FIRST B.A/B.Sc/B.V.

A:2021-22
POETRY SECTION
POEM: 1
WHEN IN DISGRACE
William Shakespeare (1564-1616)
‘When in Disgrace’ is a sonnet written by William Shakespeare. A sonnet is a poem of
fourteen lines. Friendship is its main theme the sonnet number 29 ‘When in Disgrace’.. This
sonnet is extremely revealing, psychologically and autobiographically. Shakespeare feels terribly
lonely when he is alone in the beginning. But at the end that mere thought of his friend brings him
consolation.
The first two quatrains of the sonnet portray the distressing situation of the poet.
Shakespeare was probably neither rich nor well known as a poet at the time he wrote this sonnet.
We learn more from this sonnet about Shakespeare’s resentment at the circumstances of his life:
these years 1592 and 1593 were the period of extreme discouragement. The theatres were closed
down owing to the outbreak of plague. Acting was looked upon as a disrespectable profession.
With closing of the theatres it was difficult for Shakespeare to earn his livelihood. Moreover, in
the year 1592 there came, in addition to the disgrace of fortune, the disgrace in ‘men’s eyes’ of
Robert Green, a university wit. Robert Green, who was contemptuous of the court poets, attacked
Shakespeare in print. This deathbed attack on him in print made Shakespeare much upset. Lyly
had come down to Oxford to a place already preserved for him. Christopher Marlow’s
‘Tamburlaine’ enjoyed a spectacular success on the London stage by the time he was 23. Hence
he curses his fate and holds himself responsible for the outcast state. That is why Shakespeare in
the opening itself says:
‘When, in disgrace with fortune and men’s eyes,
I all alone beweep my outcast state,
…………………………………………………,
And look upon myself, and curse my fate:
While the poet is sad and dispirited, he remembers his noble friend the fortunate
young Earl. He forgets his misery and feels encouraged. He is happy like a skylark, which sings
melodiously at the break of the day. When the people are still asleep, the skylark has already left
its nest to greet the sunrise singing hymns. It is in a state of absolute joy and merriment. In the
couplet he says:
For thy sweet love remembered such wealth brings
That then I scorn to change my state with kings.
It shows poet’s love and affection for a friend who caused such a qualitative change in his life.
Like the skylark the poet will disregard his distress and sing at the gate of heavens. The poet will
not exchange the state of joy with the crown of the king.
Friendship is a source of strength, a special ‘gift of heaven’ to be preserved at any cost.
The very thought of the friend brings him abundant joy because his friend is of noble rank. He was
a great patron of art and poetry, and had been a staunch supporter and the patron of Shakespeare.

ONE MARK QUESTIONS

Answer the following questions in a word, phrase of a sentence each:
1. What is sonnet?
A poem of fourteen lines
2. Who is sonnet 29 addressed to?
His friend and patron Mr. W.H., the Earl of Southampton.
3. Why does the speaker ‘beweep’ his outcast state?
Because of his forlorn condition
4. Who does the speaker trouble, with his ‘bottomless cries’?
Heaven or god
5. What does the expression ‘bottomless cry’ mean?
Futile complaints
6. Who does the speaker think of when he despises himself?
His friend Mr. W.H. the Earl of Southampton
7. Which bird does the speaker compare his mood to?
Skylark
 POEM: 2

PULLEY

George Herbert (1593-1633)

Pulley written by George Herbert is a religious metaphysical poem. In this poem the poet
makes an attempt to find out the true cause for man’s restlessness in this world.
When God made man at first, there was a glass of blessings standing by. He decides to
bestow on man all His blessings which the glass contains. The blessings, which the glass contains,
are not to be found anywhere in this universe at any one particular place. They are scattered in
different parts of the world. So God decides to bestow all these blessings on one single creature,
man, so that they can be availed by him in the course of his brief life on the earth.
First strength came out of the glass. Then came beauty, wisdom, honour, and pleasure.
When all the blessings had come out of the glass, God made a pause. God saw that only one
blessing remained in the glass, and it was rest. Then god decided to withhold that blessing from
man.
God said to Himself that if He were to give this precious gift ‘rest’ to man, he would
become proud possessor of all the blessings, give importance only to the gifts feel satisfied with
what he possesses, and forget the creator and giver of all these blessings. If that happens, both he
and God would be losers. Man would fail to think of God and God would be deprived of his
worship.
Therefore God said that let man keep all the other blessings except ‘rest’ i.e., peace of
mind. Without this blessing, man, in the midst of all his pleasures, would experience restlessness
and fatigue. He would always feel discontented and sad in the midst of worldly richness. If, then,
man would fail to think of God out of the goodness of his heart or natural feeling of piety, he would
feel compelled by his restlessness to think of God. In such a state, the feeling of weariness and
restlessness will act as a pulley to hoist him up to God. Thus God’s withholding the blessing of
rest from man would be good both for God and man.

