physical and mental participation. Viewer can enter the painting from any
point and travel from one point to another point. As it is not a real one, it is an inner, spiritual
and abstract space of the artist.
1. Find out the correlates of Yin and Yang in other cultures.

Ans: In Indian culture, Yin which is receptive and female part and Yang which is Masculine
and male part are known as ‘Maya’ and ‘Brahma’. Nature is the Yin and God is the creator of
the universe.
Likewise Yin-Yang, the two combination of Maya and Brahma creates a world.
2. What is the language spoken in Flanders?

Ans: French language is spoken in Flanders which is situated in Belgium.
Grammar Exercises
The following common words are used in more than one sense.
panel studio brush essence Material
Examine the following sets of sentences to find out what the words, ‘panel’ and ‘essence’
mean in different contexts.
1. (i) The masks from Bawa village in Mali look like long panels of decorated wood.
(ii) Judge H. Hobart Grooms told the jury panel he had heard the reports.
(iii) The panel is laying the groundwork for an international treaty.
(iv) The glass panels of the window were broken.
(v) Through the many round tables, workshops and panel discussions, a consensus was
reached.
(vi) The sink in the hinged panel above the bunk drains into the head.
2. (i) Their repetitive structure must have taught the people around the great
composer the essence of music.
(ii) Part of the answer is in the proposition; but the essence is in the meaning.
(iii) The implications of these schools of thought are of practical essence for the teacher.
(iv) They had added vanilla essence to the pudding.
Ans:
1. (i) Board of decorated wood
(ii) Group of people selected to give unanimous verdict on a legal case
(iii) Group of experts
(iv) Window panes
(v) Group discussion
(vi) a flat board fixed with a hinged
2. (i) the intrinsic quality of something which determines its character

(ii) The main part
(iii) Practical importance
(iv) An extract obtained from vanilla plant and used for flavouring agent
Poem 3 – The Voice of the Rain
By Walt Whitman
Introduction
The poem ‘The Voice of the Rain’ is written by Walt Whitman. It is a conversation between
the poet and the rain. The rain explains its eternal journey in its birth-place, i.e. earth to the
poet.
Summary
In the poem, the poet asks the soft-falling shower, ‘Who are you?’ to which she replies that
she is the poem of earth. It is a strange thing for the rain to reply to the poet. The rain told the
poet that she cannot be touched as she rises in the form of water vapour in the sky from the
land and the bottomless sea. It changes its shape yet it remains the same. The vapour changes
into clouds due to condensation.
It falls back on the surface of the earth to provide water to the drought-prone areas and to
beautify and purify the earth (its birthplace). It provides life to the seeds inside the earth and
helps them grow.
The rain doesn’t care if anyone bothers about her deeds or not, she completes her work and
comes back home. The poet also compares the rain with a song as they both share a common
journey. The song originates from the heart of the singer, travels across to fulfil the aim and
comes back with due love for the singer (its originator).

And who art thou? said I to the soft-falling shower,
Which, strange to tell, gave me an answer, as here translated:
I am the Poem of Earth, said the voice of the rain
Eternal I rise impalpable out of the land and the
bottomless sea,
Who art thou – Who are you

Eternal – never-ending
Impalpable – which cannot be described
In the above lines, the poet asked the soft-falling shower ‘Who are you?’ to which the
rain replied in a strange to state manner. The rain said that it was the Poem of the
Earth and it rose continuously from the land and bottomless ocean in the form of
vapours.
Upward to heaven, whence, vaguely form’d, altogether changed, and yet the same,
I descend to lave the droughts, atomies, dust-layers of the globe,
And all that in them without me were seeds only, latent, unborn;
Whence – where
Vaguely – not clearly
Descend – come down
Lave – wash; bathe
Atomies – small particles
Latent – hidden/buried
The rain tells the poet that it rises upwards towards the sky in the form of vapour where
it changes its form (condenses into water droplets). It also says that although its form
gets changed, it still remains the same. The rain comes down to wash the drought and
provide water. It also washes away the dust and small particles from the earth’s
surface. And the seeds inside the earth grow into a plant because of the water provided
by the rain. It gives life to the seeds.
And forever, by day and night, I give back life to my own origin,
And make pure and beautify it;
(For song, issuing from its birth-place, after fulfilment, wandering
Reck’d or unreck’d, duly with love returns.)
Reck’d or unreck’d – it means whether cared for or not cared for. It doesn’t affect the
rain nor the poet if someone listened to the rain or not.
The rain says that by day and night it provides life, care, enrichment, and water to the
place from where it originated. The rain keeps enhancing the beauty and purity of the
earth by preparing a life-cycle for itself again.
(The Rain is like a song that originates from its birth-place, just like the heart of the
singer, and travels to fulfil the earth’s needs and wanders. It finally comes back to the
place from where it originated. Whether it is ruined or not, it returns to the original
position, with a lot of love to its birth-place).
Literary Devices
Personification – the poet used a non-living thing as a living thing in the poet
I am the Poem of Earth, said the voice of the rain
Metaphor – an indirect comparison between the qualities of different things
I am the Poem of Earth - rain is being compared to a poem
Hyperbole – exaggerated statements
Bottomless sea
Imagery – visual description of something
Soft-falling shower
Think it out -

Think it out
1. There are two voices in the poem. Who do they belong to? Which lines indicate this?
Ans: The two voices in the poem are the ‘voice of the rain’ and the ‘voice of the poet’. The
lines which indicate the voice of the rain are ‘I am the Poem of Earth, said the voice of the
rain’ and the lines which indicate the voice of the poet are ‘And who art thou? said I to the
soft-falling shower’.
2. What does the phrase “strange to tell” mean?

Ans: The phrase ‘strange to tell’ means that it was strange for the soft-falling rain to reply to
the poet’s question. When the poet asked the rain ‘who art thou?’ the rain replied ‘I am the
Poem of Earth’.
3. There is a parallel drawn between rain and music. Which words

indicate this? Explain the similarity between the two.
Ans: The lines ‘For the song, issuing from its birth-place, after fulfilment, wandering Reck’d
or unreck’d, duly with love returns’ draws a parallel between rain and music. Here, the poet
compares the life-cycle of the rain and the song. As the song originated from the heart of the
singer, wanders to the world, whether liked or not, comes back to its birth-place in the end
with lots of love. Similarly, the rain that originates from earth (birth-place), fulfils its duty to
beautify and purify the earth and wanders and comes back with love for its creator.
4. How is the cyclic movement of rain brought out in the poem? Compare it with what
you have learnt in science.
Ans: In the poem, the water rises from the land and the bottomless sea in the form of vapour.
It then changes its form, transforms itself into clouds. It comes down to the earth in the form
of rain to wash drought, provide water, give life to unborn and latent seeds inside the earth.
The rain purifies and beautifies the earth.
In science, the water is evaporated in the form of water vapour, condenses in the sky to form
clouds, and then rains down in the form of water into rivers, streams, ground, ocean, etc. In
the poem, the rain describes its eternal journey itself.
5. Why are the last two lines put within brackets?

Ans: The last two lines are put within the bracket because they are the observations made by
the poet and his thoughts. He made a similarity between the rain and the music.
6. List the pairs of opposites found in the poem.

Ans:
1. Day, Night
2. Reck’d, Unreck’d
3. Rise, Descend
Grammar Exercises
Notice the following sentence patterns.
1. And who art thou? said I to the soft-falling shower.
2. I am the Poem of Earth, said the voice of the rain.
3. Eternal I rise
4. For song… duly with love returns
Rewrite the above sentences in prose.
Ans:
1. I asked the soft-falling shower about its identity.
2. The voice of the rain presented herself as the poem of earth.
3. The rain told the poet that she rises upwards in a never-ending process
4. The poet says that rain and music are similar to the song originates from
the heart of the singer, it travels across and fulfils its purpose. It comes
back with all the love for the singer.
Chapter 5 - The Ailing Planet: the Green
Movement’s Role
By Nani Palkhivala
Introduction
This chapter focuses on the factors that are responsible for the declining health of the earth.
The chapter was originally an article written by Nani Palkhivala which was published in the
newspaper ‘The Indian Express’ on November 23, 1994.
The writer discusses the Green Movement, how a zoo in Zambia declared human beings as
‘world’s most dangerous animals’. The writer also focuses on overpopulation, deforestation
and what should be our responsibility towards the environment.
Summary
In this chapter, the writer raises an issue towards the deteriorating health of the earth. As
human beings have been exploiting natural resources from decades, presently the condition
has made the environment critical. In 1972, the Green Movement helped environmentalists to
raise awareness about the harmful condition of the earth and since then there has been no
looking back as the movement has been successfully educating people about the conservation
of the environment.
Earth is like a patient whose health is declining and it is our duty to improve it. In 1987, the
term Sustainable Development was used by the World Commission on Environment and
Development. A zoo in Lukasa, Zambia has a cage in which a sign reads ‘The World’s most
dangerous animal’ and inside there is a mirror. It gives a message that human beings are the
most dangerous animals. Brandt Commission raised a question “Are we to leave our
successors a scorched planet of advancing deserts, impoverished landscapes and ailing
environment?”
There are four principal biological systems that form the foundation of the global economic
system - fisheries, grasslands, forests, and croplands. These four systems also provide food
and raw materials for industries except for minerals and synthetics. With these systems
becoming unsustainable, fisheries will collapse, the forest will slowly disappear, grasslands
will turn into a barren wasteland and croplands will become worse.
In poor countries, forests are being cut down for fuelwood which is used for cooking
purposes. There are some areas where the cost of fuelwood is more than the cost of food. It is
leading to deforestation at an alarming rate.
One of the reasons for the exploitation of the environment is the increasing population. It is
observed that about one million population is increasing in every four days. This is not a
good sign. There is an urgent need to control overpopulation in the world. Development is the
best contraceptive for this problem as it will help in reduction in fertility, increase in
education and income and improvement in health.
We must see the world as a whole and not as dissociated parts. It is a holistic and ecological
view. According to Lester brown, we have not inherited the earth from our forefathers but we
have borrowed it from our future generations.

The following article was written by Nani Palkhivala and published in The Indian
Express on 24 November 1994. The issues that he raised regarding the declining health
of the earth continue to have relevance.
ONE cannot recall any movement in world history which has gripped the imagination of the
entire human race so completely and so rapidly as the Green Movement which started nearly
twenty-five years ago. In 1972 the world’s first nationwide Green party was founded in New
Zealand. Since then, the movement has not looked back.
Gripped – clutch; hold

Green Movement – It is a movement which stresses people to follow environmentally
friendly practices.
The chapter ‘The Ailing Planet: the Green Movement’s Role’ was an article published
in the newspaper ‘The Indian Express’ on November 24, 1994, written by Nani
Palkhivala. He wrote about the declining health condition of Earth.
The Green Movement which started nearly twenty-five years ago from 1994 spread so
quickly in world history. The world’s first nationwide Green party was founded in New
Zealand in 1972.
We have shifted — one hopes, irrevocably — from the mechanistic view to a holistic and
ecological view of the world. It is a shift in human perceptions as revolutionary as that
introduced by Copernicus who taught mankind in the sixteenth century that the earth and the
other planets revolved around the sun. For the first time in human history, there is a growing
worldwide consciousness that the earth itself is a living organism — an enormous being of
which we are parts. It has its own metabolic needs and vital processes which need to be
respected and preserved.
Irrevocably – in a way that cannot be changed or reversed
Holistic and Ecological View – It means a view for the preservation of the environment. It
also refers to the understanding of importance of earth’s resources for the use of future
generations
Revolutionary – evolving a complete change

Metabolic needs – needs of a living organism that enables them to have a chemical
process that causes food to be used for growth and energy
From some time our views have shifted from seeing earth and its resources as
irreversible to complete opposite. We now understand that our resources need to
converse for future generations. Copernicus taught mankind how the earth and other
planets revolve around the sun and it was a complete change which evolved human
perception. Now, the earth is seen as a living organism of which we are an integral part.
Earth has its own metabolism and vital needs which humans should respect and
preserve.
The earth’s vital signs reveal a patient in declining health. We have begun to realise our
ethical obligations to be good stewards of the planet and responsible trustees of the legacy to
future generations.
The concept of sustainable development was popularised in 1987 by the World Commission
on Environment and Development. In its report it defined the idea as “Development that
meets the needs of the present without compromising the ability of future generations to meet
their needs”, i.e., without stripping the natural world of resources future generations would
need.
Ethical Obligation – when someone is required to do something based on a righteous

standard of rules
Stewards – manage or to look after
Sustainable Development – economic development without depletion of natural
resources
Earth is now like a patient whose health is declining. We as human beings are now
realizing our duty to be good managers of the planet and to be a responsible trustees to
conserve the environment so that we can pass a legacy to the future generations.
Sustainable Development was popularised in the year 1987 by the World Commission
on Environment and Development. In the reports, Sustainable development is termed
as a type of development that meets the needs of the present generation without wasting
or compromising with natural resources so that future generations can meet their
needs.
In the zoo at Lusaka, Zambia, there is a cage where the notice reads, ‘The world’s most
dangerous animal’. Inside the cage there is no animal but a mirror where you see yourself.
Thanks to the efforts of a number of agencies in different countries, a new awareness has now
dawned upon the most dangerous animal in the world. He has realised the wisdom of shifting
from a system based on domination to one based on partnership.
Scientists have catalogued about 1.4 million living species with which mankind shares the
earth. Estimates vary widely as regards the still-uncatalogued living species — biologists
reckon that about three to a hundred million other living species still languish unnamed in
ignominious darkness.
Dawned – begin
Catalogued – classify; characterise
Reckon – calculate
Languish – lose or lack of vitality of a person or plant or animal; grow weak
Ignominious darkness – disgraced as no one has knowledge about them
In a cage in a zoo in Lusaka, Zambia there reads a notice- ‘The world’s most dangerous
animal’ and inside the cage is a mirror that depicted that humans are the world’s most
dangerous animals. With the efforts of new agencies in the world, now humans are seen
as the most dangerous animals. They have realized the importance of shifting to a new
system based on partnership. Humans share the earth with about 1.4 million living
species according to the classification of scientists. Biologists calculate that there are still
millions of other species which are yet not classified due to their weakness or due to lack
of knowledge about them.
One of the early international commissions which dealt, inter alia, with the question of
ecology and environment was the Brandt Commission which had a distinguished Indian as
one of its members — Mr
L.K. Jha. The First Brandt Report raised the question — “Are we to leave our successors a
scorched planet of advancing deserts, impoverished landscapes and ailing environment?”
Inter Alia – among other things

Scorched – burn the surface with heat of fire
Impoverished – made poor
Ailing – in poor health
Brandt Commission was one of the early international commissions who dealt with
questions of ecology and environment. They commissioned Mr. L.K. Jha as one of their
commission members who was an Indian citizen. Its first report raised a question that
are we going to leave a burned planet with aided deserts, poor landscapes and a poor
environment for our future generations?
Mr. Lester R. Brown in his thoughtful book, The Global Economic Prospect, points out that
the earth’s principal biological systems are four — fisheries, forests, grasslands, and
croplands — and they form the foundation of the global economic system. In addition to
supplying our food, these four systems provide virtually all the raw materials for industry
except minerals and petroleum-derived synthetics. In large areas of the world, human claims
on these systems are reaching an unsustainable level, a point where their productivity is being
impaired. When this happens, fisheries collapse, forests disappear, grasslands are converted
into barren wastelands, and croplands deteriorate. In a protein-conscious and protein hungry
world, over-fishing is common every day. In poor countries, local forests are being decimated
in order to procure firewood for cooking. In some places, firewood has become so expensive
that “what goes under the pot now costs more than what goes inside it”. Since the tropical
forest is, in the words of Dr Myers, “the powerhouse of evolution”, several species of life
face extinction as a result of its destruction.
Synthetics – artificial substance

Impaired – weakened or damaged
Barren wastelands – barely inhabitable piece of land
Deteriorate – become progressively worse; decline
Decimated – to reduce in number
Procure – obtain with care or effort
There are four principal biological systems that form the foundation of the global
economic system according to the book by Leslie R. Brown ‘The Global Economic
Prospect’ – fisheries, grasslands, forests, and croplands. These four systems provide
food and raw materials for industry except for minerals and synthetics. These systems
have reached an unsustainable point where their productivity has impaired. With this,
fisheries will collapse, the forest will slowly disappear, grasslands will turn into barren
wastelands and croplands will become worse. Overfishing is very common nowadays
where people are becoming protein-conscious. In poor countries, forests are being cut
down on a large scale to obtain wood for cooking. In some areas, firewood is more costly
than food. Many species are under destruction in tropical forests.
It has been well said that forests precede mankind; deserts follow. The world’s ancient
patrimony of tropical forests is now eroding at the rate of forty to fifty million acres a year,
and the growing use of dung for burning deprives the soil of an important natural fertiliser.
The World Bank estimates that a five-fold increase in the rate of forest planting is needed to
cope with the expected fuelwood demand in the year 2000.
James Speth, the President of the World Resources Institute, said the other day, “We were
saying that we are losing the forests at an acre a second, but it is much closer to an acre-and-
a-half to a second”.
Precede – come before in order or position

Patrimony – property inherited from father or ancestor
Deprives – prevent a person from using something
Forests and deserts come first in order in comparison to humans. The ancient
inheritance of tropical forests is constantly wearing away at the rate of forty to fifty
million acres a year. Also, the burning of dung is preventing the soil to become natural
fertilizer. To meet the need for fuelwood demand, there is a need to increase the rate of
forest plantation by fivefold by the year 2020. We are losing the forests closer to an
acre-and-a-half to a second according to James Speth, President of the World Resources
Institute.
Article 48A of the Constitution of India provides that “the State shall endeavour to protect
and improve the environment and to safeguard the forests and wildlife of the country”. But
what causes endless anguish is the fact that laws are never respected nor enforced in India.
(For instance, the Constitution says that casteism, untouchability and bonded labour shall be
abolished, but they flourish shamelessly even after forty-four years of the operation of the
Constitution.) A recent report of our Parliament’s Estimates Committee has highlighted the
near catastrophic depletion of India’s forests over the last four decades. India, according to
reliable data, is losing its forests at the rate of 3.7 million acres a year. Large areas, officially
designated as forest land, “are already virtually treeless”. The actual loss of forests is
estimated to be about eight times the rate indicated by government statistics.
Endeavour – trying hard to achieve something

Anguish – pain; suffering
Casteism – discrimination on the grounds of caste
Catastrophic Depletion – a harmful reduction in a number of something
According to Article 48A of the Constitution of India, the state should try to protect and
improve the environment and must protect the forest and wildlife of the country. But
the painful fact is that laws are not followed in India, for example – casteism,
untouchability and bonded labour. They are abolished but still are followed
shamelessly. Over the last four decades, India is losing forests at a harmful rate of 3.7
million acres a year as per the report of Parliament’s Estimates Committee. The large
area of forestland is now treeless and the actual loss is estimated to be eight times the
rate given by government statistics.
A three-year study using satellites and aerial photography conducted by the United Nations,
warns that the environment has deteriorated so badly that it is ‘critical’ in many of the eighty-
eight countries investigated.
There can be no doubt that the growth of world population is one of the strongest factors
distorting the future of human society. It took mankind more than a million years to reach the
first billion. That was the world population around the year 1800. By the year 1900, a second
billion was added, and the twentieth century has added another 3.7 billion. The present world
population is estimated at 5.7 billion. Every four days the world population increases by one
million.
Distorting – deform; disfigure
According to the three-year study conducted by the United Nations using satellites and
aerial photography, our environment has got so bad that in eighty-eight countries, it has
reached the critical stage. Growth of world population at such a fast rate is one of the
strongest reasons behind the distortion of the future of mankind. When it took more
than a million years to reach the first billion population, in the next 100 years, the
population number increased by the next billion numbers. In the 20th century, the
population reached 3.7 billion and the present number is 5.7 billion. Presently, the case
is of the population increasing by one million every four days.
Fertility falls as incomes rise, education spreads, and health improves. Thus development is
the best contraceptive. But development itself may not be possible if the present increase in
numbers continues.
The rich get richer, and the poor beget children which condemns them to remain poor. More
children does not mean more workers, merely more people without work. It is not suggested
that human beings be treated like cattle and compulsorily sterilised. But there is no alternative
to voluntary family planning without introducing an element of coercion. The choice is really
between control of population and perpetuation of poverty.
Beget – give life to

Condemns – find guilty of something
Sterilised – make free from bacteria or other micro-organisms
Voluntary – done or given of one’s free will
Coercion – force
Perpetuation – keep going
Development is the best possible solution for overpopulation. It can help in reduction in
fertility and rise in income, to spread more education, and improvement in health. But
if the number of population will keep increasing, it may not help in attaining any kind
of development. As the rich get richer, the poor births children who are bound to
remain poorer. More population will lead to more unemployment. Humans should not
be treated like cattle who are sterilized by force. But to control population some
element of force has to be put on for family planning. Now, humans have to choose
between population control and keeping up with poverty.
The population of India is estimated to be 920 million today — more than the entire
populations of Africa and South America put together. No one familiar with the conditions in
India would doubt that the hope of the people would die in their hungry hutments unless
population control is given topmost priority.
For the first time in human history we see a transcending concern — the survival not just of
the people but of the planet. We have begun to take a holistic view of the very basis of our
existence. The environmental problem does not necessarily signal our demise, it is our
passport for the future. The emerging new world vision has ushered in the Era of
Responsibility. It is a holistic view, an ecological view, seeing the world as an integrated
whole rather than a dissociated collection of parts.
Hutments – collection of huts

Transcending Concern – a concern that existed for a very long time and has passed
down from one generation to another
Demise – death
Ushered – guide someone somewhere
The population of India is 920 million that is more than the population of Africa and
South America together. If the population is not controlled, most of the people would
die in their huts with just a hope. But with time, people are now concerned about the
survival of the planet. We have now started to see our existence with a comprehensive
view. Solving Environmental problems are a passport to the future and should not be
seen as a remark of our death. We should see the world as a whole and not as different
parts.
Industry has a most crucial role to play in this new Era of Responsibility. What a
transformation would be effected if more businessmen shared the view of the Chairman of
Du Pont, Mr Edgar S. Woolard who, five years ago, declared himself to be the Company’s
“Chief Environmental Officer”. He said, “Our continued existence as a leading manufacturer
requires that we excel in environmental performance.”
Of all the statements made by Margaret Thatcher during the years of her Prime Ministership,
none has passed so decisively into the current coin of English usage as her felicitous words:
“No generation has a freehold on this earth. All we have is a life tenancy — with a full
repairing lease”. In the words of Mr. Lester Brown, “We have not inherited this earth from
our forefathers; we have borrowed it from our children.”
Decisively – clear and definitive

Felicitous – well-chosen
Freehold – permanent tenure of land or property
Tenancy – possession of the land
In the era of responsibility towards the environment, industry plays an important role.
Chairman of Du Pont, Mr. Woolard declared himself as ‘Chief Environmental Officer’
and such attitude in other businessmen can have a great effect on the transformation.
When Margaret Thatcher was the Prime Minister, her one statement which was so well
chosen, she said that no human on this earth holds a permanent tenure, we all have life
possession and a full repairing lease. According to Mr. Lester Brown, we have
borrowed the earth from our children.

Understanding the text
1. Locate the lines in the text that support the title ‘The Ailing Planet’.
Ans: The lines that support the title ‘The Ailing Planet’ are:
i. “The earth’s vital signs reveal a patient in declining health”
ii. “Are we to leave our successors a scorched planet of advancing deserts,
impoverished landscapes, and the ailing environment?”
iii. “…the environment has deteriorated so badly that it is ‘critical’ in many of the
eighty-eight countries investigated”
iv. “There can be no doubt that the growth of world population is one of the strongest
factors distorting the future of human society”
2. What does the notice ‘The world’s most dangerous animal’ at a cage in the
zoo at Lusaka, Zambia, signify?
Ans: The notice ‘The world’s most dangerous animal’ signifies that human has deteriorated
the planet from a long time that his own survival is under threat now.
3. How are the earth’s principal biological systems being depleted?

Ans: There are four principal biological systems - fisheries, grasslands, forests, and
croplands. These four systems provide food and raw materials for industry except for
minerals and synthetics. These systems have reached an unsustainable point where their
productivity have impaired. As a result, fisheries are collapsing, deforestation is taking place,
grasslands are turning into barren wasteland and croplands are becoming worse. Overfishing
is very common nowadays where people are becoming protein-conscious. In poor countries,
the forest is being cut down on a large scale to obtain wood for cooking. In some areas,
firewood is more costly than food. Many species are under destruction in tropical forests.
4 Why does the author aver that the growth of world population is one of the
strongest factors distorting the future of human society?
Ans: The author avers that the growth of world population is one of the strongest factors
behind the distortion of the future of mankind because overpopulation leads to
unemployment, rise in poor health conditions and ultimately poverty. It deteriorates the
environment and the four principal biological systems.
The richer are getting rich and the poor is birthing more children which leads to more
unemployment. Development is the best contraceptive which will lead to more employment,
rise in health conditions and improvement in education. It also results in a reduction in
fertility rate. We have to choose between population control and keeping up with poverty.
Talking about the text

1. Discuss - Laws are never respected nor enforced in India.
Ans: According to the Article 48A of the Constitution of India, the state should try to protect
and improve the environment and must protect the forest and wildlife of the country. But the
painful fact is that laws are not followed in India. For example – casteism, untouchability and
bonded labour, are said to be abolished in India but are still in practice. Over the last four
decades, India is losing forest at a harmful rate of 3.7 million acres a year as per the report of
Parliament’s Estimates Committee. The large area of forestland is now treeless and the actual
loss is estimated to be eight times the rate given by government statistics.
2 Discuss - “Are we to leave our successors a scorched planet of advancing deserts,

impoverished landscapes and an ailing environment?”
Ans: The above lines were mentioned in the first report of the Brandt Commission. With the
rising scale of distortion of the environment, humans are going to leave a burned planet with
aided deserts, poor landscapes and a poor environment for our future generations. Our earth
is like a patient with declining health and it is not a good sign. Deforestation and over
populations are some of the reasons behind the deterioration of the earth. We must realize our
‘Era of Responsibility’ before it's too late. We must conserve the earth as if we have
borrowed it from our future generations.
3. Discuss - “We have not inherited this earth from our forefathers; we have
borrowed it from our children”.
Ans: From many decades, humans are using the resources of the earth at a very alarming rate
without worrying about future generations. Now the environment has become critical enough
that humans must realize the era of responsibility towards it. With quite some time, human
perception is changing and the earth is seen as a ‘holistic and ecological view’. Earth is seen
as a living organism which has its own metabolic and vital needs. We must protect the
resources for future generations. Use of ‘Sustainable Development’ which means meeting the
needs of the present generation without compromising with future generations. Thus, the
earth’s resources should be utilized in a way that doesn’t affect the future.
4. Discuss - The problems of overpopulation that directly affect our everyday

life.
Ans: Overpopulation leads to many problems that are affecting mankind and natural
resources. It leads to poverty and unemployment. The poor children are forced to live the
same lifestyle as their parents did because of the lack of resources and facilities.
Overpopulation leads to lesser education and low health facilities which results in more
problems like the rise in harmful diseases and fertility rate. The natural resources are being
consumed at a very fast rate to fulfill the need of the population throughout the world.
Deforestation is one of the issues where forests are being cut down. All this results in global
warming and if the population is not controlled, it will deplete the environment and earth.
Thinking about language

The phrase ‘inter alia’ meaning ‘among other things’ is one of the many Latin expressions
commonly used in English. Find out what these Latin phrases mean.
1. prima facie
2. ad hoc
3. in camera
4. ad infinitum
5. mutatis mutandis
6. caveat
7. tabula rasa
Ans:
i.Prima Facie – At first sight, before closer inspection

ii. Ad Hoc – for a specific purpose or situation
iii. In Camera – in secret
iv. Ad Infinitum – having no end
v. Mutatis Mutandis – changing only those things which needs to be changed
vi. Caveat – a warning
vii. Tabula Rasa – without any prior knowledge
Working with words

I. Locate the following phrases in the text and study their connotation.
1. gripped the imagination of
2. dawned upon
3. ushered in
4. passed into current coin
5. passport of the future
Ans:
1. gripped the imagination of – received much attention
2. dawned upon – become apparent
3. ushered in – begin the new idea
4. passed into current coin – something which has been brought into use
5. passport of the future – a thing that makes something possible to happen
II. The words ‘grip’, ‘dawn’, ‘usher’, ‘coin’, ‘passport’ have a literal as well as a figurative
meaning. Write pairs of sentences using each word in the literal as well as the figurative
sense.
Ans:
Grip:
1) She held the balloon with a tight grip.
2) The movement of ‘Stop Rape’ has gripped the minds of people.
Dawn –
1) She waited for Ronald until dawn, but he never came back.
2) The idea of starting a new business dawned on him.
Usher –
1) The attendant ushered them to their seats.
2) The internet ushered in an era of mass communication.
Coin –
1) She asked him to give all the coins he had collected so far.
2) The term was coined by a famous Physicist.
Passport –
1) He went to the visa office to get his passport stamped to go to New York.
2) Education is our passport to the future.
Chapter 5 - The Browning Version
By Terence Rattigan
Introduction
This chapter is a short extract from the play ‘The Browning Version’ written by Terence
Rattigan. It is a one-act play set in a school, there are three characters in the play – Taplow,
Frank, and Mr. Crocker – Harris. Taplow is sixteen years old student, Frank is a young
teacher and Mr. Crocker-Harris is a middle-aged schoolmaster. Taplow has arrived in the
school to do extra work for Mr. Crocker Harris. He meets Frank and they both engage in a
conversation while Taplow waits for Mr. Harris. Later, enters Millie, Mrs.Crocker-Harris
who talks to Taplow.
Summary
The scene is set in a school where Taplow arrives to do extra work on the last day for Mr.
Crocker-Harris as he missed a day before. He finds Frank, a science teacher in the school.
Frank asked him his name and the reason he is there that day. Taplow studies in the lower
fifth standard and is about to get his result from his teacher Mr. Harris. Mr. Crocker-Harris
usually reveals the result on the last day of school and unlike every other teacher, he follows
the rules and regulations strictly.
They both started having a conversation where Frank asked him several questions. We don’t
see Mr. Crocker-Harris in the whole chapter but we get to know a lot about him.
Taplow wants to take science as a remove because he finds the subject extremely interesting.
Frank, on the other hand, doesn’t like what he teaches in the school. Mr. Croker-Harris is
‘hardly human’ as he never shrivels up. He told Taplow that he will get what he deserves.
Nothing less and nothing more and this makes him tensed. Taplow further imitates Mr. Harris
twice in front of Frank.
Franks admits that he envies Mr. Crocker-Harris because of the effect he has on them.
Taplow told him that he never shows his emotions like other teachers and never beats them
up like other masters.
He is not a sadist.
As they were deeply engaged in a conversation, Millie enters and comes with a shopping bag.
She asked Taplow to go out and come back in a quarter of an hour as Mr. Crocker-Harris will
be late. If her husband arrives earlier, she will take the blame. She further gives him a
prescription and instructs him to purchase medicines for her from the chemist. Taplow
follows and goes away to do the job.

This is an excerpt from The Browning Version*. The scene is set in a school. Frank is
young and Crocker-Harris, middle-aged. Both are masters. Taplow is a boy of sixteen
who has come in to do extra work for Crocker-Harris. But the latter has not yet
arrived, and Frank finds Taplow waiting.
FRANK: Do I know you?

TAPLOW: No, sir.
FRANK: What’s your name?
TAPLOW: Taplow.
FRANK: Taplow! No, I don’t. You’re not a scientist I gather?
TAPLOW: No, sir, I’m still in the lower fifth. I can’t specialise until next term — that’s to
say, if I’ve got my remove all right.
FRANK: Don’t you know if you’ve got your remove?
TAPLOW: No sir, Mr Crocker-Harris doesn’t tell us the results like the other masters.
Excerpt – a short extract from writing, movie or music
Latter – denoting the second-mentioned person of the two people
Remove – a division in British schools
The scene is a short extract from the play ‘The Browning Version’. Taplow is a boy
aged sixteen who arrives at the school to do extra work for Mr. Crocker-Harris, his
teacher. He meets another teacher Frank and engages in a conversation with him while
waiting for Mr. Harris. Frank is another teacher in that school who is young in age. Mr.
Crocker Harris is middle-aged.
Frank saw Taplow and asked his name and in which class he studies. Taplow answers
him and tells him that he studies in the lower fifth standard and he cannot specialize
until he gets his division (remove). Frank asked him whether he got the remove or not
and Taplow replied that his master (Mr. Crocker – Harris) doesn’t reveal the
information like other masters.
FRANK: Why not?

TAPLOW: Well, you know what he’s like, sir.
FRANK: I believe there is a rule that form results should only be announced by the
headmaster on the last day of term.
TAPLOW: Yes — but who else pays attention to it — except Mr Crocker-Harris?
FRANK: I don’t, I admit — but that’s no criterion. So you’ve got to wait until tomorrow to
know your fate, have you?
TAPLOW: Yes, sir.
Criterion – a standard by which something is judged

Frank asked if Mr. Crocker-Harris doesn’t reveal the remove earlier like other masters.
Taplow tells him that he already knows how Mr. Harris is. Frank supposes that there is
a rule that the form result should be revealed on the last day of the term. Taplow agrees
and told him that Mr. Harris follows it very seriously. Frank shares that he doesn’t
follow it but still Taplow should wait until tomorrow to know his result to which he
agrees.
FRANK: Supposing the answer is favourable — what then?

TAPLOW: Oh — science, sir, of course.
FRANK: (sadly) Yes. We get all the slackers.
TAPLOW: (protestingly) I’m extremely interested in science, sir.
FRANK: Are you? I’m not. Not, at least, in the science I have to teach.
TAPLOW: Well, anyway, sir, it’s a good deal more exciting than this muck (indicating his
book).
FRANK: What is this muck?
TAPLOW: Aeschylus, sir. The Agamemnon.
FRANK: And your considered view is that the Agamemnon is muck?
TAPLOW: Well, no, sir. I don’t think the play is muck — exactly. I suppose, in a way, it’s
rather a good plot, really, a wife murdering her husband and all that. I only meant the way it’s
taught to us — just a lot of Greek words strung together and fifty lines if you get them wrong.
Slackers – lazy students who are not motivated

Muck – useless; which is of no good or use
Aeschylus – he was an ancient Greek tragedian who is referred to as ‘Father of
Tragedy’
Agamemnon – he was the king of Mycenae in Greek mythology
Strung together – to combine two different things into something useful
Frank asks Taplow about what remove he is interested to take further and he replies
Science. Frank tells him that they have some lazy students in science to which Taplow
clarifies that he is interested in the subject that is why he wants to take it. Frank tells
him that he is not interested in Science which he has to teach in the school. Taplow
thinks that the subject that Frank teaches is still a good deal than the book he is
currently reading. Upon asking about the book, Taplow tells him about the name of the
author and the book – Aeschylus (Author) and The Agamemnon (Book). Taplow
further shares his view about ‘The Agamemnon’. He thinks the plot is good but the way
those Greek words are taught to them combined together is useless.
FRANK: You sound a little bitter, Taplow.
TAPLOW: I am rather, sir.
FRANK: Kept in, eh?
TAPLOW: No, sir. Extra work.
FRANK: Extra work — on the last day of school?
TAPLOW: Yes, sir, and I might be playing golf. You’d think he’d have enough to do anyway
himself, considering he’s leaving tomorrow for good — but oh no, I missed a day last week
when I was ill — so here I am — and look at the weather, sir.
FRANK: Bad luck. Still there’s one comfort. You’re pretty well certain to get your remove
tomorrow for being a good boy in taking extra work.
TAPLOW: Well, I’m not so sure, sir. That would be true of the ordinary masters, all right.
They just wouldn’t dare not to give a chap a remove after his taking extra work. But those
sort of rules don’t apply to the Crock — Mr Crocker-Harris. I asked him yesterday outright if
he’d given me a remove and do you know what he said, sir?
Kept in – to make someone stay in a place, especially in school as a punishment

Chap – a man who you know and like
On criticizing the book, Frank tells him that you are sounding a little bitter about Mr.
Crocker – Harris. Further, Frank asks him if he is staying in school as a punishment to
which Taplow replies that he is in the school on the last day of the term due to extra
work. He was ill last week due to which he was absent for a day, for which he is
compensating now by doing extra work. He further says that he feels that Mr. Harris
also has extra work himself because he is leaving tomorrow for good. Harris didn't have
any extra work and yet with such a good weather, he has to come to school. He also
adds that he wanted to play golf at that moment.
Frank comforts him by saying that he will get his remove tomorrow due to the extra
work he is doing for Mr. Harris. Taplow is unsure of this and tells him that this might
work for other teachers but Mr. Harris is different. He doesn’t give a student a remove
for doing extra work. Taplow also asked Mr. Harris about his remove to which the
master gave an astonishing answer.
FRANK: No. What?

TAPLOW: (imitating a very gentle, rather throaty voice) “My dear Taplow, I have given you
exactly what you deserve. No less; and certainly no more.” Do you know sir, I think he may
have marked me down, rather than up, for taking extra work. I mean, the man’s hardly
human. (He breaks off quickly.) Sorry, sir. Have I gone too far?
FRANK: Yes. Much too far.
TAPLOW: Sorry, sir. I got carried away.
FRANK: Evidently. (He picks up a newspaper and opens it) — Er Taplow.
TAPLOW: Yes, sir?
FRANK: What was that Crocker-Harris said to you? Just — er — repeat it, would you?
TAPLOW: (imitating again) “My dear Taplow, I have given you exactly what you deserve.
No less; and certainly no more.”
FRANK: (looking severe) Not in the least like him. Read your nice Aeschylus and be quiet.
TAPLOW: (with dislike) Aeschylus.
Got carried away – to become overly excited or to take things too far
Imitating – copying
Frank asks him what Mr. Harris told him upon being asked about his remove. Taplow
imitates Mr. Crocker-Harris and told him exactly what his master answered him. Mr.
Harris told him that he will get what he deserves, nothing less and nothing more.
Taplow feels that he might have marked him down for taking extra work because he
doesn’t have human feelings. Then, he realizes that he has said too much therefore he
apologizes to Frank. Frank asked him to repeat what he just said about Mr. Harris and
he starts imitating him again. Frank tells him that his imitation is not close to Mr.
Harris’s way of saying things and he told him to read his book.
FRANK: Look, what time did Mr Crocker-Harris tell you to be here?

TAPLOW: Six-thirty, sir.
FRANK: Well, he’s ten minutes late. Why don’t you cut? You could still play golf before
lock-up. TAPLOW: (really shocked) Oh, no, I couldn’t cut. Cut the Crock — Mr Crocker-
Harris? I shouldn’t think it’s ever been done in the whole time he’s been here. God knows
what would happen if I did. He’d probably follow me home, or something ...
FRANK: I must admit I envy him the effect he seems to have on you boys in the form. You
all seem scared to death of him. What does he do — beat you all, or something?
TAPLOW: Good Lord, no. He’s not a sadist, like one or two of the others.
FRANK: I beg your pardon?
TAPLOW: A sadist, sir, is someone who gets pleasure out of giving pain.
FRANK: Indeed? But I think you went on to say that some other masters ...
Cut – stop doing something undesirable

Envy – Jealousy
Sadist – a person who derives pleasure by giving pain or humiliation to others
Pardon - the action of being forgiven for error or offense; forgiveness
Indeed - Truly
Frank asks him at what time did Mr. Harris asked him to come to school. Taplow told
him six-thirty. Frank suggests him to go and play golf for a little while as he would be
ten minutes late. Taplow refuses as he is afraid of what would happen if he shows up in
his absence and he might follow him home. Frank tells him that he is a little jealous of
Mr. Harris because of the effect he has on all the boys in the form. He asks him if Harris
beat students to which Taplow says that no, he is not someone who derives pain by
hurting others, there are one or two other teachers like that. Frank asked him to be
more specific and he explains to him the meaning of sadist. Frank asked him what he
was saying about other masters.
TAPLOW: Well, of course, they are, sir. I won’t mention names, but you know them as well
as I do. Of course I know most masters think we boys don’t understand a thing — but, sir,
you’re different. You’re young — well, comparatively, anyway — and you’re science. You
must know what sadism is.
FRANK: (after a pause) Good Lord! What are our schools coming to?
TAPLOW: Anyway, the Crock isn’t a sadist. That’s what I’m saying. He wouldn’t be so
frightening if he were — because at least it would show he had some feelings. But he hasn’t.
He’s all shrivelled up inside like a nut and he seems to hate people to like him. It’s funny,
that. I don’t know any other master who doesn’t like being liked —
FRANK: And I don’t know any boy who doesn’t use that for his own purposes.
TAPLOW: Well, it’s natural sir. But not with the Crock —
FRANK: Mr Crocker-Harris.
TAPLOW: Mr Crocker-Harris. The funny thing is that in spite of everything, I do rather like
him. I can’t help it. And sometimes I think he sees it and that seems to shrivel him up even
more —
FRANK: I’m sure you’re exaggerating.
Shrivelled up – having no feelings

Exaggerating – represent something as being worse than it really is
Taplow explains to him that there are many teachers in the school whose names he will
not take but they are a sadists. They think that the boys don't understand a thing. But
Frank is different from them, as he is young and he is from a science background and
must know about sadism.
Frank in a surprising tone exclaims about the condition of schools. Taplow goes on
ranting about Mr. Harris. He shares that Mr. Crocker- Harris is not a sadist and yet he
has no feelings. He is a type of a person who might hate it when people like him. He
further says he doesn’t know about any master there who doesn’t like being liked.
Frank mocks him and says he hasn’t seen any student using this quality for his own
purpose. Taplow agrees and calls Mr. Harris ‘Crock’ again to which Frank corrects
him by saying his full name.
Taplow corrects himself and admits that he still likes him and he cannot help it.
Sometimes Mr. Harris sees it and he wrinkles even more to which Frank replied that he
must be exaggerating.
TAPLOW: No, sir. I’m not. In form the other day he made one of his classical jokes. Of
course nobody laughed because nobody understood it, myself included. Still, I knew he’d
meant it as funny, so I laughed. Out of ordinary common politeness, and feeling a bit sorry
for him for having made a poor joke. Now I can’t remember what the joke was, but suppose I
make it. Now you laugh, sir. (Frank laughs.)
TAPLOW: (in a gentle, throaty voice) “Taplow — you laughed at my little joke, I noticed. I
must confess that I am pleased at the advance your Latin has made since you so readily have
understood what the rest of the form did not. Perhaps, now, you would be good enough to
explain it to them, so that they too can share your pleasure”.
The door up right is pushed open and Millie Crocker-Harris enters. She is a thin
woman in her late thirties, rather more smartly dressed than the general run of
schoolmasters’ wives. She is wearing a cape and carries a shopping basket. She closes
the door and then stands by the screen watching Taplow and Frank. It is a few seconds
before they notice her.
Taplow shares further that one day, Mr. Crocker- Harris cracked one of his classic
jokes to which no one laughed. He understood that the joke was meant to be funny and
laughed anyway because he wanted to be polite and to feel sorry for him making such
poor jokes. He doesn’t remember what the joke was and asked Frank to suppose he
cracked a joke right away and asked him to laugh.
He imitated his teacher again and told Frank what his reaction was when he laughed at
his joke. Mr. Crocker-Harris asked him to explain the joke to the rest of the form as he
was the only one laughing in the class.
As he was saying this, the door of the classroom opened and Millie, the wife of Mr.
Crocker-Harris entered the class. She was a thin woman who dresses smarter than the
rest of the women who are wives of Schoolmasters. She was wearing a cape and was
carrying a shopping basket. She closed the door as she entered and stood next to the
screen watching both of them talking. They noticed her after a few seconds.
FRANK: Come along, Taplow (moves slowly above the desk). Do not be so selfish as to
keep a good joke to yourself. Tell the others… (He breaks off suddenly, noticing Millie.) Oh
Lord!
Frank turns quickly, and seems infinitely relieved at seeing Millie.
FRANK: Oh, hullo.

MILLIE: (without expression) Hullo. (She comes down to the sideboard and puts her basket
on it.)
TAPLOW: (moving up to left of Frank; whispering frantically) Do you think she heard?
FRANK: (shakes his head comfortingly. Millie takes off her cape and hangs it on the hall-
stand.) I think she did. She was standing there quite a time.
TAPLOW: If she did and she tells him, there goes my remove.
FRANK: Nonsense. (He crosses to the fireplace.)
Infinitely – to a great extent

Frantically – desperately
As Frank was joking about telling the joke to others, he saw Millie and stopped talking.
He turned around and was relieved by seeing her there and wished her hello. She
replied hello without any expressions on her face and put her basket on the sideboard.
Taplow asked Frank in a desperate tone if she had heard any of their conversation.
Frank thought that she did because she was standing there for quite some time. Millie
took her cape off and hung it on hall-stand.
Taplow in a worrying tone says if she did hear them, then he will not get his remove and
Frank tells him not to think too much. Frank crosses the fireplace.
Millie takes the basket from the sideboard, moves above the table and puts the basket on it.
MILLIE: (to Taplow) Waiting for my husband?
TAPLOW: (moving down left of the table) Er-yes.
MILLIE: He’s at the Bursar’s and might be there quite a time. If I were you I’d go.
TAPLOW: (doubtfully) He said most particularly I was to come.
MILLIE: Well, why don’t you run away for a quarter of an hour and come back? (She
unpacks some things from the basket.)
TAPLOW: Supposing he gets here before me?
MILLIE: (smiling) I’ll take the blame. (She takes a prescription out of the basket.) I tell you
what — you can do a job for him. Take this prescription to the chemist and get it made up.
TAPLOW: All right, Mrs Crocker-Harris. (He crosses towards the door up right.)
Millie picks up the basket from the sideboard and puts it on the table. She asks Taplow
if he is waiting for his husband to which he replies yes. She tells him he is at the
Bursar’s and it might take some time. If she was in his place, she might have left.
Taplow replies that he said he will come. As Millie unpacks the things from the basket,
she suggests him to go for a quarter of an hour and then come back to check on him.
Taplow asks her if Mr. Harris comes back before him then what will happen. Millie
assured him that she will take the blame for this and takes out a prescription from the
basket. She hands it over to him and asks him to bring medicines for her from the
chemist. He agrees and crosses the door upright.

1. Comment on the attitude shown by Taplow towards Crocker-Harris.

Ans: Taplow is a student of Mr. Crocker-Harris. Taplow is called for extra work by him on
his last day of school because of the day he missed previously. Mr. Crocker-Harris is a
disciplinarian who works hard and follows the rules seriously. He is not a sadist and doesn’t
believe in showing feelings to his students. Taplow likes him anyway and wants him to give
his remove. Mr. Crocker-Harris is not biased as he said he will give Taplow what he
deserves, nothing less and nothing more.
2. Does Frank seem to encourage Taplow’s comments on Crocker-Harris?

Ans: Frank surely encourages him to comment on Crocker-Harris as he asked him many
questions about him. He also asked him to repeat when he was imitating his teacher.
3. What do you gather about Crocker-Harris from the play?