ONE MARK QUESTIONS

 Answer the following questions in a word, phrase of a sentence each
1. Who made or created man?
God
2. What did God have beside him when he created man?
A glass of blessings
3. Which blessing did God give first?
Strength
4. What remained at the bottom of the glass?
Rest
5. What was the jewel that God did not bestow on man?
Rest
6. What were the blessings that God gave man?
Strength, beauty, wisdom, honour and pleasure.
7. Why didn’t God bestow on man the jewel, ‘rest’?
Because he would forget God, and adore only His gifts
8. What will act as a pulley to hoist man up to God?
Restlessness

POEM: 3

ODE ON SOLITUDE (THE QUIET LIFE)

Alexander Pope (1688-1744)

Ode on Solitude (The Quiet Life) a poem by Alexander Pope, was written when he was
twelve years old. In this poem, the poet asserts his desire to live a good, simple life and go out of
this world unnoticed. It is also a man’s preference for solitude, hard work and happiness over
company and luxury. Themes of solitude, hard work and happiness pervade the entire poem. In
this poem, the poet also indicates what constitutes a happy life.
Happy is the man whose wish is confined to inheriting a few acres of land form his
ancestors and hopes that his responsibilities would be in maintenance of such a property alone.
The poet feels that, that man is happy who is not affected by ambition or greed to own extensive
possessions. Here the poet stresses the importance of the modesty of wishes and simplicity which
are the features of a happy life. His modest wants are satisfied in a few acres of land that he
possesses in the countryside given by his ancestors. The herds of cattle that graze on his land will
provide him milk, the field, where he grows food-crops gives him bead, and the flocks of sheep
supply him with clothing. In summer, when he needs shade, he can sit under the shady trees on his
land. In winter when he has to keep himself warm, the same trees would give him wood for fire.
Living such a happy life, he is not troubled as the hours, days and years of his life pass
smoothly away unnoticed, enjoying all the time, of health of body and peace of mind.
Peace of mind during the day and sound sleep at night are a blessing for a happy man. He
does not forget the needs of the mind and the soul. He finds happiness in combining a life of study
and life of comfort, in mingling delightful pastimes and innocence that provides the greatest
happiness with meditation.
The poet wishes to live an obscure life unknown to others. He hopes to die quietly with
none to weep for him, and to be buried with no tombstone marking his grave. It means that the
poet desires to live a life of seclusion, centered purely on his own needs.

ONE MARK QUESTIONS

Answer the following questions in a word, phrase of a sentence each
1. What do the trees yield in summer?
Shade
2. What do the trees provide in winter?
Wood for fire
3. What do the herds of cattle that graze on his land will provide?
Milk
4. Where does he grow food-crops?
In the field
5. What is ‘parental acres’?
The land inherited from his forefathers.
6. Who would supply him clothing?
The flock of sheep
7. Which animal is referred in the line, ‘Whose flocks supply him with attire’?
Sheep
8. The synonymous for the word ‘attire’ is ______.
Dress
 9. What are the blessings for a happy man?
Peace of mind during the day and sound sleep at night

POEM: 4

THE FIDELITY

William Wordsworth (1770-1850)