Ans: Mr. Crocker-Harris is a middle-aged schoolmaster who is a disciplinarian. He is not
biased with his students and is a strict person. He follows all the rules and never shrivels up
in front of his students. He takes his job seriously as he called Taplow on the last day of
school to make up for his missed day previously.
Talking about the text
1. Discuss - Talking about teachers among friends.

Ans: Students often discuss teachers among their friends. They sometimes make fun of them
behind their back or gives them a name like Taplow did in the play – Crock. This is not the
right thing to do as a student must understand that a teacher will never do anything to hurt
them. They want to see them successful and sometimes being strict is what they have to do at
that moment.
2. Discuss - The manner you adopt when you talk about a teacher to other
teachers.
Ans: One must respectfully address any teacher in front of other teachers. Whatever you
think about them, never disrespect them. Students tend to get very frank in front of their
teachers and starts saying things they should not have. It can backfire.
3. Discuss - Reading plays is more interesting than studying science.

Ans: Yes, reading plays is more interesting than studying science. Reading plays makes us
more imaginative and is interesting to do. It also helps in building our linguistic skills. We
can learn about the language more and we can learn so much about humans and their
behavior. Science, on the other hand, provides us knowledge and gives us a modern
approach. It gives us practical knowledge in laboratories and teaches us many things about
our daily life.
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.
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: P...
2. A person who believes that war and violence are wrong and will not fight in a war: P...
3. A person who believes that nothing really exists: N...
4. A person who is always hopeful and expects the best in all things: O...
5. A person who follows generally accepted norms of behaviour: C...
6. A person who believes that material possessions are all that matter in life: M...
Ans:
1. Perfectionist
2. Pacifist
3. Nihilist
4. Optimist
5. Conventionalist
6. Materialist
Poem 4 – Childhood
By Markus Natten
Introduction
Childhood is written by Marcus Natten. In this poem, the poet thinks over his lost childhood.
He wonders about the moment where he lost the innocence and realized that the world is not
what he seemed it to be. He recalls when his thoughts changed and he realized the hypocrisy
of the people around him. He finally settled down to the idea that his childhood went to some
forgotten place and is hidden in the face of an innocent infant.
Summary
In the poem, the poet wonders when he lost his childhood and the innocence he had. He
became conscious that he no longer sees the world as he did earlier and he can sense the
hypocrisy in people. He recalled many instances in his life when he could have lost his
childhood. He wondered if it was the day he ceased to be eleven or he realized that Hell and
Heaven didn’t exist in this world and no one could find them in the geography.
Next, he talks about the possibility when he realized that adults are not what they seemed to
be and they are hypocrites. They talk and preach of love but their actions don’t say so. Was it
the day when he realized that his mind was his own and capable of producing his own
thoughts. No one could own that and he is an individual with his particular personality.
In the last stanza, he talks about the whereabouts of his childhood. He concludes that it had
gone to some forgotten place and it can only be found in the innocent face of an infant.

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!
Ceased – come to an end
In the above lines, the poet wonders about when his childhood came to an end. He asked
himself was it the day he was no longer eleven years old? Was it the day when he realized
that Hell and Heaven existed and yet could not be found in geography or on the map. He
realized they are imaginary places that actually do not exist in this world.

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!
Preached – talked or spoken
In the above stanza, the poet again repeats the same question about when did his childhood
go? He wonders about the day when he started seeing the world with a new perception that
adults are hypocrites and are not how they seemed to be. The adults who talked of love and
preached of love and yet never behaved so lovingly. They are double-faced in reality. Was
that the day when his 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!
In the third stanza, the poet deliberates on the same question about when he lost his
childhood. He asked himself about possibilities. He wonders about the day he realized that
his mind was his own and could use it the way he wants. When he realized that he could
produce his own thoughts which were not bound by anyone. When he sensed his own
individuality and a separate personality. Was that the day he lost his childhood?
Where did my childhood go?

It went to some forgotten place,
That’s hidden in an infant’s face,
That’s all I know.
Infant – new-born baby
In the last stanza, the poet remorses about his lost childhood. He concludes that his childhood
had gone to some forgotten place which will never come back. He cherished his innocence
which vanished now and could be only seen in a baby’s face. He only has sweet memories of
his childhood which would soon fade away. He also conveyed a message that the innocence
of childhood stays till the time one is an infant and that is all he knows.
Literary Devices
Rationalism – the poet rationalizes the lost childhood when he was eleven and when he
found out that hell and heaven don’t exist and are not found in the geography.

Rhyme Scheme – the rhyme scheme used in the poem ‘Childhood’ is ABBCCD.
Refrain – a group of phrase which is repeated in the poem

Was that the day!
Individuality – In stanza 3, the poet realized that he can use his own mind and can produce
his own thoughts. He discovered a sense of individuality in himself.
Antithesis – where two opposite words are used together in a sentence in a poem
Hell and Heaven
Alliteration – The occurrence of the same letter of sound at the beginning of closely
connected words
The time
My mind
Whichever way
Thoughts that
Inversion – when the subject-verb order is reversed
To use whichever way I choose

Think it out
1. Identify the stanza that talks of each of the following.
Individuality, Rationalism, Hypocrisy
Ans:
Individuality – Third stanza
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!
Rationalism – First stanza
And therefore could not be,
Was that the day!
Hypocrisy – Second stanza
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!
2. What according to the poem is involved in the process of growing up?

Ans: According to the poem, the process of growing up involves attaining maturity and
becoming a rational and logical thinker. When the poet became an adult, he was able to see
the hypocrisy in other people. He could distinguish in the behaviour of double-standard
preach and talk of love. A grown-up can tell a difference between reality and fantasy. A
mature person stresses on his thoughts and is capable of having his own opinion.
3. What is the poet’s feeling towards childhood?

Ans: The poet is disappointed and puzzled by the loss of his childhood. He wanted to know
when was the moment he became a grown-up and loss the innocence of an infant. He
expresses his confusion by asking that when and where did his childhood go.
4. Which do you think are the most poetic lines? Why?

Ans: The lines in the last stanza are the most poetic lines in the poem.
It went to some forgotten place,

That’s hidden in an infant’s face,
That’s all I know.
The poet beautifully describes the disappearance of his childhood. He talks about how one
can find innocence in an infant’s face. It is a process of life that an individual grows up and
slowly starts understanding the concept of the world and people around them. During
childhood, a person believes in things that aren’t true or has a different set of reality. When
the child grows up and is able to process his own thoughts, he realizes that many things don’t
exist the way he thought them to be.
Chapter 7 - The Adventure
By Jayant Narlikar
Introduction
The chapter ‘The Adventure’ is a story about Professor Gangadharpant Gaitonde who is
strangely in a different world. He knows it is Pune but the facts are different from what he
believes. He decided to go to Bombay via train ‘Jijamata Express’. When he reached
Bombay, things were different. When he decides to investigate the history, he finds some
surprising facts. The East India Company was still ruling and the Battle of Panipat had been
won by Marathas. It was different from what he knew and had studied. The East India
Company was taken aback after events of 1857 and the Battle of Panipat had been won by
Mughals.
Summary
Professor Gaitonde was travelling from Pune to Bombay via the Jijamata Express, a train
which was faster than the Deccan Queen. As he was crossing towns and villages, he met a
man named ‘Khan Sahib’ who talked about his business and chatted about several things.
They got off at Victoria Terminus station which was neat and clean. It had British officers,
Parsees and Anglo-Indian staff all around. He was confused as to how the East India
Company was ruling the country as according to his facts, they had fled away after the events
of 1857.
He went to the Hornby road and noticed that the shops were different. He entered the Forbes
building and inquired about Mr. Vinay Gaitonde but as checked by the receptionist, no such
man had ever worked there. He went to the Town Hall and sat in the reading room. He took
five books related to the history and decided to go through them one by one and check how
the facts had changed. He started investigating from the period of Asoka to the third battle of
Panipat.
According to the fifth volume ‘Bhausahebanchi Bakhar’, he found out that Marathas had won
the Battle of Panipat and spread their influence all over India after that. He was confused as it
was different from what he knew so far. After the victory, India was moved to the path of
democracy. There were no longer any kings ruling and democratic parties had been set up.
The professor started liking India as he kept reading further about it. It was different from the
one he believed he saw. This country knew how to stand on its feet and it was no longer slave
under the white man.
As he was going through the book, the librarian told him to finish since they were closing the
library. It was eight o clock. He asked about carrying the books with him as he would return
the next morning and slipped the Bakhar book into his left pocket. He checked into a guest
house and had his dinner. He decided to walk towards Azad Maidan. He noticed a large
crowd of people going towards a pandal. A lecture was going on but he noticed something
unusual. The presidential chair was empty. The speaker was talking and the crowd was
continuously moving inside and outside.
He could not control himself and moved towards the stage and sat on the chair. The crowd
was taken aback and started asking him to get up and move away. He tried to talk to them but
they started throwing several objects at him such as tomatoes, eggs, etc. Soon the crowd
moved towards him to push him away and he was nowhere to be seen.
Next, he woke up in a hospital bed and saw Rajendra in front of him. He narrated the whole
sequence of events that took place and Rajendra listened to him amazed. The professor was
confused as to where he was and if he had been in a coma for the past two days. What was
the experience he just had, was it real or not.
Rajendra explained to him that it happened because of two theories – Catastrophe theory and
lack of determinism in Quantum theory. Catastrophe theory states that a small change in any
situation can result in a shift in behaviour. In reality, the Marathas lost their leader –
Bhausaheb and Vishwarao and hence they lost the battle. But Professor saw that the bullet
missed and Vishwarao was not dead.
Professor then showed him the torn page of the Bakhar book that he had in his pocket.
Rajendra read it carefully and told him that realities can be different for different people.
What he thought had happened is a catastrophic experience.
Rajendra told him that in the case of electrons, one cannot predict which path the electron
takes at a point of time. He told him that it is the lack of determinism in Quantum theory and
explained to him what it meant. In one world, the electron may be found here and in another,
it may be found in another place but in the third world. It may be at different locations. Once
the observer knows about the correct placing of the electrons in every world, it might happen
that an alternative world exists at the same time.
Hence, the professor was in two different worlds at the present time. He had real-life
experience in an alternative reality and he came back from another world. Both the worlds
had different histories and different sets of events. The professor wanted to know why he was
the one to make the transition. Rajendra told him that at the time of the collision with the
truck, the professor was thinking about the catastrophe theory and its role in the war. He was
also thinking about the Battle of Panipat at that moment, so the neurons in his brain acted as a
trigger and made the transition.
The professor was in that alternative world for the last two days.

THE Jijamata Express sped along the Pune-Bombay* route considerably faster than the
Deccan Queen. There were no industrial townships outside Pune. The first stop, Lonavala,
came in 40 minutes.
The ghat section that followed was no different from what he knew. The train stopped at
Karjat only briefly and went on at an even greater speed. It roared through Kalyan.
Meanwhile, the racing mind of Professor Gaitonde had arrived at a plan of action in Bombay.
Indeed, as a historian, he felt he should have thought of it sooner. He would go to a big
library and browse through history books. That was the surest way of finding out how the
present state of affairs was reached. He also planned eventually to return to Pune and have a
long talk with Rajendra Deshpande, who would surely help him understand what had
happened.
That is, assuming that in this world there existed someone called Rajendra Deshpande!
The train stopped beyond the long tunnel. It was a small station called Sarhad. An Anglo-
Indian in uniform went through the train checking permits.
Townships – Towns or villages

Roared – to move at a high speed while making a loud noise
Permits – authorize to do something
Professor Gaitonde was travelling by the Jijamata Express train which was running
along Pune-Bombay Route and was faster than the Deccan Queen. The first stop of the
train was Lonavala which came in 40 minutes. The professor noticed that there were no
industrial towns outside Pune city. The next stop was the ghat section which was similar
to what the professor already knew. The train followed to the next city – Karjat and
started speeding at a greater pace than before. When the train was in Kalyan, it moved
at high speed.
The professor came up with a plan to be followed when he would arrive at Bombay city.
He was a historian who thought he should have come up with a plan sooner to go to the
big library and glance at the history books there. He wanted to know how the current
situation of India by studying various events. He further planned to move back to Pune
after his work finished and meet with Rajendra Deshpande to have a discussion over
the current events.
He was thinking about it and assumed if a person named Rajendra Deshpande existed
in this world. As he was into his thoughts when the train stopped beyond a long tunnel
in a place called ‘Sarhad’. He saw an Anglo-Indian in a uniform who was going through
the train to check the permit.
“This is where the British Raj begins. You are going for the first time, I presume?” Khan
Sahib asked.
“Yes.” The reply was factually correct. Gangadharpant had not been to this Bombay before.
He ventured a question: “And, Khan Sahib, how will you go to Peshawar?”
“This train goes to the Victoria Terminus*. I will take the Frontier Mail tonight out of
Central.”
“How far does it go? By what route?”
“Bombay to Delhi, then to Lahore and then Peshawar. A long journey. I will reach Peshawar
the day after tomorrow.”
Thereafter, Khan Sahib spoke a lot about his business and Gangadharpant was a willing
listener. For, in that way, he was able to get some flavour of life in this India that was so
different. The train now passed through the suburban rail traffic. The blue carriages carried
the letters, GBMR, on the side.
Ventured – to say something that might be considered as an apology

Suburban – residential area
As the incident was taking place, a person named ‘Khan Sahib’ asked Gaitonde if he
was going to Bombay for the first time to which he replied yes. He asked Khan Sahib
about how would he reach Peshawar. He told him the whole route – the train would
first go to Victoria Terminus and then he would change the train ‘Frontier Mail’ from
the central. The train will then go to Delhi and then to Lahore and finally Peshawar. It
would be a long journey of two days.
Khan Sahib further talked about his business to Gangadharpant Gaitonde (Professor)
who was listening to him willingly. He got to taste a different flavour of the country
other than what he saw and knew. The train next passed through the residential rail
traffic and he saw a blue carriage with GBMR on the side.
“Greater Bombay Metropolitan Railway,” explained Khan Sahib. “See the tiny Union Jack
painted on each carriage? A gentle reminder that we are in British territory.”
The train began to slow down beyond Dadar and stopped only at its destination, Victoria
Terminus. The station looked remarkably neat and clean. The staff was mostly made up of
Anglo-Indians and Parsees along with a handful of British officers.
As he emerged from the station, Gangadharpant found himself facing an imposing building.
The letters on it proclaimed its identity to those who did not know this Bombay landmark:
EAST INDIA HOUSE HEADQUARTERS OF
THE EAST INDIA COMPANY
Prepared as he was for many shocks, Professor Gaitonde had not expected this. The East
India Company had been wound up shortly after the events of 1857 — at least, that is what
history books said. Yet, here it was, not only alive but flourishing. So, history had taken a
different turn, perhaps before 1857. How and when had happened? He had to find out.
Emerged – developed; begin

Imposing – Impressive
Proclaimed – to announce something officially
Flourishing – to grow successfully
Khan Sahib explained the full form of GBMR – Greater Bombay Metropolitan
Railway. He further showed him the tiny Union Jack painted on the carriages which
was a mark for the reminder that they were in British territory. As the train moved
passed Dadar, it stopped at the destination – Victoria Terminus. The station was neat
and clean and the staff consisted of Anglo-Indians and Parsees with few British
Officers.
As the professor got down from the station, he saw a big sign which read ‘East India
House Headquarters of the East India Company’ which made the professor curious as
he didn’t expect this in Bombay. According to his knowledge of history, East India
Company was shut down after 1857 events. But the company was standing there which
was growing successfully. He was confused as to how history took a turn. He had to
know what happened.
As he walked along Hornby Road, as it was called, he found a different set of shops and
office buildings. There was no Handloom House building. Instead, there were Boots and
Woolworth departmental stores, imposing offices of Lloyds, Barclays and other British
banks, as in a typical high street of a town in England.
He turned right along Home Street and entered Forbes building.
“I wish to meet Mr Vinay Gaitonde, please,” he said to the English receptionist.
She searched through the telephone list, the staff list and then through the directory of
employees of all the branches of the firm. She shook her head and said, “I am afraid I can’t
find anyone of that name either here or in any of our branches. Are you sure he works here?”
This was a blow, not totally unexpected. If he himself were dead in this world, what
guarantee had he that his son would be alive? Indeed, he may not even have been born!
He thanked the girl politely and came out. It was characteristic of him not to worry about
where he would stay. His main concern was to make his way to the library of the Asiatic
Society to solve the riddle of history. Grabbing a quick lunch at a restaurant, he made his way
to the Town Hall.
Riddle – mystery or puzzle
As the professor walked passed the Hornby road in Bombay, he noticed a different set
of shops in the street. There were no longer Handloom House Building but were Boots
and Woolworth departmental stores and offices of Lloyds, Barclays and other British
originated banks. It was just like a high street in England.
He entered the Forbes building in the Home Street. He asked the receptionist about Mr.
Vinay Gaitonde. She searched for quite some time, all the telephone list and the staff list
but didn’t find anything. She told him that there is no such person working in any
branches of the company.
He was shocked and didn’t expect this. He was thinking about what would happen if he
would not be alive in this world.
He moved out of the building and went to a restaurant to eat lunch. He then went to
‘Town Hall’.
Yes, to his relief, the Town Hall was there, and it did house the library. He entered the
reading room and asked for a list of history books including his own.
His five volumes duly arrived on his table. He started from the beginning. Volume one took
the history up to the period of Ashoka, volume two up to Samudragupta, volume three up to
Mohammad Ghori and volume four up to the death of Aurangzeb. Up to this period history
was as he knew it. The change evidently had occurred in the last volume.
Reading volume five from both ends inwards, Gangadharpant finally converged on the
precise moment where history had taken a different turn.
Converged – met
Precise – exact; accurate
He reached the Town Hall which had a library inside. He entered the reading room and
made his way towards history books. He took five volumes and started reading from the
beginning. Volume one was about the period of Ashoka, another was about
Samudragupta, the third one was about Mohammad Ghori and the fourth volume was
up to the death of Aurangzeb. He noticed the last volume, it had some changes. After
reading volume five, he knew about the exact moment where history changed.
That page in the book described the Battle of Panipat, and it mentioned that the Marathas
won it handsomely. Abdali was routed and he was chased back to Kabul by the triumphant
Maratha army led by Sadashivrao Bhau and his nephew, the young Vishwasrao.
The book did not go into a blow-by-blow account of the battle itself. Rather, it elaborated in
detail its consequences for the power struggle in India. Gangadharpant read through the
account avidly. The style of writing was unmistakably his, yet he was reading the account for
the first time!
Their victory in the battle was not only a great morale booster to the Marathas but it also
established their supremacy in northern India. The East India Company, which had been
watching these developments from the sidelines, got the message and temporarily shelved its
expansionist programme.
Triumphant – Successful
Blow – by – blow account – a detailed account
Avidly – with great interest
Morale booster – anything which boosts self- confidence
Supremacy – the condition of being superior to others
Expansionist – a follower of the policy of territorial or economic expansion
He came to know that Marathas had won the Battle of Panipat. Abdali was chased to
Kabul by the successful Maratha army which was led by Sadashivrao Bhau and his
nephew.
The book didn’t give detailed information about the war but it elaborated about the
details about the power struggles in India. The professor read the account with great
interest. Although he recognized the writing style to be his, he could not recollect having
written it. After the war, the Marathas established superiority in the northern Indian
region which also worked as a great confidence booster for them.
The East India Company got side-lined and abandoned its expansionist program.
For the Peshwas the immediate result was an increase in the influence of Bhausaheb and
Vishwasrao who eventually succeeded his father in 1780 A.D. The trouble-maker,
Dadasaheb, was relegated to the background and he eventually retired from state politics.
To its dismay, the East India Company met its match in the new Maratha ruler, Vishwasrao.
He and his brother, Madhavrao, combined political acumen with valour and systematically
expanded their influence all over India. The Company was reduced to pockets of influence
near Bombay, Calcutta* and Madrasa, just like its European rivals, the Portuguese and the
French.
For political reasons, the Peshwas kept the puppet Mughal regime alive in Delhi. In the
nineteenth century these de facto rulers from Pune were astute enough to recognise the
importance of the technological age dawning in Europe. They set up their own centres for
science and technology. Here, the East India Company saw another opportunity to extend its
influence. It offered aid and experts.
They were accepted only to make the local centres self-sufficient.
Relegated to – assigned to a lower rank

Dismay - shock
Political acumen – political smartness
Valour – great courage in battle
De facto – existing in fact with or without any lawful authority
Astute – smartness; quick-witted
For the Maratha ruler, the influence of Bhausaheb and Vishwarao increased.
Vishwarao succeeded his father in 1780 AD. Dadasaheb was assigned to a lower rank
and he retired from state politics. The East India Company met its match in Vishwarao.
Vishwarao and his brother, Madhavrao, with their political smartness and courage in
the battlefield expanded their influence all over India. The company was left with
influence in only a few cities in India like Bombay, Calcutta, and Madras just like
Europeans, Portuguese and French.
The Marathas kept the Mughal government alive for political reasons. In the nineteenth
century, rulers were smart enough to recognize the importance of technology rising in
Europe. On the other hand, East India Company extended its influence by offering aid
and experts in the region where they were accepted only as local centers.
The twentieth century brought about further changes inspired by the West. India moved
towards a democracy. By then, the Peshwas had lost their enterprise and they were gradually
replaced by democratically elected bodies. The Sultanate at Delhi survived even this
transition, largely because it wielded no real influence. The Shahenshah of Delhi was no
more than a figurehead to rubber-stamp the ‘recommendations’ made by the central
parliament.
As he read on, Gangadharpant began to appreciate the India he had seen. It was a country that
had not been subjected to slavery for the white man; it had learnt to stand on its feet and
knew what self-respect was. From a position of strength and for purely commercial reasons,
it had allowed the British to retain Bombay as the sole outpost on the subcontinent. That lease
was to expire in the year 2001, according to a treaty of 1908. Gangadharpant could not help
comparing the country he knew what he was witnessing around him.
But, at the same time, he felt that his investigations were incomplete. How did the Marathas
win the battle? To find the answer he must look for accounts of the battle itself.
Figurehead – a carving; image

Outpost – a small military camp used as a guard
India was a democratic country inspired by the West during the twentieth century. The
Peshwas of Marathas lost their empire and democratic bodies took their place. The
Mughal Sultanate at Delhi survived the transitions as they had no influence. The
Mughal rulers were no longer a carving on the rubber stamps. The professor started
liking India as he continued reading about it. It was different from the one he believed
he saw. This country knew how to stand on its feet and it was no longer the slave under
white man. Bombay was made an outpost on the sub-continent region by the British.
According to a treaty in 1908, it would expire in the year 2001. The professor was
comparing the country he was witnessing now. But, he still felt that his investigation
was incomplete and he wanted to know more answers about the Maratha battle.
He went through the books and journals before him. At last, among the books he found one
that gave him the clue. It was Bhausahebanchi Bakhar.
Although he seldom relied on the Bakhars for historical evidence, he found them entertaining
to read. Sometimes, buried in the graphic but doctored accounts, he could spot the germ of
truth. He found one now in a three-line account of how close Vishwasrao had come to being
killed:
... And then Vishwasrao guided his horse to the melee where the elite troops were fighting
and he attacked them. And God was merciful. A shot brushed past his ear. Even the
difference of a til (sesame) would have led to his death.
At eight o’clock the librarian politely reminded the professor that the library was closing for
the day. Gangadharpant emerged from his thoughts. Looking around he noticed that he was
the only reader left in that magnificent hall.
“I beg your pardon, sir! May I request you to keep these books here for my use tomorrow
morning? By the way, when do you open?”
“At eight o’clock, sir.” The librarian smiled. Here was a user and researcher right after his
heart.
As the professor left the table he shoved some notes into his right pocket. Absent-mindedly,
he also shoved the Bakhar into his left pocket.
Seldom – not often

Doctored accounts – manipulated accounts related to history
Melee – a confused fight
Shoved – to push someone roughly
As he was going through the books in front of him, he found the clues in one of them,
which was Bhausahebanchi Bakhar. He never relied on Bakhar for any type of
historical evidence but he always found them entertaining. Among the manipulated
accounts, he found the three-line account about Vishwarao and how he was killed.
Vishwarao was shot and the bullet brushed past his ear while he was running upon his
horse in a confused fight. The book said that even a sesame seed would have been a
reason for his death.
The librarian asked him to finish as the library was about to be closed at eight o'clock
at night. He noticed he was the only one left in the reading room. He asked the librarian
whether he could keep the books with him and asked him about the opening time of the
library. The librarian told him that it opens at eight o'clock in the morning and the
professor left the table. He pushed the notes into his right pocket and pushed the
Bakhar book into his left one.
He found a guest house to stay in and had a frugal meal. He then set out for a stroll towards
the Azad Maidan.
In the maidan he found a throng moving towards a pandal. So, a lecture was to take place.
Force of habit took Professor Gaitonde towards the pandal. The lecture was in progress,
although people kept coming and going. But Professor Gaitonde was not looking at the
audience. He was staring at the platform as if mesmerised. There was a table and a chair but
the latter was unoccupied. The presidential chair unoccupied!
The sight stirred him to the depths. Like a piece of iron attracted to a magnet, he swiftly
moved towards the chair.
The speaker stopped in mid-sentence, too shocked to continue. But the audience soon found
voice.
“Vacate the chair!”
“This lecture series has no chairperson...”
“Away from the platform, mister!”
“The chair is symbolic, don’t you know?”
What nonsense! Whoever heard of a public lecture without a presiding dignitary? Professor
Gaitonde went to the mike and gave vent to his views. “Ladies and gentlemen, an unchaired
lecture is like Shakespeare’s Hamlet without the Prince of Denmark. Let me tell you...”
Frugal – less costly and simple

Stroll – to wander
Throng – a large pack of crowd
Gave vent to – to express one’s feelings
He found a guest house to stay in and eat cheap meat for dinner. He decided to walk
towards Azad Maidan and found a large pack of a crowd moving towards the pandal.
The professor moved towards the pandal. A lecture was taking place and people were
going and coming to and fro. His attention was on the stage. There was an empty table
and chair. The presidential chair was also unoccupied. He was motivated and he moved
towards the chair. The speaker stopped and he was shocked to see the professor sitting
on that empty chair. The speaker yelled at him to vacate the chair. He replied the
lecture doesn’t have any chairperson but the speaker asked him to move away and told
him that the chair was iconic. The Professor didn’t listen to his instructions and went to
the mike to express his thoughts. He started by saying that vacant chair lecture is like
Shakespeare’s Hamlet, and without Prince of Denmark.
But the audience was in no mood to listen. “Tell us nothing. We are sick of remarks from the
chair, of vote of thanks, of long introductions.”
“We only want to listen to the speaker...”
“We abolished the old customs long ago...”
“Keep the platform empty, please...”
But Gangadharpant had the experience of speaking at 999 meetings and had faced the Pune
audience at its most hostile. He kept on talking.
He soon became a target for a shower of tomatoes, eggs and other objects. But he kept on
trying valiantly to correct this sacrilege. Finally, the audience swarmed to the stage to eject
him bodily.
And, in the crowd Gangadharpant was nowhere to be seen.
Hostile – unfriendly
Valiantly - bravely
Sacrilege – disrespect
Swarmed – move somewhere in a large number
The audience was in no mood to listen to anything. Clearly, old customs had changed
now. They no longer believed the chaired person and his false promises. They asked him
to move aside, as they only wanted to hear the speaker. But the professor continued
talking as he believed he would control the unfriendly audience. They soon started
throwing tomatoes, eggs and other objects towards him. He kept on trying bravely but
the audience started moving towards him to remove him physically from the platform.
In the crowd, the professor was nowhere to be seen.
“That is all I have to tell, Rajendra. All I know is that I was found in the Azad Maidan in the
morning. But I was back in the world I am familiar with. Now, where exactly did I spend
those two days when I was absent from here?”
Rajendra was dumbfounded by the narrative. It took him a while to reply.
“Professor, before, just prior to your collision with the truck, what were you doing?”
Rajendra asked.
“I was thinking of the catastrophe theory and its implications for history.”
“Right! I thought so!” Rajendra smiled.
“Don’t smile smugly. In case you think that it was just my mind playing tricks and my
imagination running amok, look at this.”
And, triumphantly, Professor Gaitonde produced his vital piece of evidence: a page torn out
of a book.
Rajendra read the text on the printed page and his face underwent a change. Gone was the
smile and in its place came a grave expression. He was visibly moved.
Dumbfounded – amazed
Catastrophe theory – it is a branch of mathematics concerned with systems displaying
discontinuous changes
Smugly – to show excess satisfaction
Amok – to behave uncontrollably
Triumphantly – to win a battle
The professor was talking to Rajendra. He narrated everything to him which he saw
and lived for those few days. He said he was found in the Azad Maidan next morning
and now he is back to the real world which he is familiar with. He wanted to know
where had he spent the two days when he was unconscious.
Rajendra was amazed by the narrative and he replied after a while. He asked the
professor what he was thinking just before his collision with the truck. Professor replied
that he was thinking about Catastrophe theory. He further told Rajendra not to smile
showing excess satisfaction. It is nothing like that my mind was playing tricks with me.
To win the argument, the professor took out the printed page and Rajendra was
surprised.
Gangadharpant pressed home his advantage. “I had inadvertently slipped the Bakhar in my
pocket as I left the library. I discovered my error when I was paying for my meal. I had
intended to return it the next morning. But it seems that in the melee of Azad Maidan, the
book was lost; only this torn-off page remained. And, luckily for me, the page contains vital
evidence.” Rajendra again read the page. It described how Vishwasrao narrowly missed the
bullet; and how that event, taken as an omen by the Maratha army, turned the tide in their
favour.
“Now look at this.” Gangadharpant produced his own copy of Bhausahebanchi Bakhar,
opened at the relevant page. The account ran thus:
... And then Vishwasrao guided his horse to the melee where the elite troops were fighting,
and he attacked them. And God expressed His displeasure. He was hit by the bullet.
“Professor Gaitonde, you have given me food for thought. Until I saw this material evidence,
I had simply put your experience down to fantasy. But facts can be stranger than fantasies, as
I am beginning to realise.”
“Facts? What are the facts? I am dying to know!” Professor Gaitonde said.
Inadvertently – unintentionally
Professor told Rajendra that he had unintentionally slipped the Bakhar into his left
pocket and he intended to return it the next morning. But the book got torn off and lost
in the large crowd in the Azad Maidan. This page is evidence from the book that I had
stolen it. Rajendra again read the page, it described how Vishwarao missed the bullet.
He then showed him his own copy of Bakhar and the texts were different. It said that
Vishwarao was hit by the bullet.
Rajendra told the professor that by reading the evidence, he had begun to realize it’s
not a fantasy. He wanted the professor to know some facts.
Rajendra motioned him to silence and started pacing the room, obviously under great mental
strain. Finally, he turned around and said, “Professor Gaitonde, I will try to rationalise your
experience on the basis of two scientific theories as known today. Whether I succeed or not in
convincing you of the facts, only you can judge — for you have indeed passed through a
fantastic experience: or, more correctly, a catastrophic experience!”
“Please continue, Rajendra! I am all ears,” Professor Gaitonde replied. Rajendra continued
pacing as he talked.
“You have heard a lot about the catastrophe theory at that seminar. Let us apply it to the
Battle of Panipat. Wars fought face to face on open grounds offer excellent examples of this
theory. The Maratha army was facing Abdali’s troops on the field of Panipat. There was no
great disparity between the latter’s troops and the opposing forces. Their armour was
comparable. So, a lot depended on the leadership and the morale of the troops. The juncture
at which Vishwasrao, the son of and heir to the Peshwa, was killed proved to be the turning
point. As history has it, his uncle, Bhausaheb, rushed into the melee and was never seen
again. Whether he was killed in battle or survived is not known. But for the troops at that
particular moment, that blow of losing their leaders was crucial. They lost their morale and
fighting spirit. There followed an utter rout.
Disparity – difference
Armour – shell
Rout – a defeat
Rajendra explained to him that this was a catastrophic experience which he had just
felt. Professor told him to continue. He told the professor to apply the Catastrophe
theory to the Battle of Panipat. The Abdali and Maratha army were both equally strong
in terms of troops and forces. Their shell was also comparable but the victory
dependent on the leadership and morale of the troops.
The point where the Marathas were killed was the turning point of the battle. Uncle of
Vishwarao rushed into the crowd and was never seen again. No one knows whether he
survived or died. The troops lost their morale and fighting spirit and it was a defeat for
them.
“Exactly, Professor! And what you have shown me on that torn page is the course taken by
the battle, when the bullet missed Vishwasrao. A crucial event gone the other way. And its
effect on the troops was also the opposite. It boosted their morale and provided just that extra
impetus that made all the difference,” Rajendra said.
“Maybe so. Similar statements are made about the Battle of Waterloo, which Napoleon could
have won. But we live in a unique world which has a unique history. This idea of ‘it might
have been’ is okay for the sake of speculation but not for reality,” Gangadharpant said.
“I take issue with you there. In fact, that brings me to my second point which you may find
strange; but please hear me out,” Rajendra said.
Gangadharpant listened expectantly as Rajendra continued. “What do we mean by reality?
We experience it directly with our senses or indirectly via instruments. But is it limited to
what we see? Does it have other manifestations?
Impetus – the force with which body moves
Manifestation – the action of showing something; demonstration
Rajendra continued by saying that the torn page that he read was about how the events
took another turn and everything happened differently from what they knew. The
Professor added similar statements are made about Battle of Waterloo where several
texts talk about ‘it might have been’. Rajendra then made his second point which was,
how we experience reality. It is via our senses or with the help of instruments. But is
reality really limited to what we see or is it a demonstration?
“That reality may not be unique has been found from experiments on very small systems —
of atoms and their constituent particles. When dealing with such systems the physicist
discovered something startling. The behaviour of these systems cannot be predicted
definitively even if all the physical laws governing those systems are known.
“Take an example. I fire an electron from a source. Where will it go? If I fire a bullet from a
gun in a given direction at a given speed, I know where it will be at a later time. But I cannot
make such an assertion for the electron. It may be here, there, anywhere. I can at best quote
odds for it being found in a specified location at a specified time.”
“The lack of determinism in quantum theory! Even an ignoramus historian like me has heard
of it,” Professor Gaitonde said.
Startling – surprising
Assertion – a confident statement of a fact
Determinism – a doctrine that all the events are caused by the external will
Quantum theory – a theory of matter and energy based on quantum mechanics.
Ignoramus – an ignorant person
Rajendra explained that the reality is not the same, it has been founded by the
experiments of small atoms and their particles. The physicists studied such system and
found something surprising. They found that the behaviour of such systems cannot be
predicted.
He gave an example of an electron. If he would fire a bullet from a gun. He would know
where it will go but it cannot be predicted about the electron. We can count odds about
where it can be at a specific time and position. Professor added ‘the lack of
determinism’ which means lack of a doctrine caused by external will. He added that he
had also heard of it.
“So, imagine many world pictures. In one world the electron is found here, in another it is
over there. In yet another it is in a still different location. Once the observer finds where it is,
we know which world we are talking about. But all those alternative worlds could exist just
the same.” Rajendra paused to marshall his thoughts.
“But is there any contact between those many worlds?” Professor Gaitonde asked.
“Yes and no! Imagine two worlds, for example. In both an electron is orbiting the nucleus of
an atom...”
“Like planets around the sun...” Gangadharpant interjected. “Not quite. We know the precise
trajectory of the planet. The electron could be orbiting in any of a large number of specified
states. These states may be used to identify the world. In state no.1 we have the electron in a
state of higher energy. In state no.2 it is in a state of lower energy. It can make a jump from
high to low energy and send out a pulse of radiation. Or a pulse of radiation can knock it out
of state no.2 into state no.1. Such transitions are common in microscopic systems. What if it
happened on a macroscopic level?” Rajendra said.
Marshall – to gather something

Precise – error-free; correct
Trajectory – the path followed by a projectile flying
Rajendra while gathering his thoughts told the professor that in one world, the electron
may be found here and in another, it may be found in another place but in the third
world. It may be at a different locations. Once the observer knows about the correct
placing of the electrons at every world, it might happen that an alternative world exists
at the same time. The Professor asked him whether there are any contacts between
these many worlds. Rajendra told him it might not happen. He said in both the worlds,
the electron is orbiting the nucleus of an atom.
The Professor added an example of planets and sun. Rajendra said not quite as in the
case of the planets we know about the path that is followed by the planets. But in the
case of electrons, it is different. When an electron is in state 1, it is in higher energy. In-
state 2, it is in lower energy. It might happen that the electron jumps from a higher to a
lower position. These transitions happen at a microscopic level but what if it happened
at the macroscopic level.
“I get you! You are suggesting that I made a transition from one world to another and back
again?” Gangadharpant asked.
“Fantastic though it seems, this is the only explanation I can offer. My theory is that
catastrophic situations offer radically different alternatives for the world to proceed. It seems
that so far as reality is concerned all alternatives are viable but the observer can experience
only one of them at a time.
“By making a transition, you were able to experience two worlds although one at a time. The
one you live in now and the one where you spent two days. One has the history we know, the
other a different history. The separation or bifurcation took place in the Battle of Panipat.
You neither travelled to the past nor to the future. You were in the present but experiencing a
different world. Of course, by the same token there must be many more different worlds
arising out of bifurcations at different points of time.”
As Rajendra concluded, Gangadharpant asked the question that was beginning to bother him
most. “But why did I make the transition?”
Viable – practical
Bifurcation – division
Professor told him that he went to another world and came back again. Rajendra said it
is the only explanation he can offer right now. According to him, in catastrophic
situations, different alternatives can exist and somewhere the observer can experience
one reality one at a time.
Rajendra added that the professor made a transition and experienced two worlds one at
a time, one in which he lives and another one where he spent his last two days. This
world has the history they know about and another one has different facts. The Battle of
Panipat had divisions of facts in both worlds. He said that the professor didn’t travelled
past or future but was in the present and experiencing different worlds. There may be
more worlds which may arise out of division at different points of time. Professor asked
as to why only he made the transition.
“If I knew the answer I would solve a great problem. Unfortunately, there are many unsolved
questions in science and this is one of them. But that does not stop me from guessing.”
Rajendra smiled and proceeded, “You need some interaction to cause a transition. Perhaps, at
the time of the collision you were thinking about the catastrophe theory and its role in wars.
Maybe you were wondering about the Battle of Panipat. Perhaps, the neurons in your brain
acted as a trigger.”
“A good guess. I was indeed wondering what course history would have taken if the result of
the battle had gone the other way,” Professor Gaitonde said. “That was going to be the topic
of my thousandth presidential address.”
“Now you are in the happy position of recounting your real-life experience rather than just
speculating,” Rajendra laughed. But Gangadharpant was grave.
“No, Rajendra, my thousandth address was made on the Azad Maidan when I was so rudely
interrupted. No. The Professor Gaitonde who disappeared while defending his chair on the
platform will now never be seen presiding at another meeting — I have conveyed my regrets
to the organisers of the Panipat seminar.”
Speculating – wondering
Grave - serious
Rajendra answered that he didn’t know why he made the transition but he could guess
it. At the time of the collision, the professor was thinking about catastrophe theory and
its role in the war. Maybe he was thinking about the Battle of Panipat at that moment
the neurons in his brain acted as a trigger and made the transition.
The Professor confessed that he was thinking about what would happen if the battle had
gone the other way and he was about to address this at his thousandth presidential
address. Rajendra laughed and said now he can happily recount his real-life experience
than just wondering about it. The Professor was serious and told him that at his
thousandth presidential address at Azad Maidan, he was rudely interrupted by the
crowd and speaker. The professor Gaitonde who was defending his chair on the stage
had to disappear and he would never be seen again at another meeting. He also
conveyed his regrets to the organizers of the seminar.

I. Tick the statements that are true.
1. The story is an account of real events.
2. The story hinges on a particular historical event.
3. Rajendra Deshpande was a historian.
4. The places mentioned in the story are all imaginary.
5. The story tries to relate history to science.
Ans: 1. False
2. True
3. False
4. False
5. True
II. Briefly explain the following statements from the text.

1. “You neither travelled to the past nor the future. You were in the present
experiencing a different world.”
Ans: This statement was said by Rajendra to Professor Gaitonde. As he made a transition
from one world to another, he had a real-life experience for two days in an alternative reality.
It was one at a time experience for him. He neither travelled to the past nor the future. He was
in the present all the time.
2. “You have passed through a fantastic experience: or more correctly, a catastrophic

experience.”
Ans: This statement was said by Rajendra to Professor Gaitonde. When he was hit by the
truck, he was thinking about Catastrophe theory and its role in the war. He was unconscious
in the hospital for the next two days but he was in an alternate world having a real-life
experience of many things which were not true in the real world where he actually lives. He
noticed that the scenario was different and facts about history were different. So, he had
passed a catastrophic experience.
3. Gangadharpant could not help comparing the country he knew what he was
witnessing around him.
Ans: Gangadharpant Gaitonde had witnessed different facts of history which were the
decline of Marathas and British rule. But here in a different world, the reality was different.
Marathas had won the Battle of Panipat and there was no slavery under the white man. India
was free and here people had self-respect. When he compared two different facts of the same
country, he liked this different version of India more.
4. “The lack of determinism in quantum theory!”

Ans: The lack of determinism means the inability of the scientist to know where the electron
would move. Quantum theory means in physics, it can be measured how the energy is
produced and in what direction electrons may move. This happened when Professor saw two
different sets of history in the case of the Battle of Panipat. In one reality, Marathas had won
the war and in other, they had lost the battle. The same happened in the case of the Battle of
Waterloo.
5. “You need some interaction to cause a transition.”

Ans: Professor Gaitonde before the collision with the truck was thinking about catastrophe
theory and its role in the war. He was wondering what might happen if the result was
different in the Battle of Panipat. When he hit the truck, the neurons in his brain made the
transition. This was explained by Rajendra to the professor when he failed to understand why
only he made the transition.
1. Discuss the following statements in groups of two pairs, each pair in a group taking
opposite points of view.
(i) A single event may change the course of the history of a nation.
Ans:
For: A single event may change the course of the history of a nation. In the case of the Battle
of Panipat, when Marathas won the war. The course of history changed and it led to a
different shape of India. British rule ended and India soon became a democratic nation.
People no longer were slaves under the white man. India was self-dependent and had self-
respect.
Against: It is a matter of perspective that a single event may change the course of the history
of a nation. As explained by Rajendra in the chapter, it is a catastrophic phenomenon that the
Battle of Panipat had two courses of history in different worlds. Similarly, there may be
different worlds having a different history of the same nation.
(ii) Reality is what is directly experienced through the senses.
Ans: For: As Gangadharpant experienced a different reality in the different world for two
days, he even brought back a torn-off page of Bakhar book. He was experiencing different
realities one at a time. It happened due to the lack of determinism in quantum theory and
catastrophic theory. We sense our reality with our taste buds, hearing, seeing, smelling and a
sense of touch.
Against: Reality is not entitled to the senses. Electrons can move to any direction at any
point in time. They don’t have a definite path to travel. When we can predict the direction of
the fired bullet, we cannot predict the same thing about electrons.
(iii) The methods of inquiry of history, science and philosophy are similar.
Ans:
For: The methods of inquiry of history, science and philosophy are similar. In the chapter,
history, philosophy, and science converge and Professor Gaitonde experienced a different set
of events and reality in two different worlds. In one world, the Battle of Panipat was won by
Marathas and in other, it was won by the Mughals. Later, Rajendra explained to him the
catastrophe theory and lack of determinism. This explained to us how history and science
converged. Similarly, in Philosophy, truth is relative.
Against: It is inaccurate to say that the methods of inquiry of history, science, and
philosophy are similar. In the chapter, Rajendra tried to explain the events with a catastrophic
theory which surely convinced Professor but not us. Philosophy is speculative, while science
is about the exact fact which is tested. History is based on a set of events and how they
shaped the existing reality. The chapter is a science fiction where the writer tries to show the
convergence of the three different subjects but in reality, it employs different methodologies.
2. (i) The story is called ‘The Adventure’. Compare it with the adventure described in
‘We’re Not Afraid to Die...’
Ans: ‘We’re Not Afraid to Die...’ is a story about a family who went on a seafaring trip with
their two children and two crewmen. The challenge was to keep them alive and reach the
shore safely when the Storm hit the sea and affected their boat. Their experience was real and
painful. On the other hand, Professor Gaitonde’s experience was imaginative. After his
collision, he travelled the world through his mind when he was unconscious for two days.
(ii) Why do you think Professor Gaitonde decided never to preside over meetings again?
Ans: When in a different world, the professor noticed the empty presidential chair on the
stage in the ongoing lecture. He tried to sit on it as it should not remain empty. He was asked
to move away by the speaker. Later when he started talking on the mic, the audience was not
ready to listen to him. They threw many objects at him and asked him to move aside. They
physically lifted him from the stage.
Such experiences prompted Professor to never preside over meetings again.

1. In which language do you think Gangadharpant and Khan Sahib talked to each
other? Which language did Gangadharpant use to talk to the English receptionist?
Ans: Gangadharpant and Khan Sahib talked to each other in the Hindi language. On the other
hand, Gangadharpant talked to the English receptionist in the English language.
2. In which language do you think Bhausahebanchi Bakhar was written?

Ans: It was written in the Marathi language.
3. There is mention of three communities in the story: the Marathas, the Mughals, the
Anglo-Indians. Which language do you think they used within their communities and
while speaking to the other group?
Ans: The Muslims used to speak Urdu, the Marathas used to speak the Marathi and Anglo-
Indians used to speak in English within their communities.
4. Do you think that the ruled always adopt the language of the ruler?
Ans: Yes, the ruled always adopted the language of the ruler.
Working with Words

I. Tick the item that is closest in meaning to the following phrases.
1. to take issue with
(i) to accept
(ii) to discuss
(iii) to disagree
(iv) to add
A. (iii) to disagree
2. to give vent to
(i) to express
(ii) to emphasise
(iii) suppress
(iv) dismiss
A. (i) to express
3. to stand on one’s feet

(i) to be physically strong
(ii) to be independent
(iii) to stand erect
(iv) to be successful
A. (ii) to be independent
4. to be wound up
(i) to become active
(ii) to stop operating
(iii) to be transformed
(iv) to be destroyed
A. (ii) To stop operating
5. to meet one’s match

(i) to meet a partner who has similar tastes
(ii) to meet an opponent
(iii) to meet someone who is equally able as oneself
(iv) to meet defeat
A. (iii) To meet someone who is equally able as oneself
II. Distinguish between the following pairs of sentences.