William Wordsworth wrote Fidelity in 1805 after ascending the Helvellyn with Walter
Scott and Humphrey Davy. In this poem Wordsworth tells the story of sublime love and fidelity
of a dog to its master and reflects fidelity of the dog.
In a mountainous region a shepherd while grazing his sheep, hears a cry. He does not know
whether the cry is of a dog or fox. The shepherded stops and searches among the scattered rocks
to find out where the cry is coming from. At a distance, he notices a ‘stirring in a brake of fern’.
He goes near and he is surprised to see a dog glancing through that green fern bush.
The shepherd is surprised because the dog is a stranger to that place. The shyness in its
behaviour shows that ‘the dog is not of mountain breed’. Its cry is also unused. Nobody is seen
around either in hollow or on height. Neither shouts nor whistle strikes his ears.
The place is ‘a cove, a huge recess’. It is still enveloped with the snow one could see a
cliff and a small mountain lake near the Helvellyn. It is far away from ‘public road or dwelling
pathway or cultivated land’. Nobody could trace a human foot or hand.
The only movement seen is the movements of a leaping fish in the lake and the only sound
heard is the crowing of ravens. The cloudy mist driven by wind covers everything like a shroud.
The shepherd stands for a while and thinks if the barking sound portends evil. Then he makes his
way through the rocks and stones following day. At a distance away he sees a human Skelton. He
is shocked and frightened and looks around with a sigh to find out the reason for the presence of
the dog and the human skeleton.
The shepherded thinks that the man must have been fallen down the steep cliff in fear. He
recalls that this man was the traveler who had passed that way along with this dog three months
back. Since the day the traveler died, the dog had kept watch over that place and his master. He
fails to understand how the dog could have lived on for these three months in this desolate place
hovering near the skeleton, repeating the same cry. The poet concludes that only the divine power
that gave the dog such love and power of endurance beyond human estimate.
 ONE MARK QUESTIONS
Answer the following questions in a word, phrase of a sentence each
1. ‘Fidelity’ brings out the devotion and royalty of a ______.
Dog
2. Who is the speaker of the poem ‘Fidelity’?
The poet
3. What does the shepherded hear?
A cry as if a dog or fox
4. Where does the shepherd see the dog?
In a brake of fern.
5. Name the mountain mentioned in the poem, ‘Fidelity’.
Helvellyn
6. What does the appalled shepherd discover on the ground?
A human skeleton
7. What is the name of the Traveler who is referred in ‘Fidelity’?
Charles Gough
8. How long had the dog been with his dead master?
For three months

POEM: 5

THE MAN HE KILLED

Thomas Hardy (1861 - 1941)

The Man He Killed written by Thomas Hardy is a dramatic monologue in a voice of a returned
soldier. The speaker talks about the time the soldier shot and killed a man during a war. Hardy
wrote this poem in 1902, the year the Second Boer War ended. The poem is an anti-war poem. It
brings out the futility of the war because in the poem, the soldier shoots down another soldier with
whom he had no enmity.
The speaker, a soldier, reflects upon a time where he killed another soldier in a war. After
killing the man in the battlefield, the speaker thinks about the life of the man he killed. He realises
that if he had met him in an old ancient inn instead of on the battlefield, he could have a drink with
him. Though he knows that he did his duty as a soldier, he seems to express regret for his actions
thereby highlighting the senseless and unfair nature of war.
Then he describes where and how the soldier killed that man. Though the two men were not
enemies, they were pitted against each other in the battlefront. They did what they were told to do.
They were ‘tanged as infantry’ staring face to face almost like two guns pointed at each other. The
soldier shot at the man as he at him but he succeeded in killing him in his place.
Now the speaker tells why the soldier killed him because he was his enemy. Struggling to find
a good reason for shooting the man, the speaker says it was ‘just so’. It is what just happens in a
war.
The soldier imagines probable reasons the other soldier had for joining the army. The poet says
that he had enrolled himself in the army for no particular reason. Similarly, he feels that the man
did not have specific reasons. He could have joined the army because he might have been out of
work or wanted some work; may be desperately wanted money or had sold his belongings and
traps - his tools of trade or belongings.
The poet calls the war strange and curious because it changes you as a person. The same fellow,
whom you could have otherwise befriended and offered a drink, becomes your enemy on the
battlefield and he had to be shot down. If the speaker had met the man he killed in any bar, he
would have offered him a drink or happily would have helped him by offering half-a-crown.

ONE MARK QUESTIONS

Answer the following questions in a word, phrase of a sentence each
1. Who is ‘he’ in the poem, ‘The Man He Killed’?
Soldier
2. Where would the enemy soldier and the speaker and have met to have a drink.
In an ancient inn
3. Why was the soldier shot dead?
Because he was his enemy
4. Why did the soldier and the speaker enlist in the army?
Because they were out of work
5. What does the line, “We should have sat us down to wet” mean?
They would have drunk together.