1. (i) He was visibly moved.
(ii) He was visually impaired.
2. (i) Green and black stripes were used alternately.
(ii) Green stripes could be used or alternatively black ones.
3. (i) The team played the two matches successfully.
(ii) The team played two matches successively.
4. (i) The librarian spoke respectfully to the learned scholar.
(ii) You will find the historian and the scientist in the archaeology and natural science
sections of the museum respectively.
Ans:
1. (i) clearly
(ii) defective eyesight
2. (i) one after the other
(ii) in place of
3. (i) with success
(ii) one after the other
4. (i) dignity
(ii) same order
Chapter 8 - Silk Road
By Nick Middleton
Introduction
The story is written by Nick Middleton. This chapter is about the narrator’s journey from
slopes of Ravu to Mount Kailash to complete the kora. To bid him farewell, Lhamo gave him
a long sleeve sheepskin coat. He hired Tsetan’s car for his journey and took Daniel along to
escort him to Darchen.
Summary
The protagonist wanted to go to Mount Kailash to complete the kora. He hired Tsetan to
drive him up to Mount Kailash. As a farewell gift, Lhamo gave him a long-sleeved sheepskin
coat. He took Daniel as his companion till Darchen.
When they started the journey, Tsetan took a short cut to the south-west which was a direct
route to Mount Kailash. They had to cross high mountain passes to reach their destination.
Tsetan assured him that it would be no problem if there would be no snow. They crossed
through few gazelles, a herd of wild asses and shepherds tending the flocks.
When they reached the hill, they passed dark tents which were home for nomads. He saw a
Tibetan mastiff standing outside the tent as a guard. These mastiffs ran after his car as he
reached near the tents. These dogs had large jaws.
As soon as they entered the valley, they witnessed snow-capped mountains with rivers
flowing which were blocked with ice. When they were riding through the hill, the turns
became sharper and roads became bumpier. Tsetan was driving in third gear. The protagonist
could feel the pressure in his ears. He held his nose, snorted to clear the congestion. He
checked his wristwatch, they were at 5210 meters above sea level.
They reached their first hurdle which was a road filled with snow. Tsetan threw dirt on the
snow and drove carefully on that road. They resumed their journey. The protagonist felt his
head was hurting. He took a few sips of water from his water bottle. They were still climbing
up the hill. They reached at 5515 meters above sea level. They stopped again and this time
the fuel tank hissed when Testan unscrewed the top. As the petrol was expanding due to low
atmospheric pressure, Tsetan told them not to smoke around it.
Soon in the afternoon around two o clock, they stopped for lunch. The protagonist’s headache
was gone by now. By late afternoon, they reached a small town called ‘Hor’. They reached
the east-west highway again. It was the old route from Lhasa to Kashmir. Daniel got off the
car and took a lift to Lhasa. Their car had a few punctures which worried Tsetan. He got them
fixed and the protagonist waited at a local café of Hor while having a glass of tea. He found
Hor a miserable place. After a while, Tsetan reached to him and they resumed their journey
again.
At night around 10.30 pm, they stopped at a guest house in Darchen to spend the night. The
protagonist got ill and suffered from nose-congestion due to the change in altitude and cold
weather. He stayed awake all night. Next morning, Tsetan took him to Tibetan medical
college where a he consulted a Tibetan Doctor who gave him a five-day course medicines in
a brown envelope.
After taking a full day of medicine, the protagonist was feeling good. Tsetan left him
thereafter assuring his health condition. The protagonist was staying at Darchen. That place
had a general store where Chinese cigarettes, soap, and other things were available. In the
afternoon, the men gathered at a shabby table to play pool every day. Women would wash
their hair in the narrow stream. Darchen had one problem, it had no pilgrims. According to
the local people, in the peak season of pilgrimage the place would be filled with travellers.
He met a person in the Darchen’s only café. His name was Norbu who was a Tibetan
working in Beijing at the Institute of Ethnic Literature of Chinese Academy of Social
Science. He came to Darchen to complete the kora just like the protagonist. He was fat and
found it difficult to walk. The protagonist decided to go on the pilgrimage with him. They
hired yaks to carry their luggage. Norbu finally said it is not possible for him while he
collapsed across the table and laughed hilariously. His tummy was also too big.

A FLAWLESS half-moon floated in a perfect blue sky in the morning we said our goodbyes.
Extended banks of cloud-like long French loaves glowed pink as the sun emerged to splash
the distant mountain tops with a rose-tinted blush. Now that we were leaving Ravu, Lhamo
said she wanted to give me a farewell present. One evening I’d told her through Daniel that I
was heading towards Mount Kailash to complete the kora, and she’d said that I ought to get
some warmer clothes. After ducking back into her tent, she emerged carrying one of the long-
sleeved sheepskin coats that all the men wore. Tsetan sized me up as we clambered into his
car. “Ah, yes,” he declared, “drokba, sir.”
We took a short cut to get off the Changtang. Tsetan knew a route that would take us south-
west, almost directly towards Mount Kailash. It involved crossing several fairly high
mountain passes, he said. “But no problem, sir”, he assured us, “if there is no snow.” What
was the likelihood of that I asked. “Not knowing, sir, until we get there.”
Loaves – bread shaped and baked in one piece which is usually sliced before being eaten
Kora – meditation performed by Buddhist believers
Ducking Back – going inside and then coming out
Size me up – to look at someone attentively
Clambered – move or climb in an awkward way
Drokba – Shepherd
As the protagonist was heading towards Mount Kailash to complete the kora in the
morning, he witnessed a beautiful half-moon in the blue sky. The clouds looked like
French bread which glowed pink because of the sun which spread a slash of rays on the
mountain tops. It looked like a rose-tinted blush. Ravu and Lhamo wanted to give him a
farewell gift. One evening when the protagonist passed a message to Lhamo through
Daniel, she gave him a long-sleeved sheepskin coat which is meant for men. Tsetan
looked at him attentively while he climbed into his car. He declared yes and said
Drokba to him which means kora in the region of Tibet.
They took a short cut to cut off the Changtang. His driver knew the short route which
took them to the south-west towards Mount Kailash. They had to pass high mountain
passes. Tsetan told him that they can reach the destination only if there is no snow and
they can’t know that until they’ll reach there.
From the gently rolling hills of Ravu, the short cut took us across vast open plains with
nothing in them except a few gazelles that would look up from nibbling the arid pastures and
frown before bounding away into the void. Further on, where the plains became more stony
than grassy, a great herd of wild ass came into view. Tsetan told us we were approaching
them long before they appeared. “Kyang,” he said, pointing towards a far-off pall of dust.
When we drew near, I could see the herd galloping en masse, wheeling and turning in tight
formation as if they were practising manoeuvres on some predetermined course. Plumes of
dust billowed into the crisp, clean air.
Gazelles – an African or Asian mammal with large eyes that moves quickly and hoofs
Nibbling – take a small bite from
Arid – having little or no rain
Pastures – land covered with grass
Frown – to disapprove of something
Bounding – jump; hop; bounce
Wild ass – an animal who have ears shorter than a horse and smaller in size
Herd – a large group of animal
Galloping – progressing in an uncontrollable manner
En masse – in a group
Manoeuvres – military exercises
Plumes - Trails
Billowed – filled with air; swelled out
The route was filled with open plains in Ravu where Gazelles were eating grass from the
land which had little rain and disapproved while hopping back in the void. As they
moved forward, a large group of wild asses appeared. Tsetan told him that they were
approaching the wild asses long before they appeared there. Tsetan pointed out a huge
pile of dust which he called ‘Kyang’ in his local language. When they drew nearer to the
destination, they could see a large group of animals progressing in a fast and
uncontrollable manner like they were doing military exercises. Trails of dust filled with
air.
As hills started to push up once more from the rocky wilderness, we passed solitary drokbas
tending their flocks. Sometimes men, sometimes women, these well-wrapped figures would
pause and stare at our car, occasionally waving as we passed. When the track took us close to
their animals, the sheep would take evasive action, veering away from the speeding vehicle.
We passed nomads’ dark tents pitched in splendid isolation, usually with a huge black dog, a
Tibetan mastiff, standing guard. These beasts would cock their great big heads when they
became aware of our approach and fix us in their sights. As we continued to draw closer, they
would explode into action, speeding directly towards us, like a bullet from a gun and nearly
as fast.
Wilderness – wasteland
Solitary – private
Flocks – a group of birds
Evasive – slippery
Veering – to change direction suddenly
Shaggy – bushy or hairy
As they move passed the rocky area, they came across private Koras nurturing their
group of birds. Both men and women stared at their car and some also waved at them.
As they moved closer to the animals, the sheep would take a slippery path and would
suddenly move into another direction away from the car.
They witnessed nomads’ tents which were dark in complete isolation and a big black
Tibetan dog standing as their guard. They fixed their gaze on the approaching car and
ran behind it as a bullet fired from a gun.
These shaggy monsters, blacker than the darkest night, usually wore bright red collars and
barked furiously with massive jaws. They were completely fearless of our vehicle, shooting
straight into our path, causing Tsetan to brake and swerve. The dog would make chase for a
hundred metres or so before easing off, having seen us off the property. It wasn’t difficult to
understand why ferocious Tibetan mastiffs became popular in China’s imperial courts as
hunting dogs, brought along the Silk Road in ancient times as tribute from Tibet.
By now we could see snow-capped mountains gathering on the horizon. We entered a valley
where the river was wide and mostly clogged with ice, brilliant white and glinting in the
sunshine. The trail hugged its bank, twisting with the meanders as we gradually gained height
and the valley sides closed in.
Swerve – change direction suddenly
Ferocious – cruel or violent
Mastiffs – a dog who is a strong breed with dropping ears saggy ears
Glinting – sparkle or twinkle
Meanders – to follow a winding course of a river or road
Those bushy creatures were blacker than the normal black colour who wore a bright
red collar and they barked angrily at them with big jaws. Those dogs were fearless and
were running towards the car causing Tsetan to apply brakes and change direction
suddenly. The dogs ran after them for a hundred meters more and then stop to watch
them go away. These Tibetan Mastiffs became popular in China’s royal courts as
hunting dogs. They were brought along the silk route as tribute in ancient times from
Tibet.
As they passed the area with bushy Tibetan dogs, they started witnessing snow-capped
mountains. They entered the valley which was covered with Wide River covered with
ice which was white and shiny in the sun. The track was moving along the river bank as
they gained height and the valley was closing in towards them.
The turns became sharper and the ride bumpier, Tsetan now in third gear as we continued to
climb. The track moved away from the icy river, labouring through steeper slopes that
sported big rocks daubed with patches of bright orange lichen. Beneath the rocks, hunks of
snow clung on in the near permanent shade. I felt the pressure building up in my ears, held
my nose, snorted and cleared them.
We struggled round another tight bend and Tsetan stopped. He had opened his door and
jumped out of his seat before I realised what was going on. “Snow,” said Daniel as he too
exited the vehicle, letting in a breath of cold air as he did so.
A swathe of the white stuff lay across the track in front of us, stretching for maybe fifteen
metres before it petered out and the dirt trail reappeared. The snow continued on either side
of us, smoothing the abrupt bank on the upslope side. The bank was too steep for our vehicle
to scale, so there was no way round the snow patch. I joined Daniel as Tsetan stepped on to
the encrusted snow and began to slither and slide forward, stamping his foot from time to
time to ascertain how sturdy it was. I looked at my wristwatch. We were at 5,210 metres
above sea level.
Daubed – spread a thick sticky substance on a surface carelessly

Lichen – a slow-growing plant which grows on walls, trees or rocks
Clung – hold tightly onto something
Swathe – a long strip of land
Petered out – to diminish gradually and stop
Encrusted – decorated with a hard surface layer
Slither – to move smoothly over a surface
The driver was driving in third gear while the turns were sharper and the ride got
bumpier. Then they moved away from the road which ran along the icy river. It had
sharp slopes and big rocks coated with thick sticky orange lichen. Below the rocks were
chunks of snow. The protagonist felt a pressure on his ears, he held his nose and snorted
in order to clear them. A sharp turn came again and Tsetan stopped the car and
jumped out from his seat. David too did the same. He exclaimed “snow” in his
excitement.
A long track of snow was in front of them which was about fifteen meters long before it
diminished and the normal dirty track appeared again. The snow was on both sides of
them and it was difficult to move the vehicle in that condition. The protagonist joined
Daniel as Tsetan tried to move smoothly over the snowy surface by stamping his foot on
the surface. The protagonist saw his wristwatch, they were 5,210 meters above sea level.
The snow didn’t look too deep to me, but the danger wasn’t its depth, Daniel said, so much as
its icy top layer. “If we slip off, the car could turn over,” he suggested, as we saw Tsetan grab
handfuls of dirt and fling them across the frozen surface. We both pitched in and, when the
snow was spread with soil, Daniel and I stayed out of the vehicle to lighten Tsetan’s load. He
backed up and drove towards the dirty snow, eased the car on to its icy surface and slowly
drove its length without apparent difficulty.
Ten minutes later, we stopped at another blockage. “Not good, sir,” Tsetan announced as he
jumped out again to survey the scene. This time he decided to try and drive round the snow.
The slope was steep and studded with major rocks, but somehow Tsetan negotiated them, his
four-wheel drive vehicle lurching from one obstacle to the next. In so doing he cut off one of
the hairpin bends, regaining the trail further up where the snow had not drifted.
Fling – throw
Lurching – listing
The snow was deep beneath its icy top surface. Daniel said that if they turn their car
over, they could slip off. Tsetan grabbed dirt and threw it across the frozen surface.
They pitched in and helped Tsetan until the snow with soil appeared and it loaded the
tension of Tsetan. He drove back the car and slowly drove to the more comfortable side
of the road.
After ten minutes, Tsetan stopped again as another obstacle came in front of them.
They drove around the snowy track which was steep and filled with rocks. He further
drove from the hairpin bend, moving on the higher side where the snow was still there.
I checked my watch again as we continued to climb in the bright sunshine. We crept past
5,400 metres and my head began to throb horribly. I took gulps from my water bottle, which
is supposed to help a rapid ascent.
We finally reached the top of the pass at 5,515 metres. It was marked by a large cairn of
rocks festooned with white silk scarves and ragged prayer flags. We all took a turn round the
cairn, in a clockwise direction as is the tradition, and Tsetan checked the tyres on his vehicle.
He stopped at the petrol tank and partially unscrewed the top, which emitted a loud hiss. The
lower atmospheric pressure was allowing the fuel to expand. It sounded dangerous to me.
“Maybe, sir,” Tsetan laughed “but no smoking.”
Throb - pulsate
Ascent – climb on an upward slope
Cairn of rocks – the pile of stone on the top of the mountain, especially where someone
is buried.
Festooned – decorated
The protagonist checked his watch again while he was climbing the mountain in the
bright sunlight. They move up to 5400 meters height and his head began to pulsate
again. He had a few sips of water from his bottle which helped him to climb the slope.
They reached at 5,515 meters and a large pile of stone was decorated with white silk
scarves and some dirty prayer flags. They took a turn round that stone in a clockwise
direction as in the tradition and the driver checked the tyres of his vehicle. He stopped
at the petrol tank and unscrewed its top which made a loud hiss noise as the pressure
was making the fuel expand. The driver told him maybe it’s dangerous but told him not
to smoke around there.
My headache soon cleared as we careered down the other side of the pass. It was two o’clock
by the time we stopped for lunch. We ate hot noodles inside a long canvas tent, part of a
workcamp erected beside a dry salt lake. The plateau is pockmarked with salt flats and
brackish lakes, vestiges of the Tethys Ocean which bordered Tibet before the great
continental collision that lifted it skyward. This one was a hive of activity, men with pickaxes
and shovels trudging back and forth in their long sheepskin coats and salt-encrusted boots.
All wore sunglasses against the glare as a steady stream of blue trucks emerged from the
blindingly white lake laden with piles of salt.
By late afternoon we had reached the small town of Hor, back on the main east-west highway
that followed the old trade route from Lhasa to Kashmir. Daniel, who was returning to Lhasa,
found a ride in a truck so Tsetan and I bade him farewell outside a tyre-repair shop. We had
suffered two punctures in quick succession on the drive down from the salt lake and Tsetan
was eager to have them fixed since they left him with no spares. Besides, the second tyre he’d
changed had been replaced by one that was as smooth as my bald head.
Careered down – sinking the slope

Salt flats – thatched roof covered with snow
Pockmarked – disfigured with a scar
Brackish – slightly salty water
Vestiges – a trace of something that is disappearing
Laden - loaded
His headache cleared as they descended down the slope. It was two o'clock when they
stopped for lunch at a long canvas tent beside the dry salt lake. They had hot noodles.
The plateau was disfigured and the lake was filled with salty water and thatched roof
covered with snow. It had traces of extinct Tethys Ocean which used to border Tibet
before the collision of the continent. Few men were working there with pickaxes and
shovels. They were wearing sunglasses to minimize the glare coming from blue trucks
loaded with pile of salt, salt-encrusted boots, and long sheepskin coats.
By the late afternoon, they reached Hor town and back to the east-west highway, which
was an old route from Lhasa to Kashmir. Daniel found a ride as he was on his way back
to Lhasa, both of them bid him farewell at tyre repair shop. Their car suffered two
punctures on the way from the salt lake so Tsetan was eager to get them fixed. They had
no spare tyre left and the second tyre which he changed was replaced by a smooth tyre
just like the head of the protagonist.
Hor was a grim, miserable place. There was no vegetation whatsoever, just dust and rocks,
liberally scattered with years of accumulated refuse, which was unfortunate given that the
town sat on the shore of Lake Manasarovar, Tibet’s most venerated stretch of water. Ancient
Hindu and Buddhist cosmology pinpoints Manasarovar as the source of four great Indian
rivers: the Indus, the Ganges, the Sutlej and the Brahmaputra. Actually only the Sutlej flows
from the lake, but the headwaters of the others all rise nearby on the flanks of Mount Kailash.
We were within striking distance of the great mountain and I was eager to forge ahead.
But I had to wait. Tsetan told me to go and drink some tea in Hor’s only cafe which, like all
the other buildings in town, was constructed from badly painted concrete and had three
broken windows. The good view of the lake through one of them helped to compensate for
the draught.
Grim – ugly or grey

Accumulated – gathered
Venerated – respected
Cosmology – science about the origin and development of the universe
Flanks - sides
Forge – put together; build-up
Hor was an ugly and miserable place which had no vegetation and just dust and rocks.
It is scattered with gathered refuse and it was luckless that it was on the shore of Lake
Mansarovar which is Tibet’s most respected water. According to ancient Hindu and
Buddhist cosmologists, it consists of four Indian rivers – the Indus, the Ganges, the
Sutlej, and the Brahmaputra. Sutlej River flows from this lake and other three rivers
rise near the sides of Mount Kailash. They were in a remarkable distance and he was
eager to build ahead.
He waited for Tsetan while having some tea at Hor’s café which was constructed badly
from painted concrete and three broken windows. Although, it had a good view of the
lake.
I was served by a Chinese youth in military uniform who spread the grease around on my
table with a filthy rag before bringing me a glass and a thermos of tea.
Half an hour later, Tsetan relieved me from my solitary confinement and we drove past a lot
more rocks and rubbish westwards out of town towards Mount Kailash.
My experience in Hor came as a stark contrast to accounts I’d read of earlier travellers’ first
encounters with Lake Manasarovar. Ekai Kawaguchi, a Japanese monk who had arrived there
in 1900, was so moved by the sanctity of the lake that he burst into tears. A couple of years
later, the hallowed waters had a similar effect on Sven Hedin, a Swede who wasn’t prone to
sentimental outbursts.
Filthy – dirty
Rag – scrap cloth
Solitary – private
Confinement – detention; captivity
Stark – plain
Sanctity – pure
The protagonist was served by a Chinese boy who was wearing a military uniform. He
spread the grease around his table with a dirty cloth and brought him a glass and a
thermos of tea. Tsetan freed him from his private detention and they started their
journey ahead passing more rocks and rubbish.
The protagonist’s experience was opposite from what he read on traveller’s first
encounters of the town. Ekai Kawaguchi was a Japanese monk who arrived in the town
in 1900, he was so moved with the purity of the lake that he cried. After few years,
similar effect was on Sven Hedin a Swedish who didn’t have such an emotional
outburst.
It was dark by the time we finally left again and after 10.30 p.m. we drew up outside a guest
house in Darchen for what turned out to be another troubled night. Kicking around in the
open-air rubbish dump that passed for the town of Hor had set off my cold once more, though
if truth be told it had never quite disappeared with my herbal tea. One of my nostrils was
blocked again and as I lay down to sleep, I wasn’t convinced that the other would provide me
with sufficient oxygen. My watch told me I was at 4,760 metres. It wasn’t much higher than
Ravu, and there I’d been gasping for oxygen several times every night. I’d grown accustomed
to these nocturnal disturbances by now, but they still scared me.
Tired and hungry, I started breathing through my mouth. After a while, I switched to single-
nostril power which seemed to be admitting enough oxygen but, just as I was drifting off, I
woke up abruptly.
Something was wrong. My chest felt strangely heavy and I sat up, a movement that cleared
my nasal passages almost instantly and relieved the feeling in my chest. Curious, I thought.
Nocturnal – night time
When they resumed their journey from Hor, it was dark at that time. After 10.30 pm
they decided to stay in a guest house in Darchen which turned out to be a difficult night
for him. The rubbish dump in Hor made his cold worse and herbal tea also didn’t help
him. One of his nostrils was blocked as he lay on the bed. He wasn’t getting sufficient
oxygen and he checked his watch. He was at 4760 meters above sea level. The height
was not more than Ravu but he would be out of breath several times a night. He was so
familiar to these night time disturbances and he was scared this time.
He started breathing from his mouth, he was tired and hungry. He switched back to
breathing from single nostril and as soon as he was about to sleep, he would wake up
shortly. He was not feeling well as his chest felt heavy. He sat up and it cleared his nasal
passages. He was curious.
I lay back down and tried again. Same result. I was on the point of disappearing into the land
of nod when something told me not to. It must have been those emergency electrical impulses
again, but this was not the same as on previous occasions. This time, I wasn’t gasping for
breath, I was simply not allowed to go to sleep.
Sitting up once more immediately made me feel better. I could breathe freely and my chest
felt fine. But as soon as I lay down, my sinuses filled and my chest was odd. I tried propping
myself upright against the wall, but now I couldn’t manage to relax enough to drop off. I
couldn’t put my finger on the reason, but I was afraid to go to sleep. A little voice inside me
was saying that if I did I might never wake up again. So I stayed awake all night.
Gasping – breathlessness
Propping – to hold up
He tried again by laying back on the bed. The same thing happened. He was in the land
of signals where something told him not to do it. He wasn’t able to go to sleep this time.
When he was sitting up, it made him feel better as he could breathe properly and his
chest felt light. The opposite happened as soon as he laid down. He held himself up
against the wall but he wasn’t able to relax. He was afraid to sleep now, a voice inside
him told him that he might die if he would try to sleep so he stayed awake all night.
Tsetan took me to the Darchen medical college the following morning. The medical college
at Darchen was new and looked like a monastery from the outside with a very solid door that
led into a large courtyard. We found the consulting room which was dark and cold and
occupied by a Tibetan doctor who wore none of the paraphernalia that I’d been expecting. No
white coat, he looked like any other Tibetan with a thick pullover and a woolly hat. When I
explained my sleepless symptoms and my sudden aversion to lying down, he shot me a few
questions while feeling the veins in my wrist.
“It’s a cold,” he said finally through Tsetan. “A cold and the effects of altitude. I’ll give you
something for it.”
I asked him if he thought I’d recover enough to be able to do the kora. “Oh yes,” he said,
“you’ll be fine.”
Paraphernalia – miscellaneous articles
Tsetan took him to Darchen medical college the next morning. It was new and looked
like a monastery with a door which lead to a large courtyard. They went to a dark and
cold consulting room filled by a Tibetan doctor who wore nothing kind lf random
articles which he expected. He was wearing a thick pullover and a woolly hat. He asked
him a few questions while feeling his veins. He told the driver that it is cold and he had
an effect due to cold and altitude change. He gave him some medicine and reassured
him that he will be able to do the kora.
I walked out of the medical college clutching a brown envelope stuffed with fifteen screws of
paper. I had a five-day course of Tibetan medicine which I started right away. I opened an
after breakfast package and found it contained a brown powder that I had to take with hot
water. It tasted just like cinnamon. The contents of the lunchtime and bedtime packages were
less obviously identifiable. Both contained small, spherical brown pellets. They looked
suspiciously like sheep dung, but of course I took them. That night, after my first full day’s
course, I slept very soundly. Like a log, not a dead man.
Once he saw that I was going to live Tsetan left me, to return to Lhasa. As a Buddhist, he told
me, he knew that it didn’t really matter if I passed away, but he thought it would be bad for
business.
Darchen didn’t look so horrible after a good night’s sleep. It was still dusty, partially derelict
and punctuated by heaps of rubble and refuse, but the sun shone brilliantly in a clear blue sky
and the outlook across the plain to the south gave me a vision of the Himalayas, commanded
by a huge, snow-capped mountain, Gurla Mandhata, with just a wisp of cloud suspended over
its summit.
Pellets – shots
Derelict – ruined
Heaps – loads
Wisp – a small amount of something
The Tibetan doctor gave him a five day course. He came out with a brown envelope
which had fifteen screws of paper. After having breakfast, he opened the ‘after
breakfast package’ which had a brown powder which he had to take with hot water. It
tasted like cinnamon and the lunchtime and bedtime packages were nearly the same.
They looked like sheep dung, both had small spherical brown packages. After taking
the full day medicine, he slept peacefully that night.
Tsetan left him in Darchen when he came to know that he is going to be fine. He told
him as a Buddhist that if he had passed away, it would not matter but it would be bad
for business.
Next day, Darchen wasn’t looking so bad. It was dusty, partially ruined and had loads
of rubble and refuse everywhere. The brightly shining sun in the blue sky gave him the
vision of Himalayas. Gurla Mandhata, he was able to see a little bit with clouds
suspended over it.
The town had a couple of rudimentary general stores selling Chinese cigarettes, soap and
other basic provisions, as well as the usual strings of prayer flags. In front of one, men
gathered in the afternoon for a game of pool, the battered table looking supremely
incongruous in the open air, while nearby women washed their long hair in the icy water of a
narrow brook that babbled down past my guest house. Darchen felt relaxed and unhurried
but, for me, it came with a significant drawback. There were no pilgrims.
I’d been told that at the height of the pilgrimage season, the town was bustling with visitors.
Many brought their own accommodation, enlarging the settlement round its edges as they set
up their tents which spilled down on to the plain. I’d timed my arrival for the beginning of the
season, but it seemed I was too early.
One afternoon I sat pondering my options over a glass of tea in Darchen’s only cafe. After a
little consideration, I concluded they were severely limited. Clearly I hadn’t made much
progress with my self-help programme on positive thinking.
Rudimentary – basic or primary

Incongruous – strange
Brook – a small stream
Pondering - thinking
Darchen had some basic general stores selling Chinese soaps, cigarettes, and strings of
prayer flags. Every afternoon men would gather for a game of pool. They would sit
around a shabby table looking strange in the open air while women washed their hair in
iced water of a small stream which flowed all the way to his guest house. Darchen had
no pilgrims which were a setback for him. He was told that in the peak season of
pilgrimage, in this town was filled with visitors. Some brought their own
accommodation such as tents which were set up in the plains. He felt that he had
arrived at that place way too early. One day while he was thinking about his options
while having a glass of tea at Darchen’s only café, he concluded that there are limited
options for him as he made little progress on the self-help program on positive thinking.
In my defence, it hadn’t been easy with all my sleeping difficulties, but however I looked at
it, I could only wait. The pilgrimage trail was well-trodden, but I didn’t fancy doing it alone.
The kora was seasonal because parts of the route were liable to blockage by snow. I had no
idea whether or not the snow had cleared, but I wasn’t encouraged by the chunks of dirty ice
that still clung to the banks of
Darchen’s brook. Since Tsetan had left, I hadn’t come across anyone in Darchen with enough
English to answer even this most basic question.
Until, that is, I met Norbu. The cafe was small, dark and cavernous, with a long metal stove
that ran down the middle. The walls and ceiling were wreathed in sheets of multi-coloured
plastic, of the
striped variety— broad blue, red and white—that is made into stout, voluminous shopping
bags sold all over China, and in many other countries of Asia as well as Europe. As such,
plastic must rate as one of China’s most successful exports along the Silk Road today.
Well-trodden – much frequented by travellers

Cavernous – vast
Wreathed – twisted
Stout - firm
He was having difficulty in sleeping which hadn’t made it easy for him. He had no
option other than to wait until the peak season of pilgrimage. The trail was much
frequented by the travellers. He could do kora alone but it was a seasonal session
because of the route blockage by snow. He had no idea if the snow was cleared and he
was not feeling good about dirty ice that still recided on the bank of Darchen’s small
streams. He had been facing communication problems since Tsetan left. No one knew
much English to answer his basic question.
He met Norbu in a café which was small, dark and vast with long metal stove. The walls
and ceilings were twisted in multi-coloured plastic sheets of different coloured stripes. It
was made into a firm and big shopping bags which were sold over China and in many
other countries of Asia and Europe. Plastic was China’s successful export along the Silk
Route.
The cafe had a single window beside which I’d taken up position so that I could see the pages
of my notebook. I’d also brought a novel with me to help pass the time.
Norbu saw my book when he came in and asked with a gesture if he could sit opposite me at
my rickety table. “You English?” he enquired, after he’d ordered tea. I told him I was, and we
struck up a conversation.
I didn’t think he was from those parts because he was wearing a windcheater and metal-
rimmed spectacles of a Western style. He was Tibetan, he told me, but worked in Beijing at
the Chinese Academy of Social Sciences, in the Institute of Ethnic Literature. I assumed he
was on some sort of fieldwork.
“Yes and no,” he said. “I have come to do the kora.” My heart jumped. Norbu had been
writing academic papers about the Kailash kora and its importance in various works of
Buddhist literature for many years, he told me, but he had never actually done it himself.
Rickety – unstable
That café had only one window which he would take so that he could see his notebook
clearly and he would also bring a novel with him to pass time. Norbu once saw his book
and asked if he could sit opposite him at his unstable table. He asked him if he is
English after he ordered tea. He told him that he was English. The protagonist guessed
that he must not be a local as he was wearing a windcheater and metal-rimmed
spectacles which were of western style.
Norbu was a Tibetan who worked in Beijing at the Chinese Academy of Social Sciences
in the Institute of Ethnic Literature. Norbu told him that he had come here to do kora.
The protagonist was happy. Norbu was writing academic papers on Kailash kora and
its importance in various Buddhist literature works. He had never done the kora
himself.
When the time came for me to tell him what brought me to Darchen, his eyes lit up. “We
could be a team,” he said excitedly. “Two academics who have escaped from the library.”
Perhaps my positive-thinking strategy was working after all.
My initial relief at meeting Norbu, who was also staying in the guest house, was tempered by
the realisation that he was almost as ill-equipped as I was for the pilgrimage. He kept telling
me how fat he was and how hard it was going to be. “Very high up,” he kept reminding me,
“so tiresome to walk.” He wasn’t really a practising Buddhist, it transpired, but he had
enthusiasm and he was, of course, Tibetan.
Although I’d originally envisaged making the trek in the company of devout believers, on
reflection I decided that perhaps Norbu would turn out to be the ideal companion. He
suggested we hire some yaks to carry our luggage, which I interpreted as a good sign, and he
had no intention of prostrating himself all round the mountain. “Not possible,” he cried,
collapsing across the table in hysterical laughter. It wasn’t his style, and anyway his tummy
was too big.
Tiresome – dull and boring

Transpired – leaked
Envisaged – predicted
Devout – deep
Prostrating – lying down
Norbu was excited when he got to know why the protagonist was at Darchen. He said
they could be a team who are two academists who escaped from the library. The
protagonist believed his positive thinking strategy was working.
Norbu was also staying at a guest house just like him and Norbu was as ill-equipped like
him. Norbu kept telling him that he was too dull, boring and tired to walk and he was
fat. Norbu was not a practicing Buddhist but he was an enthusiast.
Originally, the protagonist predicted that the trek would be good in a company of any
deep believer but he found Norbu to be an ideal partner. They decided to hire some
yaks to carry their luggage and he had no intention of lying down flat all over the
mountain. Norbu finally said it is not possible for him while he collapsed across the
table, laughing hilariously. His tummy was also too big.

I. Give reasons for the following statements.

1. The article has been titled ‘Silk Road.’
Ans: The article has been titled ‘Silk Road'’ because the protagonist explored the region of
old silk route which was one of the historical routes for trade. The route connected Afro-
Eurasian land. Trade of Chinese silk, spices, teas and porcelain, Indian textiles, pepper and
precious stones, Roman Empire’s gold, silver, glassware, wine, carpets, and jewels were
done.
2. Tibetan mastiffs were popular in China’s imperial courts.

Ans: Tibetan mastiffs were popular in China’s imperial courts as big hunting dogs. They
were fearless and furious with big jaws. They were brought along the Silk Road as a
watchdog from Tibet. They were a tribute in ancient times.
3. The author’s experience at Hor was in stark contrast to earlier accounts of the place.
Ans: Hor was an ugly and miserable place which had no vegetation and just dust and rocks.
It was scattered with gathered refuse and it is luckless that it was on the shore of Lake
Mansarovar which is Tibet’s most respected water. Ekai Kawaguchi was a Japanese monk
who arrived in the town in 1900, he was so moved with the purity of the lake that he cried.
After a few years, similar effect was on Sven Hedin a Swedish who didn’t have such an
emotional outburst.
The protagonist’s car suffered from two punctures in that place. When he reached that place’s
only café to have some tea, the place was filled with badly painted concrete and three broken
windows.
4. The author was disappointed with Darchen.

Ans: He was disappointed with Darchen because he was having health issues due to change
in altitude. He had a cold and was unable to sleep at night. The place had no pilgrims and it
was filled with loads of remains and trash.
5. The author thought that his positive thinking strategy worked well after all.
Ans: The author thought that his positive thinking strategy worked well after all because he
finally met someone who understood his language and was there to complete the kora just
like him. He met Norbu at Darchen’s only café. Earlier, he got ill as soon as he reached the
place. No one understood English well. He felt lonely as there were no pilgrims around.
He decided to team up with him to complete his journey. He was glad he maintained his
positive thinking approach in life.
II. Briefly comment on

1. The purpose of the author’s journey to Mount Kailash.
Ans: The author wanted to go to Mount Kailash to complete the kora which is an essential
display in Buddhism. Buddhists believers are to be performed meditation in this process.
2. The author’s physical condition in Darchen.

Ans: The author was ill when he reached Darchen. His sinus was were blocked because of
the cold weather and altitude change. He didn’t sleep well and the next day, he went to the
Tibetan doctor who gave him some medicine.
3. The author’s meeting with Norbu.

Ans: He was feeling lonely in Darchen as Tsetan left for Lhasa. No one knew the English
language much in that place. There were no pilgrims at that time of year. He met Norbu at
local café. Norbu was an academic from Beijing who worked for the Institute of Ethnic
Literature. He was at Darchen to complete the kora.
4. Tsetan’s support to the author during the journey.

Ans: Tsetan played an important role during the author’s journey. He was an efficient driver.
He took care of the author when he got ill after reaching Darchen. He took him to the medical
college and got medicine for him. He also informed him about the places they were visiting
in their journey.
5. “As a Buddhist, he told me, he knew that it didn’t really matter if I passed away, but
he thought it would be bad for business.”
Ans: Tsetan was a Buddhist who believed that death is not the end. He might have gone
directly to heaven as Kailash is a holy place. He thought it would be bad if the author died
because it might affect his business and he would not get any customers in future. He could
have lost his credibility.
Talking about text

Discuss in groups of four
1. The sensitive behaviour of hill-folk.

Ans: The hill-folk are very innocent and unsophisticated people. They are good at hospitality
like Tsetan who took care of the author all the time.
2. The reasons why people willingly undergo the travails of difficult journeys.
Ans: The author was an academician who wanted to take the journey for the purpose of
education. He wanted to learn from this experience. Normally, people take such a difficult
journey for the spirit of adventure. Also, religious beliefs play an important role in such
journeys. Mount Kailash is a holy place which is visited by many people for pilgrimage.
3. The accounts of exotic places in legends and the reality.

Ans: Mount Kailash and Lake Mansarovar are such prominent places in legends. Many
people talk about it and there are many articles published online regarding two places.
1. Notice the kind of English Tsetan uses while talking to the author. How do you think
he picked it up?
Ans: As Tsetan used to speak in a basic format, the author understood what he was saying
without any major problem.
2. What do the following utterances indicate?

(i) “I told her, through Daniel …”
(ii) “It’s a cold,” he said finally through Tsetan.
Ans:
(i) She didn’t know English so Daniel translated what the author was saying in the Tibetan
language.
(ii) The Tibetan doctor was speaking in the Tibetan language. Tsetan translated it to the
author in English.
3. Guess the meaning of the following words.

Kora, drokba, kyang
In which language are these words found?
Ans: Kora – circumambulation of the temple
Drokba – shepherd
Kyang - a wild ass of Tibet
These words are found in the Tibetan language.
Working with words

1. The narrative has many phrases to describe the scenic beauty of the mountainside
like:
A flawless half-moon floated in a perfect blue sky.
Scan the text to locate other such picturesque phrases.

Ans: ‘Extended banks of cloud-like long French loaves glowed pink as the sun emerged to
splash the distant mountain tops with a rose-tinted blush.’
‘We entered a valley where the river was wide and mostly clogged with ice, brilliant white
and glinting in the sunshine.’
2. Explain the use of the adjectives in the following phrases.

(i) shaggy monsters
(ii) brackish lakes
(iii) rickety table
(iv) hairpin bend
(v) rudimentary general stores
Ans: (i) hairy
(ii) salty
(iii) shaky
(iv) very sharp
(v) elementary; basic
\
Poem 5 - Father to Son
by Elizabeth Jennings
Introduction
The poem ‘Father to Son’ is written by Elizabeth Jennings. The poem is about the anguish of
a father who doesn’t have a good relationship with his son. His son is now grown up and is
busy in his life. The father is bitter about the generation gap between them and the feeling of
separation. He shares his feelings by saying he doesn’t know much about him and there is no
sign of understanding. He wants their relationship to be just like when his son was a child. He
is trying his best to resolve the issue but he is in vain. Therefore, they are drifting apart.
Summary
The poem is about the agony of a father where he rants about the unsettling relationship with
his son who is now a grown-up. He shares that although they had lived together in the same
house for years, he doesn’t understand him. He doesn’t know anything about him and even if
he tried to build up a relationship with him like the one when he was a small child, he was in
vain.
He further says that even if his son looks like him, yet he doesn’t know what he loves. He
acknowledges the communication gap and lack of understanding between them and they
speak like strangers. His son is in a different place which he cannot access due to the
increasing gap. There is silence between them. He is ready to forgive his prodigal son. He
wants to accept him back to the house, the one which he always knew. He doesn’t want his
son to move around the world. He is longing to love him.
The son finally speaks up and shares what he feels. He is at a stage where he cannot
understand himself. He feels grief about the growing distance between them and he is angry
due to the grief and sadness. They put out an empty hand towards each other but none of
them holds it. They want to forgive each other yet couldn’t find a solution to the problem.
Frame

I do not understand this child
Though we have lived together now
In the same house for years. I know
Nothing of him, so try to build
Up a relationship from how
He was when small. Yet have I killed
In the above stanza, the poet shares his feelings about his relationship with his son. He says
that although they both had lived together in the same house for many years, yet he doesn’t
understand him. He doesn’t know anything about his son, his likes and dislikes. He tried to
build up a relationship with him from the time he was vain and small. His son has changed as
he has grown up.
The seed I spent or sown it where

The land is his and none of mine?
We speak like strangers, there’s no sign
Of understanding in the air.
This child is built to my design
Yet what he loves I cannot share.
Sown – do something which will bring a result
The father uses ‘I’ in the first line to acknowledge his role in the communication gap between
them. He says that despite all efforts, his son was in another place that the father cannot
access. They used to talk to each other like strangers and there was no sign of understanding
between them. His child used to look like him and yet he didn’t know what his son loved.
Silence surrounds us. I would have

Him prodigal, returning to
His father’s house, the home he knew,
Rather than see him make and move
His world. I would forgive him too,
Shaping from sorrow a new love.
Prodigal – spending money freely
There is silence between them. As a child, he was a prodigal son and now his father wanted
him to return to his house, the one he knew. He didn’t want his son to move around and make
his own world.He was ready to forgive him and let go of the sorrows he had inside because of
him, because of the distance between them. He wanted to love him again.
Father and son, we both must live

On the same globe and the same land,
He speaks: I cannot understand
Myself, why anger grows from grief.
We each put out an empty hand,
Longing for something to forgive.
Grief – sorrow, sadness

The son speaks for the first time and explains what he feels. He also feels sad about the
distance between them. He shares that he is at a point where he doesn’t understand himself.
His anger arises out of his sadness. It is quite clear that on both sides lies the same frustration
about the gap in their relationship. They both want to forgive each other and yet they cannot
find a solution to the problem. Both of them put out an empty hand for the other to seek,
always in vain.
Literary Devices
Simile – a figure of speech that makes comparison and shows similarities between two things
We speak like strangers
Alliteration - The occurrence of the same letter or sound at the beginning of closely
connected words
The seed I spent or sown it where - ‘s’ sound

Silence surrounds us
Metaphor - an indirect comparsion between a quality shared by two persons or things
The seed I spent or sown it where

The land is his and none of mine?
I would have
Him prodigal, returning to
His father’s house
Think it out
1. Does the poem talk of an exclusively personal experience or is it fairly universal?
Ans: The poem ‘Father to Son’ talks about a fairly universal experience. When a child is
growing up, the father is usually busy with his work and is not able to take out time for his
child. When the father grows older and has free time, his son gets involved in his life and has
no time for his old father. This cycle is universal.
2. How is the father’s helplessness brought out in the poem?

Ans: The father’s helplessness is brought out in the poem by these lines: ‘I do not understand
this child, Though we have lived together now, In the same house for years.’ ‘He speaks: I
cannot understand Myself, why anger grows from grief.’ ‘Yet what he loves I cannot share’
and ‘I know Nothing of him’.
These lines indicate how he wanted to make a relationship with his son better and now as his
son was like a stranger to him, they both put out an empty hand to each other and remain in
vain.
3. Identify the phrases and lines that indicate distance between father and son.
Ans: The phrases and lines that indicate the distance between both of them are: ‘I do not
understand this child, Though we have lived together now, In the same house for years.’ ‘He
speaks: I cannot understand Myself, why anger grows from grief.’ ‘Yet what he loves I
cannot share’ ‘I know Nothing of him’ and ‘Silence surrounds us’.
4. Does the poem have a consistent rhyme scheme?

Ans: The poem has a consistent rhyme scheme with an open verse format. The short
sentences are juxtaposed with longer sentences.
Note Making Format, Examples

♦ Tips To Prepare Notes:
1. Prepare notes using phrases only, never use complete sentences

2. The topic sentence of each paragraph is the main point and ideas affiliated to it are
Sub-points-one or more, depending on the concepts in the paragraph.
3. Each sub-point may or may not have supplementary ideas which become sub-
subpoints.
4. Provide an appropriate title for the notes or the summary or abstract, as given in the
question.
5. Include a minimum of 4-6 distinctly different recognizable short forms i.e.,
abbreviations of the words in the notes.
6. Cover all the important points in the notes meaningfully to prepare the
abstract/summary in about 80100 words.
7. Write the summary or abstract in complete sentences in a paragraph.
♦ How To Summarise A Given Passage
• Read (First Read): Read the passage very carefully and critically. Read the passage
straight through. Do not stop to look up anything that gives you trouble at the first
reading. You should get a feel for the author’s tone, style and main idea.
• Reread (Second Read): Rereading should be active reading. Underline the topic
sentences and key facts with pencil. Label the areas that you want to refer to as you
write your summary. Also label the areas that you find irrelevant. Identify areas that
you do not understand and try to clarify those points.
• One Sentence at a time: Now write the main idea of each paragraph in one well-
developed sentence. Make sure that what you include in your sentence are key points
and not minor details.
• Write a Thesis Statement: The key to a well-written summary is the Thesis Statement.
A quality Thesis Statement could either express one main idea or assert your
conclusions about the subject. Generally, a thesis statement consists of the following
parts –
• a clearly identifiable topic or subject matter, and
• a succinct summary of what you have to say about that topic.
• Ready to Write: You can use Thesis Statement as the introductory sentence of your
summary, while your other sentences can make up the body.
In fact, a good summary should give ideas, facts or points in the order in which they
are given in the original text.
Add some transition words such as-then, however, also, moreover etc., that help with
the overall structure and flow of the summary. The following tips will help you to write
a good summary:
• Write in the present tense (preferably in active voice).
• Be Concise-Summary should be within the word limit (about 80 words) and
should be coherent without any errors in logic. Don’t put your opinions, ideas or
interpretations into the summary.
• Check for Accuracy: Reread your summary and make sure that you have accurately
represented the author’s ideas and key points. Make sure that your summary does not
contain your own comments.
• Revise: Revise your summary for style, grammar and punctuation. Correct all the
errors in composition and rewrite it if needed.
Question 1.
Read the passage given below and answer the questions that follow: (Delhi, All India
2009)
Effective speaking depends on effective listening. It takes energy to concentrate on hearing

and to concentrate on understanding what has been heard. Incompetent listeners fail in a
number of ways. First, they may drift. Their attention drifts from what the speaker is saying.
Second, they may counter. They find counter-arguments to whatever a speaker may be
saying. Third, they compete. Then, they filter. They exclude from their understanding those
parts of the message which do not readily fit with their own frame of reference. Finally, they
react. They let personal feelings about a speaker or subject override the significance of the
message which is being sent.
What can a listener do to be more effective? The first key to effective listening is the art of
concentration. If a listener positively wishes to concentrate on receiving a message his
chances of success are high.
It may need determination. Some speakers are difficult to follow, either because of voice
problems or because of the form in which they send a message. There is then a particular
need for the determination of a listener to concentrate on what is being said.
Concentration is helped by alertness. Mental alertness is helped by physical alertness. It is not

simply physical fitness, but also positioning of the body, the limbs and the head. Some people
also find it helpful to their concentration if they hold the head slightly to one side. One useful
way for achieving this is intensive note-taking, by trying to capture the critical headings and
sub-headings the speaker is referring to.
Note-taking has been recommended as an aid to the listener. It also helps the speaker. It gives
him confidence when he sees that listeners are sufficiently interested to take notes; the
patterns of eye-contact when the note-taker looks up can be very positive; and the speaker’s
timing is aided-he can see when a note-taker is writing hard and can then make effective use
of pauses.
Posture too is important. Consider the impact made by a less competent listener who pushes
his chair backwards and slouches. An upright posture helps a listener’s concentration. At the
same time it is seen by the speaker to be a positive feature amongst his listeners. Effective
listening skills have an impact on both the listener and the speaker.
(a) On the basis of your reading of the above passage, make notes on it using headings and
sub-headings. Use recognisable abbreviations wherever necessary.
Answer:
(b) Title: The Art of Effective Listening Notes:

1. Eff. speaking depends on:
1.1 eff. listening

1.2 concen. on listening
1.3 concen. on understanding what you hear
2. Reasons why incompetent listeners fail:
2.1 their attention drifts

2.2 they find counter arguments
2.3 they compete & then filter 2.4. they react
3. Ways for a listener to be more eff.:
3.1 concen. on the msg. reed.

3.1.1 mental alertness
3.1.2 phys. alertness-positioning body
3.1.3 note-taking-aid to listener helps speaker-gives him confidence encourages the eye
contact
4. Impce. of posture
4.1 helps listeners in concen.

4.2 seen by spkr. as a +ve feature among his listeners
♦ List of Abbreviations
Eff. – effective
concen. – concentrating
msg. – message
reed. – received
phys. – physical
+ve – positive
impce. – importance
spkr. – speaker
(c) Write a summary of the passage in not more than 80 words using the notes made
and also suggest a suitable title.
Answer:
Title: The Art of Effective Listening
Summary: Effective speaking and effective listening are two sides of the same coin, both
equally important. An incompetent listener will always fail as he drifts away from
counters, competes and finally filters what the speaker is saying. To be a good listener
concentration is important combined with mental and physical alertness. The importance
of other factors like note-taking and posture cannot be ignored. All these are effective
listening skills and are viewed as a positive feature by the speaker among his listeners.
They have an impact not only on the listener but also on the speaker.
SNAPSHORT
NOTES
Chapter 1 - The Summer of the Beautiful White Horse
By William Saroyan
Introduction
The Summer of the Beautiful White Horse is written by William Saroyan. The story is about
two Armenian boys – Aram and Mourad who belong to the Garoghlanaian family. Their tribe
is known for their honesty. They are poor and can hardly earn money for food. They both
long to ride a horse. Mourad had stolen a horse from a farmer a month ago. One early
morning, he brought it to the window of Aram and asked him to come along for a ride. They
rode the horse for many days. When Aram gets to know the horse is stolen, he gets shocked
but discounts the stealing in his mind. One day the owner of the horse, John Byro, comes to
his house to complain about his missing horse to Uncle Khosrove.
One day on their way back to hide the horse on the deserted vineyard, they meet the owner
and feel guilty at the end. The next morning, they returned the horse back to the owner’s
barn.
Summary
Aram and Mourad were two poor boys who belonged to the Armenian Garoghlanian family
who were known for their honesty since the eleventh century. One early morning when Aram
was asleep and was enjoying pleasant dreams, his cousin Mourad showed up to his window
with a beautiful white horse. Aram could not believe it and was thinking it was a dream. But
since there was a little light outside, he knew this for sure that the horse was real. As they
were poverty-stricken, he couldn’t believe that the horse was their own. He was trying to
figure out if the horse had been stolen by his cousin. Mourad had come to invite him for a
ride-along. He asked him to make it quick before everyone in the world wakes up. Aram
wore his clothes and jumped out of the window and sat behind Mourad on the horse.
They rode on the old countryside of the area where they lived – Walnut Avenue. After some
time, Mourad asked him to get off as he wanted to ride the horse alone. Aram asked him if he
could also ride the horse alone just like him to which Mourad said they will see as it was for
his own safety. He got to know that Mourad had stolen the horse a month ago and was riding
it every morning.
When Aram got his chance of a ride, the horse took him to the vineyard and threw him off
and ran away. After searching for thirty minutes, Mourad finally managed to find the horse
and they hid him in a deserted vineyard that had some oats and alfalfa. Mourad had a way
with everything, especially horses. He knew how to handle every type of animal and also
humans. Every morning for two weeks, they would take the horse for a ride and then hide it
again. One day, John Byro came to Aram’s house to talk to his uncle Khosrove who was an
irritated and loud man who shouted at almost everything. Byro told him about his missing
horse whom he bought at sixty dollars. For one month, he couldn't find it and he walked for
10 miles to come to their house. Khosrove roared at him and told him, ‘it’s no harm, pay no
attention to it.’ Byro became irritated by his attitude and he went away.
Aram went to Mourad and told him about the missing horse of Byro and asked him not to
return the horse until he learns to ride it. Mourad told him that it would take one year for him
to learn to ride the horse. He further angrily added that they could not be thieves as their tribe
is known for honesty and said that they would return the horse after six months.
One day on their way back to hide the horse to the hidden spot, they met John Byro who was
going back to the town. He talked to them and carefully examined the horse. He admitted that
the horse looked exactly like the one he had but since he knew his parents and the honesty of
their family, he didn’t believe that they had his missing horse. He assumed it was a twin
horse. Mourad managed to let Byro assume that it was not his horse so they went away. The
next morning, both of them took the horse back to Byro’s vineyard and put it in the barn. The
dogs followed them all along quietly and they left the place.
The same afternoon, John Byro came back to his house to tell his mother about his horse who
had come back. He was happy and was astonished to see the horse’s better temper and it was
stronger than ever. Uncle Khosrove again roared, ‘Quiet, man, quiet. Your horse has been
returned. Pay no attention to it.’

ONE day back there in the good old days when I was nine and the world was full of every
imaginable kind of magnificence, and life was still a delightful and mysterious dream, my
cousin Mourad, who was considered crazy by everybody who knew him except me, came to
my house at four in the morning and woke me up tapping on the window of my room.
Aram, he said.
I jumped out of bed and looked out of the window. I couldn’t believe what I saw.
It wasn’t morning yet, but it was summer and with daybreak not many minutes around the
corner of the world it was light enough for me to know I wasn’t dreaming.
Magnificence – extremely beautiful
Daybreak – dawn
One day nine-year-old Aram was asleep and was in a world of extremely beautiful
imagination. His life was pleasant and kind of, in a mysterious dream. His cousin Mourad
showed up on the window of his room at 4 in the morning. He called Aram, who jumped out
of his bed and still couldn’t believe what he saw out of the window. It was dawn and there
was light enough outside to make him see outside what made him believe he wasn’t
dreaming.
My cousin Mourad was sitting on a beautiful white horse.
I stuck my head out of the window and rubbed my eyes.
Yes, he said in Armenian. It’s a horse. You’re not dreaming.
Make it quick if you want to ride.
I knew my cousin Mourad enjoyed being alive more than anybody else who had ever fallen
into the world by mistake, but this was more than even I could believe.
In the first place, my earliest memories had been memories of horses and my first longings
had been longings to ride.
This was the wonderful part.
Armenian – official language of Armenia branch
Longings – an aching desire
Mourad was sitting on a white horse. Aram rubbed his eyes and stuck out his head out of the
window. Mourad assured him it was not a dream. He asked if he wanted a ride, he must make
it quick. Mourad was the type of person who enjoyed being alive but he couldn’t believe that
he was seeing a horse in front of him. Aram’s earliest memory was of horses and he always
wanted to ride one. This was the wonderful part that he was actually going to ride a horse for
real.
In the second place, we were poor.
This was the part that wouldn’t permit me to believe what I saw.
We were poor. We had no money. Our whole tribe was poverty stricken. Every branch of the
Garoghlanian1 family was living in the most amazing and comical poverty in the world.
Nobody could understand where we ever got money enough to keep us with food in our
bellies, not even the old men of the family. Most important of all, though, we were famous
for our honesty. We had been famous for our honesty for something like eleven centuries,
even when we had been the wealthiest family in what we liked to think was the world. We
were proud first, honest next, and after that we believed in right and wrong. None of us
would take advantage of anybody in the world, let alone steal.
Comical – funny
Garoghlanian – an Armenian tribe
Aram’s family was poor and had no money so it was difficult for him to believe in what he
saw outside his house. He belonged to the Garoghlanian family that was strictly and funnily
in poverty. They didn’t even know how they managed to get food for themselves every day.
Although his tribe was poor, they were known for their honesty for eleven centuries. They
were honest, proud and always believed in right and wrong. No one from their family would
ever steal anything or would take advantage of anyone in the world.
Consequently, even though I could see the horse, so magnificent; even though I
could smell it, so lovely; even though I could hear it breathing, so exciting; I
couldn’t believe the horse had anything to do with my cousin Mourad or with me or with any
of the other members of our family, asleep or awake, because I knew my cousin Mourad
couldn’t have bought the horse, and if he couldn’t have bought it he must have stolen it, and I
refused to believe he had stolen it.
No member of the Garoghlanian family could be a thief.
I stared first at my cousin and then at the horse. There was a pious stillness and humour in
each of them which on the one hand delighted me and on the other frightened me.
Consequently – as a result
Pious – religious
Aram was so excited that he was seeing a horse that was so pleasant and beautiful. He could
smell it and hear it breathing and still couldn’t believe that Mourad or anyone in the family
could afford a horse. He was thinking if Mourad had stolen the horse but he didn’t believe it
as he thought no one in his family could be a thief. He stared at his cousin and then at the
horse. There was religious motionlessness and wittiness in both Mourad and the horse as one
charmed him and the other scared him.
Mourad, I said, where did you steal this horse?
Leap out of the window, he said, if you want to ride.
It was true, then. He had stolen the horse. There was no question about it. He had come to
invite me to ride or not, as I chose.
Well, it seemed to me stealing a horse for a ride was not the same thing as stealing something
else, such as money. For all I knew, maybe it wasn’t stealing at all. If you were crazy about
horses the way my cousin Mourad and I were, it wasn’t stealing.
It wouldn’t become stealing until we offered to sell the horse, which of course, I knew we
would never do.
Let me put on some clothes, I said.
All right, he said, but hurry.
I leaped into my clothes. I jumped down to the yard from the window and leaped up onto the
horse behind my cousin Mourad.
Leap out – jump out from a place
He asked Mourad if he had stolen the horse. Mourad replied if he wants a ride he must jump
out of the window. Aram was convinced that the horse was stolen by Mourad. He came to
visit him to ask him to ride it with him. Aram tried to convince himself that it was not the
same as stealing money as they both were so crazy about riding a horse. He thought that it
would not be called stealing until they decide to sell it which they would never do. Aram said
he will wear some clothes and come outside. He jumped down to his yard from his room’s
window and sat on the horse behind his cousin.
That year we lived at the edge of town, on Walnut Avenue.
Behind our house was the country: vineyards, orchards, irrigation ditches, and country roads.
In less than three minutes we were on Olive Avenue, and then the horse began to trot. The air
was new and lovely to breathe. The feel of the horse running was wonderful. My cousin
Mourad who was considered one of the craziest members of our family began to sing. I
mean, he began to roar.
Every family has a crazy streak in it somewhere, and my cousin Mourad was considered the
natural descendant of the crazy streak in our tribe. Before him was our uncle Khosrove, an
enormous man with a powerful head of black hair and the largest moustache in the San
Joaquin Valley2, a man so furious in temper, so irritable, so impatient that he stopped anyone
from talking by roaring, It is no harm; pay no attention to it.
Vineyard – plantation of grapevines used in winemaking
Orchards – a piece of land of the plantation of fruits
Irrigation ditches – manmade channel used to deliver water to homes, industries and other
uses
Trot – proceed with something
Descendant – a system that develops from an earlier simple version
Streak – race
Enormous - huge
San Joaquin Valley – one of the long interior valleys of California
Aram lived at the edge of the town on Walnut Avenue. There were orchards, vineyards,
irrigation ditches and country roads behind his house. They were on Olive Avenue within
three minutes and the horse started to proceed. The air felt new and lovely to breathe. Aram
felt wonderful sitting on the horse which was running. Mourad started singing loudly who
was considered one of the craziest members of the family. There is one crazy person in every
family and Mourad was the one natural descendant of a crazy race in their tribe. Before
Mourad was Uncle Khosrove was the one huge man with black hair and largest moustache in
the valley. He had an energetic temper and was impatient which was irritating. He used to
make anyone stop talking by roaring and say ‘it is no harm, pay no attention to it.’
That was all, no matter what anybody happened to be talking about. Once it was his own son
Arak running eight blocks to the barber’s shop where his father was having his moustache
trimmed to tell him their house was on fire. This man Khosrove sat up in the chair and
roared, It is no harm; pay no attention to it. The barber said, But the boy says your house is
on fire. So
Khosrove roared, Enough, it is no harm, I say.
My cousin Mourad was considered the natural descendant of this man, although Mourad’s
father was Zorab, who was practical and nothing else. That’s how it was in our tribe. A man
could be the father of his son’s flesh, but that did not mean that he was also the father of his
spirit. The distribution of the various kinds of spirit of our tribe had been from the beginning
capricious and vagrant.
We rode and my cousin Mourad sang. For all anybody knew we were still in the old country
where, at least according to some of our neighbours, we belonged. We let the horse run as
long as it felt like running.
Capricious – inconsistent change of mood
Vagrant – a person without a settled home or work
Uncle Khosrove was always this rigid no matter who happened to be talking about in front of
him. Once his own son, Arav, came running to him when he was getting his moustache
trimmed at the barber's shop. He told him the house was on fire to which he roared and said
the same dialogue. Barber was amused and tried to talk to him about it but as usual, Khosrove
roared again and did not pay attention to it. Mourad was considered to be a natural
descendant of this man but he was not his son. His father was Zorab who was a practical
person. A child could look like his father but doesn’t mean he gets his nature and attitude just
the same. There are different kinds of people in their tribes – moody and without any settled
work or home. They were still riding the horse and Mourad was still singing loudly. They
were still in the countryside where according to their neighbours, they belonged to.
At last my cousin Mourad said, Get down. I want to ride alone.
Will you let me ride alone? I asked.
That is up to the horse, my cousin said. Get down.
The horse will let me ride, I said.
We shall see, he said. Don’t forget that I have a way with a horse.
Well, I said, any way you have with a horse, I have also.
For the sake of your safety, he said, let us hope so. Get down.
All right, I said, but remember you’ve got to let me try to ride alone.
I got down and my cousin Mourad kicked his heels into the horse and shouted, Vazire, run.
The horse stood on its hind legs, snorted, and burst into a fury of speed that was the loveliest
thing I had ever seen. My cousin Mourad raced the horse across a field of dry grass to an
irrigation ditch, crossed the ditch on the horse, and five minutes later returned, dripping wet.
Vazire – a name
Fury – anger
Mourad asked him to get down as he wanted to ride alone. Aram asked if he could ride the
horse alone. He said it is up to the horse if he wants to ride you along and asked him to get
Mourad down again. Aram tried to convince him that the horse would let him ride to which
Mourad said that we shall see and told Aram that he had a way with a horse. Aram told him
that he had it too. Mourad told him to get down and said it is for his own safety, let us hope
so. Aram got down while telling him that he will ride the horse alone. Mourad kicked his
heels in the horse and shouted run to him. The horse stood on its hind legs, breathed out and
ran into a speed. Mourad raced the horse across a field of dry grass and irrigation ditches.
When they arrived five minutes later, they were wet.
The sun was coming up.
Now it’s my turn to ride, I said.
My cousin Mourad got off the horse.
Ride, he said.
I leaped to the back of the horse and for a moment knew the most awful fear imaginable. The
horse did not move.
Kick into his muscles, my cousin Mourad said. What are you waiting for? We’ve got to take
him back before everybody in the world is up and about.
I kicked into the muscles of the horse. Once again it reared and snorted. Then it began to run.
I didn’t know what to do.
Instead of running across the field to the irrigation ditch the horse ran down the road to the
vineyard of Dikran Halabian where it began to leap over vines. The horse leaped over seven
vines before I fell. Then it continued running.
My cousin Mourad came running down the road.
I’m not worried about you, he shouted. We’ve got to get that horse. You go this way and I’ll
go this way. If you come upon him, be kindly. I’ll be near.
Reared – raised
Snorted – breathed out
The sun was almost up and Aram told him it was his turn to ride. Mourad got off and Aram
sat on the horse. He was fearful and the horse did not move. Mourad tried to guide him by
saying that he should try to kick into his muscles and told him that he should hurry because
they need to take him back before everyone woke up. Aram kicked into the muscles of the
horse to which the horse again raised and breathed out. The horse began to run and Aram
didn’t know what to do next. The horse started going towards the road that leads to the
vineyard of Dikran Halabian. It began to move over vines and Aram fell down. The horse
continued to run and Mourad came running down the road towards him. Mourad told him
that he is not worried about him but they need to find the horse. They both went different
ways to find him. He instructed Aram to be kind if he saw him anywhere.
I continued down the road and my cousin, Mourad went across the field toward the irrigation
ditch.
It took him half an hour to find the horse and bring him back.
All right, he said, jump on. The whole world is awake now.
What will we do? I said.
Well, he said, we’ll either take him back or hide him until tomorrow morning.
He didn’t sound worried and I knew he’d hide him and not take him back. Not for a while, at
any rate.
Where will we hide him? I said.
I know a place, he said.
How long ago did you steal this horse? I said.
It suddenly dawned on me that he had been taking these early morning rides for some time
and had come for me this morning only because he knew how much I longed to ride.
Dawned – appeared
Aram looked for the horse down the road and Mourad went towards the irrigation ditch. He
came back after thirty minutes with the horse. He told him to jump over as the whole world
was awake by then. Aram asked what would they do now to which Mourad told him about
two options – take him back or hide him until tomorrow. Mourad was not worried and Aram
knew that Mourad would hide him somewhere and not take him back for a while. Aram
asked him where Mourad would hide him, Mourad told him about a place he knew which
would be perfect as a hidden spot. Aram eagerly asked him when he stole the horse. It
appeared to him that Mourad had been taking the horse for morning rides for quite some time
and he showed up this morning to ask Aram to ride along because he knew he was longing to
ride one.
Who said anything about stealing a horse? he said.
Anyhow, I said, how long ago did you begin riding every morning?
Not until this morning, he said.
Are you telling the truth? I said.
Of course not, he said, but if we are found out, that’s what you’re to say. I don’t want both of
us to be liars. All you know is that we started riding this morning.
All right, I said.
He walked the horse quietly to the barn of a deserted vineyard which at one time had been the
pride of a farmer named Fetvajian. There were some oats and dry alfalfa in the barn.
We began walking home.
It wasn’t easy, he said, to get the horse to behave so nicely.
At first it wanted to run wild, but, as I’ve told you, I have a way with a horse. I can get it to
want to do anything I want it to do.
Horses understand me.
Alfalfa – a flowering plant
Mourad shuts him down by asking a counter-question about who talks about stealing a horse.
Aram tried to change the question by asking him since how long was he riding the horse
every morning. Mourad told him that morning was the first time. Aram was not convinced
and asked him if he was telling the truth. Mourad said, if anyone asked Aram, he should say
that it was true. He further added that he didn’t want them to be liars but they had to say only
this. Aram agreed and Mourad walked the horse quietly towards the barn of a deserted
vineyard. It belonged to a farmer named Fetvajian. The barn had some oats and alfalfa. They
started walking home. Mourad told Aram that it was not easy to get the horse to behave
nicely as it wanted to run wild at first. He told him again that he had a way with a horse and
he could get them to do whatever he wants to. Horses understood him.
How do you do it? I said.
I have an understanding with a horse, he said.
Yes, but what sort of an understanding? I said.
A simple and honest one, he said.
Well, I said, I wish I knew how to reach an understanding like that with a horse.
You’re still a small boy, he said. When you get to be thirteen you’ll know how to do it.
I went home and ate a hearty breakfast.
That afternoon my uncle Khosrove came to our house for coffee and cigarettes. He sat in the
parlour, sipping and smoking and remembering the old country. Then another visitor arrived,
a farmer named John Byro, an Assyrian who, out of loneliness, had learned to speak
Armenian. My mother brought the lonely visitor coffee and tobacco and he rolled a cigarette
and sipped and smoked, and then at last, sighing sadly, he said, My white horse which was
stolen last month is still gone — I cannot understand it.
My uncle Khosrove became very irritated and shouted, It’s no harm. What is the loss of a
horse? Haven’t we all lost the homeland? What is this crying over a horse?
Parlour – a sitting space in a house
Aram amusingly asked him how he controlled the horse to which Mourad said he has an
understanding with the horse. Aram asked him what sort of understanding did he have with
him to which Mourad told him – a simple and honest one. Aram confessed he would also like
to know how to have an understanding with a horse. Mourad assured Aram by saying that he
is still a small boy, he will learn when he will be thirteen. Aram went home and ate breakfast.
That day, his uncle Khosrove visited his house for coffee and cigarettes. He sat in the parlour
and was remembering the old country when a person came to visit him. He was John Byro, a
farmer, who learned to speak Armenian because of loneliness. His mother bought Byro some
coffee and tobacco. He sipped and smoked and told them about his missing white horse who
was stolen last month and he is not able to find it. Khosrove roared again that it’s no harm
and shouted that why he was crying over a lost horse when they had lost their homeland.
That may be all right for you, a city dweller, to say, John
Byro said, but what of my surrey? What good is a surrey without a horse?
Pay no attention to it, my uncle Khosrove roared.
I walked ten miles to get here, John Byro said.
You have legs, my uncle Khosrove shouted.
My left leg pains me, the farmer said.
Pay no attention to it, my uncle Khosrove roared.
That horse cost me sixty dollars, the farmer said.
I spit on money, my uncle Khosrove said.
He got up and stalked out of the house, slamming the screen door.
My mother explained.
He has a gentle heart, she said. It is simply that he is homesick and such a large man.
The farmer went away and I ran over to my cousin Mourad’s house.
He was sitting under a peach tree, trying to repair the hurt wing of a young robin which could
not fly. He was talking to the bird.
What is it? he said.
The farmer, John Byro, I said. He visited our house. He wants his horse. You’ve had it a
month. I want you to promise not to take it back until I learn to ride.
City Dweller – a person who lives in a city
Surrey – a country in South-East England
John replied to Khosrove that he would not bother as he lives in a city but his country was of
no good without his horse. Khosrove shouted that he must not pay any attention to it. John
told him that he walked down ten miles to come here. Khosrove shouted that he has legs to
which John said his left leg hurt. Khosrove again tried to shut him down by saying that he
should not pay any attention to it. John shared that the horse cost him sixty dollars. Khosrove
said he would spit on the money after which John got up and went away slamming the door.
Aram’s mother told him that John had a gentle heart as he was homesick and he was such a
large man. Aram went to Mourad, he was sitting under a peach tree talking to a robin bird. He
was repairing the wing that was hurt. Aram told him about John Byro and how he visited
their house and he wanted his horse. Aram asked him not to return the horse until he learns to
ride it.
It will take you a year to learn to ride, my cousin Mourad said.
We could keep the horse a year, I said.
My cousin Mourad leaped to his feet.
What? he roared. Are you inviting a member of the Garoghlanian family to steal? The horse
must go back to its true owner.
When? I said.
In six months at the latest, he said.
He threw the bird into the air. The bird tried hard, almost fell twice, but at last flew away,
high and straight.
Early every morning for two weeks my cousin Mourad and I took the horse out of the barn of
the deserted vineyard where we were hiding it and rode it, and every morning the horse,
when it was my turn to ride alone, leaped over grape vines and small trees and threw me and
ran away. Nevertheless, I hoped in time to learn to ride the way my cousin Mourad rode.
One morning on the way to Fetvajian’s deserted vineyard we ran into the farmer John Byro
who was on his way to town.
Let me do the talking, my cousin Mourad said. I have a way with farmers.
Mourad told Aram that it will take him a whole year to learn to ride a horse. Aram said they
could keep him for a year then. Mourad stood up on his feet and shouted at him about
encouraging him to be a thief in spite of being a member of the Garoghlanian family. He
declared that the horse should go to his true owner. Aram asked when would they have to
return the horse to which Mourad said in six months. He threw the bird into the air, it almost
fell twice but flew at last. For the next two weeks, they both would take the horse out of the
barn and ride it. But every morning the horse would throw Aram and run away whenever he
tried to ride it. He still hoped he would learn to ride it the way his cousin did. Once on the
way to the deserted vineyard to hide the horse again, they met John Byro who was on his way
to town. Mourad insisted on talking to him as he had a way with farmers.
Good morning, John Byro, my cousin Mourad said to the farmer.
The farmer studied the horse eagerly.
Good morning, son of my friends, he said. What is the name of your horse?
My Heart, my cousin Mourad said in Armenian.
A lovely name, John Byro said, for a lovely horse. I could swear it is the horse that was
stolen from me many weeks ago.
May I look into his mouth?
Of course, Mourad said.
The farmer looked into the mouth of the horse.
Tooth for tooth, he said. I would swear it is my horse if I didn’t know your parents. The fame
of your family for honesty is well known to me. Yet the horse is the twin of my horse. A
suspicious man would believe his eyes instead of his heart. Good day, my young friends.
Mourad wished him Good Morning and Byro saw the horse carefully. Byro wished them
back and asked the name of the horse. Mourad said ‘My Heart’ in Armenian language. Byro
complimented that it was a lovely name for a lovely horse. He swore that it was his horse that
was stolen weeks ago. He asked if he could look into his mouth. After looking from tooth to
tooth, it said it was his horse if he didn’t know his parents. He said the horse was a twin of his
horse. He further said that his family is all for honesty but the horse looks just like the one he
lost. A man who is suspicious would easily believe his eyes and not his heart. He wished
them and went away.
Good day, John Byro, my cousin Mourad said.
Early the following morning we took the horse to John Byro’s vineyard and put it in the barn.
The dogs followed us around without making a sound.
The dogs, I whispered to my cousin Mourad. I thought they would bark.
They would at somebody else, he said. I have a way with dogs.
My cousin Mourad put his arms around the horse, pressed his nose into the horse’s nose,
patted it, and then we went away.
That afternoon John Byro came to our house in his surrey and showed my mother the horse
that had been stolen and returned.
I do not know what to think, he said. The horse is stronger than ever. Better-tempered, too. I
thank God. My uncle Khosrove, who was in the parlour, became irritated and shouted, Quiet,
man, quiet. Your horse has been returned. Pay no attention to it.
Mourad wished him back. The next morning, they took the horse back to John Byro’s
vineyard and put it in his barn. The dogs followed them around without making any sound.
Mourad replied they would not bark at them since he had a way with dogs. Mourad put his
arms around the horse, then pressed his nose into the horse’s nose. He patted him and then
they went away. That same afternoon, John came to Aram’s house in his surrey and showed
his mother his horse that returned. He said he didn’t know what to think as the horse is much
stronger now with a better temper. He thanked god. Uncle Khosrove who was in the Parlour
again shouted irritated, ‘Quiet, man, quiet. Your horse has been returned. Pay no attention to
it.’
Question and Answer

Reading with Insight
1. You will probably agree that this story does not have breathless adventure and
exciting action.
Then what in your opinion makes it interesting?
Ans: The story did not have exciting action and breathless adventures’ yet it had suspense in
the story which made it interesting for the readers. It was a good psychological narration and
both the boys wanted to try something adventurous. As their family was poor and they both
wanted to ride a horse. Mourad stole it and they both rode it for quite some time. After they
were over their game play, they took it back to its original place and owner.
2. Did the boys return the horse because they were conscience-stricken or because they
were afraid?
Ans: The boys returned the horse not because they were afraid but because of their
conscience. Their family was known for its honesty yet they had stolen the horse months ago.
When they met John Byro on his way to town, the horse was with them. He carefully
examined it and shared that it looked exactly like the one he had just like a twin. It felt like it
was his own horse but since he knew his parents, he didn’t believe it was his horse they were
carrying. This struck the boys and they decided to take the horse back to the farmer’s
vineyard to put it in the barn.
3. "One day back there in the good old days when I was nine and the world was full of
every imaginable kind of magnificence, and life was still a delightful and mysterious
dream..."The story begins in a mood of nostalgia. Can you narrate some incident
from your childhood that might make an interesting story?
Ans: By reading those lines, no one can stop themselves from travelling back to the memory
lane. I remember when I was twelve years old. I used to visit my grandparent’s home which
was located at a hill station. I would spend my entire summer vacation with them. We would
go to the market to eat delicious snacks, would go shopping and watch TV together. I
remember once going to a summer camp for a month. They would drop me off to the place
and would come to pick me up after the classes got over. Sometimes, my grandmother would
bring a packed lunch for me. I would eat it as fast as we would go shopping after that. I
always got sad whenever I had to go back to my home to go back to school.
4. The story revolves around characters who belong to a tribe in Armenia. Mourad
and Aram are members of the Garoghlanian family. Now locate Armenia and
Assyria on the atlas and prepare a write-up on the Garoghlanian tribes. You may
write about people, their names, traits, geographical and economic features as
suggested in the story.
Ans: Garoghlanian tribe is said to be a work of fiction by author William Saroyan in his book
of the year 1940 ‘My name is Aram’. They were Armenian. They were poor people who
hardly managed to gather food to feed their stomach every day but they were known for
honesty. Hospitality is one of the important aspects of the tribe. Most of the Armenian people
followed Christianity. They have a huge variety of food at social gatherings. They focussed
on forgiveness of sins and on the spirit of tolerance.
Chapter 2 - The Address
By Marga Minco
Introduction
The story is about the human predicament that follows the pre-War and Post-War period.
Mrs. S who was a Jews was a rich lady. Whereas, Mrs. Dorling was a non-Jews. The girl,
daughter of Mrs. S, had lost her house and her mother during the war and now she had
decided to come back to take her possessions from Mrs. Dorling, an acquaintance whose
address was given by her mother years ago. When she reached the house, the woman treated
her with a cold reception and didn’t let her into the house. She decided to go back anyway
and then she met her daughter who let her in and told her to wait inside. When she saw all the
possessions in front of her, she couldn’t connect with them and decided to leave the house.
Summary
After ringing the doorbell of Mrs. Dorling who lived at Number 46, Marconi Street, the
protagonist was given a cold reception and Mrs Dorling took much time to recognize her.
Mrs Dorling had thought everyone in the protanogist’s family was dead and asked if anyone
else had come along with her. Mrs Dorling refused to let the protagonist inside her home and
told her to come back sometime later. The protagonist recognized her mother’s green
cardigan which Mrs Dorling was wearing. She decided to go back to the train station and
thought about her mother and how she told her about Mrs. Dorling who was an acquaintance
of hers. During the war, Mrs Dorling would visit their house and take their possessions with
her as she didn’t want them to get lost if they ever left the place. Mrs. Dorling had a broad
back.
The protagonist decided to go to Mrs Dorling’s home to get back their belongings. When she
rang the bell, Mrs. Dorling’s daughter answered the door. She let her in and asked her to wait
in the living room. When they were crossing the passage, the protagonist noticed their
Hanukkah candle stand that they had never used because it had been unmanageable. When
she reached the living room, she was horrified as she saw all her mother’s things that were
arranged in a tasteless manner. The furniture was ugly and the room had a muggy smell and it
made her disinterested and she wanted to leave the place. Mrs. Dorling’s daughter offered her
a cup of tea and the protagonist noticed the old table cloth that had a burn mark on it. When
the girl was showing her the silver fork and spoons that actually belonged to the protagonist,
she jumped up and walked out of the house. She decided not to visit the place again as it
brought back memories of the past and hence, she decided to forget the address.
‘DO you still know me?’ I asked.
The woman looked at me searchingly. She had opened the door a chink. I came closer and
stood on the step.
‘No, I don’t know you.’
‘I’m Mrs S’s daughter.’
She held her hand on the door as though she wanted to prevent it opening any further. Her
face gave absolutely no sign of recognition. She kept staring at me in silence.
Perhaps I was mistaken, I thought, perhaps it isn’t her. I had seen her only once, fleetingly,
and that was years ago. It was most probable that I had rung the wrong bell. The woman let
go of the door and stepped to the side. She was wearing my mother’s green knitted cardigan.
The wooden buttons were rather pale from washing. She saw that I was looking at the
cardigan and half hid herself again behind the door. But I knew now that I was right.
Chink – narrow opening
Fleetingly – for a short time

The protagonist asked the woman standing at the door if she still knew her. The lady had
opened the door a little, the protagonist came closer to the door and stood there. The women
responded negatively and the protagonist still gave her introduction. She said she was Mrs.
S’s daughter. The woman had held the door tightly as she didn’t want her to enter the house.
She kept staring at the protagonist though she couldn’t recognize her.
The protagonist thought maybe she had come to the wrong house. She had seen the woman
only for a short time years ago. The woman who answered the door stepped aside and let go
of the door. The protagonist recognized her mother’s green knitted cardigan that the women
was wearing. The wooden buttons had become pale because of the washing. The woman
noticed the protagonist looking at the cardigan. She hid behind the door. Now, the protagonist
knew she had come to the right house.
‘Well, you knew my mother?’ I asked.
‘Have you come back?’ said the woman. ‘I thought that no one had come back.’
‘Only me.’
A door opened and closed in the passage behind her. A musty smell emerged.
‘I regret I cannot do anything for you.’
‘I’ve come here specially on the train. I wanted to talk to you for a moment.’
‘It is not convenient for me now,’ said the woman. ‘I can’t see you. Another time.’
She nodded and cautiously closed the door as though no one inside the house should be
disturbed.
I stood where I was on the step. The curtain in front of the bay window moved. Someone
stared at me and would then have asked what I wanted. ‘Oh, nothing,’ the woman would have
said. ‘It was nothing.’
Musty – stale
The protagonist asked the woman about her mother. The woman asked her if she had come
back, she replied only to her and no one else came with her. The woman opened the door and
a passage was behind her. A stale smell occurred all over. The woman told her that she could
not do anything for her. The protagonist told her that she had come from far place on the train
just to talk to her. The woman told her it is not convenient to talk right now and asked her to
come back later. The woman closed the door as she didn’t want anyone to get disturbed in the
house. The protagonist was still standing on the step. She saw a curtain moving on the
window bay. Someone was staring at her from inside the house. She thought it was nothing
as the woman would have told her.
I looked at the name-plate again. Dorling it said, in black letters on white enamel. And on the
jamb, a bit higher, the number. Number 46.
As I walked slowly back to the station I thought about my mother, who had given me the
address years ago. It had been in the first half of the War. I was home for a few days and it
struck me immediately that something or other about the rooms had changed. I missed
various things. My mother was surprised I should have noticed so quickly. Then she told me
about Mrs Dorling. I had never heard of her but apparently she was an old acquaintance of
my mother, whom she hadn’t seen for years. She had suddenly turned up and renewed their
contact. Since then she had come regularly.
Enamel – an opaque or semi-transparent substance that is a type of glass
Jamb – side post of a window, fireplace or doorway
Acquaintance – stranger or social contact
The protagonist looked at the number plate again, it said Number 46. Dorling was written on
the plate on white enamel. As she was going back to the station, she was thinking about her
mother who gave her the address. It was the first half of the war. She was home for a few
days and suddenly, it struck her that the room was different now. Various things were
missing. Her mother was surprised that she noticed the changes a little later. It was that time
when she told her about this woman, Mrs. Dorling. She was an old contact of hers whom she
hadn’t seen for years. Suddenly, she came to visit her and since then they had been in regular
contact.
‘Every time she leaves here she takes something home with her,’ said my mother. ‘She took
all the table silver in one go. And then the antique plates that hung there. She had trouble
lugging those large vases, and I’m worried she got a crick in her back from the crockery.’ My
mother shook her head pityingly. ‘I would never have dared ask her. She suggested it to me
herself. She even insisted. She wanted to save all my nice things. If we have to leave here we
shall lose everything, she says.’
‘Have you agreed with her that she should keep everything?’ I asked.
‘As if that’s necessary,’ my mother cried. ‘It would simply be an insult to talk like that. And
think about the risk she’s running, each time she goes out of our door with a full suitcase or
bag.’
Lugging – carry a heavy object with great effort
Pityingly – feeling sorrow
Crick – cramp or spasm in muscles
Her mother told her that whenever thatwoman came to visit her, she took something from the
house with her. Table silvers, antique plates and she had trouble over carrying the large vase.
She told her that the cramp in her back came from the crockery. Her mother shook her head
in sorrow. The woman kept telling the protagonist’s mother that she wanted to save her
precious things. If they had to leave the place someday, they would lose everything.
She asked her mother if she really wanted her to take all the things with her. Her mother
replied that even if she didn’t, it would be an insult to ask her not to. She was going out with
a risk herself, a suitcase full of items.
My mother seemed to notice that I was not entirely convinced. She looked at me reprovingly
and after that we spoke no more about it.
Meanwhile I had arrived at the station without having paid much attention to things on the
way. I was walking in familiar places again for the first time since the War, but I did not want
to go further than was necessary. I didn’t want to upset myself with the sight of streets and
houses full of memories from a precious time.
In the train back I saw Mrs Dorling in front of me again as I had the first time I met her. It
was the morning after the day my mother had told me about her. I had got up late and,
coming downstairs, I saw my mother about to see someone out. A woman with a broad back.
‘There is my daughter,’ said my mother. She beckoned to me.
The woman nodded and picked up the suitcase under the coat-rack. She wore a brown coat
and a shapeless hat.
‘Does she live far away?’ I asked, seeing the difficulty she had going out of the house with
the heavy case.
‘In Marconi Street,’ said my mother. ‘Number 46. Remember that.’
Reprovingly – critically
Beckoned – signaled
Her mother noticed that she wasn’t convinced and looked at her critically. After that day,
they never talked about the incident again. She reached the station without noticing any
details on the way. She passed the familiar things after the war for the first time. She didn’t
want to upset herself with the familiar sights of houses and streets that reminded her of all the
precious times.
Back in the time, she saw Mrs. Dorling in person a day after her mother told her daughter
about her. She woke up late that morning and as she was going downstairs, she saw her ‘the
lady with broad back’. Her mother was seeing her out. Her mother introduced the protagonist
to the lady. She signaled to her and the women responded with a nod. She picked the
suitcase under the coat rack. She was wearing a brown coat and a shapeless hat. The
protagonist asked her mother if she lived far away. The mother told her the address, ’Marconi
Street, Number 46’. She remembered it.
I had remembered it. But I had waited a long time to go there. Initially after the Liberation I
was absolutely not interested in all that stored stuff, and naturally I was also rather afraid of
it. Afraid of being confronted with things that had belonged to a connection that no longer
existed; which were hidden away in cupboards and boxes and waiting in vain until they were
put back in their place again; which had endured all those years because they were ‘things.’
But gradually everything became more normal again. Bread was getting to be a lighter
colour, there was a bed you could sleep in unthreatened, a room with a view you were more
used to glancing at each day. And one day I noticed I was curious about all the possessions
that must still be at that address. I wanted to see them, touch, remember.
After my first visit in vain to Mrs Dorling’s house I decided to try a second time. Now a girl
of about fifteen opened the door to me. I asked her if her mother was at home.
‘No’ she said, ‘my mother’s doing an errand.’
‘No matter,’ I said, ‘I’ll wait for her.’
Liberation – Liberty or Freeing
Endured – suffered
Vain – hopeless
She remembered the address but she took too long to visit the place. After the freedom, she
was on one hand, not interested and on the other, was afraid. She was afraid of getting
confronted with the past memories and connections that no longer existed. Connections were
hidden in cupboards and boxes. It seemed that those memories were waiting in vain to put
them back to their places as they had suffered all these years because they were only things.
Things were getting normal in the Protagonist’s life, but one day, she got curious about all
the things that were still at that address. She wanted to see them and touch them. After the
first hopeless visit, she decided to try one more time. When she reached Mrs Morling’s home,
a girl of fifteen years opened the door. Protagonist asked her about her mother. She told her
that she was outside doing some errands to which the protagonist decided that she would wait
for her.
I followed the girl along the passage. An old-fashioned iron Hanukkah1 candle-holder hung
next to a mirror. We never used it because it was much more cumbersome than a single
candlestick.
‘Won’t you sit down?’ asked the girl. She held open the door of the living-room and I went
inside past her. I stopped, horrified. I was in a room I knew and did not know. I found myself
in the midst of things I did want to see again but which oppressed me in the strange
atmosphere. Or because of the tasteless way everything was arranged, because of the ugly
furniture or the muggy smell that hung there, I don’t know; but I scarcely dared to look
around me. The girl moved a chair. I sat down and stared at the woollen table-cloth. I rubbed
it. My fingers grew warm from rubbing. I followed the lines of the pattern. Somewhere on the
edge there should be a burn mark that had never been repaired.
‘My mother’ll be back soon,’ said the girl. ‘I’ve already made tea for her. Will you have a
cup?’
‘Thank you.’
Hanukkah – The Feast of Lights, a Hebrew festival in December
Cumbersome – unmanageable
Midst – middle
Muggy – humid
The protagonist followed the girl along the passage. There was a Hanukkah candle-holder
hung next to a mirror. She remembered that she never used it as it was unmanageable. The
girl asked her to sit down as she opened the door for the living room. She stopped and she
was disturbed. She was standing in a room which she knew and she didn’t. She was standing
in the middle of things which she didn’t want to see and they burdened her. Maybe because
of the way things were arranged, or the humid smell in the room, or the ugly furniture, she
was scared to look at everything. She sat down on a chair which the girl pulled out for her.
She looked at the woolen table cloth. She rubbed it and her fingers felt warm. As she
followed the lines of the pattern, she remembered a burn mark that was never repaired. The
girl told her that her mother would be back soon and asked if she would like to have a cup of
tea. She answered thank you.
I looked up. The girl put cups ready on the tea-table. She had a broad back. Just like her
mother. She poured tea from a white pot. All it had was a gold border on the lid, I
remembered. She opened a box and took some spoons out.
‘That’s a nice box.’ I heard my own voice. It was a strange voice. As though each sound was
different in this room.
‘Oh, you know about them?’ She had turned round and brought me my tea. She laughed. ‘My
mother says it is antique. We’ve got lots more.’ She pointed round the room. ‘See for
yourself.’
I had no need to follow her hand. I knew which things she meant. I just looked at the still life
over the tea-table. As a child I had always fancied the apple on the pewter plate.
‘We use it for everything,’ she said. ‘Once we even ate off the plates hanging there on the
wall. I wanted to so much. But it wasn’t anything special.’
I had found the burn mark on the table-cloth. The girl looked questioningly at me.
Pewter plate – plate made of a gray alloy of tin
The protagonist looked up, she saw the girl put two cups of tea in front of her. She had a
broad back just like her mother. She poured tea from the teapot and it had a gold border on
the lid. She opened a box and took some spoons out of it. The protagonist complimented the
girl about the box. She felt weird hearing her own voice. It was sounding different to her. As
the girl turned to give her a cup, she asked if she knew about the box. Then she added that it
is antique, according to her mother. She pointed around the room and said that there are
more. She told her to see, although the protagonist didn’t need to follow her direction. She
knew what she was talking about. She glanced over the tea table, she remembered how she
used to fancy the apple on the pewter plate. The girl shared that they use the plate for
everything. Once they ate off the plates that were hanging on the wall. The girl wanted to eat
off that plate too. But it wasn’t anything special. The protagonist found the burn mark on the
table cloth, the girl looked at her in a question.
‘Yes,’ I said, ‘you get so used to touching all these lovely things in the house, you hardly
look at them any more. You only notice when something is missing, because it has to be
repaired or because you have lent it, for example.’
Again I heard the unnatural sound of my voice and I went on: ‘I remember my mother once
asked me if I would help her polish the silver. It was a very long time ago and I was probably
bored that day or perhaps I had to stay at home because I was ill, as she had never asked me
before. I asked her which silver she meant and she replied, surprised, that it was the spoons,
forks and knives, of course. And that was the strange thing, I didn’t know the cutlery we ate
off every day was silver.’
The girl laughed again.
‘I bet you don’t know it is either.’ I looked intently at her. ‘What we eat with?’ she asked.
‘Well, do you know?’
She hesitated. She walked to the sideboard and wanted to open a drawer. ‘I’ll look. It’s in
here.’
The protagonist said yes and told her that when you are so used to touching things into your
house, you hardly notice anything. You only notice when something is missing or it needs to
be repaired or because you have lent it. She again found her voice to be unnatural. She
continued, she told the girl that once her mother asked her if she would help her polish the
silver. It was a long time ago and she was bored that day. She had to stay that day maybe as
she was ill. She asked her mother what silver she is talking about? Her mother said it was the
spoons, knives, and forks. But she didn’t know that it was silver. The girl laughed and said
that she bet, she didn’t know it was either with what they ate with. The protagonist asked if
she knew. The girl hesitated and walked to the sideboard and opened a drawer. She said she
would see if it was there.
I jumped up. ‘I was forgetting the time. I must catch my train.’
She had her hand on the drawer. ‘Don’t you want to wait for my mother?’
‘No, I must go.’ I walked to the door. The girl pulled the drawer open. ‘I can find my own
way.’
As I walked down the passage I heard the jingling of spoons and forks.
At the corner of the road I looked up at the name-plate. Marconi Street, it said. I had been at
Number 46. The address was correct. But now I didn’t want to remember it any more. I
wouldn’t go back there because the objects that are linked in your memory with the familiar
life of former times instantly lose their value when, severed from them, you see them again in
strange surroundings. And what should I have done with them in a small rented room where
the shreds of black-out paper still hung along the windows and no more than a handful of
cutlery fitted in the narrow table drawer?
I resolved to forget the address. Of all the things I had to forget, that would be the easiest.
Jingling – ringing
The protagonist jumped and said she forgot the time as she had to catch the train. The girl
asked her if she did not want to wait for her mother? The protagonist still replied with a no
and said she must leave. The girl pulled the drawer open. The protagonist said she could find
her way out and walked down the passage as she heard the ringing spoon of spoons and
forks.
When she reached the corner of the road, she looked at the name-plate again. It said Marconi
Street and she was standing at 46. The address was correct but she doesn’t want to remember
it anymore. She didn’t want to go back as the things in there reminded her of memories
linked with the familiar life of old times. But they lose the value when you are separated from
them and you see them again in a strange environment. She thought of what she would have
done with a small rented room where black-out paper hung over the window and no cutlery
fitted in the narrow drawer. She finally resolved on forgetting the address as it would be
easiest.

1. ‘Have you come back?’ said the woman. ‘I thought that no one had come back.’ Does
this statement give some clue about the story? If yes, what is it?
Ans: The quoted statement gives us a clue about the story. It means that the two families
were acquaintances who knew each other and stayed nearby. During the war, many families
left the land to take refuge in another place while some of the families stayed back at the
same place. Mrs. Dorling thought that the family of Mrs. S died during the war and that is
why she gave such a cold reaction to the girl who came to visit her.
2. The story is divided into pre-War and post-War times. What hardships do you think
the girl underwent during these times?
Ans: The story is based on the pre-War and post-War period. The family of the girl was rich
before the war and they had valuable possessions in their house. When the war started, Mrs.
Dorling established contact with them and started visiting them again. She started taking the
possessions with her whenever she would visit as she believed if they would leave the place,
such things should not be wasted. The girl suffered a lot, her mother died and she had to live
in a rented place. She found it really difficult to go back to the place where her childhood was
spent and she wanted her belongings back. When she went to meet Mrs. Dorling, she noticed
how the things were arranged in a tasteless manner. She could no longer connect to them and
she lost her interest in them and partly she was afraid. The girl finally decided to leave the
house and forget the address.
3. Why did the narrator of the story want to forget the address?
Ans: Mrs. Dorling kept the valuable items in her house until the war was over as she didn’t
want them to lose during the war in case they decided to leave the place. Her mother gave her
the address of Mrs. Dorling ’46, Marconi Street’. She remembered the address and decided to
visit her anyway. She was afraid to visit the place again as it brought back many past
memories. When she saw all the possessions, they were arranged in a tasteless manner and
she lost interest in them. She could not connect with the things and thought that she would
not stay at the house any longer, she would destroy the good memories she had with those
items. She finally decided to forget the address and not to go back to that place.
4. ‘The Address’ is a story of human predicament that follows war. Comment.

Ans: The war always brings a lot of suffering to human beings. It brings them both
destruction and death. ‘The Address’ is based on the same theme. During the war, all the
belongings were taken by Mrs. Dorling who promised to keep them safe. The mother of the
protagonist died and all the possessions were left with the acquaintance. Years later the girl
decided to visit the house whose address was given by her mother years ago. The woman
showed no sympathy to her and took the time to even recognize her. She thought everyone in
her family had died. The girl wanted to take back her belongings. She didn’t allow the girl to
enter the house. She seemed like a woman who didn’t have any human emotions. So, the war
leaves the world desolated and it cannot be healed.
Chapter 3 Ranga’s Marriage
By Masti Venkatesha Iyengar
Introduction
The story revolves around Ranga, the accountant’s son who got the opportunity to go out of
the village to study. The narrator takes you through a journey where he changes Ranga’s
perception about marriage, how he staged their union with the help of a Shastri and what role
English has played in their village. The entire story involves funny instances and references
for the narrator has made sure your mind stays occupied with the story.
Summary
It all begins when Ranga, the accountant’s son comes back to his village Hosahalli after six
months. He had gone to Bangalore to pursue his studies, which to mention, not many in the
village get this opportunity. The whole village gets excited to see Ranga and thus, they gather
around his home only to see how he would have changed. The narrator has beautifully
elaborated about their village Hosahalli and how every authority responsible forgot to
mention it in the maps. Moving on, he admires Ranga and wants to get him married but to his
dismay, Ranga has very different views about marriage at that point. The Narrator stages the
entire union of Ranga and Ratna, Rama Rao’s eleven year old niece. The girl has a very
sweet voice and can play Veena and harmonium. At first, the narrator tells him that she is
married to see how it affects Ranga. As expected, Ranga was disappointed. The narrator then
manipulated the village Shastri to say things in his favour. He then took Ranga to visit him
where he predicted that Ranga has a girl on his mind and her name resembles something
found in the ocean. Shyama, the narrator guesses her name to be Ratna but again, she is
married. On their way back, they confirmed that Ratna is not married only to find Ranga
happy and full of hope. On the other hand, the Shastri disagreed on having staged anything
predetermined. He claims to have said whatever his predictions showed. However, at the end,
Ranga and Ratna are happily married with a three- year old son named after the narrator.
Ratna is also pregnant with another child. To conclude, the narrator makes sure that he didn’t
bore his readers.

Ranga, the accountant’s son, is one of the rare breed among the village folk who has been to
the city to pursue his studies. When he returns to his village from the city of Bangalore, the
crowds mill around his house to see whether he has changed or not. His ideas about marriage
are now quite different—or are they?
Rare breed- a person or thing with characteristics that are uncommon among their kind; a
rarity
The lesson revolves around Ranga, the village accountant’s son who had just come back from
Bangalore. At the news of his arrival, the villagers gather at his home to analyse if he had
changed or not and what is his perception about marriage. Everyone was so excited because
during those days, not everyone used to get a chance to go to cities for studying.
WHEN you see this title, some of you may ask, “Ranga’s Marriage?” Why not “Ranganatha
Vivaha” or “Ranganatha Vijaya?” Well, yes. I know I could have used some other mouth-
filling one like “Jagannatha Vijaya” or “Girija Kalyana.” But then, this is not about
Jagannatha’s victory or Girija’s wedding. It’s about our own Ranga’s marriage and hence no
fancy title. Hosahalli is our village. You must have heard of it. No? What a pity! But it is not
your fault. There is no mention of it in any geography book. Those sahibs in England, writing
in English, probably do not know that such a place exists, and so make no mention of it. Our
own people too forget about it. You know how it is —they are like a flock of sheep. One
sheep walks into a pit, the rest blindly follow it. When both, the sahibs in England and our
own geographers, have not referred to it, you can not expect the poor cartographer to
remember to put it on the map, can you? And so there is not even the shadow of our village
on any map
Vivaha- Marriage
Vijaya- Victory
Girija- female (here)
Kalyana- beautiful, lovely,auspicious in Sanskrit
Sahib- a polite title or form of address for a man
Like a flock of sheep- a group of people behaving in the same way or following what others
are doing
Cartographer- a person who draws or produces maps
The narrator expects the readers to be questioning the simplicity of the title “Ranga’s
Marriage”. He feels readers might be thinking of fancier titles like “Ranganatha
Vivaha”,“Ranganatha Vijaya” or “Girija Kalyana”. He clarifies that although he had options
of keeping such elaborate names, the reason why he chose the basic and casual one is because
the story is about “our Ranga” as in, someone who is very close and dear to him. They live in
a village called Hosahalli in Mysore. Not many people know of it and the narrator does not
blame them because there is no trace of it in the geography books. Even the Englishmen have
no idea about the place but they are also not to blame because our citizens too, are completely
ignorant about his village. He refers to the people as “sheep” who blindly follow each other
and do not use their logic or brain to justify or invent things. At last, he feels the cartographer
is also not to be held responsible. As a result, there is no trace of their village on the map.
Sorry, I started somewhere and then went off in another direction. If the state of Mysore is to
Bharatavarsha what the sweet karigadabu is to a festive meal, then Hosahalli is to Mysore
State what the filling is to the karigadabu. What I have said is absolutely true, believe me. I
will not object to your questioning it but I will stick to my opinion. I am not the only one who
speaks glowingly of Hosahalli. We have a doctor in our place. His name is Gundabhatta. He
agrees with me. He has been to quite a few places. No, not England. If anyone asks him
whether he has been there, he says, “No, annayya , I have left that to you. Running around
like a flea-pestered dog, is not for me. I have seen a few places in my time, though.” As a
matter of fact, he has seen many.
Bharatvarsha- India
Karigadabu- a South Indian fried sweet filled with coconut and sugar
Annayya- (in Kannada) a respectful term for an elder
Flea-pestered dog- A flea- pestered dog does not stick to one place but keeps roaming
everywhere.Flea-pestered means being infested by fleas and ticks which can cause
uncontrollable itching in animals
The narrator feels apologetic for getting carried away and deviating from the topic. He then
again throws light upon the significance of the village Hosahalli. He says it is just as
important as Mysore is to India, Karigadabu to a festive meal and filling is to Karigadabu.
Thus, he can’t highlight its importance any more. Not only him, but the doctor named
Gundabhatta feels the same. The doctor has been to many places except England but he still
loves Hosahalli. However, an outsider might contest this but the narrator claims to stick to his
opinion of the place.
We have some mango trees in our village. Come visit us, and I will give you a raw mango
from one of them. Do not eat it. Just take a bite. The sourness is sure to go straight to your
brahmarandhra . I once took one such fruit home and a chutney was made out of it. All of us
ate it. The cough we suffered from, after that! It was when I went for the cough medicine,
that the doctor told me about the special quality of the fruit
Brahmarandhra-(in Kannada) the soft part in a child’s head where skull bones join later.
Here, used as an idiomatic expression to convey the extreme potency of sourness. In Sanskrit,
“Brahmarandhra” means the hole of Brahman. It is the dwelling house of the human soul.
Then he tells the readers about their special mango trees in the village whose mangoes are
famous for their special quality. He once took the fruit at home to make chutney and
everyone suffered from a bad cough after eating it. It was only when he went to see the
doctor, that he told him about the quality of mangoes of Hosahalli. The narratorasks the
readers to take a bite and assures that the sourness of the mango will be felt by them till the
top of their head (where Brahmarandhra is located).
Just as the mango is special, so is everything else around our village. We have a creeper
growing in the ever-so-fine water of the village pond. Its flowers are a feast to behold. Get
two leaves from the creeper when you go to the pond for your bath, and you will not have to
worry about not having leaves on which to serve the afternoon meal. You will say I am
rambling. It is always like that when the subject of our village comes up. But enough. If any
one of you would like to visit us, drop me a line. I will let you know where Hosahalli is and
what things are like here. The best way of getting to know a place is to visit it, don’t you
agree?
Behold- see or observe (someone or something, especially of remarkable or impressive
nature)
Rambling- (of writing or speech) lengthy and confused or inconsequential
Not only the mangoes, everything in and around this village is remarkable. The creeper
growing in the pond and its flowers are also special. One can even serve an afternoon meal
on its leaves, all you need to do is to grab two leaves when you are on your way to the pond
to bathe. After speaking highly of his village, the narrator says if anyone wishes to see for
himself/herself, one must contact him. He will help them to reach there. Also, he feels that
there is no better way to know a place than to visit it.
What I am going to tell you is something that happened ten years ago. We did not have many
people who knew English, then. Our village accountant was the first one who had enough
courage to send his son to Bangalore to study. It is different now. There are many who know
English. During the holidays, you come across them on every street, talking in English.
Those days, we did not speak in English, nor did we bring in English words while talking in
Kannada. What has happened is disgraceful, believe me. The other day, I was in Rama Rao’s
house when they bought a bundle of firewood. Rama Rao’s son came out to pay for it. He
asked the woman, “How much should I give you?” “Four pice,” she said. The boy told her he
did not have any “change”, and asked her to come the next morning. The poor woman did not
understand the English word “change” and went away muttering to herself. I too did not
know. Later, when I went to Ranga’s house and asked him, I understood what it meant.
The narrator then brings about a comparison as to how things were different ten years ago
when not many people knew or spoke English. Neither did people send their children to big
cities like Bangalore to study. Back then, only the village accountant had the courage to send
his son to Bangalore. According to the author, those times were simpler. He justifies his
claim by telling an incident where he was at Rama Rao’s house and they had just bought a
bundle of firewood from an old lady. Rama told her to come next morning as he did not have
any change at the moment. The poor old lady did not know what “change” meant and she
went away whispering to herself. Neither did the narrator know its meaning. It was only
when he went to Ranga’s house, that he told him.
This priceless commodity, the English language, was not so widespread in our village a
decade ago. That was why Ranga’s homecoming was a great event. People rushed to his
doorstep announcing, “The accountant’s son has come,” “The boy who had gone to
Bangalore for his studies is here, it seems,” and “Come, Ranga is here. Let’s go and have a
look.”
However, ten years ago, english was not commonly spoken in this village and when the
villagers came to know that Ranga, the accountant’s son was coming home from Bangalore,
everyone got excited and rushed to his home to have a glance at him.
Attracted by the crowd, I too went and stood in the courtyard and asked, “Why have all these
people come? There’s no performing monkey here.” A boy, a fellow without any brains, said,
loud enough for everyone to hear, “What are you doing here, then?” A youngster, immature
and without any manners. Thinking that all these things were now of the past, I kept quiet.
Fascinated by all the crowd, the narrator too, went there and asked people as to why they
were gathered because he couldn’t see anything entertaining happening there like a monkey
performing. A boy “without brains” shouted loud enough for everyone to hear and in a rude
way. The narrator called him immature.
Seeing so many people there, Ranga came out with a smile on his face. Had we all gone
inside, the place would have turned into what people call the Black Hole of Calcutta. Thank
God it did not. Everyone was surprised to see that Ranga was the same as he had been six
months ago, when he had first left our village. An old lady who was near him, ran her hand
over his chest, looked into his eyes and said, “The janewara is still there. He hasn’t lost his
caste.” She went away soon after that. Ranga laughed.
Janewara- (in Kannada) the sacred thread worn by Brahmins
All the people were waiting outside Ranga’s house because the place would look like the
“Black Hole of Calcutta” if they all went inside. By saying this, the narrator means that there
were so many people that the house would have fallen short to accommodate them all. Thus,
Ranga came outside with a smile on his face. Everyone was so amazed to see that Ranga had
not changed a bit after he left 6 months ago. An old lady even went to the extent of running
her hands through his chest to check for a sacred thread. However, she went away after
confirming that he had not forgotten about his caste.
Once they realised that Ranga still had the same hands, legs, eyes and nose, the crowd melted
away, like a lump of sugar in a child’s mouth. I continued to stand there. After everyone had
gone, I asked, “How are you, Rangappa? Is everything well with you?” It was only then that
Ranga noticed me. He came near me and did a namaskara respectfully, saying, “I am all
right, with your blessings.”
Once the villagers realised that Ranga did not change even after moving to the city, they
disappeared as fast as a lump of sugar does in a child’s mouth. The narrator waited till the
crowd cleared and asked him about his well-being. Ranga noticed him and replied with full
respect in a traditional way. Ranga had not noticed the narrator in the crowd before that
moment.
I must draw your attention to this aspect of Ranga’s character. He knew when it would be to
his advantage to talk to someone and rightly assessed people’s worth. As for his namaskara to
me, he did not do it like any present-day boy—with his head up towards the sun, standing
stiff like a pole without joints, jerking his body as if it was either a wand or a walking stick.
Nor did he merely fold his hands. He bent low to touch my feet. “May you get married soon,”
I said, blessing him. After exchanging a few pleasantries, I left.
Ranga was very well-behaved and well-aware as to who could benefit him. He was one of
those who could analyse someone’s worth rightfully. For how he greeted the narrator, he bent
low and touched his feet thereby seeking his blessings. It was not the present day namaskara
where children would do it casually, it was a proper, traditional one. The narrator blessed him
that he might get married soon and then, left.
That afternoon, when I was resting, Ranga came to my house with a couple of oranges in his
hand. A generous, considerate fellow. It would be a fine thing to have him marry, settle down
and be of service to society, I thought. For a while we talked about this and that. Then I came
to the point. “Rangappa, when do you plan to get married?” “I am not going to get married
now,” he said. “Why not?” “I need to find the right girl. I know an officer who got married
only six months ago. He is about thirty and his wife is twenty-five, I am told. They will be
able to talk lovingly to each other. Let’s say I married a very young girl. She may take my
words spoken in love as words spoken in anger. Recently, a troupe in Bangalore staged the
play Shakuntala. There is no question of Dushyantha falling in love with Shakuntala if she
were young, like the present-day brides, is there? What would have happened to Kalidasa’s
play? If one gets married, it should be to a girl who is mature. Otherwise, one should remain
a bachelor. That’s why I am not marrying now.”
Considerate- thoughtful, concerned
Troupe- a group of dancers, actors or other entertainers who tour to different venues
That afternoon, Ranga visited the author with a few oranges which the narrator thought was
quite thoughtful of him. Thinking of how nice Ranga is, the author thought it would be a
good deed to have him married to a girl just as nice as him. They chatted for a while and then
the narrator asked Ranga about his views on getting married. Ranga expresses that he doesn’t
intend on marrying now because he intends on finding the right girl. He cites the example of
an officer who got married at the age of thirty to a woman aged twenty-five. Now since these
are both adults, they would understand each other’s actions and behaviour. Whereas suppose
the narrator finds a girl who is very young, she could misunderstand his words or actions
because she is not mature enough. He even mentions the love story of Shakuntala and
Dushyantha from Mahabharata and that he would not have fallen in love with Shakuntala if
she were too young. In that case, Kalidasa’s play also would have not existed. That is why he
intends on staying a bachelor till he finds the right girl.
“Is there any other reason?” “A man should marry a girl he admires. What we have now are
arranged marriages. How can one admire a girl with milk stains on one side of her face and
wetness on the other, or so young that she doesn’t even know how to bite her fingers?” “One
a neem fruit, the other, a bittergourd.” “Exactly!” Ranga said, laughing. I was distressed that
the boy who I thought would make a good husband, had decided to remain a bachelor. After
chatting for a little longer, Ranga left. I made up my mind right then, that I would get him
married.
Rama Rao’s niece, a pretty girl of eleven, had come to stay with him. She was from a big
town, so she knew how to play the veena and the harmonium. She also had a sweet voice.
Both her parents had died, and her uncle had brought her home. Ranga was just the boy for
her, and she, the most suitable bride for him.
Here, the narrator introduces us to a new character in the story named Ratna. She is eleven
years old and is Rama Rao’s niece. She had lost both her parents so her uncle brought her
from the big town to his home with him. She had a great voice and could play harmonium
and veena. The narrator thought that Ranga and Ratna would make a great pair.
Since I was a frequent visitor to Rama Rao’s place, the girl was quite free with me. I
completely forgot to mention her name! Ratna, it was. The very next morning I went to their
house and told Rama Rao’s wife, “I’ll send some buttermilk for you. Ask Ratna to fetch it.”
Ratna came. It was a Friday, so she was wearing a grand saree. I told her to sit in my room
and requested her to sing a song. I sent for Ranga. While she was singing the song—
Krishnamurthy, in front of my eyes — Ranga reached the door. He stopped at the threshold.
He did not want the singing to stop, but was curious to see the singer. Carefully, he peeped
in. The light coming into the room was blocked. Ratna looked up and seeing a stranger there,
abruptly stopped
Threshold- a strip of wood or stone forming the bottom of a doorway and crossed in entering
a house or a room
Ratna was quite familiar with the narrator as he visited Rama’s place frequently. The narrator
thought of a plan to introduce Ratna to Ranga. He asked Rama to send Ratna to his place as
he wanted to send some buttermilk for them. She came all dressed up. The narrator insisted
upon her to sing a song while he sent someone to call Ranga. Just as she was singing, Ranga
arrived at the door. Her melancholic voice touched his ears and thus, he did not want to
interrupt the singing so he stood at the door. He was curious to see the singer and very
cautiously he tried to have a look which disturbed the lighting in the room. On seeing a
stranger, Ratna immediately stopped her singing.
Suppose you buy the best quality mango. You eat it slowly, savouring its peel, before biting
into the juicy flesh. You do not want to waste any part of it. Before you take another bite, the
fruit slips out of your hand and falls to the ground. How do you feel? Ranga’s face showed
the same disappointment when the singing stopped. “You sent for me?” he asked as he came
in and sat on a chair. Ratna stood at a distance, her head lowered. Ranga repeatedly glanced
at her. Once, our eyes met, and he looked very embarrassed. No one spoke for a long while.
The narrator compares Ranga’s situation to the disappointment of dropping a best quality
mango on the floor just before having to truly enjoy it. It was as if something great had been
stolen before one could fully enjoy it. Ranga asked the narrator why he called for him. Ratna
was shy and thus, looked downward whereas Ranga stealthily glanced at her. There was an
awkward silence in the room.
“It was my coming in that stopped the singing. Let me leave.” Words, mere words! The
fellow said he would leave but did not make a move. How can one expect words to match
actions in these days of Kaliyuga? Ratna ran inside, overcome by shyness
After things went a bit awkward, Ranga said that he feels it was his coming that stopped the
singing so he must leave. However, he did not. The narrator makes fun of him because he had
no intention of going. He jokes about it and says one can not expect actions and words to
match in the Kalyuga.
After a while, Ranga asked, “Who is that girl, swami?” “Who’s that inside?” the lion wanted
to know. The he-goat who had taken shelter in the temple replied, “Does it matter who I am?
I am a poor animal who has already eaten nine lions. I have vowed to eat one more. Tell me,
are you male or female?” The lion fled the place in fear, it seems. Like the he-goat, I said,
“What does it matter to either of us who she is? I’m already married and you aren’t the
marrying kind.”
After a few minutes of awkward silence, Ranga finally asked the narrator about the girl. Now
the narrator compares the situation with the infamous story of the he-goat and the lion where
he is the he-goat and Ranga, the lion. The narrator replies very cleverly and intends on seeing
Ranga’s interest in knowing about Ratna. Thus, he says that who she is, is not of that much
importance because he is already married and Ranga doesn’t intend on marrying anytime
soon.
Very hopefully, he asked, “She isn’t married, then?” His voice did not betray his excitement
but I knew it was there. “She was married a year ago.” His face shrivelled like a roasted
brinjal. After a while, Ranga left, saying, “I must go, I have work at home.” I went to our
Shastri the next morning and told him, “Keep everything ready to read the stars. I’ll come
later.” I tutored him in all that I wanted him to say. I found no change in Ranga when I met
him that afternoon. “What’s the matter? You seem to be lost in thought,” I said. “Nothing,
nothing’s wrong, believe me.” “Headache? Come, let’s go and see a doctor.”
Betray- portray (here)
Shrivelled- shrunken and wrinkled; especially as a result of loss of moisture
Tutored- taught
Hearing the narrator’s reply, Ranga got excited, although he did not show it but was quite
evident. Full of hope, he asks if she isn’t married yet to which the narrator replies that she is,
probably a year ago. Ranga was disappointed and disheartened. It was clearly all over his
face. He went away quoting some work. Our narrator, having staged certain liking in the
mind of Ranga for Ratna, went on to complete his play. He went to the village Shastri and
told him everything that had to be said and done. Then, he met Ranga that afternoon and he
carried the same disappointment on his face. Upon asking if it’s a headache, the narrator tells
him that they should go see a doctor.
“I have no headache. I’m my usual self.” “I went through the same thing when the process of
choosing a girl for me was going on. But I don’t think that that could be a reason for your
present condition.” Ranga stared at me. “Come, let’s go and see Shastri,” I suggested. “We
will find out whether Guru and Shani are favourable for you or not.” Ranga accompanied me
without any protest. As soon as Shastri saw me, he exclaimed, “What a surprise, Shyama!
Haven’t seen you for a long time.”
Ranga insists that everything is fine with him and he is his normal self. Narrator, very wittily,
makes a remark that he went through the same feelings when he was seeing girls for himself
and immediately mentions that it could not be the reason for Ranga. Furthermore, he
suggested that they go see Shastri to see if the stars (Guru for Jupiter and Shani for Saturn)
are in their favour. Ranga went with him. On seeing Shastri ji, he implied not having seen the
narrator in a long while, which is obviously not true as they had met before, the same
morning.
Shyama is none other than your servant, the narrator of this tale. I got angry and shouted,
“What? Only this morning...” Shastri completed my sentence, “You finished all your work
and are now free to visit me.” Had he not done so, I would have ruined our plan by bursting
like grains that are kept in the sun to dry. I was extremely careful of what I said afterwards.
Shastri turned to Ranga. “When did the young son of our accountant clerk come home? What
can I do for him? It’s very rarely that he visits us.”
Here, the narrator reveals his pet name, Shyama as they called him in the village. The
narrator felt that Shastri was lying because they saw each other that morning and thus he
immediately responded. However, Shastri completed his sentence and saved the entire
situation. Shyama realised what he was just about to do and took extra care from that
moment. Shastri continued his role and acted surprised on seeing Ranga.
“Take out your paraphernalia. Our Rangappa seems to have something on his mind. Can you
tell us what’s worrying him? Shall we put your science of astrology to the test?” There was
authority in my voice as I spoke to Shastri. He took out two sheets of paper, some cowries
and a book of palmyra leaves, saying, “Ours is an ancient science, ayya. There’s a story to
it... But I won’t tell you that story now. This is not a harikatha which allows you to tell a
story within a story... You may get bored. I’ll tell it to you some other time.”
Paraphernalia- trappings associated with a particular institution or activity that are regarded
as superfluous
Cowries- a marine mollusc which has a glossy, brightly patterned domed shell with a long,
narrow opening
Palmyra- palm tree
Harikatha- Story of Lord
The narrator asks the Shastri to take out all his tools to help solve whatever is going on in
Ranga’s mind with full authority. Shastri took out his essentials and told them that this is all
ancient science but he won’t recite it now because then they both would get bored but he does
intend on telling it some other time.
Shastri moved his lips fast as he counted on his fingers and then asked, “What’s your star?”
Ranga didn’t know. “Never mind,” Shastri indicated with a shake of his head. He did some
more calculations before saying in a serious tone, “It’s about a girl.” I had been controlling
my laughter all this while. But now I burst out laughing. I turned to Ranga. “Exactly what I
had said.” “Who is the girl?” It was your humble servant who asked the question.
Shastri moved his lips while counting quickly and asked Ranga about his star which he did
not know. Shastri implied that it’s manageable. He appeared to be doing certain calculations.
After a moment, he indicated that Ranga has a girl on her mind. Even after trying his
best, Shyama could not control his laughter. He thus, posed the question to Shastri asking
about the details of the girl.
Shastri thought for a while before replying, “She probably has the name of something found
in the ocean.” “Kamala?” “Maybe.”
“Could it be Pachchi, moss?” “Must it be moss if it’s not Kamala? Why not pearl or ratna, the
precious stone?” “Ratna? The girl in Rama Rao’s house is Ratna. Tell me, is there any chance
of our negotiations bearing fruit?” “Definitely,” he said, after thinking for some time. There
was a surprise on Ranga’s face. And some happiness. I noticed it. “But that girl is married...”
I said, Then I turned to him. His face had fallen
Shastri thought and thought and replied that the girl is likely to have a name of something
found in the ocean. Their guesses include Kamala, Pachchi, moss, pearl and then suddenly
Shastri said Ratna. All of it came together now to a girl named Ratna, who is the niece of
Rama Rao. That’s it, Ranga was thinking about her only. Ranga was both surprised and
happy because Shastri’s predictions were right. He immediately became disappointed when
he recalled that she was married.
“I don’t know all that. There may be some other girl who is suitable. I only told you what our
shastra indicated,” Shastri said. We left the place. On the way, we passed by Rama Rao’s
house. Ratna was standing at the door. I went in alone and came out a minute later.
Shastri said that he did not know all that and there might be another suitable girl. To make it
look real, Shastri interfered in their name guessing game and told them that he only told what
can be read. Both of them left and crossed Rama Rao’s door where Shyama went to see
Ratna for a minute and came back.
“Surprising. This girl isn’t married, it seems. Someone told me the other day that she was.
What Shastri told us has turned out to be true after all! But Rangappa, I can’t believe that you
have been thinking of her. Swear on the name of Madhavacharya and tell me, is it true what
Shastri said?”
I do not know whether anyone else would have been direct. Ranga admitted, “There’s greater
truth in that shastra than we imagine. What he said is absolutely true.”
Madhavacharya- an exponent of Vedantic philosophy from South India
When the narrator comes back, he announces that fortunately, Ratna is not married and
someone might have wrongly conveyed it to him about that. The narrator expresses his
amazement at the fact that he has been thinking about Ratna and asks him to swear upon the
truth. To his surprise, Ranga told him the truth that whatever Shastri said is true. His belief in
all the Shastras had strengthened.
Shastri was at the well when I went there that evening. I said, “So Shastrigale, you repeated
everything I had taught you without giving rise to any suspicion. What a marvellous shastra
yours is!” He didn’t like it at all. “What are you saying? What you said to me was what I
could have found out myself from the shastras. Don’t forget, I developed on the hints you had
given me.” Tell me, is this what a decent man says?
Marvellous- causing great wonder; extraordinary
Shyama went to see Shastri that evening when he was near the well and remarked about how
well he did what Shyama told him to. Shastri seemed to not like what the narrator was saying.
Thus, he says that whatever he said could very clearly be seen in the Shastras. He completely
disagreed with having staged the entire conversation.
Rangappa had come the other day to invite me for dinner. “What’s the occasion?” I asked.
“It’s Shyama’s birthday. He is three.” “It’s not a nice name —Shyama,” I said. “I’m like a
dark piece of oil-cake. Why did you have to give that golden child of yours such a name?
What a childish couple you are, Ratna and you! I know, I know, it is the English custom of
naming the child after someone you like... Your wife is eight months pregnant now. Who’s
there to help your mother to cook?” “My sister has come with her.” I went there for dinner.
Shyama rushed to me when I walked in and put his arms round my legs. I kissed him on his
cheek and placed a ring on his tiny little finger.
Now, the narrator takes us a few years forward where Ranga and Ratna are happily married,
had a three year old son and Ratna was eight months pregnant.Ranga’s sister had come over
to help them. It was Shyama’s birthday! Yes, the couple named their son after the narrator as
it is a common foreign tradition to name your child after someone you truly admire. When
the narrator went there for dinner, Shyama came running to him only to show his love by
holding his leg. The narrator kissed him and gave him a ring.
Allow me to take leave of you, reader. I am always here, ready to serve you. You were not
bored, I hope?
The narrator writes an ending note to all the readers hoping that they were not bored.

Reading with Insight
1. Comment on the influence of English — the language and the way of life — on Indian
life as reflected in the story. What is the narrator’s attitude to English?
A. The story talks about the influence English language had decades ago in his village. Not
many people in the village at that time could understand or talk in English. Only a few
courageous people would send their children to study in cities like the village accountant sent
Ranga to Bangalore. When Ranga came back to the village, everyone was keen on seeing
how their culture had transformed him.
As far as cultural influence is concerned, the story mentions how Ranga wanted to marry a
girl who was mature, someone who understands him and is compatible with him. This is
completely in opposition to the arranged marriages that were widely prevalent in those times.
The narrator finds it disgraceful when people mix Kannada language with English. He
recounts how one day a lady delivered firewood to Rama Rao’s place and he told her to come
the next morning because he had no “change”. The lady did not know what “change” meant
and left while muttering to herself. The narrator confesses that he too did not know what it
meant until he asked Rama Rao.
2. Astrologers’ perceptions are based more on hearsay and conjecture than what they
learn from the study of the stars. Comment with reference to the story.
A. The story throws light upon how Shastri predicted what was going on in Ranga’s mind.
He did it using two sheets of paper, some cowries and a book of palmyra leaves in the form
of his paraphernalia. He even revealed that Ranga has some girl on his mind whose name
related to something that belonged to the ocean. All this made Ranga believe in the power of
Astrology.
While in reality, it was our narrator Shyama, who had tutored Shastri to say so in a meeting
prior to the one with Ranga. Shastri made it seem like no big deal when Ranga left and
Shyama called it “his marvellous shastra”. He said he could have guessed it with his numbers
even if Shyama had not staged it for him.
Hence, the story portrays Astrologer’s perceptions to be based more on hearsay and
conjecture than what they learn from the stars.
3. Indian society has moved a long way from the way the marriage is arranged in the
story. Discuss.
A .It is true that Indian society has moved a long way from the way the marriage is arranged
in the story. Earlier, there was no concept of love marriage and only arranged marriages took
place like the one being talked about in the story. Ranga’s marriage was arranged by his
uncle Shyama. In present times, the bride and the groom have a say in the matter unlike
decades ago where even their consent was not considered important.
Our society has come a long way since then, especially when it comes to the rights of
females.
Earlier, the bride’s families were pressurized into paying dowry which has been illegalised
now. It is also against the law to marry individuals who have not yet attained a specific age;
18 in case of girls and 21 in case of boys.
4. What kind of a person do you think the narrator is?

A. The narrator is a man of his land as he introduces his village with such enthusiasm that
every reader would want to visit it at least once. His hospitality can also be appreciated as he
promises to take good care of his readers. He is someone who believes in maintaining the
authenticity of his culture that is why, he thinks it’s a disgrace to mix Kannada with English.
He is a man with good judgement of character. He knew what type of man Ranga was and
that Rama Rao’s niece Ratna would be a perfect partner for him. Shyama seemed like
someone who knows how to make his own way. The whole set-up he staged with the village
Shastri in order to get Ranga and Ratna married, pose as evidence for that. He is also funny
by way of which he teased the village Shastri. Although clever, he seems to be a man with
best intentions at heart.
Lesson-4
Albert Einstein at School
By Patrick Pringle
Introduction
The lesson “Albert Einstein at School” is an extract from the biography of Albert Einstein,
named “The Young Einstein” by Patrick Pringle. In this lesson, Patrick familiarises the reader
with those years in Einstein’s life where he was struggling each day in school and as each day
passed, the school diploma felt like a far-fetched dream. It throws light upon a few
encounters with his teacher, what he felt about the neighbourhood he lived in and how he had
only one good friend, Yuri. The way Albert strategizes to get out of the miserable place
(school) and how things turned around in the end, makes the story even more interesting.
Summary
The lesson begins with little Albert’s encounter with his history teacher, where the teacher is
asking him about a particular date from the past and as usual, our inattentive Albert doesn’t
know the answer. This moment leads us to a little speech given by Einstein in the class about
what “education” should include and what they are being taught is irrelevant. It ends up in
him being punished by the teacher, which again, is not new. Then the lesson talks about how
Albert disliked his neighbourhood because of all the slum violence and compared it to his
best friend, Yuri’s neighbourhood who did not like his’ either. Albert even expresses his
worries to his cousin Elsa from Berlin who thinks he can pass if he made a little effort. At
this point, Albert starts strategizing his way to get out of the school and he suddenly gets an
idea that involves a doctor who is willing to help him. He wanted the doctor to know that he
had a nervous breakdown and prescribe that the root cause of it is school, and he shall stay as
far away from it as he could. This is where Yuri agrees and sets up an appointment with his
friend, a freshly-qualified doctor who he warns is hard to befool. Albert thinks about his
conversation with the doctor so much that at this point, he is actually nervous. On meeting
the doctor, he comes to know that Yuri has already told him everything and the doctor is
ready to help him. The doctor understands how tiring school can be, asks Albert his plans
after he gets out of school and realises he is doing no good to him or anyone by staying there.
Thus, he hands him his medical certificate and in turn asks him to take Yuri out for a meal.
Although, excited Albert had no money to spare, he took Yuri out for supper. He is next seen
with his maths teacher who is giving him a referral to make it easier for him to get into a
college for pursuing higher mathematics. Einstein had studied all the maths they teach in
school and even some more. He is then summoned to the head teacher’s room where he is
told to walk away as hardly any serious work can be accomplished when he is around. As
tempting it was for Albert to tell the head teacher the truth and what he thought about his
school, he resisted it and walked straight out of the school with his head high. He said
goodbye to his only friend Yuri and Elsa was back in Berlin by that time. At last, Albert was
out of school.

Albert Einstein (1879–1955) is regarded as the greatest physicist since Newton. In the
following extract from The Young Einstein, the well-known biographer, Patrick Pringle,
describes the circumstances which led to Albert Einstein’s expulsion from a German school.
Biographer- a person who writes an account of someone else
Expulsion- the action of forcing someone to leave an organisation
The lesson is about the famous theoretical physicist Albert Einstein. It is taken from the
biography named ‘The Young Einstein’ written by Patrick Pringle. The lesson talks about
how Albert Einstein hated school, wanted to leave it and then was forced out of it.
“IN what year, Einstein,” asked the history teacher, “did the Prussians defeat the French at
Waterloo?” “I don’t know, sir,” “Why don’t you know? You’ve been told it often enough.” “I
must have forgotten.” “Did you ever try to learn?” asked Mr Braun. “No, sir,” Albert replied
with his usual unthinking honesty. “Why not?” “I can’t see any point in learning dates. One
can always look them up in a book.” Mr Braun was speechless for a few moments. “You
amaze me, Einstein,” he said at last. “Don’t you realise that one can always look most things
up in books? That applies to all the facts you learn at school.” “Yes, sir.” “Then I suppose
you don’t see any point in learning facts.” “Frankly, sir, I don’t,” said Albert.
The lesson begins with an account of Albert with his history teacher where the teacher asks
him about the year in which the Prussians defeated the French at Waterloo. As usual, Einstein
does not remember it to which Mr. Braun points out that the reason for this is because
Einstein never bothers to learn them. Albert justifies that he finds it pointless to digest dates
because one can always look them up in books whenever needed. The answer left Mr. Braun
dumbstruck for a while. Finally, he replies and tells him that similarly, most of the things
being taught in school can be looked up in the books and there is no point in mugging up
facts. Einstein, without realising that the statement was sarcastic, agrees with him.
“Then you don’t believe in education at all?” “Oh, yes, sir, I do. I don’t think learning facts is
education.” “In that case,” said the history teacher with heavy sarcasm, “perhaps you will be
so kind as to tell the class the Einstein theory of education.”
Professor concludes that if Einstein doesn’t see any point in grasping facts, then he should
not also be a believer and follower of education. Albert very clearly replies that he is
undoubtedly vested in the idea of education but according to him, merely digesting facts is
not education. The history teacher, then in an attempt to mock him in front of the whole class,
asks about his elaborate version of ideal education.
Albert flushed. “I think it’s not facts that matter, but ideas,” he said. “I don’t see the point in
learning the dates of battles, or even which of the armies killed more men. I’d be more
interested in learning why those soldiers were trying to kill each other.” “That’s enough,” Mr
Braun’s eyes were cold and cruel. “We don’t want a lecture from you, Einstein. You will stay
in for an extra period today, although I don’t imagine it will do you much good. It won’t do
the school any good, either. You are a disgrace. I don’t know why you continue to come.”
“It’s not my wish, sir,” Albert pointed out. “Then you are an ungrateful boy and ought to be
ashamed of yourself. I suggest you ask your father to take you away.”
Again, being very clear about his idea of education, Albert explains that it is useless to
acquire knowledge on dates of battles and number of men that were compromised. What is
important is to read and analyse the reasons that were responsible for the battle between the
two armies. Mr Braun got extremely angry and interrupted Albert’s speech and punished him
to stay for extra classes, even if it were of no good to anyone including Albert. The teacher
then calls him a “disgrace” expressing his displeasure of having him around. Albert mentions
that he doesn’t want to be there either. The teacher then remarkably calls him an “ungrateful
boy” who should be ashamed and suggests that his father to take him away from school.
Albert felt miserable when he left school that afternoon; not that it had been a bad day—most
days were bad now, anyway— but because he had to go back to the hateful place the next
morning. He only wished his father would take him away, but there was no point in even
asking. He knew what the answer would be: he would have to stay until he had taken his
diploma.
Miserable- unhappy
That afternoon, Albert was unhappy when he left school. It was not that the day was bad but
in general, days were getting bad at school and he hated the thought of going to school every
morning. His only wish was that his father would take him to Italy along with him but it was
pointless to ask him because he would anyway make him stay here until he completed his
diploma.
Going back to his lodgings did not cheer him up. His father had so little money to spare that
Albert had been found a room in one of the poorest quarters of Munich. He did not mind the
bad food and lack of comfort, or even the dirt and squalor, but he hated the atmosphere of
slum violence. His landlady beat her children regularly, and every Saturday her husband
came drunk and beat her.
Lodgings- temporary accommodation or a room rented out to someone, usually in the same
residence as the owner
Squalor- the state of being extremely dirty and unpleasant, especially as a result of poverty
and neglect
School was surely an unpleasant place for Einstein but his place of stay in Munich was
nothing better. Because of limited cash availability with his father, he had to stay within the
poorest neighbourhood in Munich. However, poverty, bad food, dirt and lack of comfort
hardly bothered him, it was the frequent fights at the place that he hated. Even the landlady’s
family was a violent one where she used to hit her kids every now and then while her
husband beat her every Saturday after he came back home drunk.
“But at least you have a room of your own, which is more than I can say,” said Yuri when he
called round in the evening. “At least you live among civilised human beings, even if they are
all poor students,” said Albert. “They are not all civilised,” Yuri replied. “Did you not hear
that one of them was killed last week in a duel?” “And what happens to the one who killed
him?” “Nothing, of course. He is even proud of it. His only worry is that the authorities have
told him not to fight any more duels. He’s upset about this because he hasn’t a single scar on
his face to wear for the rest of his life as a badge of honour.” “Ugh!” exclaimed Albert. “And
these are the students.” “Well, you’ll be a student one day,” said Yuri. “I doubt it,” said
Albert glumly.
Duel- A contest with deadly weapons arranged between two people in order to settle a point
of honour
Now here, we are introduced to his friend Yuri who is also not very fortunate. He reminds
Albert that he should be glad about the fact that he has a room of his own to live even though
the neighbourhood is not something he likes. In return, Albert reminds Yuri that even though
Yuri lives among poor students, they are all civilised and non-violent. Yuri interrupts to
correct him that not all of them have manners and only last week, one was killed in a fight.
The one who killed him did not face any circumstances except never being allowed to play a
duel again. The only regret that guy had was that he won’t be able to show-off a scar as a
symbol of bravery. Albert sighs at the state of students pursuing diplomas. Yuri then gives
Albert some hope by saying that he will be a student too, to which Albert expresses his
doubtfulness.
“I don’t think I’ll ever pass the exams for the school diploma.” He told his cousin Elsa the
same next time she came to Munich. Normally she lived in Berlin, where her father had a
business. “I’m sure you could learn enough to pass the exams, Albert, if you tried,” she said,
“I know lots of boys who are much more stupid than you are, who get through. They say you
don’t have to know anything— you don’t have to understand what you’re taught, just be able
to repeat it in the exams.” “That’s the whole trouble,” said Albert. “I’m no good at learning
things by heart.”
Albert expresses his concern to his cousin Elsa saying that it is not very likely for him to pass
exams. Elsa, who had come to visit Einstein in Munich, normally lived in Berlin, the place of
her family business. Elsa tried to convince Albert to learn just enough to pass the exams by
learning and repeating facts and that, she had seen a lot of dull guys do it. Albert, again,
exclaimed that learning things by heart is not his best suite.
“You don’t need to be good at it. Anyone can learn like a parrot. You just don’t try. And yet I
always see you with a book under your arm,” added Elsa. “What is the one you’re reading?”
“A book on geology.” “Geology? Rocks and things? Do you learn that?” “No. We have
hardly any science at school.” “Then why are you studying it?” “Because I like it. Isn’t that a
good enough reason?” Elsa sighed. “You’re right, of course, Albert,” she said. “But it won’t
help with your diploma.”
Elsa presented her counter-agreement that anyone can learn like a parrot but for that, one
needs to try which Albert doesn’t. She then expresses irony by mentioning that he always has
a book under his arm. Albert tells her that it is a book on Geology which is not taught in
school. He adds that they are hardly taught Science at school. Elsa doesn’t understand why he
is reading the book if it is not a part of his curriculum. Albert clarifies that he likes studying
science and considers it a reason good enough to read it. Elsa understands this but also warns
him that it is not going to help him in passing his diploma.
Apart from books on science his only comfort was music, and he played his violin regularly
until his landlady asked him to stop. “That wailing gets on my nerves,” she said. “There’s
enough noise in this house, with all the kids howling.” Albert was tempted to point out that
most of the time it was she who made them howl, but he decided it was better to say nothing.
Wailing- crying with pain or anger
Howling- making a howling sound
Albert was very fond of reading science books and the only other thing that brought him joy
and peace was music. He played the violin a lot but only until his landlady told him to stop.
The sound, supposedly irritated her and she justified by saying that kids already make a lot of
noise in the house. Albert wanted to say that she is the one who made her kids cry all the time
but somehow resisted the urge to say it, probably for the better.
“I must get away from here,” he told Yuri, after six months alone in Munich. “It is absurd
that I should go on like this. In the end it will turn out I have been wasting my father’s money
and everyone’s time. It will be better for all if I stop now.” “And then what will you do?”
Yuri asked. “I don’t know. If I go to Milan I’m afraid my father will send me back. Unless...”
His eyes gleamed with a sudden idea. “Yuri, do you know any friendly doctors?” “I know a
lot of medical students, and some of them are friendly,” said Yuri. “Doctor, no. I’ve never
had enough money to go to one. Why?”
After being in Munich alone for six months, Albert expressed to Yuri that he feels its high
time he moves away from here. He sees no point in carrying on like this because if he does, it
is only going to result in wastage of his father’s money, everyone’s time and efforts. Yuri
asked if he has any backup plans to which Albert says that going to Milan wouldn’t be such a
great idea because his father would send him back. They were discussing all about it when
suddenly, an idea occurred to him. He asked Yuri if he knew any doctors. Unfortunately,
Yuri could never afford to go to one but he did have a lot of friends from the medical field.
“Suppose,” said Albert, “that I had a nervous breakdown. Suppose a doctor would say it’s
bad for me to go to school, and I need to get right away from it?”
Albert’s idea included a nervous breakdown and a doctor that could advise him that school is
bad for him and he needs to stay as far as he could from it.
“I can’t imagine a doctor saying that,” said Yuri. “I must try,” said Albert, “to find a doctor
who specialises in nerves.” “There are plenty of them,” Yuri told him. He hesitated for a
moment, and then added, rather reluctantly, “I’ll ask some of the students if they know one, if
you like.” “Will you? Oh, thank you, Yuri,” Albert’s eyes were shining. “Wait a moment, I
haven’t found one yet…” “Oh, but you will!” “And if I do I don’t know if he’ll be willing to
help you…” “He will, he will,” declared Albert. “I’m going to have a real nervous
breakdown, to make it easier for him.” He laughed merrily. “I’ve never seen you looking less
nervous,” remarked Yuri. “A day or two at school will soon put that right.” Albert assured
him.
Yuri didn’t think the idea was a success because it was merely likely for a doctor to advise
something like that. Albert still wanted to give it a try and find a doctor that specialises in
nerves. Yuri offers to ask one of his friends about such a doctor. Albert expressed his
gratitude. Yuri told him not to have his hopes high but little. Albert was all hopeful and
positive about finding a suitable doctor that will be willing to help him. He even went to the
extent of offering to showcase an actual breakdown to make it seem more real. He was full of
hope and Yuri had never seen him feeling like that. Albert told him not to worry about that
because a day or two at school would restore him back to his troubled state.
Certainly he had lost his high spirits when Yuri saw him next. “I can’t stand it any longer,”
he said, “I really shall have a nervous breakdown that will satisfy any doctor.” “Keep it up,
then,” said Yuri. “I’ve found a doctor for you.” “You have?” Albert’s face lit up. “Oh, good.
When can I see him?” “I have an appointment for you for tomorrow evening.” Yuri said.
“Here’s the address.” He handed Albert a piece of paper. “Doctor Ernst Weil -is he a
specialist in nervous troubles?” asked Albert.
Albert was right and when Yuri saw him the next time, he actually seemed troubled. By this
time, Albert had given up and he actually was expecting a nervous breakdown if it continued
like this. This would have surely made the doctor’s work easier. Yuri conveyed to him that he
has found just the doctor for him and he has an appointment the next evening while giving
him the address. Albert read the doctor’s name, which is Doctor Ernst Weil and asked Yuri if
he specialized in nerves?
“Not exactly,” Yuri admitted. “As a matter of fact he only qualified as a doctor last week.
You may even be his first patient!” “You knew him as a student, then?” “I’ve known Ernst
for years.” Yuri hesitated for a few moments. “He’s not a fool,” he warned Albert. “What do
you mean?” “Don’t try to pull the wool over his eyes1 , that’s all. Be frank with him, but
don’t pretend you’ve got what you haven’t. Not that you’d deceive anyone.” Yuri added.
“You’re the world’s worst liar.”
Yuri told him that he was not exactly a neuro specialist and that he qualified as a doctor only
last week and that Albert could even be his first patient. Yuri mentioned that he has known
him for a while now and warned Albert to not lie to him because he was no fool. Yuri asked
him to be honest and not pretend to have nervous issues. He immediately mentioned that it
was also not possible because Albert is the “World’s worst liar”.
Albert spent the next day wondering what to tell the doctor. When the time arrived for his
appointment he had worried over it so much that he really was quite nervous.
He spent the next day thinking about all he was going to say to the doctor. He thought so
much that he feared he would actually get a nervous breakdown .
“I don’t really know how to describe my trouble, Dr Weil,” he began. “Don’t try,” said the
young doctor with a friendly smile. “Yuri has already given me a history of the case.” “Oh!
What did he say?” “Only that you want me to think you have had a nervous breakdown, and
say that you mustn’t go back to that school.” “Oh dear.” Albert’s face fell. “He shouldn’t
have told you that.” “Why not? Isn’t it true, then?” “Yes, that’s the trouble. Now you’ll say
there’s nothing wrong with me, and you’ll tell me to go back to school.” “Don’t be too sure
of that,” said the doctor. “As a matter of fact I am pretty sure you are in a nervous state about
that school.” “But I haven’t told you anything about it,” said Albert, wide-eyed. “How can
you know that?”
Albert went to see the doctor and told him that he really does not have the right choice of
words to describe his miserable situation. The friendly doctor comforted him and told him
that Yuri had already done it for him. It turned out that Yuri had told Dr Weil the entire truth
and how Albert wanted the doctor to think he had a nervous breakdown because of school.
Albert expressed his displeasure with Dr Weil knowing the entire truth because he felt that
the doctor would not help him now. As a result, he would have to go back to school. Again,
the friendly doctor comforted him by saying that his situation was well-understood even
when he had not told anything about it. Albert was surprised with the doctor’s reply and
asked him how he got to know all about Albert.
“Because you wouldn’t have come to see me about this if you hadn’t been pretty close to a
nervous breakdown, that’s why. Now,” said the doctor briskly, “if I certify that you have had
a nervous breakdown, and must stay away from school for a while, what will you do?” “I’ll
go to Italy,” said Albert. “To Milan, where my parents are.” “And what will you do there?”
“I’ll try to get into an Italian college or institute.” “How can you, without a diploma?” “I’ll
ask my mathematics teacher to give me something about my work, and perhaps that will be
enough. I’ve learnt all the maths they teach at school, and a bit more,” he added when Dr
Weil looked doubtful.
The doctor very professionally replies that if Albert weren’t really close to a nervous
breakdown, he wouldn’t be really seeing him. He then inquired about Albert’s plans once he
gets out of the school. Albert tells him that he plans on going to live with his parents in Italy
where he would join an Italian college. The doctor expresses his lack of clarity on the subject
of admission in the college without a school diploma. Albert assures him that his
mathematics teacher would provide him with a reference good enough to get him in. Albert
claimed to have learned all about mathematics that is taught in a school and some more of it
as well.
“Well, it’s up to you,” he said. “I doubt if it will come off, but I can see you’re not doing
yourself or anyone else much good by staying here. How long would you like me to say you
should stay away from school? Would six months be all right?” “This is very kind of you.”
“It’s nothing. I’ve only just stopped being a student myself, so I know how you feel. Here
you are.” Dr Weil handed him the certificate, “And the best of luck.” “How much…”
“Nothing, if you have anything to spare, invite Yuri to a meal. He’s a good friend of mine,
and yours too, I think,” Albert had no money to spare, but he pretended he had and took Yuri
out to supper.
The doctor is still not convinced if the college idea would succeed but he is definitely
convinced about the fact that Albert going to school is not doing anyone much good. Thus, he
confirms if a six-month away from school period would be enough to put his plans in place.
Dr. Weil tells him that he understands the situation so well because he has just stopped being
a student. He even refuses to take his fees and asks him to take Yuri for a meal. Filled with
joy, Albert took Yuri out for supper even though he had no extra money.
“Isn’t it wonderful?” he said after showing Yuri the certificate. “Yes, it’s fine,” Yuri agreed.
“Six months is a good period. This way you won’t actually be leaving the school so if the
worst comes to the worst you’ll be able to come back and carry on for your diploma.” “I’ll
never go back to that place,” Albert assured him. “I’m going to take this certificate to the
head teacher tomorrow, and that will be the end of it.” “Don’t forget to get a reference in
writing from your mathematics teacher first,” Yuri reminded him.
On seeing the certificate, Yuri assures him that six months is a good time period because just
in case things go wrong, Albert could come back to finish his school diploma. ALbert
reassures Yuri that this is not going to happen because he is never going back to “that place”
or school. He conveyed his idea of taking the certificate to the head of school the next day
while Yuri reminded him to get the reference letter first from the mathematics teacher.
Mr Koch willingly gave Albert the reference he wanted. “If I say I can’t teach you anymore,
and probably you’ll soon be able to teach me, will that be all right?” he asked. “That’s saying
too much, sir,” said Albert. “It’s only the truth. But alright. I’ll put it more seriously.” It was
still a glowing reference, and Mr Koch made the point that Albert was ready immediately to
enter a college or institute for the study of higher mathematics.
Mr. Koch, the mathematics teacher gave Albert a nice referral. He even went to the extent of
saying that Albert would soon be ready to teach him which Albert thought was “saying too
much”, probably out of respect for his teacher. Mr. Koch then put it in different words but
furnished the reference in a way to make it smooth for Albert to enter any college to pursue
education in higher mathematics.
“I’m sorry you’re leaving us, although you’re wasting your time in my class,” he said. “It’s
almost the only class where I’m not wasting my time,” said Albert. “But how did you know
I’m leaving, sir?” “You wouldn’t have asked me for this reference otherwise.” “I thought
you’d wonder…” “There’s nothing to wonder about, Einstein. I knew you were going to
leave before you knew yourself.” Albert was puzzled. What did the teacher mean? He soon
found out. Before he had a chance to ask for an interview with the head teacher, he was
summoned to the head’s room. “Well, it saves me the trouble of having to wait an hour or
two outside,” he thought
The teacher expresses his displeasure about Albert leaving but again, he knew Albert was
wasting his time there. Albert instantly corrected him by saying that Mr Koch’s class was the
only class where he was not wasting his time. Albert did not tell him anything about leaving
but Mr Koch could identify it long before Albert realised himself and also because of the
referral. To his surprise, Albert was called into the head’s room. Although, he was not aware
of the reason and he was himself going to make an appointment but he was happy that it
saved him the trouble of waiting for one or two hours to meet him.
He hardly bothered to wonder why he had been sent for, but vaguely supposed he was to be
punished again for bad work and laziness. Well, he had finished with punishments.
Albert did not put much thought into why he was called into the office but somehow he knew
it was to punish him for his poor performance and lack of interest. But now, he was done
with all of it.
“I’m not going to punish you,” the head teacher said, to Albert’s surprise. “Your work is
terrible, and I’m not prepared to have you here any longer, Einstein. I want you to leave the
school now.” “Leave school now?” repeated Albert, dazed. “That is what I said.” “You
mean,” said Albert, “that I am to be expelled?”
Expelled- officially make someone leave a school or any other organisation
To his utmost surprise, Einstein was told that he was not going to be punished this time. The
headmaster expressed that he is done with all his laziness and wishes to no longer have him
there. Albert’s first thought was if he was being “expelled”.
You can take it that way if you wish, Einstein.” The head teacher was not mincing words.
“The simplest thing will be for you to go of your own accord, and then the question won’t
arise.” “But,” said Albert, “what crime have I committed?” “Your presence in the classroom
makes it impossible for the teacher to teach and for the other pupils to learn. You refuse to
learn, you are in constant rebellion, and no serious work can be done while you are there.”
Albert felt the medical certificate almost burning a hole in his pocket. “I was going to leave,
anyway,” he said. “Then we are in agreement at least, Einstein,” the head said.
Mincing words- to speak vaguely or indirectly
Rebellion- the action or process of resisting authority, control or convention
The head of school was pretty serious and suggested that he left school on his own instead of
being expelled because it would be easier for both parties. Albert still didn’t understand what
“crime” he had committed. The head teacher explained how his presence is creating trouble
for teachers to give lessons to other students and how no work can be done when he is
around. While standing there,
Albert felt the certificate was “burning a hole in his pocket” which means that the money he
had spent on extracting the certificate (which was paid in terms of a meal with Yuri) had
gone waste as the certificate was rendered useless. He was anyway being sent away from
school. Regardless, Albert expresses that he was anyway going to leave to which the teacher
replies that at least, for the first time, they are agreeing on something.
For a moment Albert was tempted to tell the man what he thought of him and of his school.
Then he stopped himself. Without another word, holding his head high, he stalked out. “Shut
the door after you!” shouted the head. Albert ignored him
Stalked out- to leave (some place) in a haughty, stiff or threatening manner
At that moment, Albert was being driven by his desire to tell the head teacher the truth and
what he thought of the school, but somehow he managed to resist it because at last, his wish
was fulfilled. He walked straight out of the school while ignoring the head teacher’s
instructions with his head high.
He walked straight on, out of the school where he had spent five miserable years, without
turning his head to give it a last look. He could not think of anyone he wanted to say goodbye
to. Indeed, Yuri was almost the only person in Munich he felt like seeing before he left the
town he had come to hate almost as much as the school. Elsa was back in Berlin, and he had
no other real friends. “Goodbye —and good luck,” said Yuri when he left. “You are going to
a wonderful country, I think. I hope you will be happier there.”
He did not even look back at the place where he had spent the most terrible years of his life.
He had no real friends or close acquaintances who he could bid adieu to. He met Yuri before
leaving who wished him well and hoped he’d be happy in the country he was going to. Elsa
was also back in Berlin with her family, thus, there was no one else he could say goodbye to.

1. What do you understand of Einstein’s nature from his conversations with his history
teacher, his mathematics teacher and the head teacher?
A. Albert was a boy who believed in standing up for his beliefs. It is evident from the way he
portrayed his views in front of his history teacher. He is someone who puts his energy in
understanding logic rather than facts.
His conversations with his Mathematics teacher tells us how passionate he is about the
subject. The teacher’s remark that soon Albert will be ready to teach him shows that Albert
is hard-working. He is on very good terms with his mathematics teacher and that is why the
teacher gave him a referral. This tells us that Albert had potential. He was just different from
other students of his age.
The head teacher and Einstein never agreed on one thing except when the teacher felt Albert
is better-off without school and vice-versa. Even though Albert felt a bit insulted upon being
shown the door, he resisted his desire to say anything bad or slam the door behind him. This
shows that he respected his elders and was polite. He was not a rude boy.
Q2. The school system often curbs individual talents. Discuss.
A. The school system focuses on teaching the same thing to every student and expects them
to excel in all. While the truth is that all children are different and each one of them shines in
his own way. School learning focuses more on learning facts than logic. Instead of teaching
them how to think, they teach little minds what to think.
Students are compared on the basis of marks which promotes unhealthy competition and
sense of inferiority among children at a very young age. Their talents somehow get
overshadowed in the race of scoring ideal marks. The school system, indeed curbs individual
talents.
Q3. How do you distinguish between information gathering and insight formation?
A. Information gathering and insight information are two very different concepts.
Information gathering is concerned with compilation of facts and figures. It is just retaining
already existing information which can easily be referred to, through books. It only focuses
on retention ability and does not add to the personality of an individual. It is generally
concerned with history or something that has happened. For example, the history dates that
Albert is unable to learn.
Insight information, on the other hand, is concerned with the cause and effect relationship of
a phenomenon. It persuades an individual to think. It teaches them logic. Gaining
information that is insightful will help improve the overall personality of an individual as it
helps in shaping minds. It helps one understand its surroundings and reason with them.
Albert was more interested in Insightful information that information gathering. He was a
science and mathematics enthusiast while on the other hand, he had trouble keeping up with
history dates.
Chapter 5
Mother’s Day
By J.B. Priestley
Introduction
The play written by J.B. Priestly reveals how a mother’s efforts are ignored by her family. It
narrates how the family members who work eight hour shifts a day look upon her although
she works for the whole day and all week. After all she does for them, they take her for
granted. They make her feel obligated to provide for them and do not even appreciate her
efforts. It revolves around how her friend Mrs Fitzgerald who is a fortune teller helps her earn
the place and respect she deserves as the woman of the house.
Summary
The play begins with two friends having a candid conversation at Mrs Pearson’s house. Mrs
Fitzgerald is telling Mrs Pearson’s fortune and advises her on it. Mrs Pearson goes about
telling how her family members don’t value her and don’t appreciate whatever she does for
them. She is available for them 24*7 and all they do is come in, throw orders around at her
and leave without even saying thank you. Mrs Fitzgerald tells her to take her stand as the
woman of the house but Mrs Pearson, being the sweet and innocent lady doesn’t want to
bring her family any sort of discomfort. She continues to handle their tantrums because she
doesn’t know where to begin when it comes to making them disciplined. Mrs Fitzgerald
proposes a plan to switch their bodies so that Mrs Fitzgerald takes her place without her
family knowing. Mrs Pearson is hesitant at first but then Mrs Fitzgerald convinces her for it.
Mrs Fitzgerald performs her magic that she’d learned from the East and their personalities are
changed. Now, Mrs Fitzgerald is actually in Mrs Pearson’s body and vice-versa. Now, new
Mrs Pearson tells Mrs Fitzgerald to go to her house for the time being. At this moment in the
play, Doris Pearson, daughter of Mrs Pearson enters the scene asking for tea and ordering
Mrs Pearson to iron her yellow silk. She gets shocked at the sight of her mother smoking and
from there, the argument begins where Mrs Pearson insults Charlie Spence, the guy she is
about to go out with. Doris leaves crying and Cyril, her brother enters asking for tea and
something to eat. He too, is amazed at having come home to see that there is nothing to eat
and no tea to drink. Upon asking if anything is wrong, Mrs Pearson tells him that she had
never felt better. Cyril gets annoyed and Doris joins him where they are told that Mrs Pearson
might even take the weekend off. Next, George Pearson enters the scene, shocked to see his
wife day-drinking. He announces that he has some special match at the club and that he won’t
be requiring any tea this afternoon.On being told there is no tea, he gets annoyed again. Mrs
Pearson mocks him for getting annoyed at not getting something he didn’t actually want. She
tells him about the names they call him at the club. She further taunts him that this would not
have happened had he stayed at home once in a while. After a while, Mrs Fitzgerald
enters. She interferes in their family matters. George gets annoyed when Mrs Fitzgerald calls
him by his name. But just like it had been happening all day, Mrs Pearson barges in to bring
George on track. Doris enters the scene and she too, is not very pleasant to Mrs Fitzgerald.
Mrs Pearson brings her on track too. At this point, Mrs Fitzgerald (actually Mrs Pearson)
loses her cool and asks the family members to excuse the two friends for a moment. She
promises them that she knows how to make the situation better. Mrs Fitzgerald asks Mrs
Pearson to switch their bodies and while Mrs Fitzgerald resists at first, but later she agrees to
do it. They repeat the process they did in the first place. The real Mrs Fitzgerald now explains
Mrs Pearson how important it is for her to be a bit dominating once in a while to establish her
control and respect. The family enters and Mrs Pearson suggests that they play rummy and
the kids make supper. Everyone instantly agrees and they are a bit relieved too. Mrs
Fitzgerald exits and the play ends.

The following play is a humorous portrayal of the status of the mother in a family. Let’s read
on to see how Mrs Pearson’s family reacts when she tries to stand up for her own rights.
Characters
MRS ANNIE PEARSON
GEORGE PEARSON
DORIS PEARSON
CYRIL PEARSON
MRS FITZGERALD
The action takes place in the living-room of the Pearsons’ house in a London suburb.
Time: The Present
Scene: The living-room of the Pearson family. Afternoon. It is a comfortably furnished, much
lived-in room in a small suburban semi-detached villa. If necessary only one door need be
used, but it is better with two — one up left leading to the front door and the stairs and the
other in the right wall leading to the kitchen and the back door. There can be a muslin-
covered window in the left wall and possibly one in the right wall, too. The fireplace is
assumed to be in the fourth wall. There is a settee up right, an armchair down left and one
down right. A small table with two chairs on either side of it stands at the centre. When the
curtain rises it is an afternoon in early autumn and the stage can be well lit. Mrs Pearson at
right, and Mrs Fitzgerald at left, are sitting opposite each other at the small table, on which
are two tea-cups and saucers and the cards with which Mrs Fitzgerald has been telling Mrs
Pearson’s fortune. Mrs Pearson is a pleasant but worried-looking woman in her forties. Mrs
Fitzgerald is older, heavier and a strong and sinister personality. She is smoking. It is very
important that these two should have sharply contrasting voices —Mrs Pearson speaking in a
light, flurried sort of tone, with a touch of suburban Cockney perhaps; and Mrs Fitzgerald
with a deep voice, rather Irish perhaps.
MRS FITZGERALD: [collecting up the cards] And that’s all I can tell you, Mrs Pearson.
Could be a good fortune. Could be a bad one. All depends on yourself now. Make up your
mind—and there it is.
The story begins with both Mrs Pearson and Mrs Fitzgerald sitting opposite each other at Mrs
Pearson’s place. Mrs Fitzgerald is a fortune-teller and she has supposedly seen Mrs Pearson’s
fortune, thus, she continues to say that she has told her all that is within her capacity to tell.
The same reading can work in a positive way if Mrs Pearson’s actions are in sync with it or it
could turn out to be bad too.
MRS PEARSON: Yes, thank you, Mrs Fitzgerald. I’m much obliged, I’m sure. It’s
wonderful having a real fortune-teller living next door. Did you learn that out East, too?
Mrs Pearson expresses her gratitude towards Mrs Fitzgerald for having seen her fortune and
shares how great it is to have someone like her around. She then asks her if she (Mrs
Fitzgerald) has learned the art of fortune-telling from the East?
MRS FITZGERALD: I did. Twelve years I had of it, with my old man rising to be Lieutenant
Quartermaster. He learnt a lot, and I learnt a lot more. But will you make up your mind now,
Mrs Pearson dear? Put your foot down, once an’ for all, an’ be the mistress of your own
house an’ the boss of your own family.
Mrs Fitzgerald answers that she did learn the art from East for at least twelve years. While
her father was climbing the ladder to becoming Lieutenant Quartermaster, she was learning
this. She then motivates Mrs Pearson to stand for herself and get the respect she deserves at
her home.
MRS PEARSON: [smiling apologetically] That’s easier said than done. Besides I’m so fond
of them even if they are so thoughtless and selfish. They don’t mean to be...
Thoughtless- (of a person or their behaviour) not showing consideration for the needs of
other people
Here Mrs Pearson replies to Mrs Fitzgerald’s advice by telling her it's far more difficult than
it sounds. This is because she loves her family even if they ignore her needs. She loves to
provide for them even if they are self-centered.
MRS FITZGERALD: [cutting in] Maybe not. But it’ud be better for them if they learnt to
treat you properly...
Mrs Fitzgerald wants Mrs Pearson to realise that it is not that difficult if she really tries.
Moreover, she thinks it would add to their well-being as well if they behaved with love and
respect with her
MRS PEARSON: Yes, I suppose it would, in a way.
Mrs Pearson agrees with what Mrs Fitzgerald has to say
MRS FITZGERALD: No doubt about it at all. Who’s the better for being spoilt—grown
man, lad or girl? Nobody. You think it does ’em good when you run after them all the time,
take their orders as if you were the servant in the house, stay at home every night while they
go out enjoying themselves? Never in all your life. It’s the ruin of them as well as you.
Husbands, sons, daughters should be taking notice of wives an’ mothers, not giving ’em
orders an’ treating ’em like dirt. An’ don’t tell me you don’t know what I mean, for I know
more than you’ve told me.
Mrs Fitzgerald says they need to learn to treat Mrs Pearson certainly. She further adds that
none of them (husband, daughter and son) have turned out positively as a result of being
spoiled by Mrs Pearson. She enables her to see how running after them, handling their
tantrums, doing all their tasks for them and staying home while they enjoy every night is
harmful for Mrs Pearson as well as her family. She explains how it should be the other way
round; the family must treat wives and mothers with full respect and be after them instead of
throwing orders. Mrs Fitzgerald blatantly tells Mrs Pearson not to act unknown as she is
completely aware of the situation.
MRS PEARSON: [dubiously] I—keep dropping a hint...
Dubiously- with hesitation or doubt
Mrs Pearson hesitantly says that she often tries to give her and the family clues in between
conversations
MRS FITZGERALD: Hint? It’s more than hints your family needs, Mrs Pearson.
Mrs Fitzegerald is trying to make her understand that it’s high time and Mrs Pearson’s family
should respect her now and that would require more than just clues. They need to be brought
on track.
MRS PEARSON: [dubiously] I suppose it is. But I do hate any unpleasantness. And it’s so
hard to know where to start. I keep making up my mind to have it out with them but
somehow I don’t know how to begin. [She glances at her watch or at a clock ] Oh —good
gracious! Look at the time. Nothing ready and they’ll be home any minute and probably all in
a hurry to go out again.
[As she is about to rise, Mrs Fitzgerald reaches out across the table and pulls her down.]
Mrs Pearson understands what Mrs fitzgerald is trying to say but she can’t stand giving them
any discomfort. She wants to clear it out with her family and take her stand but she just
doesn’t know how to take the first step. Just as she is saying this, she notices that it’s time for
everyone to come back home. Immediately, she gets worried about how nothing is ready for
them to come home to and they’ll probably have to rush out again. She tries to get up and
make arrangements for her family, Mrs Fitzgerald stops her from doing so.
MRS FITZGERALD: Let ’em wait or look after themselves for once. This is where your foot
goes down. Start now. [She lights a cigarette from the one she has just finished.]
Very easily, while lighting another cigarette, she asks Mrs Pearson to begin at the very
moment. She tells her to stop providing for them all the time and let them experience what it
feels like to do things on their own.
MRS PEARSON: [embarrassed] Mrs Fitzgerald —I know you mean well —in fact, I agree
with you—but I just can’t—and it’s no use you trying to make me. If I promise you I’d really
have it out with them, I know I wouldn’t be able to keep my promise.
Even though in the hearts of hearts Mrs Pearson knows that Mrs Fitzgerald is right, she tells
her that it is almost impossible for her to obey it. She feels that there is no point in giving a
promise she won’t be able to keep.
MRS FITZGERALD: Then let me do it.
She asks Mrs Pearson to let her do the hard part and teach Mrs Pearson’s family a lesson.
MRS PEARSON: [flustered] Oh no—thank you very much, Mrs Fitzgerald —but that
wouldn’t do at all. It couldn’t possibly be somebody else — they’d resent it at once and
wouldn’t listen— and really I couldn’t blame them. I know I ought to do it— but you see
how it is? [She looks apologetically across the table, smiling rather miserably.]
Flustered- agitated or confused
Resent- feel bitterness or indignation at a circumstance, action or person
Mrs Pearson tells her that she doesn’t think it’s a good idea. She says so because she knows
that they might react to her changed behaviour at first but then would ignore it and resort to
their old ways. Also, Mrs Pearson doesn’t blame them for this. She feels stuck because she
knows it needs to be done but is unable to do it.
MRS FITZGERALD: [coolly] You haven’t got the idea.
She tells Mrs Pearson that she has no idea how successful the idea can be
MRS PEARSON: [bewildered] Oh —I’m sorry—I thought you asked me to let you do it.
She thought that Mrs Fitzgerald wanted to take her place in the house and be strict with her
family.
MRS FITZGERALD: I did. But not as me— as you.
She affirms that she meant the same but she will not be taking her place as herself. She will
become Mrs Pearson and then do her part.
MRS PEARSON: But—I don’t understand. You couldn’t be me.
As confused as she can be at the moment, Mrs Pearson asks Mrs Fitzgerald to be a bit more
elaborate.
MRS FITZGERALD: [coolly] We change places. Or — really — bodies. You look like me. I
look like you.
She proposes that they switch their places or in other words, change bodies wherein Mrs
Fitzgerald will look like Mrs Pearson and vice-versa.
MRS PEARSON: But that’s impossible.
A bit more confused and now even surprised, Mrs Pearson expresses that this is something
not possible.
MRS FITZGERALD: How do you know? Ever tried it?
Mrs Fitzgerald questions her response by asking Mrs Pearson if she has ever tried it.
MRS PEARSON: No, of course not...
Quite obviously, Mrs Pearson had never attempted it
MRS FITZGERALD: [coolly] I have. Not for some time but it still ought to work. Won’t last
long, but long enough for what we want to do. Learnt it out East, of course, where they’re up
to all these tricks. [She holds her hand out across the table, keeping the cigarette in her
mouth] Gimme your hands, dear.
In a very relaxed tone, Mrs Fitzgerald tells her that she has tried it before and even though it’s
been long, the trick should work. It’s effect will remain for a short period but enough for
them to fulfill their motive. She further added while holding Mrs Pearson’s hands, that she
had acquired the trick from the East.
MRS PEARSON: [dubiously] Well —I don’t know —is it right?
Still confused, Mrs Pearson seeks assurance from Mrs Fitzgerald.
MRS FITZGERALD: It’s your only chance. Give me your hands an’ keep quiet a minute.
Just don’t think about anything. [Taking her hands] Now look at me. [They stare at each
other. Muttering] Arshtatta dum—arshtatta lam—arshtatta lamdumbona... [This little scene
should be acted very carefully. We are to assume that the personalities change bodies. After
the spell has been spoken, both women, still grasping hands, go lax, as if the life were out of
them. Then both come to life, but with the personality of the other. Each must try to adopt the
voice and mannerisms of the other. So now Mrs Pearson is bold and dominating and Mrs
Fitzgerald is nervous and fluttering.]
Well, Mrs Fitzgerald makes her aware that she has no other option while holding her hands.
She gives Mrs Pearson a few simple instructions in the process of transmission and says a
few words in her mouth. Once she has whispered the spell, both of their bodies become
lifeless for a moment while they are still holding each other’s hands. As they both come back
to life, they try to imitate each other. Mrs Fitzgerald is now a bit shy and Mrs Pearson has
become unafraid.
MRS PEARSON: [now with Mrs Fitzgerald’s personality] See what I mean, dear? [She
notices the cigarette] Here—you don’t want that. [She snatches it and puts it in her own
mouth, puffing contentedly.]
The personalities have now been switched and with this, the transmission process is
complete. While snatching away the cigarette from Mrs Fitzgerald’s hand (who is now Mrs
Pearson), she is confident about the success of her trick.
[Mrs Fitzgerald, now with Mrs Pearson’s personality, looks down at herself and sees that her
body has changed and gives a scream of fright.]
Mrs Fitzgerad (who is now Mrs Pearson) looks at herself and she is shocked to see herself in
the body of Mrs Fitzgerald. Thus, she screams with fright.
MRS FITZGERALD: [with Mrs Pearson’s personality] Oh —it’s happened.
Mrs Fitzgerald, still in shock, now believes that it is possible and their bodies have actually
changed
MRS PEARSON: [complacently] Of course it’s happened. Very neat. Didn’t know I had it in
me.
Complacently- showing smug or uncritical satisfaction with oneself or one’s achievements
Very proudly, Mrs Pearson affirms and thinks to herself that she was unsure if she still had
the ability to do the magic
MRS FITZGERALD: [alarmed] But whatever shall I do, Mrs Fitzgerald? George and the
children can’t see me like this.
Still unclear about her idea, Mrs Pearson (now in the body of Mrs Fitzgerald) is worried that
her family can’t see her in the body of Mrs Fitzgerald
MRS PEARSON: [grimly] They aren’t going to — that’s the point. They’ll have me to deal
with —only they won’t know it.
Grimly- bitter, hard manner
She very harshly tells worried Mrs Pearson that her family will face Mrs Fitzgerald who is
now in her body. The secret is only theirs and the family will not know anything about it.
MRS FITZGERALD: [still alarmed] But what if we can’t change back? It’ud be terrible.
She is still frightened about the consequences and is worried about not being able to reverse
the magic.
MRS PEARSON: Here—steady, Mrs Pearson —if you had to live my life it wouldn’t be so
bad. You’d have more fun as me than you’ve had as you.
In an attempt to comfort her, she tells the real Mrs Pearson that she would anyway have more
privilege and fun being Mrs Fitzgerald while living her life.
MRS FITZGERALD: Yes—but I don’t want to be anybody else...
Still worried, she tells her that she wants to live as herself only and not like somebody else
MRS PEARSON: Now —stop worrying. It’s easier changing back —I can do it any time we
want...
She comforts her by telling her that there is nothing to worry about and that she will reverse it
whenever Mrs Pearson wants
MRS FITZGERALD: Well—do it now…
MRS PEARSON: Not likely. I’ve got to deal with your family first. That’s the idea, isn’t it?
Didn’t know how to begin with ‘em, you said. Well. I’ll show you.
Mrs Pearson wants to get back in her body while Mrs Fitzgerald is strongly of the opinion
that she should deal with the family first. Mrs Pearson didn’t know where to begin from, so
Mrs Fitzgerald would do it for her.
MRS FITZGERALD: But what am I going to do?
She asks what she should do in the meantime?
MRS PEARSON: Go into my house for a bit—there’s nobody there— then pop back and see
how we’re doing. You ought to enjoy it. Better get off now before one of ’em comes.
She instructs her to go to Mrs Fitzgerald’s house which is vacant for now. She could visit in a
while to see the progress but till then, she is supposed to take pleasure in the process. She
then tells her to go before someone sees her.
MRS FITZGERALD: [nervously rising] Yes —I suppose that’s best. You’re sure it’ll be all
right?
Realising that this is happening, the now Mrs Fitzgerald gets up to leave and confirms once
again if all is going to work
MRS PEARSON: [chuckling] It’ll be wonderful. Now off you go, dear. [Mrs Fitzgerald
crosses and hurries out through the door right. Left to herself, Mrs Pearson smokes away —
lighting another cigarette — and begins laying out the cards for patience on the table. After a
few moments Doris Pearson comes bursting in left. She is a pretty girl in her early twenties,
who would be pleasant enough if she had not been spoilt.]
Chuckling- laugh quietly or inwardly
Mrs Pearson reassures her and tells her to leave. While Mrs Fitzgerald leaves, Mrs Pearson
attempts to make herself comfortable by lighting another cigarette and sorting her cards.
After a while Doris Pearson, a girl of about twenty or so enters. She is the daughter of Mrs
Pearson and had the potential of turning out well hadn’t she been over pampered.
DORIS: [before she has taken anything in] Mum— you’ll have to iron my yellow silk. I must
wear it tonight. [She now sees what is happening, and is astounded.] What are you doing?
[She moves down left centre.]
Astounded- shock or greatly surprise
Without noticing, Doris instructs her mom to iron her yellow silk dress as she is supposed to
go out that night. As soon as she notices her mom, she is left startled and goes towards her.
[Mrs Pearson now uses her ordinary voice, but her manner is not fluttering and apologetic but
cool and incisive.]
MRS PEARSON: [not even looking up] What d’you think I’m doing—whitewashing the
ceiling?
Fluttering- trembling
Incisive- intelligently analytical and clear thinking
As she is about to speak, she uses her normal calm voice instead of the usual regretful and
shaky voice. She looks at her and sarcastically asks her what according to her was she doing.
Does it look like she is painting the ceiling?
DORIS: [still astounded] But you’re smoking!
She points out that her mother is smoking. The fact that she is so shocked highlights that Mrs
Pearson isn’t usually seen smoking.
MRS PEARSON: That’s right, dear. No law against it, is there?
Again in a very calm manner, Mrs Pearson replies that she saw it right and tells her that
apparently, there is no law against smoking.
DORIS: But I thought you didn’t smoke.
She is shocked because she thought Mrs Pearson doesn’t smoke.
MRS PEARSON: Then you thought wrong.
She bluntly replies to Doris that she was wrong.
DORIS: Are we having tea in the kitchen?
Doris asks Mrs Pearson if the tea is ready for her in the kitchen.
MRS PEARSON: Have it where you like, dear.
She tells her that she can have it wherever she wants
DORIS: [angrily] Do you mean it isn’t ready?
Annoyed, she asks if Mrs Pearson is indicating that the tea is not ready.
MRS PEARSON: Yours isn’t. I’ve had all I want. Might go out later and get a square meal at
the Clarendon.
Mrs Pearson replies that she has had all the tea she wanted and there is none ready for Doris.
She then shares that she might go out for a meal at the Clarendon.
DORIS: [hardly believing her ears] Who might?
A bit more shocked, she asks Mrs Pearson , who would go out for a meal?
MRS PEARSON: I might. Who d’you think?
Mrs Pearson again tells her that she might go out for a meal. She is talking about herself only
DORIS: [staring at her] Mum —what’s the matter with you?
Doris senses that there is something wrong and asks Mrs Pearson what’s gotten into her
MRS PEARSON: Don’t be silly.
DORIS: [indignantly] It’s not me that’s being silly— and I must say it’s a bit much when I’ve
been working hard all day and you can’t even bother to get my tea ready. Did you hear what I
said about my yellow silk?
Indignantly- in a manner indicating anger or annoyance at something perceived as unfair
Thinking that it’s unfair to her, she exclaims that she is not being foolish. She thinks that it is
hard to take that she has been working hard and when she comes home tired, she can not even
expect a cup of tea. She then asks Mrs Pearson if she heard the instructions about her yellow
silk
MRS PEARSON: No. Don’t you like it now? I never did.
Mrs Pearson refuses to have heard anything about her dress. She asks Doris if she now likes
being treated like how they have been treating Mrs Pearson.
DORIS: [indignantly] Of course I like it. And I’m going to wear it tonight. So I want it
ironed.
Rudely, she tells Mrs Pearson that she has no problem with it and that she wants her yellow
dress ironed so that she can wear it
MRS PEARSON: Want it ironed? What d’you think it’s going to do—iron itself?
Mrs Pearson asks Doris what she means when she says she wants the dress “ironed” because
the dress isn’t going to get ironed itself.
DORIS: No, you’re going to iron it for me... You always do.
Doris tells her that she wants Mrs Pearson to do it like she always does.
MRS PEARSON: Well, this time I don’t. And don’t talk rubbish to me about working hard.
I’ve a good idea how much you do, Doris Pearson. I put in twice the hours you do, and get no
wages nor thanks for it. Why are you going to wear your yellow silk? Where are you going?
Mrs Pearson refuses to iron her dress this time and tells her not to brag about the long hours
she works for because Mrs Pearson herself works twice the hours as Doris and has never
once complained in her life, nor has she been thanked for it. She doesn’t even get paid. She
then asks Doris where she is supposed to go that night.
DORIS: [sulkily] Out with Charlie Spence.
Sulkily- a disagreeable mood
She replies that she is supposed to go out for dinner with Charlie Spence.
MRS PEARSON: Why?
She asks Doris on what occasion is she going out with Charlie
DORIS: [wildly] Why? Why? What’s the matter with you? Why shouldn’t I go out with
Charlie Spence if he asks me and I want to? Any objections? Go on —you might as well tell
me...
She gets further annoyed and tells her that Charlie has asked her out and she wants to go. She
irritably asks Mrs Pearson if she objects to that too, if yes, she might as well spit it out. Doris
doesn’t understand what has gotten into her mother as she has been acting weirdly.
MRS PEARSON: [severely] Can’t you find anybody better? I wouldn’t be seen dead with
Charlie Spence. Buck teeth and half-witted...
Mrs Pearson asks her very seriously if she could find anyone better than Charlie Spence. She
thinks he doesn’t look that nice and is also not very intelligent.
DORIS: He isn’t...
She tries to defend Charlie Spence
MRS PEARSON: When I was your age I’d have found somebody better than Charlie
Spence—or given myself up as a bad job.
Mrs Pearson brags that she would have done a better job at finding a good boy, someone who
must have been better than Charlie Spence. Had she failed at doing so, she would have given
up finding anyone declaring that she is bad at it.
DORIS: [nearly in tears] Oh —shut up!
Almost crying, she asks Mrs Pearson to stop picking at her
[Doris runs out left. Mrs Pearson chuckles and begins putting the cards together. After a
moment Cyril Pearson enters left. He is the masculine counterpart of Doris.]
CYRIL: [briskly] Hello—Mum. Tea ready?
Briskly- in an active, quick or energetic way
Cyril, Mrs Pearson’s son asks her if the tea is made as soon as he reaches home.
MRS PEARSON: No.
CYRIL: [moving to the table; annoyed] Why not?
Mrs Pearson tells him that the tea is not ready which annoys him and thus, he moves towards
the table asking her the reason behind the tea being not made.
MRS PEARSON: [coolly] I couldn’t bother.
CYRIL: Feeling off-colour or something?
Mrs Pearson tells him in a very relaxed way that she didn’t bother making tea for him. Cyril,
out of concern asks if all is good with her.
MRS PEARSON: Never felt better in my life.
Being all chilled out, she conveys that she is feeling her best
CYRIL: [aggressively] What’s the idea then?
On hearing her reply, he turns argumentative and asks her to explain
MRS PEARSON: Just a change.
Mrs Pearson says the tea is not ready just to break the monotony
CYRIL: [briskly] Well, snap out of it, Ma—and get cracking. Haven’t too much time. [Cyril
is about to go when Mrs Pearson’s voice checks him.]
Briskly- In an active, quick, or energetic way
Cracking- fast
He tells her to stop resting and make tea for him in a commanding tone. He tells her that he is
in a hurry like usual.
MRS PEARSON: I’ve plenty of time.
As Cyril is about to leave, Mrs Pearson stops him and says that he might be in a hurry but she
is all relaxed because she has plenty of time.
CYRIL: Yes, but I haven’t. Got a busy night tonight. [moving left to the door] Did you put
my things out?
Cyril, being a spoiled child, replies that he is short of time and it is going to be a long night.
He asks Mrs Pearson if all his things are ready.
MRS PEARSON: [coolly] Can’t remember. But I doubt it.
In a very chilled out manner, she says she can’t recall taking them out, probably because she
didn’t take them out.
CYRIL: [moving to the table; protesting] Now —look. When I asked you this morning, you
promised. You said you’d have to look through ‘em first in case there was any mending.
In an attempt to raise an objection, Cyril moves towards Mrs Pearson and reminds her that
she promised him to keep them ready. She even committed to fix them in case they needed
any repairs.
MRS PEARSON: Yes — well now I’ve decided I don’t like mending.
Mrs Pearson says that she has now changed her mind because she has realised that she
doesn’t like sewing (or fixing)
CYRIL: That’s a nice way to talk — what would happen if we all talked like that?
He objects to Mrs Pearson’s way of speaking and asks her how she would feel if all of them
talked to her like that.
MRS PEARSON: You all do talk like that. If there’s something at home you don’t want to
do, you don’t do it. If it’s something at your work, you get the Union to bar it. Now all that’s
happened is that I’ve joined the movement.
Mrs Pearson clarifies that they already talk to her in an objectionable tone. They do what they
want and leave what they don’t. At home, they have been given this privilege and is the
situation in the office where if they do not like something, they get the Union to interfere. She
mentions that what has now changed is that she has started acting the same way where she
won’t do what she doesn’t want to.
CYRIL: [staggered] I don’t get this, Mum. What’s going on?
Staggered- astonish or deeply shock
Deeply shocked by his mom’s reply, he attempts to know what’s the matter
MRS PEARSON: [laconic and sinister] Changes.
Laconic- using very few words
Sinister- giving the impression that something harmful or evil is happening or will happen
Choosing not to speak a lot, she implies that things are going to change from now on
[Doris enters left. She is in the process of dressing and is now wearing a wrap. She looks pale
and red-eyed.]
MRS PEARSON: You look terrible. I wouldn’t wear that face even for Charlie Spence.
Doris appears on the scene with her eyes turned red and her face, white. Mrs Pearson asks her
what’s wrong and how would she go with Charlie Spence with this face.
DORIS: [moving above the table; angrily] Oh —shut up about Charlie Spence. And anyhow
I’m not ready yet—just dressing. And if I do look terrible, it’s your fault—you made me cry.
All steamed up, Doris tells her mom to hold her tongue about Charlie Spence. She further
adds that she is not yet ready and the reason behind her awful look is that she has been crying
after talking to Mrs Pearson.
CYRIL: [curious] Why— what did she do?
Cyril interrupts and interrogates as to what did their mother do
DORIS: Never you mind.
Doris tells her brother to stay out of it.
MRS PEARSON: [rising and preparing to move to the kitchen] Have we any stout left? I
can’t remember.
Stout- a kind of strong, dark beer brewed with roasted malt or barley
Paying as much less attention as one could, Mrs Pearson gets up to go to the kitchen while
asking for stout.
CYRIL: Bottle or two, I think. But you don’t want stout now.
Cyril recalls that there might be one or two bottles of it left but tells her in a weird tone that
after all this mess, she doesn’t need stout
MRS PEARSON: [moving left slowly] I do.
She makes it clear that she wants stout at the moment
CYRIL: What for?
Cyril asks her why she needs to have stout.
MRS PEARSON: [turning at the door] To drink —you clot!
Clot- a foolish or clumsy person
Mrs Pearson calls Cyril foolish for asking her such a question
[Mrs Pearson exits right. Instantly Cyril and Doris are in a huddle, close together at left
centre, rapidly whispering.]
DORIS: Has she been like that with you, too?
As soon as Mrs Pearson leaves, the siblings get together to discuss the matter behind her
back. Doris asks her brother if their mom has been behaving weird with him as well.
CYRIL: Yes—no tea ready—couldn’t care less...
Cyril tells Doris that she has been behaving like that with him too. She didn’t even make tea
for him.
DORIS: Well, I’m glad it’s both of us. I thought I’d done something wrong.
Doris is relieved to hear that they both are in the same boat because she feared it is her who
had hurt Mrs Pearson in some way.
CYRIL: So did I. But it’s her of course...
Cyril expresses that he thought the same but actually, its Mrs Pearson who has been behaving
odd.
DORIS: She was smoking and playing cards when I came in. I couldn’t believe my eyes.
Doris tells Cyril how shocked she was on seeing her mom smoking and playing cards when
she came home from work .
CYRIL: I asked her if she was feeling off-colour and she said she wasn’t.
Cyril tell her that he even asked her if she was feeling unwell but she said she had never felt
better
DORIS: Well, she’s suddenly all different. An’ that’s what made me cry. It wasn’t what she
said but the way she said it— an’ the way she looked.
She is amazed by the difference in her. She tells Cyril that it’s not her words that hurt her, but
the look in her eyes that made her cry.
CYRIL: Haven’t noticed that. She looks just the same to me.
He mentions that he hadn’t noticed any change in her appearance.
DORIS: She doesn’t to me. Do you think she could have hit her head or something—y’know
— an’ got—what is it?—y’know...
Doris suspects that Mrs Pearson might have hit her head somewhere and got herself hurt
CYRIL: [staggered] Do you mean she’s barmy?
Barmy- mad; crazy
Amazed, he asks Doris if she means that their mother has gone crazy.
DORIS: No, you fathead. Y’know —concussion. She might have.
Fathead- a stupid person
Concussion- a violent shock as from a heavy blow
Doris suggests that she might be in a shock after having hit her head somewhere.
CYRIL: Sounds far-fetched.
Far-fetched- unlikely and unconvincing; implausible
Cyril thinks that Doris is not being reasonable.
DORIS: Well, she’s far-fetched, if you ask me. [She suddenly begins to giggle.]
With a light-hearted laughter, Doris comments that she is finding her mother to be irrational
at the moment
CYRIL: Now then —what is it?
Cyril asks her what she means.
DORIS: If she’s going to be like this when Dad comes home... [She giggles again.]
Doris indicates what’s going to happen when their father sees Mrs Pearson behave this way
CYRIL: [beginning to guffaw] I’m staying in for that-two front dress circles for the first
house...
Guffaw- a loud and hearty laugh
Cyril makes fun of what is going to happen in that case and jokes about it while saying that
he is even willing to stay at home for seeing that.
[Mrs Pearson enters right, carrying a bottle of stout and a half-filled glass. Cyril and Doris try
to stop their guffawing and giggling, but they are not quick enough. Mrs Pearson regards
them with contempt.]
MRS PEARSON [coldly] You two are always talking about being grown-up —why don’t
you both try for once to be your age? [She moves to the settee and sits.]
Contempt- the feeling that a person or a thing is worthless or beneath consideration
Settee- long upholstered seat for more than one person, typically with a back and arms
While the siblings were talking, Mrs Pearson enters the room with stout. They failed at
controlling their laughter and Mrs Pearson ridicules them. While moving towards a settee,
she talks about how both of them regard themselves as mature and asks them to behave and
be responsible like people of their age.
CYRIL: Can’t we laugh now?
Cyril asks Mrs Pearson if she now has an objection to their laughing.
MRS PEARSON Yes, if it’s funny. Go on, tell me. Make me laugh. I could do with it.
She replies that she has no problem with them laughing at something which is funny. She
asks them to make her laugh as well by telling her what they were talking about
DORIS: Y’know you never understand our jokes, Mum...
Doris undermines Mrs Pearson’s ability to understand their jokes
MRS PEARSON: I was yawning at your jokes before you were born, Doris.
Mrs Pearson replies in an equally mean tone indicating how boring their jokes usually are
DORIS: [almost tearful again] What’s making you talk like this? What have we done?
Doris, who is not used to Mrs Pearson talking to them in such a manner, asks her the reason
behind her behaviour. She is just about to cry once again and asks what have they done to
deserve this.
MRS PEARSON: [promptly] Nothing but come in, ask for something, go out again, then
come back when there’s nowhere else to go.
She mentions that they haven’t done much except barging in whenever they want and going
out as per their convenience. In between, all they do is make her work all the time and when
they have no other place to go, they come back home.
CYRIL: [aggressively] Look —if you won’t get tea ready, then I’ll find something to eat
myself...
Cyril gets angry and hyper while telling Mrs Pearson that if she doesn’t get the tea ready, he
will find something to eat by himself
MRS PEARSON: Why not? Help yourself. [She takes a sip of stout.]
Mrs Pearson asks him to go ahead and find something for himself to eat while sipping stout.
CYRIL: [turning on his way to the kitchen] Mind you, I think it’s a bit thick. I’ve been
working all day.
While going to the kitchen, he attempts to make Mrs Pearson feel obligated to prepare for
him as he had been working all day.
DORIS: Same here.
Doris agrees with Cyril.
MRS PEARSON: (calmly) Eight hour day!
Mrs Pearson (actually Mrs Fitzgerald) did not lose her cool and tells them that they work
only an eight hour shift a day.
CYRIL: Yes— eight hour day —an’ don’t forget it.
Cyril exaggerates upon his eight hour shift.
MRS PEARSON: I’ve done my eight hours.
She lets them know that she has also completed her eight hour shift of doing their work and
handling their tantrums.
CYRIL: That’s different.
DORIS: Of course it is.
They both argue that Mrs Pearson’s eight hour work is nowhere compared to theirs.
MRS PEARSON: [calmly] It was. Now it isn’t. Forty-hour week for all now. Just watch it at
the weekend when I have my two days off. [Doris and Cyril exchange alarmed glances. Then
they stare at Mrs Pearson who returns their look calmly.]
Without losing her cool, she warns them that everything is going to change from now. She
will only work for forty hours a week just like all of them and tells them to wait and watch
when she takes her weekend off. Doris and Cyril gets shocked while Mrs Pearson maintains
her calm look.
CYRIL: Must grab something to eat. Looks as if I’ll need to keep my strength up. [Cyril exits
to the kitchen.]
Cyril exits to find something to eat in the kitchen. He feels it’s necessary as he would require
the strength to face all of this.
DORIS: [moving to the settee; anxiously] Mummy, you don’t mean you’re not going to do
anything on Saturday and Sunday?
Doris, still amazed at what Mrs Pearson said before, confirms if she was joking about it or
not.
MRS PEARSON: [airily] No, I wouldn’t go that far. I might make a bed or two and do a bit
of cooking as a favour. Which means, of course, I’ll have to be asked very nicely and thanked
for everything and generally made a fuss of. But any of you forty-hour-a-weekers who expect
to be waited on hand and foot on Saturday and Sunday, with no thanks for it, are in for a
nasty disappointment. Might go off for the week-end perhaps.
Nasty- very bad or unpleasant
She explains that she might do a few petty tasks if she is pleasantly asked to do so and is duly
thanked for performing them as well. She warns her that if any of her family members who
work for only 8 hours a day and keep blabbering about it expect her to perform all their tasks,
then they are going to be let down this time. She even mentions that she could go for a
vacation as well.
DORIS: [aghast] Go off for the week-end?
Aghast- filled with horror or shock
More shocked, she couldn’t believe when Mrs Pearson said that she might go on a vacation
this weekend
MRS PEARSON: Why not? I could do with a change. Stuck here day after day, week after
week. If I don’t need a change, who does?
Mrs Pearson replies that she out of all, deserves to take a break as she works day and night
continuously.
DORIS: But where would you go, who would you go with?
Doris is confused as to where she would go and with whom.
MRS PEARSON: That’s my business. You don’t ask me where you should go and who you
should go with, do you?
Mrs Pearson expresses that Doris has no business asking her all this because she never asks
Doris the same stuff.
DORIS: That’s different.
Doris tells her that what she does is not the same.
MRS PEARSON: The only difference is that I’m a lot older and better able to look after
myself, so it’s you who should do the asking.
Mrs Pearson clarifies that she is older than Doris and is in a better position to take care of
herself, so it would make sense if Doris would take permission from Mrs Pearson and not the
other way round.
DORIS: Did you fall or hit yourself with something?
Doris finally asks Mrs Pearson if she hit herself and got a concussion or something.
MRS PEARSON: [coldly] No. But I’ll hit you with something, girl, if you don’t stop asking
silly questions.
Bluntly, she replies that she is completely fine but if Doris doesn’t stop talking, then she
might hit her with something for sure.
[Doris stares at her open-mouthed, ready to cry.]
DORIS: Oh —this is awful... [She begins to cry, not passionately.]
Almost about to cry, she expresses how disheartening it is to go through all this and while she
says it, she bursts into tears.
MRS PEARSON: [coldly] Stop blubbering. You’re not a baby. If you’re old enough to go out
with Charlie Spence, you’re old enough to behave properly. Now stop it.
Mrs Pearson asks Doris to stop acting like a child. She bluntly says that if she considers
herself mature enough to go out with Charlie Spence, she should act properly at home as
well.
[George Pearson enters left. He is about fifty, fundamentally decent but solemn, self-
important, pompous. Preferably he should be a heavy, slow-moving type. He notices Doris’s
tears.]
GEORGE: Hello—what’s this? Can’t be anything to cry about.
Solemn- formal and dignified; characterized by deep sincerity
Pompous- affectedly grand, solemn, or self-important
As they are talking, George Pearson, Mrs Pearson’s husband enters. He is a man in his fifties
who is characterized by deep sincerity but is self-assertive. As one can infer, he must be a
healthy man who moves at a slow pace. As he enters, he notices that Doris is crying. He asks
her what’s the matter and is sure the matter won’t be worthy of crying.
DORIS: [through sobs] You’ll see. [Doris runs out left with a sob or two on the way. George
stares after her a moment, then looks at Mrs Pearson.]
Doris tells her father to wait and observe while she is crying and runs out of the scene.
GEORGE: Did she say ‘You’ll see’...?
George Pearson is left amazed at how she ran and what she said.
MRS PEARSON: Yes.
Mrs Pearson replies to George’s rhetorical question.
GEORGE: What did she mean?
He is still confused about what is going on
MRS PEARSON: Better ask her.
Mrs Pearson advises him to ask Doris what she meant.
[George looks slowly again at the door then at Mrs Pearson. Then he notices the stout that
Mrs Pearson raises for another sip. His eyes almost bulge.]
GEORGE: Stout?
As Mrs Pearson raised her glass to sip her stout, George gets even more shocked.
MRS PEARSON: Yes.
Mrs Pearson lets him know that he saw right.
GEORGE: [amazed] What are you drinking stout for?
Still amazed, he asks the reason behind her drinking.
MRS PEARSON: Because I fancied some.
Still maintaining her calm, she simply replies by saying that she is drinking it because she
wanted to.
GEORGE: At this time of day?
He is shocked at the sight of Mrs Pearson drinking and that too during the day.
MRS PEARSON: Yes—what’s wrong with it at this time of day?
She counter-questions and asks what is the problem with drinking at this time of the day.
GEORGE: [bewildered] Nothing, I suppose, Annie — but I’ve never seen you do it before...
Bewildered- perplexed and confused; very puzzled
He explains that he is so shocked because Mrs Pearson had never been seen day drinking
MRS PEARSON: Well, you’re seeing me now.
She tells him that there is nothing to be shocked about. If he hadn’t seen her do it till date, he
is seeing her do it now.
GEORGE: [with heavy distaste] Yes, an’ I don’t like it. It doesn’t look right. I’m surprised at
you.
In contempt, he tells Mrs Pearson that he didn’t like the idea of her drinking at this hour. It
blew his mind at once.
MRS PEARSON: Well, that ought to be a nice change for you.
Responding to his reaction, she says that it could be a nice change for him.
GEORGE: What do you mean?
He did not understand what she was trying to say.
MRS PEARSON: It must be some time since you were surprised at me, George.
She explains that it’s been a long time since she amazed him.
GEORGE: I don’t like surprises—I’m all for a steady going on —you ought to know that by
this time. By the way, I forgot to tell you this morning I wouldn’t want any tea. Special
snooker match night at the club tonight— an’ a bit of supper going. So no tea.
Snooker- a game played with cues on a billiard table in which the players use a cue ball
(white) to pocket the other balls (fifteen red and six coloured) in a set order
He tells her how he doesn’t appreciate change or surprises and this is something Mrs Pearson
should know by now. He then changes the topic by telling Mrs Pearson that he forgot to tell
her about the Special snooker match and the supper. Also, he won’t be needing any tea that
afternoon.
MRS PEARSON: That’s all right. There isn’t any.
She tells him that there isn’t any tea made, so it’s fine even if he forgot to convey.
GEORGE: [astonished] You mean you didn’t get any ready?
Shocked at her reply, he asks Mrs Pearson what she just told him.
MRS PEARSON: Yes. And a good thing, too, as it’s turned out.
Mrs Pearson replies and says that it has turned out to be well because he didn’t need any tea.
GEORGE: [aggrieved] That’s all very well, but suppose I’d wanted some?
He asks Mrs Pearson what if he wanted some.
MRS PEARSON: My goodness! Listen to the man! Annoyed because I don’t get a tea for
him that he doesn’t even want. Ever tried that at the club?
Mrs Pearson expresses her bafflement at the fact that George Pearson is angry that the tea he
didn’t want is not made. She suggests that he should try this behaviour at the club some time.
GEORGE: Tried what at the club?
He is not sure as to what Mrs Pearson is telling him to try at the club.
MRS PEARSON: Going up to the bar and telling ’em you don’t want a glass of beer but
you’re annoyed because they haven’t already poured it out. Try that on them and see what
you get.
She explains the tea situation in context of the club where he goes to the bar to tell them that
he doesn’t want a beer and then he gets mad at them because they hadn’t already poured
some for him. She suggests that he try and see their reaction.
GEORGE: I don’t know what you’re talking about.
He pretends to not have understood what Mrs Pearson just said.
MRS PEARSON: They’d laugh at you even more than they do now.
Mrs Pearson says that the people at the club would make fun of him, even more than they
did.
GEORGE: [indignantly] Laugh at me? They don’t laugh at me.
Indignantly- in a manner indicating anger or annoyance at something perceived as unfair.
He gets irritated when Mrs Pearson says that and tells her that they don’t make fun of him.
MRS PEARSON: Of course they do. You ought to have found that out by this time. Anybody
else would have done. You’re one of their standing jokes. Famous. They call you Pompy-
ompy Pearson because they think you’re so slow and pompous.
Pompous- self-important or overbearing
Mrs Pearson tells him that he should have known this by now. If there would have been
someone else in his place, they would have known by now. She also tells him that he is
famously made fun about at the club and they call him “Pompy-ompy Pearson” because they
think he is self-absorbed and overbearing.
GEORGE: [horrified] Never!
George is horrified at her words and denies it.
MRS PEARSON: It’s always beaten me why you should want to spend so much time at a
place where they’re always laughing at you behind your back and calling you names. Leaving
your wife at home, night after night. Instead of going out with her, who doesn’t make you
look a fool...
Mrs Pearson expresses how hurtful it has been for her seeing her husband leaving her and
wanting to go to a place where people make fun of him behind his back. She further adds that
he does it every night instead of going out with Mrs Pearson who doesn’t at least make him
look like a fool.
[Cyril enters right, with a glass of milk in one hand and a thick slice of cake in the other.
George, almost dazed, turns to him appealingly.]
Cyril enters tha room holding a glass of milk in one hand and a slice of cake in the other.
George is confused and turns to look at Cyril, seeking his help.
GEORGE: Here, Cyril, you’ve been with me to the club once or twice. They don’t laugh at
me and call me Pompy-ompy Pearson, do they? [Cyril, embarrassed, hesitates.] [Angrily] Go
on —tell me. Do they?
He asks Cyril angrily if he knew this had been going on in the club, leaving Cyril
embarrassed and unwilling.
CYRIL: [embarrassed] Well —yes, Dad, I’m afraid they do. [George slowly looks from one
to the other, staggered.]
Staggered- astonish or deeply shock
Though uneasily, he told George that they indeed call him names.
GEORGE: [slowly] Well —I’ll be—damned! [George exits left, slowly, almost as if
somebody had hit him over the head. Cyril, after watching him go, turns indignantly to Mrs
Pearson.]
George curses himself slowly, that if they call him names at the club then he may go to hell.
He leaves the scene in shock and despair, as if he has been hit on the head. Cyril sees him go
and then turns to talk to Mrs Pearson.
CYRIL: Now you shouldn’t have told him that, Mum. That’s not fair. You’ve hurt his
feelings. Mine, too.
Cyril puts forward his point of view and says it was not nice of Mrs Pearson to have done that
to his father. She not only hurt his feelings but also Cyril’s.
MRS PEARSON: Sometimes it does people good to have their feelings hurt. The truth
oughtn’t to hurt anybody for long. If your father didn’t go to the club so often, perhaps they’d
stop laughing at him.
She then imparts some words of wisdom by telling him that truth only hurts for a short while
and it is fine to get one’s feelings hurt at times. She further mentions that this would not have
happened if his father didn’t go to the club every other day.
CYRIL: [gloomily] I doubt it.
He doesn’t believe in whatever Mrs Pearson has to say at the moment.
MRS PEARSON: [severely] Possibly you do, but what I doubt is whether your opinion’s
worth having. What do you know? Nothing. You spend too much time and good money at
greyhound races and dirt tracks and ice shows...
Mrs Pearson makes it clear that she didn’t invite Cyril’s opinion on the matter. She mentions
that he also doesn’t have enough knowledge to talk about these things because all he knows
is spending time and money on greyhound races and ice shows.
CYRIL: [sulkily] Well, what if I do? I’ve got to enjoy myself somehow, haven’t I?
Sulkily- showing a disagreeable mood
He mentions that he doesn’t find any problem in doing so if it brings him joy.
MRS PEARSON: I wouldn’t mind so much if you were really enjoying yourself. But are
you? And where’s it getting you? [There is a sharp hurried knocking heard off left.]
Mrs Pearson lets him know that she has no problem with him doing all those things if they
are really bringing him joy. She asks him if he is actually getting the enjoyment he claims to
have achieved and in addition, it is taking him nowhere good. Suddenly, someone knocks on
the door.
CYRIL: Might be for me. I’ll see. [Cyril hurries out left. In a moment he re-enters, closing
the door behind him.] It’s that silly old bag from next door —Mrs Fitzgerald. You don’t want
her here, do you?
Thinking that someone must have visited him, Cyril goes to check the door and comes back
after a while only to tell Mrs Pearson that Mrs Fitzgerald has come to see her. He doesn’t
regard her very respectfully and asks Mrs Pearson if she really wants to see her.
MRS PEARSON: [sharply] Certainly I do. Ask her in. And don’t call her a silly old bag
either. She’s a very nice woman, with a lot more sense than you’ll ever have. [Cyril exits left.
Mrs Pearson finishes her stout, smacking her lips. Cyril re-enters left, ushering in Mrs
Fitzgerald, who hesitates in the doorway.] Come in, come in, Mrs Fitzgerald.
Ushering- showing or guide someone somewhere
Very clearly, she replies that she indeed wants to see Mrs Fitzgerald and also tells him to
treat her with respect as she is a delightful woman who talks more sense than him. While
Cyril guides Mrs Fitzgerald to Mrs Pearson, Mrs Pearson finishes her stout and greets her
when she finally sees her.
MRS FITZGERALD: [moving to left centre; anxiously] I — just wondered —if
everything’s— all right...
Hesitating, she enters and asks if all is going well.
CYRIL: [sulkily] No, it isn’t.
Cyril instantly disagrees.
MRS PEARSON: [sharply] Of course it is. You be quiet.
Mrs Pearson in an attempt to cover the situation, tells Mrs Fitzgerald (who is actually Mrs
Pearson) that everything is alright and instructs Cyril not to speak.
CYRIL: [indignantly and loudly] Why should I be quiet?
Indignantly- in a manner indicating anger or annoyance at something perceived as unfair
Considering Mrs Pearson is being unfair, he bursts out and asks her why shall he not speak.
MRS PEARSON: [shouting] Because I tell you to—you silly, spoilt, young piecan.
Piecan- referring a foolish person
Mrs Pearson shouts at Cyril and tells him to obey what she asked him to.
MRS FITZGERALD: [protesting nervously] Oh —no— surely...
Mrs Fitzgerald tries to interrupt
MRS PEARSON: [severely] Now, Mrs Fitzgerald, just let me manage my family in my own
way —please!
Mrs Pearson instantly replies and tells Mrs Fitzgerald to stay out of her personal and family
matter
MRS FITZGERALD: Yes—but Cyril...
She tries to mention Cyril and is again interrupted, but this time by Cyril.
CYRIL: [sulky and glowering] Mr Cyril Pearson to you, please, Mrs Fitzgerald. [Cyril stalks
off into the kitchen.]
Glowering- have an angry look on one’s face
MRS FITZGERALD: [moving to the settee; whispering] Oh — dear —what’s happening?
Mrs Fitzgerald gets worried and moves to the settee to sit. She then expresses her worries.
MRS PEARSON: [calmly] Nothing much. Just putting ‘em in their places, that’s all. Doing
what you ought to have done long since.
Mrs Pearson replies that what she has been doing was long due. She is just getting them to
behave nicely.
MRS FITZGERALD: Is George home? [She sits beside Mrs Pearson on the settee.]
Moving closer to Mrs Pearson, Mrs Fitzgerald asks her if George is home.
MRS PEARSON: Yes. I’ve been telling him what they think of him at the club.
Mrs Pearson replies yes and tells her how she told him what they said about him at the club.
MRS FITZGERALD: Well, they think a lot of him, don’t they?
Mrs Fitzgerald, unknowing of the truth and being naturally innocent as she is, thinks they
thought highly of him.
MRS PEARSON: No, they don’t. And now he knows it.
Mrs Pearson replies that Mrs Fitzgerald thinks wrong and now George also knows the truth.
MRS FITZGERALD: [nervously] Oh —dear —I wish you hadn’t, Mrs Fitzgerald...
Mrs Fitzgerald being a nice person she is did not want George’s feelings hurt and adds that
she wish Mrs Pearson hadn’t done this
MRS PEARSON: Nonsense! Doing ’em all a world of good. And they’ll be eating out of
your hand soon— you’ll see...
Eating out of your hand- be submissive
Mrs Pearson tells her that she has done her good and that it’s consequences would soon be
visible. Everyone will start respecting and obeying her.
MRS FITZGERALD: I don’t think I want them eating out of my hand...
Mrs Fitzgerald tells Mrs Pearson that she doesn’t want to be manipulative or dominating and
them to be submissive.
MRS PEARSON: [impatiently] Well, whatever you want, they’ll be doing it — all three of
’em. Mark my words, Mrs Pearson.
A bit annoyed, she answers that this is happening regardless of whether she wants it to
happen or not.
[George enters left glumly. He is unpleasantly surprised when he sees the visitor. He moves
to the armchair left, sits down heavily and glumly lights his pipe. Then he looks from Mrs
Pearson to Mrs Fitzgerald, who is regarding him anxiously.]
George enters the room with a sad face. He is not happy to see Mrs Fitzgerald. He sits on the
armchair, sits on it and lights his pipe to smoke. He looks at the two women, Mrs Fitzgerald
is looking at him curiously.
GEORGE: Just looked in for a minute, I suppose, Mrs Fitzgerald?
Glumly- moody or unsociable attitude
George enters the scene in not a very pleasant mood. He is also a bit shocked at the sight of
Mrs Fitzgerald in his house. While lighting his pipe, he notices Mrs Fitzgerald who is
awkwardly regarding him. A bit confused, he asks if she is Mrs Fitzgerald.
MRS FITZGERALD: [who doesn’t know what she is saying] Well —yes—I suppose so,
George.
Mrs Fitzgerald, not very sure of what she should say, replies awkwardly while greeting him
by his name.
GEORGE: [aghast] George!
He gets shocked at hearing Mrs Fitzgerald calling him by his name.
MRS FITZGERALD: [nervously] Oh —I’m sorry...
She gets nervous and apologises for addressing him by his name.
MRS PEARSON: [impatiently] What does it matter? Your name’s George, isn’t it? Who
d’you think you are— Duke of Edinburgh?
Mrs Pearson instantly interferes and tells George that it’s no big deal even if she called him
by his name. He is not some Duke of Edinburgh who is not supposed to be called by his
name and someone who deserves that honour.
GEORGE: [angrily] What’s he got to do with it? Just tell me that. And isn’t it bad enough
without her calling me George? No tea. Pompy-ompy Pearson. And poor Doris has been
crying her eyes out upstairs—yes, crying her eyes out.
George loses her temper and points out that bringing the Duke of Edinburgh in between this
conversation makes no sense. He further adds that Mrs Fitzgerald calling him by his name
doesn’t matter because the already prevailing situation is much worse. There is no tea ready
and he is being called names at the club. Not to forget poor Doris who is crying endlessly.
MRS FITZGERALD: [wailing] Oh— dear — I ought to have known...
Mrs Fitzgerald (actually Mrs Pearson) immediately interrupts and shows concern for Mrs
Pearson’s family. On seeing her family at unease, the real Mrs Pearson forgot that she is in
the body of Mrs Fitzgerald. Hence, she speaks up.
GEORGE: [staring at her, annoyed] You ought to have known! Why ought you to have
known? Nothing to do with you, Mrs Fitzgerald. Look —we’re at sixes and sevens here just
now —so perhaps you’ll excuse us...
At sixes and sevens- in a state of total confusion and disarray
George is now annoyed at Mrs Fitzgerald for being so concerned and acting as if it’s her own
family matter. He feels she is interfering in his family matters. He tells her to let them solve
their issues on their own by leaving their house.
MRS PEARSON: [before Mrs Fitzgerald can reply] I won’t excuse you, George Pearson.
Next time a friend and neighbour comes to see me, just say something when you see her—
Good evening or How d’you do? or something— an’ don’t just march in an’ sit down without
a word. It’s bad manners...
Mrs Pearson immediately interferes and scolds George for being so rude and disrespectful.
She tells him to be a bit polite next time an acquaintance of her visits her instead of just
barging in the room and sitting without greeting them.
MRS FITZGERALD: [nervously] No—it’s all right...
Mrs Fitzgerald is all awkward in this situation and tells Mrs Pearson that she has no problem
with George’s behaviour.
MRS PEARSON: No, it isn’t all right. We’ll have some decent manners in this house—or I’ll
know the reason why. [glaring at George] Well?
Mrs Pearson declares that this is not how things are going to work in her house and her
family will have to act disciplined and respectful.
GEORGE: [intimidated] Well, what!
George is scared and acts as if he did not understand. He asks her to repeat what she said.
MRS PEARSON: [taunting him] Why don’t you get off to your club? Special night tonight,
isn’t it? They’ll be waiting for you— wanting to have a good laugh. Go on then. Don’t
disappoint ’em.
Mrs Pearson replies in a taunting way and asks George to go to the club for that special night.
She tells him that he should hurry for his friends would be waiting for him. He must not
disappoint them.
GEORGE: [bitterly] That’s right. Make me look silly in front of her now! Go on —don’t
mind me. Sixes and sevens! Poor Doris been crying her eyes out! Getting the neighbours in to
see the fun! [suddenly losing his temper, glaring at Mrs Pearson, and shouting] All right— let
her hear it. What’s the matter with you? Have you gone barmy—or what?
Barmy- mad; crazy
George tells Mrs Pearson that that is right. He asks her to proceed and not mind his presence
while laughing at him in front of the neighbours. In the process, he loses his cool and starts
shouting about Doris crying. Then he asks her what was wrong with her, if she had gone
crazy.
MRS PEARSON: [jumping up; savagely] If you shout at me again like that, George Pearson,
I’ll slap your big, fat, silly face...
Mrs Pearson springs up and reacts immediately. She warns him that if he ever uses this tone
and such voice with her, she will slap his big, fat face.
MRS FITZGERALD: [moaning] Oh —no—no—no—please, Mrs Fitzgerald... [Mrs Pearson
sits.]
Mrs Fitzgerald tries to calm down Mrs Pearson and in the process, she accidentally calls her
‘Mrs Fitzgerald’. Mrs Pearson finally sits.
GEORGE: [staring at her, bewildered] Either I’m off my chump or you two are. How d’you
mean — “No, no— please, Mrs Fitzgerald”? Look — you’re Mrs Fitzgerald. So why are you
telling yourself to stop when you’re not doing anything? Tell her to stop —then there’d be
some sense in it. [Staring at Mrs Pearson] I think you must be tiddly.
Tiddly- slightly drunk
George is startled by this and says that is it him who is not in his senses or Mrs Fitzgerald and
Mrs Pearson because these two have been acting very weirdly. He doesn’t understand why
she called her Mrs Fitzgerald i.e, by her own name. Mistakes like that aren’t very usual. He
finds it odd that she is telling herself to stop doing something she is not doing in the first
place. He is of the opinion that it would make more sense if she’d stop Mrs Pearson.
MRS PEARSON: [starting up; savagely] Say that again, George Pearson.
Mrs Pearson gets heated up again and challenges George to repeat his words.
GEORGE: [intimidated] All right— all right—all right ...
George is intimidated and accepts.
[Doris enters left slowly, looking miserable. She is still wearing the wrap. Mrs Pearson sits
on the settee.]
Doris enters slowly from the left side. She looks sad. She is wearing the wrap. Mrs. Pearson
is sitting on the settee.
MRS FITZGERALD: Hello— Doris dear!
As Doris enters with her pale face, looking words than before, Mrs Fitzgerald greets her
politely.
DORIS: [miserably] Hello— Mrs Fitzgerald!
Though in a terrible state of mind, she greets her back.
MRS FITZGERALD: I thought you were going out with Charlie Spence tonight.
Mrs Fitzgerald again forgetting who she actually is now, she asks Doris about her plan with
Charlie Spence.
DORIS: [annoyed] What’s that to do with you?
Doris, who is already annoyed, replies in an irritated tone and asks Mrs Fitzgerald why she is
so bothered about her plans.
MRS PEARSON: [sharply] Stop that!
Mrs Pearson, in a bid to continue what she has been doing all day, interrupts and stops Doris
from behaving that way.
MRS FITZGERALD: [nervously] No—its all right...
Mrs Fitzgerald again tells her that Doris’ behaviour is fine.
MRS PEARSON: [severely] It isn’t all right. I won’t have a daughter of mine talking to
anybody like that. Now answer Mrs Fitzgerald properly, Doris— or go upstairs again...
[Doris looks wonderingly at her father.]
Mrs Pearson tells Mrs Fitzgerald that Doris’ behaviour is something she is not going to
tolerate in her house and instructs her to reply to Mrs Fitzgerald properly. Doris is shocked at
her response and looks at her father, astonished.
GEORGE: [in despair] Don’t look at me. I give it up. I just give it up.
George, having lost all hope about Mrs Pearson, tells Doris that even he cannot make the
situation better. He has given up handling it and feels it has run out of his control.
MRS PEARSON: [fiercely] Well? Answer her.
Mrs Pearson, stern on her stand, orders Doris to answer Mrs Fitzgerald properly.
DORIS: [sulkily] I was going out with Charlie Spence tonight— but now I’ve called it off...
Doris gives in and replies to Mrs Fitzgerald and tells her that she had cancelled the plans she
had for the night with Charlie Spence.
MRS FITZGERALD: Oh —what a pity, dear! Why have you?
Mrs Fitzgerald gets concerned and asks her the reason for cancelling it.
DORIS: [with a flash of temper] Because —if you must know —my mother’s been going on
at me making me feel miserable —an’ saying he’s got buck-teeth and is half-witted...
Doris, getting angry again, begins telling Mrs Fitzgerald how her mother, Mrs Pearson had
been behaving all day. She says that Mrs Pearson had been finding ways to make her feel bad
about Charlie, commenting about his appearance and intelligence.
MRS FITZGERALD: [rather bolder; to Mrs Pearson] Oh — you shouldn’t have said that...
Mrs Fitzgerald now turns a bit bold when she decides to take a stand against Mrs Pearson.
MRS PEARSON: [sharply] Mrs Fitzgerald, I’ll manage my family—you manage yours.
Mrs Pearson bluntly tells Mrs Fitzgerald to stay out of her family’s matter and manage her
own.
GEORGE: [grimly] Ticking her off now, are you, Annie?
George barges in and asks Mrs Pearson if she is going to behave this way with Mrs Fitzgerald
as well.
MRS PEARSON: [even more grimly] They’re waiting for you at the club, George, don’t
forget. And don’t you start crying again, Doris...
Mrs Pearson immediately replies to George and tells him that his friends must be waiting for
him at the club. She warns Doris not to cry again.
MRS FITZGERALD: [getting up; with sudden decision] That’s enough —quite enough.
[George and Doris stare at her bewildered.]
[to George and Doris] Now listen, you two. I want to have a private little talk with Mrs Fitz
—[she corrects herself hastily] with Mrs Pearson, so I’ll be obliged if you’ll leave us alone
for a few minutes. I’ll let you know when we’ve finished. Go on, please. I promise you that
you won’t regret it. There’s something here that only I can deal with.
Mrs Fitzgerald finally decides to take a stand and tells George and Doris to leave both of
them alone so that they can talk in private and in the process she was again about to call her
wrongly, but somehow handles the situation. She gives them assurance that she is the only
one who can handle the situation so it would be of their benefit only if they’d give both some
time alone.
GEORGE: [rising] I’m glad somebody can—’cos I can’t. Come on, Doris. [George and Doris
exit left. As they go Mrs Fitzgerald moves to left of the small table and sits. She eagerly
beckons Mrs Pearson to do the same thing.]
Beckons- making a gesture with the hand, arm or head to encourage or instruct someone to
approach or follow
George comments that he is relieved to hear that at least someone can handle the situation
because he knows he can’t. Both of them leave the scene and the actual Mrs Pearson moves
towards a table expecting Mrs Fitzgerald to do the same.
MRS FITZGERALD: Mrs Fitzgerald, we must change back now— we really must...
She tells Mrs Pearson that is the time that they should switch their places back.
MRS PEARSON: [rising] Why?
Mrs. Pearson asks her why they should switch their places back.
MRS FITZGERALD: Because this has gone far enough. I can see they’re all miserable— and
I can’t bear it...
She tells Mrs Pearson that things have gone way beyond her imagination. She knows that her
family is in trouble and she can’t stand that fact. Thus, she wants them to change back to their
original selves.
MRS PEARSON: A bit more of the same would do ‘em good. Making a great difference
already... [She moves to right of the table and sits.]
As she moves and sits on the other side of the table, she tells Mrs Fitzgerald it would be
better for them to have the taste of this medicine for a bit longer. She tells her that a lot of
progress has been made already but a little more effort would do wonders.
MRS FITZGERALD: No, I can’t stand any more of it—I really can’t. We must change back.
Hurry up, please, Mrs Fitzgerald.
She stays on her opinion and wants to switch back . She tells her to do it a bit fast.
MRS PEARSON: Well —if you insist...
MRS FITZGERALD: Yes—I do—please— please. [She stretches her hands across the table
eagerly. Mrs Pearson takes them.]
Mrs Fitzgerald (actually Mrs Pearson) is very eager to undo the trick and this stretches her
arm in order to hold hands with Mrs Pearson. Mrs Pearson also stretches her hands forward.
MRS PEARSON: Quiet now. Relax. [Mrs Pearson and Mrs Fitzgerald stare at each other.
Muttering; exactly as before. Arshtatta dum —arshtatta lam — arshtatta lamdumbona... They
carry out the same action as before, going lax and then coming to life. But this time, of
course, they become their proper personalities.]
Mrs Pearson asks Mrs Fitzgerald stay quiet for a while till she performs the magic trick. They
undergo the same process and the real Mrs Fitzgerald whispers the same words. The
transition is now finally complete and successful just like before but the only difference now
is that they are back to their real bodies. Now both of them are in their own bodies.
MRS FITZGERALD: Ah well —I enjoyed that.
Mrs Fitzgerald, who got to play the role of Mrs Pearson expresses that she had fun during the
process
MRS PEARSON: I didn’t.
Mrs Pearson, who had to go through the feeling of seeing her family being terrible, obviously
didn’t have fun.
MRS FITZGERALD: Well, you ought to have done. Now —listen, Mrs Pearson. Don’t go
soft on ’em again, else it’ll all have been wasted...
Mrs Fitzgerald warns Mrs Pearson not go easy on them again otherwise all the efforts would
go waste.
MRS PEARSON: I’ll try not to, Mrs Fitzgerald.
She replies that she will try her best.
MRS FITZGERALD: They’ve not had as long as I’d like to have given ’em — another hour
or two’s rough treatment might have made it certain...
She says that the time available to her was not satisfactory as an hour and two of the same
treatment would leave a lasting impression.
MRS PEARSON: I’m sure they’ll do better now — though I don’t know how I’m going to
explain...
Mrs Pearson lets her know that she is certain of some change. All she is unsure about is how
she will clarify things.
MRS FITZGERALD: [severely] Don’t you start any explaining or apologising—or you’re
done for.
She warns her not to go on apologising for the treatment as it would reverse the effects of all
the hard work.
MRS PEARSON: [with spirit] It’s all right for you, Mrs Fitzgerald. After all, they aren’t your
husband and children...
Mrs Pearson speaks up and says that it is easy for Mrs Fitzgerald to say all those things
because this isn’t her family.
MRS FITZGERALD: [impressively] Now you listen to me. You admitted yourself you were
spoiling ’em — and they didn’t appreciate you. Any apologies—any explanations—an’
you’ll be straight back where you were. I’m warning you, dear. Just give ’em a look —a tone
of voice—now an’ again, to suggest you might be tough with ’em if you wanted to be—an’ it
ought to work. Anyhow, we can test it.
Mrs Fitzgerald makes her aware that it was Mrs Pearson who accepted that they are spoiled
brats who didn’t appreciate her. Mrs Pearson even said that she wanted things to improve. So,
Mrs Fitzgerald again emphasizes that any apology would bring them back to being rude to
her. She goes to the extent of saying that being dominating once in a while would keep them
on track. She says that Mrs Pearson can even test this if she wants.
MRS PEARSON: How?
Mrs Pearson asks Mrs Fitzgerald how they can test whatever she is saying.
MRS FITZGERALD: Well, what is it you’d like ’em to do that they don’t do? Stop at home
for once?
Mrs Fitzgerald asks her to name one thing they are reluctant to do but Mrs Pearson wants
them to. For example, staying at home once in a while.
MRS PEARSON: Yes—and give me a hand with supper...
She adds that she also wants them to give her a hand in preparing the evening meal
MRS FITZGERALD: Anything you’d like ’em to do —that you enjoy whether they do or
not?
She further asks if there is anything she likes to do irrespective of whether they like doing it
or not.
MRS PEARSON: [hesitating] Well—yes. I—like a nice game of rummy —but, of course, I
hardly ever have one—except at Christmas...
Rummy- a card game
Mrs Pearson hesitates at first but then tells Mrs Fitzgerald that she likes to play rummy but
she only gets to play it at Christmas.
MRS FITZGERALD: [getting up] That’ll do then. [She moves towards the door left then
turns] But remember — keep firm — or you’ve had it. [She opens the door. Calling] Hoy!
You can come in now. [Coming away from the door, and moving right slightly. Quietly] But
remember —remember —a firm hand. [George, Doris and Cyril file in through the doorway,
looking apprehensively at Mrs Pearson.] I’m just off. To let you enjoy yourself [The family
looks anxiously at Mrs Pearson, who smiles. Much relieved, they smile back at her.]
While moving towards the door, she once again emphasizes how important it is for Mrs
Pearson to be a little strict. Mrs Pearson then calls George, Cyril and Doris inside after which
she leaves. Mrs Pearson smiles at her family, somehow relieved, they all smile back.
DORIS: [anxiously] Yes, Mother?
Doris speaks up first, a bit nervous.
MRS PEARSON: [smiling] Seeing that you don’t want to go out, I tell you what I thought
we’d do.
Still smiling, she says she knows exactly what they should do since they are not going out.
MRS FITZGERALD: [giving a final warning] Remember!
While leaving, Mrs Fitzgerald reminds Mrs Pearson again!
MRS PEARSON: [nodding, then looking sharply at the family] No objections, I hope?
Mrs Pearson nods in an attempt to show that she remembers whatever Mrs Fitzgerald has told
her. She then asks her family if they have any objections.
GEORGE: [humbly] No, Mother —whatever you say...
He says in a polite tone that they do not have any objection and are ready to do whatever she
says.
MRS PEARSON: [smiling] I thought we’d have a nice family game of rummy —and then
you children could get the supper ready while I have a talk with your father...
She very politely tells them that she wishes to play rummy with them and after that she would
like the children to help cook supper so that she can talk to George.
GEORGE: [firmly] Suits me. [He looks challengingly at the children.] What about you two?
George agrees but while looking at his children in a testing way and asks about their opinion.
CYRIL: [hastily] Yes— that’s all right.
Hastily- with excessive speed or urgency; speedily
Cyril instantly agrees.
DORIS: [hesitating] Well —I...
Doris hesitates a bit.
MRS PEARSON: [sharply] What? Speak up!
Mrs Pearson speaks boldly and asks Doris.
DORIS: [hastily] Oh —I think it would be lovely...
Doris also agrees instantly.
MRS PEARSON: [smiling] Good-bye, Mrs Fitzgerald. Come again soon.
Mrs Pearson smiles at Mrs Fitzgerald wishing her good bye.
MRS FITZGERALD: Yes, dear. ’Night all —have a nice time.
[Mrs Fitzgerald exits left and the family cluster round Mother as the curtain falls.
As Mrs Fitzgerald exits, the family moves to gather round the woman of the house and the
curtain falls.
1. This play, written in the 1950s, is a humorous and satirical depiction of the status of
the mother in the family.
(i) What are the issues it raises?
A. The play has thrown light upon crucial and common life issues. The first and foremost
concern is the plight of housewives in a household. The husband or the children, all 8-hour
shifts a day people overlook the housewife’s 24 hour efforts to make their life comfortable. A
housewife constantly does work she is never appreciated and accounted for. The other subject
being talked about in the lesson is the reason why a housewife’s efforts are overlooked. It is
because they never boast about what they do and don’t ask for anything in return. They don’t
even speak up for the respect they deserve just because they do not want to make their
families realize they are insensitive.
One more issue that has been highlighted by somehow lost its essence is that, mothers and
wives shower love unconditionally and unapologetically. The flow of their love is one-way.
They never ask for anything in return even if it’s the simple things they want like their
family to spend time with them. The lesson talks about how precious mothers and
housewives are and how they deserve a lot more than that is given.
3. Is drama a good medium for conveying a social message? Discuss.

A. Drama is a mode of fictional representation through dialogue and performance. Since it
consists of both visual and hearing elements, it is known to have a substantial effect on the
minds of people. The effect is known to be better than something that is read or just simply
heard. Thus, if a social message that holds a lot of importance, is brought to life through
drama, it holds immense potential for change. The play “Mother’s Day” makes the
viewers/readers hear what is unsaid, feel what is not explicitly mentioned and conclude what
is right or wrong on their own. This motivates them to bring changes in their own lives. This
is the power of Drama. Hence, drama can be considered a medium good enough for
conveying a social message.
Chapter 6 The Ghat of the Only World
By Amitav Ghosh
Introduction
The Ghat of the Only World written by Amitav Ghosh is a promise fulfilled by a friend.
Before Cancer took its toll and consumed Shahid’s life, he made the author promise him to
write about him after he died. The lesson revolves around Shahid, what he liked and how he
lived his life as if it were a celebration even after he was diagnosed by the malignant disease.
Summary
The lesson opens on a note where the author’s friend Shahid who has a malignant tumour
wants him to write about him after his last breath and how the author resists it. This is
because of his lack of ability to respond in a situation like this. Shahid knew him well and
thus, he made him agree on this. The author tells us how he made notes of every encounter
and telephone conversation with Shahid after that day to be able to write about him. Now, the
author’s fascination with his friend dates back to a time when they were not friends. Amitav
knew Shahid for his work in poetry. It was only through a friend that they met but remained
only acquaintances. A year later when Shahid moved to Brooklyn, they got closer upon
frequent brunches. It was after a sudden temporary lapse of memory, that Shahid moved
from Manhattan to live with his sister. The author mentions one such day when he went along
with Shahid’s siblings to pick him up from the hospital after a surgery. Shahid refused to take
the help of a wheelchair claiming that he is still fit to trust his toes. Upon seeing him lose his
balance, they called the escort back with the wheelchair. Shahid, being full of life, got excited
upon knowing that the guy knows Spanish as he had always wanted to learn the language.
Shahid and the author had a great deal in common. To quote a few, they had common love
for Indian dishes like rogan josh and a shared indifference towards cricket. Despite knowing
where his disease was going to take him, Shahid always surrounded himself with people
which according to him gave him no time to be sad. There used to be a party in his living
room almost daily with a person or two in the kitchen cooking his favourite rogan josh while
he gave direction amidst his partying. He talked endlessly about his favourite Ghazal singer
and her stories of witty replies. Once at Barcelona airport, he too replied wittily to the
security guard and made a mention about it in his poetry. The author then talks about how
the prevailing situations in Kashmir affected him. He wrote a lot of poetry about Kashmir and
thought that politics and religion should act separately. He felt that people must stay united
despite religion. He gave the credit of this way of thinking to his upbringing. The author
mentions how he wished to be in Kashmir while taking his last breath but could not due to
logistical issues. He took his last breath in his sleep leaving a void in the author’s life. The
author is left thinking how a bond of such short duration can have such a lasting impact.
A dying man, an expatriate from Kashmir, asks the author to write something about him after
he is gone. The following piece is what Amitav Ghosh wrote to keep his promise.
THE first time that Agha Shahid Ali spoke to me about his approaching death was on 25
April 2001. The conversation began routinely. I had telephoned to remind him that we had
been invited to a friend’s house for lunch and that I was going to come by his apartment to
pick him up. Although he had been under treatment for cancer for some fourteen months,
Shahid was still on his feet and perfectly lucid, except for occasional lapses of memory. I
heard him thumbing through his engagement book and then suddenly he said: ‘ Oh dear. I
can’t see a thing.’ There was a brief pause and then he added: ‘I hope this doesn’t mean that
I’m dying...’
Lucid- understandable
The author writes about the first time his friend, Agha Shahid Ali talked about his death
openly. It was on 25 April 2001 when the author had called him to tell him that he would be
coming by his house to pick him up. Shahid Ali was undergoing cancer treatment since
fourteen months but was still very active all the time apart from a few occasions where he
would lose his memory. For instance, the conversation that day began normally but the
author could hear him saying that he doesn’t recall anything and heard him thumbing through
his engagement book. He continued and said that this might mean his death is not far-fetched.
Although Shahid and I had talked a great deal over the last many weeks, I had never before
heard him touch on the subject of death. I did not know how to respond: his voice was
completely at odds with the content of what he had just said, light to the point of jocularity. I
mumbled something innocuous: ‘No Shahid — of course not. You’ll be fine.’ He cut me
short. In a tone of voice that was at once quizzical and direct, he said: ‘When it happens I
hope you’ll write something about me.’
At odds- in conflict or at variance
Jocularity- said or done as a joke
Quizzical- indicating mild or amused puzzlement
Innocuous- not harmful or offensive
He mentions that this is the first time Shahid mentioned about his death even though they had
been in constant contact with each other. Shahid mentioned it in a very light way, not
completely believing the possibility of it. The author did not at the moment know what to say
but he somehow sympathised with him saying that everything was going to be just fine. To
which, Shahid replied by saying in a quite direct tone that he hopes the author will write
about him and keep him alive whenever it happens.
I was shocked into silence and a long moment passed before I could bring myself to say the
things that people say on such occasions. ‘Shahid you’ll be fine; you have to be strong...’
He was immensely shocked at hearing this and it took him longer than usual to tell Shahid
that all was going to be fine and that he ought to have hope.
From the window of my study I could see a corner of the building in which he lived, some
eight blocks away. It was just a few months since he moved there: he had been living a few
miles away, in Manhattan, when he had a sudden blackout in February 2000. After tests
revealed that he had a malignant brain tumour, he decided to move to Brooklyn, to be close to
his youngest sister, Sameetah, who teaches at the Pratt Institute—a few blocks away from the
street where I live.
Malignant- uncontrollable; dangerous
The author could easily see a part of the building where Shahid lived from his study. Shahid
used to live in Manhattan with his sister Sameetah, who taught at the Pratt Institute which is
nearby the author’s house, before he moved here It was after a temporary loss of
consciousness when he got a few tests done which revealed that he had a brain tumour,
Shahid moved to Brooklyn.
Shahid ignored my reassurances. He began to laugh and it was then that I realised that he was
dead serious. I understood that he was entrusting me with a quite specific charge: he wanted
me to remember him not through the spoken recitatives of memory and friendship, but
through the written word. Shahid knew all too well that for those writers for whom things
become real only in the process of writing, there is an inbuilt resistance to dealing with loss
and bereavement. He knew that my instincts would have led me to search for reasons to avoid
writing about his death: I would have told myself that I was not a poet; that our friendship
was of recent date; that there were many others who knew him much better and would be
writing from greater understanding and knowledge. All this Shahid had guessed and he had
decided to shut off those routes while there was still time.
Bereavement- loss; deprivation; grief; sorrow
No matter how much the author consoled him, Shahid ignored it and began laughing which
made the author realise that he was not joking. The author realised that he is being bestowed
upon the responsibility of keeping Shahid alive through his words and not just spoken
reminisces from the past. Shahid was well aware of how it was with writers, that they try to
resist accepting any mis happening or avoid dealing with grief until they begin writing about
it because that is when they come face-to-face with reality. Shahid also knew that the author
would find every possible reason to not write about his death. He even quoted some of the
excuses like they have only known each other for a while, others might know him better or
that he was no poet. Shahid was aware about all of them and he made sure that they didn’t
disturb him while he was still alive.
‘You must write about me.’ Clear though it was that this imperative would have to be
acknowledged, I could think of nothing to say: what are the words in which one promises a
friend that one will write about him after his death? Finally, I said: ‘Shahid, I will: I’ll do the
best I can’.
Imperative- giving an authoritative command
Shahid was firm on his words but our author, on the other hand, was not very sure of what to
say at that moment where a friend was talking about his death. He could not find the right
permutation and combination of words to assure his friend that he would write about him
after his death. On the other hand, he knew this was supposed to be acknowledged. Thus, he
promised to do the best of his ability.
By the end of the conversation I knew exactly what I had to do. I picked up my pen, noted the
date, and wrote down everything I remembered of that conversation. This I continued to do
for the next few months: it is this record that has made it possible for me to fulfil the pledge I
made that day.
That day, the author was clear as to what he should do. He noted down the minute details of
their conversation and continued doing it for every conversation they had for a few months
that followed. He mentions that it is those records that helped him in keeping his promise of
writing about Shahid.
I knew Shahid’s work long before I met him. His 1997 collection, The Country Without a
Post Office, had made a powerful impression on me. His voice was like none I had ever heard
before, at once lyrical and fiercely disciplined, engaged and yet deeply inward. Not for him
the mock-casual almost-prose of so much contemporary poetry: his was a voice that was not
ashamed to speak in a bardic register . I knew of no one else who would even conceive of
publishing a line like: ‘Mad heart, be brave.’
To speak in a bardic register- A poetic style
Conceive- form a plan or idea in the mind
The author now tells how he knew Shahid even before they met. Shahid’s work from the
1997 collection inspired him. The author had not heard him speak like that ever before.
Suddenly it would be poetical, or disciplined at another moment involved and deep.
Sometimes he would utter so much contemporary poetry. He was not at all shy to speak in a
poetic style. The author did not know anyone else who would think of publishing lines like
“Mad heart, brave”
In 1998, I quoted a line from The Country Without a Post Office in an article that touched
briefly on Kashmir. At the time all I knew about Shahid was that he was from Srinagar and
had studied in Delhi. I had been at Delhi University myself, but although our time there had
briefly overlapped, we had never met. We had friends in common however, and one of them
put me in touch with Shahid. In 1998 and 1999 we had several conversations on the phone
and even met a couple of times. But we were no more than acquaintances until he moved to
Brooklyn the next year. Once we were in the same neighbourhood, we began to meet for
occasional meals and quickly discovered that we had a great deal in common. By this time of
course Shahid’s condition was already serious, yet his illness did not impede the progress of
our friendship. We found that we had a huge roster of common friends, in India, America,
and elsewhere; we discovered a shared love of rogan josh, Roshanara Begum and Kishore
Kumar; a mutual indifference to cricket and an equal attachment to old Bombay films.
Because of Shahid’s condition even the most trivial exchanges had a special charge and
urgency: the inescapable poignance of talking about food and half-forgotten figures from the
past with a man who knew himself to be dying, was multiplied, in this instance, by the
knowledge that this man was also a poet who had achieved greatness— perhaps the only such
that I shall ever know as a friend.
Trivial- of little value or importance
Impede- delay or prevent something by obstructing it; hinder
Poignance- the quality of evoking a keen sense of sadness
He even used a line from Shahid’s The Country Without a Post Office in his work in 1998 on
Kashmir. The only thing he knew about Shahid back then was that he was from Srinagar and
he studied at the Delhi University at almost the same time the author was there. They even
met each other a few times through a common friend of theirs but it was only limited. It was
when Shahid moved to Brooklyn next year that they started seeing each other more often and
got to know that they have a lot in common. Their love for specific dishes, singers and old
Bombay films. Because of Shahid’s condition even the smallest exchanges had been special.
Even though there was the inescapable sense of sadness, talking with a man who knew he
was dying about different things which he enjoyed such as food and half-forgotten stories
from the past multiplied the pleasure of talking especially by the knowledge that this man
was also a poet who had achieved greatness in his lifetime. The author is in a doubt that he
would ever know Shahid further as a friend.
One afternoon, the writer Suketu Mehta, who also lives in Brooklyn, joined us for lunch.
Together we hatched a plan for an adda—by definition, a gathering that has no agenda, other
than conviviality. Shahid was enthusiastic and we began to meet regularly. From time to time
other writers would join us. On one occasion a crew arrived with a television camera. Shahid
was not in the least bit put out: ‘I’m so shameless; I just love the camera.’
Conviviality- the quality of being friendly and lively
On one of their afternoon lunches, writer Suketu Mehta joined them. They enjoyed each other
and even made new plans to enjoy. Shahid, full of life as he was, met him regularly and other
writers would join them too. Once when a crew with camera arrived, Shahid was not
embarrassed to say that he loved the camera.
Shahid had a sorcerer’s ability to transmute the mundane into the magical. Once I
accompanied Iqbal, his brother, and Hena, his sister, on a trip to fetch him home from
hospital. This was on 21 May: by that time he had already been through several unsuccessful
operations. Now he was back in hospital to undergo a surgical procedure that was intended to
relieve the pressure on his brain. His head was shaved and the shape of the tumour was
visible upon his bare scalp, its edges outlined by metal sutures.
Sorcerer- a person who claims or is believed to have magical powers; wizard
Transmute- change in form, nature or substance
Mundane- lacking interest or excitement; dull
Sutures- a stitch or row of stitches holding together the edges of a wound or surgical incision
According to the author, Shahid was no less than a wizard when it came to changing the dull
or ordinary into bright and remarkable. On 21 May, when the author accompanied Shahid’s
siblings, Iqbal and Hena to bring him home from the hospital, they saw the shape of the
tumor on his shaved head along with the stitches. He had gone to the hospital for a surgery to
help reduce pressure on his brain. Before that, Shahid has had quite many unsuccessful
surgeries.
When it was time to leave the ward a blue-uniformed hospital escort arrived with a
wheelchair. Shahid waved him away, declaring that he was strong enough to walk out of the
hospital on his own. But he was groggier than he had thought and his knees buckled after no
more than a few steps. Iqbal went running off to bring back the wheelchair while the rest of
us stood in the corridor, holding him upright. At that moment, leaning against the cheerless
hospital wall, a kind of rapture descended on Shahid. When the hospital orderly returned with
the wheelchair Shahid gave him a beaming smile and asked where he was from. ‘Ecuador’,
the man said, and Shahid clapped his hands gleefully together, ‘Spanish!’ he cried, at the top
of his voice. ‘I always wanted to learn Spanish. Just to read Lorca ’
Lorca- Garcia Lorca is Spain’s most deeply appreciated and highly revered poet and
dramatist
Groggier- dazed, weak or unsteady, especially from illness, intoxication, sleep or a blow
Buckled- bend and give way under pressure or strain
Rapture- a feeling of intense pleasure or joy; ecstasy; bliss
Shahid sent away the hospital escort that brought him in a wheelchair stating that he is strong
and fit enough to walk on his own. But he was weaker than he thought and his knees
couldn’t support his walking more than a few steps. The author and Hena helped him stand
upright while Iqbal ran away to get the wheelchair. Shahid was leaning towards the hospital
wall when suddenly got up with a charge of pleasure and joy. He asked the hospital escort his
place of origin when he was given the wheelchair back. The hospital orderly replied that he
was from Ecuador. Upon hearing his reply, Shahid joyfully clapped his hands and shouted
how he always wanted to learn Spanish to be able to read the work of Gracia Lorca, a
renowned poet and dramatist.
Shahid’s gregariousness had no limit: there was never an evening when there wasn’t a party
in his living room. ‘I love it that so many people are here,’ he told me once. ‘I love it that
people come and there’s always food. I love this spirit of festivity; it means that I don’t have
time to be depressed.’
Gregariousness- fond of the company of others; sociable
Shahid was a sociable person which is why there was not a single evening that his living
room didn’t have a party. Shahid had told the author that he loved the feeling of being around
people, celebrating and always having food for them. He loved the spirit of celebration. He
felt that it took away his mind from being sad.
His apartment was a spacious and airy split-level, on the seventh floor of a newly-renovated
building. There was a cavernous study on the top floor and a wide terrace that provided a
magnificent view of the Manhattan skyline, across the East River. Shahid loved this view of
the Brooklyn waterfront slipping, like a ghat, into the East River, under the glittering lights of
Manhattan.
Cavernous- vast; huge; large; spacious
Shahid’s apartment was huge and airy. He lived on the seventh floor of a newly redecorated
building. It also had a spacious study and a terrace from where the Manhattan skyline which
is across the East River was also visible. He was extremely fascinated by the view of
Brooklyn seaside that looked just like a Ghat into the East river decorated with the
shimmering Manhattan lights.
The journey from the foyer of Shahid’s building to his door was a voyage between
continents: on the way up the rich fragrance of rogan josh and haak would invade the dour,
grey interior of the elevator; against the background of the songs and voices that were always
echoing out of his apartment, even the ringing of the doorbell had an oddly musical sound.
Suddenly, Shahid would appear, flinging open the door, releasing a great cloud of heeng into
the frosty New York air, ‘Oh, how nice,’ he would cry, clapping his hands, ‘how nice that
you’ve come to see your little Mos-lem!’ Invariably, there’d be some halfdozen or more
people gathered inside —poets, students, writers, relatives —and in the kitchen someone
would always be cooking or making tea. Almost to the very end, even as his life was being
consumed by his disease, he was the centre of a perpetual carnival, an endless mela of talk,
laughter, food and, of course, poetry.
Foyer- an entrance hall or other open area in a building used by the public
Voyage- a long journey involving travel by sea or in space
Dour- unfriendly
Mos-lem- Muslim
Heeng- asafoetida; a staple ingredient used in Indian cooking
Frosty- freezing; very cold
The author explains how the journey from the building hall to his door made them feel as if
they were on a “voyage between continents”. This is because of the various fragrances of the
food, different types of music that echoed from his apartment, his melodic doorbell and how
he greeted his guests with warmth and happiness upon opening the door. Upon reaching,
there would always be company in his apartment comprising of poets, writers, students and
relatives. Some of them would be enjoying themselves in the living room while others in the
kitchen making food and tea. Even as his disease was taking its toll, he was amidst creativity
and laughter, enjoying his life to the fullest by being happy in every moment.
No matter how many people there were, Shahid was never so distracted as to lose track of the
progress of the evening’s meal. From time to time he would interrupt himself to shout
directions to whoever was in the kitchen: ‘yes, now, add the dahi now.’ Even when his
eyesight was failing, he could tell from the smell alone, exactly which stage the rogan josh
had reached. And when things went exactly as they should, he would sniff the air and cry out
loud: ‘Ah! Khana ka kya mehek hai!’
Irrespective of how occupied he was amidst all the partying, he would not fail to check the
advancement in the preparation of his favourite rogan josh. He would stop now and then to
give directions as to when to add dahi and other ingredients to the person cooking. The
disease did not stop him from tracking the progress as well. Even when his eyesight was
getting weaker, he could tell by its smell. He would sniffle and take pleasure in the aroma of
it.
Shahid was legendary for his prowess in the kitchen, frequently spending days over the
planning and preparation of a dinner party. It was through one such party, given while he was
in Arizona, that he met James Merrill, the poet who was to radically alter the direction of his
poetry: it was after this encounter that he began to experiment with strict, metrical patterns
and verse forms. No one had a greater influence on Shahid’s poetry than James Merrill:
indeed, in the poem in which he most explicitly prefigured his own death, ‘I Dream I Am At
the Ghat of the Only World,’ he awarded the envoy to Merrill: ‘SHAHID, HUSH. THIS IS
ME, JAMES. THE LOVED ONE ALWAYS LEAVES.’
Prowess- skill or expertise in a particular activity or field
Metrical- relating to or composed in poetic metre
Prefigured- be an early indication or version of (something)
Envoy- a messenger or representative, especially one on a diplomatic mission
Shahid was famous for his culinary skills and was looked up to for planning a dinner party.
When he planned one such party in Arizona, he met James Merrill, a renowned poet who
changed his life and the way he saw or the way in which he wrote poetry. After he met James
Merill, he began composing his poetry in a strict poetic metre. He was the only one who
could inspire Shahid upto such a great extent especially in the poem in which he wrote about
his own approaching death. He even mentioned James in his poem “I Dream I Am At the
Ghat of the Only World” through the lines, “‘SHAHID,
HUSH. THIS IS ME, JAMES. THE LOVED ONE ALWAYS LEAVES.” hereby telling him
how it is the most loved ones who leave first.
Shahid placed great store on authenticity and exactitude in cooking and would tolerate no
deviation from traditional methods and recipes: for those who took shortcuts, he had only
pity. He had a special passion for the food of his region, one variant of it in particular:
‘Kashmiri food in the Pandit style’. I asked him once why this was so important to him and
he explained that it was because of a recurrent dream, in which all the Pandits had vanished
from the valley of Kashmir and their food had become extinct. This was a nightmare that
haunted him and he returned to it again and again, in his conversation and his poetry
Exactitude- the quality of being very accurate and careful
Shahid was accurate and strict to his measures and procedures when it came to cooking. He
had a special place for cooking in his heart. He believed in following the traditional methods
to maintain its authenticity and to continue its legacy. He only felt sad for people who would
resort to simplified modern forms of cooking the age-old delicacies. He was very sensitive
towards Kashmiri food prepared in the Pandit style because of one repeated nightmare that
continued to haunt him that one day all the Pandits will disappear and the food had become
difficult to be found in the valley of Kashmir.He mentioned this nightmare quite frequently in
his conversations and poetry.
At a certain point I lost track of you.
You needed me. You needed to perfect me:
In your absence you polished me into the Enemy.
Your history gets in the way of my memory
I am everything you lost. Your perfect enemy.
Your memory gets in the way of my memory . . .
There is nothing to forgive. You won’t forgive me.
I hid my pain even from myself; I revealed my pain only to myself.
There is nothing to forgive. You won’t forgive me.
If only somehow you could have been mine, what would not have
been possible in the world?
Once, in conversation, he told me that he also loved Bengali food. I protested, ‘But Shahid,
you’ve never even been to Calcutta ’.
‘No,’ he said. ‘But we had friends who used to bring us that food. When you ate it you could
see that there were so many things that you didn’t know about, everywhere in the country...’
What I say is: why can’t you be happy with the cuisines and the clothes and the music and all
these wonderful things?’ He paused and added softly, ‘At least here we have been able to
make a space where we can all come together because of the good things.’
Calcutta- Kolkata
Once when they were having a chit-chat, Shahid told the author about his fascination for
Bengali food. To the author's surprise, he had never been to Kolkata. Shahid explained that
he had friends that bought him amazing food which always left him wondering how vast this
country’s culture is. What he liked about it most is how we as a society have come together
despite our differences to live with each other in complete harmony, cooperation and peace.
Of the many ‘good things’ in which he took pleasure, none was more dear to him than the
music of Begum Akhtar. He had met the great ghazal singer when he was in his teens,
through a friend, and she had become an abiding presence and influence in his life. Shahid
had a fund of stories about her sharpness in repartee.
Abiding- a memory lasting a long time; enduring
Repartee- conversation or speech characterised by quick witty, comments or replies
Shahid was fascinated by a lot of things but the way he found extreme delight in the music of
Begum Akhtar, was like no other. He got the opportunity to meet the legendary ghazal singer
through a friend a few years ago and he continued to be influenced by her. He always had a
few stories about her presence of mind and witty replies.
Shahid was himself no mean practitioner of repartee. On one famous occasion, at Barcelona
airport, he was stopped by a security guard just as he was about to board a plane. The guard,
a woman, asked: ‘What do you do?’
‘I’m a poet,’ Shahid answered.
‘What were you doing in Spain?’
‘Writing poetry.’
No matter what the question, Shahid worked poetry into his answer. Finally, the exasperated
woman asked: ‘Are you carrying anything that could be dangerous to the other passengers?’
At this Shahid clapped a hand to his chest and cried: ‘Only my heart.’
Shahid, although quick with his witty replies, was never mean to anyone. He included his
poetry in whatever he had to say and to anyone. Once when he was undergoing a security
check at the Barcelona Airport, he was asked about his profession to which he replied that he
is a poet. The guard further asked him as to what he was doing in Spain to which he
immediately said, he was here to write poetry. Upon being asked by her if he were carrying
anything harmful for the passengers, he instantly replied,nothing much but his heart.
This was one of his great Wildean moments, and it was to occasion the poem ‘Barcelona
Airport’. He treasured these moments: ‘I long for people to give me an opportunity to answer
questions’, he told me once. On 7 May I had the good fortune to be with him when one such
opportunity presented itself. Shahid was teaching at Manhattan’s Baruch College in the
Spring semester of 2000 and this was to be his last class — indeed the last he was ever to
teach. The class was to be a short one for he had an appointment at the hospital immediately
afterwards. I had heard a great deal about the brilliance of Shahid’s teaching, but this was the
first and only time that I was to see him perform in a classroom. It was evident from the
moment we walked in that the students adored him: they had printed a magazine and
dedicated the issue to him.
Wildean- relating to or characteristic of Oscar Wilde or his works, especially in being witty
and epigrammatic
He considered the Airport incident to be one of his great ‘Wildean’ incidents where he
replied with just the cleverness of Oscar Wilde and it was now to be a part of his poem
“Barcelona Airport”. He loved such moments where people would ask him a question and he
could get an opportunity to answer them.
The author calls himself fortunate enough to have encountered such a moment on May 7
where Shahid was teaching at Manhattan’s Baruch College in the Spring semester of 2000.
His teaching style was much talked about and it was only during his last class that the author
got to witness it himself. The class was of a comparatively shorter duration because he had an
appointment at the hospital afterwards. The students loved him which was clear from the
moment he entered the room. They had even dedicated a magazine issue to him.
Shahid for his part was not in the least subdued by the sadness of the occasion. From
beginning to end, he was a sparkling diva, Akhtar incarnate, brimming with laughter and
nakhra. When an Indian student walked in late he greeted her with the cry; ‘Ah my little
subcontinental has arrived.’ Clasping his hands, he feigned a swoon. ‘It stirs such a tide of
patriotism in me to behold another South Asian.’
Subdued- quiet and rather reflective or depressed
Brimming- be full of a particular quality, feeling, etc
feigned - simulated or pretended; insincere
Swoon- be overcome with admiration, adoration or other strong emotion
Shahid was never seen being sad or consumed by his disease. He had always been a delight
for the eyes, someone who could always be seen laughing and smiling. Upon seeing an
Indian girl enter his class, he got super excited and clapped his hands exclaiming how good it
is to see someone from your own land. He remarked how patriotic he felt at the moment.
His time at Penn State he remembered with unmitigated pleasure: ‘I grew as a reader, I grew
as a poet, I grew as a lover.’ He fell in with a vibrant group of graduate students, many of
whom were Indian. This was, he often said, the happiest time of his life. Later Shahid moved
to Arizona to take a degree in creative writing. This in turn was followed by a series of jobs
in colleges and universities: Hamilton College, the University of Massachusetts at Amherst,
and finally, the University of Utah in Salt Lake City, where he was appointed professor in
1999. He was on leave from Utah, doing a brief stint at New York University, when he had
his first blackout in February 2000.
Unmitigated- absolute; unqualified
He loved his time at Penn State and he remembers each moment spent there. He felt that it
was a place that bought him immense growth in all the parameters; as a reader, a poet and a
lover. According to him, it was the happiest time of his life where he even met a group of
mostly Indian students. Then he went to Arizona to learn creative writing after which he
taught in various universities namely, Hamilton College, the University of Massachusetts at
Amherst, and the University of Utah in Salt Lake City, where he was appointed professor in
1999. He experienced his first temporary lapse of memory in 2000 when he was at the New
York University for a short duration.
After 1975, when he moved to Pennsylvania, Shahid lived mainly in America. His brother
was already there and they were later joined by their two sisters. But Shahid’s parents
continued to live in Srinagar and it was his custom to spend the summer months with them
there every year: ‘I always move in my heart between sad countries.’ Travelling between the
United States and India he was thus an intermittent but first-hand witness (sháhid) to the
mounting violence that seized the region from the late 1980s onwards: It was ’89, the stones
were not far, signs of change everywhere (Kashmir would soon be in literal flames)...
Sháhid- a Muslim Martyr
After moving to Pennsylvania, succeeding 1975, he lived mostly in America with his brother
and was soon joined by his two sisters. His parents were still living in Srinagar and it was a
tradition for him to spend his summers in Srinagar with his parents every year. He used to get
saddened by the growing violence in the state of Kashmir that was getting worse with each
passing day.
The steady deterioration of the political situation in Kashmir —the violence and counter-
violence —had a powerful effect on him. In time it became one of the central subjects of his
work: indeed, it could be said that it was in writing of Kashmir that he created his finest
work. The irony of this is that Shahid was not by inclination a political poet. I heard him say
once: ‘If you are from a difficult place and that’s all you have to write about then you should
stop writing. You have to respect your art, your form — that is just as important as what you
write about.’
The worsening of the political scenario in Kashmir moved him deeply and could be seen in
his works. Even his great works are on the subject of Kashmir although he was not a poet
who wrote only on political matters. According to him, one must broaden one’s perspective
and area of work and not stay limited to the trying place you come from. He felt the art is just
as important as its content.
Anguished as he was about Kashmir’s destiny, Shahid resolutely refused to embrace the role
of victim that could so easily have been his. Had he done so, he could no doubt have easily
become a fixture on talk shows and news programmes. But Shahid never had any doubt about
his calling: he was a poet, schooled in the fierce and unforgiving art of language. Although
respectful of religion, he remained a firm believer in the separation of politics and religious
practice.
Anguished- experiencing or expressing severe mental or physical pain or suffering
Fixture- set firmly in place
No matter how deeply affected he was by the state of Kashmir, he managed to be firm about
his opinion that politics and religion should be separate from each other. He respected his
religion but he refused to play a victim that could have got his interviews with news channels
and other talk shows as well. He stood firm for he had been trained in literature from one of
the most renowned institutes.
Shahid’s gaze was not political in the sense of being framed in terms of policy and solutions.
In the broadest sense, his vision tended always towards the inclusive and ecumenical , an
outlook that he credited to his upbringing. He spoke often of a time in his childhood when he
had been seized by the desire to create a small Hindu temple in his room in Srinagar. He was
initially hesitant to tell his parents, but when he did they responded with an enthusiasm equal
to his own. His mother bought him murtis and other accoutrements and for a while he was
assiduous in conducting pujas at this shrine. This was a favourite story. ‘Whenever people
talk to me about Muslim fanaticism,’ he said to me once, ‘ I tell them how my mother helped
me make a temple in my room.’
Ecumenical- involving or uniting members of different religions
Accoutrements- other things that were needed for the activity
Assiduous- taking great care that everything is done as well as it can be
Fanaticism- the quality of being fanatical; extremism
Shahid always believed in uniting human beings irrespective of their religion which is why
his vision is said to be not political because he did not like their solutions to the prevailing
problems. He thinks it is because of his upbringing because his family motivated him to let
him have a temple in their room in Srinagar. Although a muslim house, his mom helped him
with the idols of Hindu gods and goddesses while he enchanted hindi prayers. He very
happily told this to everyone who got extreme when it came to being a Muslim.
I once remarked to Shahid that he was the closest that Kashmir had to a national poet. He
shot back: ‘A national poet, maybe. But not a nationalist poet; please not that.’
Nationalist- a person who strongly identifies with their own nation and vigorously supports
its interests, especially to the exclusion or detriment of the interests of other nations.
Minaret- a slender tower, typically part of a mosque, with a balcony from which a muezzin
calls Muslims to prayer
The author once mentioned to Shahid that he was as close to being a poet renowned at the
national level to which Shahid immediately replied and corrected that he might be a
‘national’ poet that Kashmir has but not a ‘nationalist’ poet, someone who strongly identifies
with their own nation and vigorously supports its interests, especially to the exclusion or
detriment of the interests of other nations
In the title poem of The Country Without a Post Office, a poet returns to Kashmir to find the
keeper of a fallen minaret:
‘Nothing will remain, everything’s finished,’
I see his voice again: ‘This is a shrine
of words. You’ll find your letters to me. And mine to
you. Come son and tear open these vanished envelopes’...
This is an archive. I’ve found the remains
of his voice, that map of longings with no limit
4 involving or uniting members of different religions
5 other things that were needed for the activity
6 taking great care that everything is done as well as it can be
In this figuring of his homeland, he himself became one of the images that were spinning
around the dark point of stillness— both Sháhid and Shahid, witness and martyr — his
destiny inextricably linked with Kashmir’s, each prefigured by the other.
Figuring out about his homeland, having seen so much destruction and sadness , he was
almost at a point of stillness in his thoughts where various images were spinning in his mind.
He had given himself two roles: Shahid the witness of problematic Kashmir and Shahid the
martyr who would do anything for his beloved Kashmir. It was in his destiny that he was not
able to seperate the two emotions. And it was an indication that it meant something that he
was still trying to work on.
Inextricably- in a way that is impossible to separate
Prefigured- be an early indication or version of something
I will die, in autumn, in Kashmir,
and the shadowed routine of each vein
will almost be news, the blood censored,
for the Saffron Sun and the Times of Rain…
Shahid wrote how death would come to him in the state of Kashmir and in the season of
autumn. The routine working of his body or the pumping of blood in the veins would no
longer be there. It would come to him under the shining sun and while it’s raining.
Among my notes is a record of a telephone conversation on 5 May. The day before he had
gone to the hospital for an important test: a scan that was expected to reveal whether or not
the course of chemotherapy that he was then undergoing had had the desired effect. All other
alternative therapies and courses of treatment had been put off until this report
The author specifies the 5th day of May, when they had a telephonic conversation, the details
of which have been recorded in his notes. It was the day when Shahid went to the hospital for
a scan that would reveal whether his Chemotherapy sessions had been successful or not. Till
date, all previous treatments failed to have an effect. So, all alternate therapies and treatments
had been stopped.
The scan was scheduled for 2.30 in the afternoon. I called his number several times in the late
afternoon and early evening — there was no response. I called again the next morning and
this time he answered. There were no preambles. He said, ‘Listen Amitav, the news is not
good at all. Basically they are going to stop all my medicines now —the chemotherapy and
so on. They give me a year or less. They’d suspected that I was not responding well because
of the way I look. They will give me some radiation a little later. But they said there was not
much hope.’
Preambles- a preliminary or preparatory statement; an introduction
The author tried calling Shahid after his scan that was scheduled for 2.30 in the afternoon but
Shahid did not respond and it was only the next day when Shahid picked up the call. Upon
picking up the phone, without any formalities Shahid immediately told Amitav that none of it
has worked and he has very less time left now, maybe a year or even lesser. He added that the
doctors feared that he was not responding to the treatment because of his looks. Shahid said
this to create humour and did noit really mean it. The doctors had prescribed some radiation
but there are very few chances of it to be successful too.
Dazed, staring blankly at my desk, I said: ‘What will you do now Shahid?’ ‘I would like to
go back to Kashmir to die.’ His voice was quiet and untroubled. ‘Now I have to get my
passport, settle my will and all that. I don’t want to leave a mess for my siblings. But after
that I would like to go to Kashmir. It’s still such a feudal system there and there will be so
much support— and my father is there too. Anyway, I don’t want my siblings to have to
make the journey afterwards, like we had to with my mother.’
Feudal system- Under this system, a peasant or worker received a piece of land in return for
serving a lord or king
Unable to think or react properly, the author asks Shahid about his plans to which Shahid
replies that he wants to take his last breath in Kashmir close to his family. Although it is still
a mess there, he wished to get his passport and prepare his will to make it easier for his
siblings so that they don’t have to travel for this once he is gone.
Later, because of logistical and other reasons, he changed his mind about returning to
Kashmir: he was content to be laid to rest in Northampton, in the vicinity of Amherst, a town
sacred to the memory of his beloved Emily Dickinson. But I do not think it was an accident
that his mind turned to Kashmir in speaking of death. Already, in his poetic imagery, death,
Kashmir, and Sháhid/Shahid had become so closely overlaid as to be inseparable, like old
photographs that have melted together in the rain.
Though he had to cancel his plans for Kashmir because of lack of orchestration, he was fine
with being laid to rest in Northampton, in the vicinity of Amherst, a town sacred to the
memory of his beloved Emily Dickinson. The author somehow suspected that Shahid was
always inclined towards taking his last breath in Kashmir as he had been portraying in his
poetries. He had portrayed Shahid and Sháhid in an inseparable manner which the author
compared with photographs that had been distorted because of rain.
Yes, I remember it,
the day I’ll die, I broadcast the crimson,
so long ago of that sky, its spread air,
its rushing dyes, and a piece of earth
bleeding, apart from the shore, as we went
on the day I’ll die, post the guards, and he,
keeper of the world’s last saffron, rowed me
on an island the size of a grave. On
two yards he rowed me into the sunset,
past all pain. On everyone’s lips was news
of my death but only that beloved couplet,
broken, on his: ‘If there is a paradise on earth
It is this, it is this, it is this.’
The last time I saw Shahid was on 27 October, at his brother’s house in Amherst. He was
intermittently able to converse and there were moments when we talked just as we had in the
past. He was aware, as he had long been, of his approaching end and he had made his peace
with it. I saw no trace of anguish or conflict: surrounded by the love of his family and friends,
he was calm, contented, at peace. He had said to me once, ‘I love to think that I’ll meet my
mother in the afterlife, if there is an afterlife.’ I had the sense that as the end neared, this was
his supreme consolation. He died peacefully, in his sleep, at 2 a.m. on 8 December.
The author met him on October 27 for the last time in Amherst. It was his brother’s house.
He was talking at irregular intervals and at some point, the author felt they were talking as if
it were the old times. HE had finally made peace with his nearing end, thus he had this calm
look. He aspired to see his mother if the concept of afterlife was true. His death came to him
in his sleep at 2 am on the eighth day of december that year.
Now, in his absence, I am amazed that so brief a friendship has resulted in so vast a void.
Often, when I walk into my living room, I remember his presence there, particularly on the
night when he read us his farewell to the world: ‘I Dream I Am At the Ghat of the Only
World...’
The author ponders how weird it is that a bond of such short duration can have such a lasting
impact. His absence left a void in his heart. The author would miss him on entering his own
living room where he would generally be at night reciting his lines“I Dream I Am At the
Ghat of the Only World…”

1. What impressions of Shahid do you gather from the piece?
A. Shahid was a man full of life and spirit. An excellent poet, he wrote amazing pieces. He
was known for his hospitality and everyone loved going to his parties. He was very fond of
the company of others. He had the ability to change the dull and ordinary into bright and
remarkable. An excellent scholar as he was, he was no less good a teacher. He was also very
fond of cooking and appreciated authenticity and precision when it came to food. A few
instances imply that he was a man with a good sense of humour. He was sensitive towards
the political environment. He was deeply connected to his roots and thus, wanted to take his
last few breaths in Kashmir.
2. How do Shahid and the writer react to the knowledge that Shahid is
going to die?
A. The fact that Shahid’s malignant tumour was going to consume him, affected both of them
quite differently. Shahid was content and calm upon hearing it. The fact that his disease was
taking its toll on him did not keep him away from living life like it was a celebration. He was
full of life and was joyful. He wanted Amitav to write about him after he died whereas, on
the other hand, the author tried to delay the acknowledgement of the fact that his dear friend’s
end was near. Nor did he accept to write about him at first because of his lack of ability to
respond in such a situation. Shahid knew Amitav would try making all excuses to keep
himself away from writing after something tragic and thus, he put them all away while he
was alive.
3. Look up the dictionary for the meaning of the word ‘diaspora’. What
do you understand of the Indian diaspora from this piece?
A. Diaspora means the dispersion or spread of any people from their original homeland to
another country. The chapter, 'The Ghat of the Only World' describes many Indians living in
the United States, away from their motherland. Shahid lived in Manhattan and later shifted to
Brooklyn. His sister taught at the Pratt Institute in America. Amitav Ghosh lived a few blocks
away. Though the narrator and Shahid lived in the United States, they loved Indians and
Indian things like Rogan Josh, Begum Akhtar and Kishore Kumar. Shahid had a passionate
love for Kashmir, so he wanted to go back to Kashmir to die.
The Tale of Melon City

by Vikram Seth
About the Poet Vikram Seth
Poet Name Vikram Seth

Born 20 June 1952 (age 67 years), Kolkata
Education Corpus Christi College, St. Michael’s
High School
Nominations National Book Critics Circle Award for
Autobiography
Awards Padma Shri, Sahitya Akademi Award
Vikram Seth
The Tale of Melon City
Theme
‘The Tale of Melon City’ by Vikram Seth is a satire about a king, his ministers and the
kingdom. The king has been ironically called lawful. But in reality, he stretches justice too
far. Due to this quality of his character, one day he himself is hanged. The ministers also are a
group of fools who decide an odd way to choose the next king. An idiot announces that a
melon should be the king and people inhesitatingly crown a melon as their king. People also
do not bother who their king is as long as they enjoyed their freedom.
The Tale of Melon City About the Characters
The King: He has been mockingly portrayed as just and quiet. But in reality, he was not an
intelligent person, and did not have any decision taking ability. Because of his foolishness he
had to lose his life.
The Architect: He was a smart person who is able to frustrate the king. When his turn came to
be hanged, he pointed out. something which put the king in a tricky situation and made him
angry.
The Wisest Man: He is very old. He can neither walk properly nor see well. He is picked up
by the council of ministers to give a wise decision to the king. But unfortunately, the decision
given by him was not wise at all.
The Idiot: He is a man of low intelligence and does not art rationally. His advice is asked for
choosing the king. Without thinking, he says a melon should be made the king, as he was
very fond of melons.
Summary
The King Orders an Arch to be Built This story is about a city whose king was lawful’ and
gentle. He orders an arch (curved structure) to be built which would become a symbol of his
triumphs and accomplishments. The arch would be constructed on the main road and it would
inspire and motivate the people who would see it. As per the orders of the king, the arch was
built. The king rode down the main road to inspire others.
The King Loses his Crown and Gets Angry The arch was built too low and the king’s crown
fell down when it struck the arch. It was a disgrace for him. He ordered that the chief of
builders should be hanged for this mistake. The arrangements for the hanging were made.
The chief of builders was called.
The Blame Game Begins The chief of builders pleaded that it was not his mistake; it was
rather the workmen’s fault. So the king stopped the hanging of the chief builder. He ordered
that all the workmen must be hanged instead. The workmen claimed that the bricks used were
not of the right size. So the masons were called. They were trembling in fear. The masons in
turn blamed the architect for a wrong design.
The King Gets Stuck in a Tricky Situation The architect was called. The king ordered that
the architect must be hanged. The architect reminded the king that he himself had changed
the original plan of the arch when it was shown to him sometime back.
The king realized that the blame had shifted to him. It was a tricky situation. The king
withdrew for consulting some wise people. He asked for the wisest man in the country. The
wisest man was chosen on the criteria that he should be very old.
The person chosen could not walk or see properly and he was carried there by other people.
The wisest man said in a shaking voice that the culprit should be punished. He announced
that it was the arch which banged against the crown, so it should be hanged.
The Nation Wants a Hanging The arch was being taken for the hanging when one of the
councilors said that the arch actually touched the royal head with respect. The king agreed,
but the crowd was getting restless and wanted a hanging. Perceiving the situation, the king
ordered that someone must be hanged, guilty or not.
A loop of rope was set up quite high and each man was measured to its height. Only one was
tall enough to reach it and that was the king himself. So the king was hanged. The ministers
heaved a sigh of relief that someone was hanged or else the crowd might have turned against
them.
The Dilemma The ministers now faced the dilemma that the country had no king. They
followed their old custom and sent out messengers to proclaim that the next person who
would pass the city gate would choose the next king. After some time, an idiot passed the
gate and the guards stopped him.
When they asked him to name the king, the idiot said ‘a melon’. This was his standard
answer to all the questions as he was very fond of melons.
The Melon King After the answer given by that idiot, a melon was made the king of the city.
The ministers respectfully carried the melon to the throne and set it down on the king’s
throne.
This happened long ago. If you now ask the people why their king appears to be a melon,
they reply that it is a customary choice. It makes no difference to them if their king is a
melon. They are happy because the king doesn’t interfere in their lives. They live in peace
and harmony.
The Tale of Melon City Chapter Highlights
• Once there was a king of a city who pretend to be lawful and gentle.
• The king ordered construction of an arch over the main road in the city to motivate
the people.
• Soon the arch was built. When the king rode through it, his crown hit the top of the
arch and it fell from his head.
• As it was a disgrace for the king, he lost his temper instantly and ordered the chief of
builders to be hanged.
• The chief of builders cried out that he was not guilty and blamed the workmen.
• So, the workmen were brought to be hanged.
• The workmen cried out that it was not their fault. They blamed the masons who made
the bricks of the wrong size.
• The masons were brought, but they blamed the architect who had made the plans.
• The architect was smarter; he told the king that he was forgetting that he himself had
made some changes in the plans when they were shown to him.
• Everyone turned to the king. The king realized that he had brought this onto himself,
He said that in this tricky situation he needed some advice from the wisest man in the
country.
• People of the kingdom were equally foolish; so, they brought a very old man
presuming him to be the wisest man.
• The wise man was of the opinion that the king was not guilty, but the arch was guilty,
so the arch should be hanged.
• While the arch was being taken to be hanged, a Councilor remarked that the arch
touched the king’s crown respectfully, so it should not be hanged.
• The nation wanted a hanging. So the king asked for the loop of rope to be used for the
hanging to be set high and anyone whose head reached it would be hanged.
• One by one all the people were measured but nobody reached its height except the
king himself, as he was the tallest. So, as per the royal order, the king himself was hanged.
• Now a new crisis arose: who would be the king?
• The ministers decided that the next man who passed the City Gate would choose the
king and then they sent out messengers to tell everyone about this.
• An idiot, who was fond of melons, happened to pass the gate first. The guards asked
him about who should be the king to which his answer was, ‘A melon’.
• So a melon was nafned the king and was crowned in a proper ceremony. The people
were happy to have a melon as king as long as it left them in peace and at liberty.
Word Meanings
placid – even-tempered
notion – concept
proclaimed – announced officially
arch – gate structure with a circular top triumphally – delightfully
span – pass over thoroughfare – main road
edify – enlighten spectators – people standing
he lost his crown – his crown struck the arch and fell down
frown – expression of displeasure
gallows – structure on which criminals are hanged
proceedings – activities
placider – calmer
summon – call
quivering – trembling
architect – planner
do ordain – order
amendments – changes
saw red – became angry
lost his head – lost control over his emotions
counsel – advice
nay – no
quavering – shaky
culprit – offender
banged – hit
scaffold – a raised wooden platform used for hanging
mused – thought carefully
muttering – talking in low voices
consideration – thinking
noose – a loop of rope with a knot used for hanging criminals
standard – fixed
decree – order
unruly – uncontrollable
crown – ruler
pondered – thought over
dilemma – perplexing situation
heralds – messengers
enforced – implemented
with due ceremony – ceremonially
by and by – one after another
customary – natural
rejoice – feels great joy
liberty – freedom
laissez faire – the policy of leaving things to take their own course
Question 1: Narrate ‘The Tale of Melon City’ in your own

words.
Answer: ‘The Tale of Melon City’ runs like folk tale. The city is called Melon City
because its ruler is a melon. There is a curious tale around it. Once a fair and gentle king
ruled over a state. He got an arch built across the thoroughfare. As he passed under the low
arch it struck his head and he lost his crown. He thought it a disgrace and ordered the chief of
builders to be hanged. The chief lay the blame on the workmen. The workmen were
surprised. They said that the bricks were made of wrong size. So, the masons were thought
guilty. The masons shifted the blame on the architect. The architect put the blame at the
king’s door as he had amended his original plan. The king sought a wise man’s counsel. He
held the arch guilty and ordered it to be hanged. A councilor objected to it as it had touched
the king’s head. The people became restless. They wanted to see someone hanging. Only the
king’s head could fit. the noose. So he was hanged. It was now announced that the next man
who passed the City Gate would choose the king. An idiot came. He suggested ‘A melon’. So
melon was crowned the king. He was taken to the throne. He was called melon king.
Question 2: What impression would you form of a state where the king was just and
placid?
Answer: The State where the king was just and placid’ seems to be a backward region full
of ignorant fools and ruled by a whimsical king. The king considers himself to be the
custodian of people and gets an arch erected for their spiritual upliftment. The king’s word is
a command and unwritten law. The whole process of changing judgement on the appeals of
the victims appears as a mock-trial. The Ministers and Councilors seems to be selfish. They
advise the king to serve their own ends, though they appear to flatter the king and seem
dedicated to the state. The common people are uneducated and ignorant fools. They need
mental as well as spiritual upliftment. They are fun loving. In their quest for fun, they can
cross all limits. If deprived of fun, the unruly mob can rebel against the crown. They do not
bother whether the king is a man or a melon. They want their personal freedom, free business
and peaceful lives.
Question 3: How according to you, can peace and liberty be maintained in a state?
Answer: Various people advocate various means of maintaining peace and liberty in a state.
Some are in favour of dictatorship while others favour democracy. I think the best course
lies in good governance. Whatever is well-administered is most fruitful for the citizens as
well as the rulers. It ensures peace and liberty to the common man. A strong state, in itself, is
safe against any external threat. Dedicated rulers, enlightened citizens and proper law
enforcing agencies can establish peace and harmony in the state. Narrow considerations
based on region, religion, caste etc. should be discouraged because these are potent threat to
internal security as they fuel dissensions among the people. Free expression of opinions must
be allowed but respect for law and order be observed. People should be conscious of their
privileges and rights as well as duties and responsibilities. This is the only way to maintain
peace and liberty.
Question 4: Suggest a few instances in the poem which highlight humour and irony?
Answer: ‘The Tale of Melon City’ is full of instances of humour and irony. The just and
placid king got an arch built to ‘edify’ spectators. The king’s riding under low arch and
losing his crown also creates humour. The way the accused appeal to the king and shift the
blame on others is quite funny. The unstable behaviour of the king also creates humour. The
self-defence of the architect is a masterpiece. He holds the king himself responsible for the
disgrace as he had ‘made certain amendments’ to his original plan. The king’s anger and
inability to act calmly create humour. The criteria for selection of the wisest man is quite
ironic. It is assumed that wisdom comes with age. Being blind he does not know that an arch
cannot be hanged. Others have eyes, yet they follow his advice and take the arch to the
gallows. How ironic it is! The king wants to keep the crowd in good humour and orders that
someone be hanged. Only the king is tall enough to fit the noose. What an irony! The king is
hanged by his own order. The custom of naming the next king seems equally ridiculous. The
idiot who passes by the City Gate suggests “melon” to be the next king. People who think
only of their own interests do not bother whether the king is a man or a melon.
‘The Tale of Melon City’
is taken from “Mappings” which was first published in 1981.

· This poem deals in rhyming couplets of ‘AA’
· Some poetic devices in use –
a) Alliteration
- ‘an arch’
- ‘so since ‘
- ‘ his head’ etc.
b) Repetition –
- “ long live the king !”
- “ The chief of builders”
c) Inversion –
- “so old (and therefore wise) was he”
- “Truly, the arch it was that hanged”
d) Onomatopoeia –
- “ Muttering”
- “Quivering “
Birth
A.J. Cronin
Summary
It was nearly midnight when Andrew Manson, the young doctor reached Bryngower. He
found driller Joe Morgan waiting anxiously for him. Joe told Andrew that his wife, Susan,
wanted his help and that too before time. Andrew went into his house, took his bag and left
with Joe for number 12 Blaina Terrace.
Joe’s voice showed signs of strain as he told the doctor that he would not go in. He reposed
full faith in Andrew. A narrow stair led up to a small bedroom. He found two women beside
the patient. One was Mrs Morgan’s mother. She was a tall, grey-haired woman of nearly
seventy. The other was a stout, elderly midwife. The old woman offered to make a cup of tea
for the doctor. The experienced woman had realized that there must be a period of waiting.
Andrew drank tea in the kitchen downstairs. He knew he could not snatch even an hour’s
sleep if he went home. He also knew that the case would demand all his attention. Although
he was very worried and upset, he decided to remain there until everything was over. An hour
later he went upstairs again. He noted the progress made, came down once more and sat by
the kitchen fire. The old woman sat opposite him. His thought were filled with Christine, the
girl he loved. He stared broodingly, into the fire and remained like this for quite long. He was
startled when the old woman suddenly asked him not to give her daughter the chloroform.
She feared that it would harm the baby. The doctor replied that the anaesthetic would not do
any harm.
An hour passed. It was now dawn when the child was born, lifeless. As he gazed at the still
form, a shiver of horror passed over Andrew. His face, heated with his own exertions, chilled
suddenly. He was torn between his desire to attempt to make the child start breathing again,
and his obligation towards the mother. She was in a desperate state. The dilemma was quite
urgent. Instinctively, he gave the child to the nurse. He turned his attention to Susan Morgan.
She lay collapsed on her side, almost pulseless and not let out of the effect of medicine to
make her unconscious. Her strength was ebbing. He smashed a glass ampoule and injected
the medicine. Then he worked severely to restore the soft and weak woman. After a few
minutes of quick efforts, her heart strengthened. He saw that he might safely leave her.
Then he asked the midwife about the child. She made a frightened gesture. She had placed it
beneath the bed. Andrew knelt down and pulled out the child. It was a perfectly formed boy.
Its limp, warm body was white and soft as tallow. The head lolled on the thin neck. The limbs
seemed boneless. The cord, hastily slashed, lay like a broken stem. The whiteness meant only
one thing-unconsciousness caused by lack of oxygen.
His mind raced back to a case he had once seen in the Samaritan. He remembered the
treatment that had been used. He instantly asked the nurse to get him hot water and cold
water and basins. Then he snatched a blanket. He laid the child on it and began the special
method of respiration. As soon as the basins arrived, he poured cold water into one basin and
hot in the other. Then he hurried the child between the two. Fifteen minutes passed. Sweat
ran into Andrew’s eyes. His breath came pantingly, but no breath came from the lax body of
the child.
A desperate sense of defeat pressed on him. It was a quickly spreading hopelessness. The
midwife and the old woman were watching him. He remembered the old woman’s longing
for a grandchild which had been as great as her daughter’s longing for this child. All this
seemed broken and useless now. The midwife remarked that it was a stillborn child. Andrew
did not pay any attention to her.
He had laboured in vain for half an hour. He still persisted in one last effort. He rubbed the
child with a rough towel. He went on crushing and releasing the little chest with both his
hands. He was trying to get breath into that limp body. At last, the small chest gave a short,
convulsive heave. Then another and another. Andrew redoubled his efforts. The child was
gasping now. A bubble of mucus came from one tiny nostril. The limbs were no longer
boneless. The pale skin slowly turned pink. Then came the child’s cry.
Andrew handed the child to the nurse. He felt weak and dazed. The room lay in a shuddering
litter. He wrung out his sleeve and pulled on his jacket. He went downstairs through the
kitchen into the scullery. His lips were dry. He took a long drink of water. Then he reached
for his hat and coat. It was now five o’clock. He met Joe and told him that both were all right.
Andrew kept thinking that he had done something real at last.
Question 1: “I have done something; oh, God! I’ve done something real at last.” Why
does Andrew say this? What does it mean?
Answer: The young doctor Andrew Manson had done a commendable work. His
exclamation is justified. He had not only helped the middle-aged lady in the safe delivery of a
male child but also restored them to perfect health. Susan Morgan’s strength was ebbing after
the delivery. She was almost pulse less. Andrew gave her an injection and worked severely to
strengthen her heart. The major achievement of Andrew was to resuscitate the stillborn child.
First, he laid the child of a blanket and began the special method of respiration. Then he tried
the hot and cold-water treatment dipping the baby alternately. He labored in vain for half an
hour. He then made another last effort. He rubbed the child with a rough towel. He went on
pressing and releasing the baby’s little chest with both his hands. At last the baby responded.
His chest heaved. Andrew redoubled his efforts. The child was gasping now. A bubble of
mucus came from his tiny nostril. The pale skin turned pink. His limbs became hard. Then
came the child’s cry. Andrew called upon God as witness of his act which was no less than a
miracle. It was not mere theoretical talk but a practical achievement—something real and
solid.
Question 2: ‘There lies a great difference between textbook medicine and the world of a
practising physician.’ Discuss.
Answer: Normally, the medicines prescribed in the textbooks are used by the practising
physicians. However, in extreme cases of emergency, the physician’s experience,
resourcefulness and practical approach become far more important than the theoretical
knowledge. For example, a victim of bum-injury, snakebite or suffocation through drowning
needs immediate help. The nearest available doctor may not have all the facilities needed for
the case. In such a situation first-aid is a must to save the patient’s life before rushing him to
the hospital for proper care. With limited resources at his command, the practising physician
exercises all his practical experience to control the damage to the minimum and check the
victim’s state from further deterioration. A stitch in time does save nine in such cases. The
practical help comes as a boon.
Question 3: Do you know of any incident when someone has been brought back to life
from the brink of death through medical help? Discuss medical procedures such as
organ transplant and organ regeneration that are used to save human life.
Answer: Yes, I have seen and heard of incidents where people have been brought back to
life from the brink of death through medical help. Surgical operations, lifesaving drugs and
organ transplant play a leading role in modem medical science. Leading hospitals in
advanced countries have facilities for medical procedures such as organ transplant and organ
regeneration. Blood bank and eye bank are quite common. Nowadays people willingly donate
various organs of their body to the hospitals after their death. The techniques of organ
regeneration help to preserve them for certain period and use them for transplanting the
defective organ of another patient. Nowadays eye, heart, kidney and liver are being
transplanted. The time is not far off when artificial human organs will be made in laboratories
from non-human sources.

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NOTES BY SONAL SIR. (S.A.

Lesson and Explanation

Honing our seafaring skills – improving the skills required to travel by

Tousled head – disarranged hair of the narrator’s son, Jonathan

Questions and Answers

1. List the steps taken by the captain

2. Describe the mental condition of the voyagers on 4 and 5 January.

Ans: On January 4, the voyagers felt relieved as they were continuously

3. Describe the shifts in the narration of the events as indicated in the

Talking about the Text

3. What lessons do we learn from such hazardous experiences when we

4. Why do you think people undertake such adventurous expeditions in

Ans: The willingness to accept challenges drives people to take such

3. ‘Catamaran’ is a kind of a boat. Do you know which Indian language

Working with Words

knot stern boom hatch anchor

airship flagship Lightship

Take on sth: to begin to have a particular quality or appearance; to assume

Take sb on: to employ sb; to engage sb

Discovering Tut: the Saga Continues

Lesson and Explanation

Question and Answers

1. Give reasons for the following.

(ii) Howard Carter’s investigation was resented.

(iv) Tut’s body was buried along with gilded treasures.

i.· He smashed and closed Amun’s images.

(ii) What were the results of the CT scan?

Talking about the Text

2. Advanced technology gives us conclusive evidence of past events.

3. Traditions, rituals and funerary practices must be respected.

Thinking about Language

3. Do you think it is important to preserve languages?

Working with Words

CT MRI Tomography Autopsy Dialysis ECG Post Angiography Biopsy

CT scan - It is a three-dimensional scan of a body with the help of hundreds of X-Ray in

Poem 2 – The Laburnum Top

Poem and Explanation

The Laburnum top is silent, quite still

Laburnum – a short tree with hanging branches, yellow flowers, and

Till the goldfinch comes, with a twitching chirrup

Goldfinch – a small singing birds with yellow feathers on its wings

It is the engine of her family.

Flirts out – lead on to

Then with eerie delicate whistle-chirrup whisperings

Eerie – weird and strange

2. Simile – comparison between two things using like or as.

3. Personification – the attribution of personal nature characteristics to

The whole tree trembles and thrills.

4. Transferred Epithet – the figure of speech where the adverb is

her barred face identity mask

Question and Answers

1. What laburnum is called in your language?

2. Which local bird is like the goldfinch?

3. Why is the image of the engine evoked by the poet?

4. What do you like most about the poem?

1. the sound words

i.Twitching, chirrup, chitterings, trillings, whispering