POEM: 6
 FREEDOM

RABINDRANATH TAGORE (1840 - 1928)

Freedom is a patriotic poem by Rabindranath Tagore. He was a Bengali poet who won the
Nobel Prize for Literature in 1913 for his collection of lyrics Gitanjali. The poem is concerned
with India’s freedom struggle. Tagore believes that independence can be accomplished through an
intellectual awakening. In this poem the poet expresses his wishes and visions for his motherland,
India. Tagore’s patriotism permeates throughout this poem.
The first wish he has for India is the wish of freedom from fear. He believes the fear of his
countrymen is responsible for her plight of slavery. Freedom is where the mind is without fear.
The second wish he has for India is the freedom from the burden of senseless, illogical and
orthodox believers and traditions which do not let India see the future.
The third wish for India is to break free of her fear of taking risks; he wants her motherland
to dare to walk on the adventurous path; he also wants her not trust so much in the uncertain
destiny; nor allow the control of her forward movement in the hands of narrow minded and
heartless people.
His last wish for her motherland is the freedom from humiliation of living as slave in the
hands of foreign invaders. He wants her to live like a puppet whose each and every movement is
governed by the master of the show. He wishes for her motherland to live freely, taking her own
decisions and creating her own future.
ONE MARK QUESTIONS
Answer the following questions in a word, phrase of a sentence each
1. For whom does Tagore claim freedom?
India
2. What does the speaker want India to be free from in the opening lines of ‘Freedom’?
Free from fear.
3. Which word is repeated throughout the poem ‘Freedom’?
The word freedom
4. What is the synonym for the word ‘shackles’?
Fetters
5. What is the synonym for the word ‘slumber’?
Sleep
6. List the nature of freedom Tagore wishes in for India.
 Freedom from fear, freedom from burden of ages, freedom from shackles of fear, freedom
from the anarchy of destiny and freedom from the insult of dwelling in a puppet’s world.

POEM: 7

REFUGEE BLUES

W.H. Auden (1907 - 1973)

Refugee Blues, written by W.H. Auden in 1939, revolves around a refugee couple. A Jewish
man and his wife, the innocent victims of war who were to flee Germany, desperately struggle to
survive and get freedom in some other country. The poem explores to what extent the refugee
couple experiences the emotions of despair and fear caused by Holocaust in Hitler’s Germany.
Blues is a slow and sad song sung by African slaves to express their sadness from the
constant struggle they had to endure each day when they were slaves. Auden’s Refugee Blues
follows many patterns of Blue music which relates to the refugees who live in fear and despair
every day.
The Jewish couple has become homeless on account of war and extreme racial
discrimination. In the first stanza, the poet contrasts between the lives of the rich and the poor by
describing where they live in. The rich live in mansions where as the poor live in hollow place.
But the Jewish couple don’t even have a poor man’s hollow.
Once they had a country. That’s existence can be seen in the atlas. But they can’t go there
because they have become refugees. The Jews are not only homeless in Germany but also in the
other parts of Europe.
In the coming stanzas, the poet describes how the lives of Jews have become inferior to old
yews. Even the old yews, grown up in the churchyard, blossom anew naturally. But the old
passports of the Jewish couple could not be renewed. A passport is a symbol of legal identity in
Germany. Possessing a pass port means possessing a right to live. Without passport they are
officially dead in the eyes of law. The Jewish couple has no passport, no identity and no home. So
they are trapped in Germany with nowhere to go.
Even the people, who sheltered the Jews in the beginning, politely tell them to return next
year. But now, at present, they have no home to live in. In the public meeting, one of the speakers
gets up and says:
“If we let them in, they will steal our daily bread”.
 Hitler, who blames the Jews for Germany’s defeat in the First World War, speaks like a
thunder in the sky. His voice is heard all over Europe. He thunders that the Jews must die.
The life of the Jews has become inferior to that of dogs, cats, fish and birds. The dogs and
cats can freely get in the houses but not the Jews. The fish in the harbour swim freely where as the
Jews cannot have such a freedom. Birds in the trees are free to sing at their ease because they have
no politicians. The poet calls these politicians inhuman because they did nothing to help the Jewish
community, and they stood and watched as they were slowly slaughtered by Hitler’s personal
army. Though they had power, they did nothing to stop the onslaught.
The Jewish man sees in his dream a building with a thousand windows and a thousand
doors. But none of them belonges to his race or his religion. It is how he expresses his feeling of
exclusion. He yearns for freedom and he does not want to be excluded because he as a Jew has
done no wrong. Since the Jews were excluded from the society, they had no place to go. The ‘great
plain in the falling snow’ symbolises absolutely no protection against the cold weather and the ten
thousand soldiers are looking for them.
This poem greatly emphasises the direness of Holocaust, the emotions of despair of the
Jewish people during the Second World War.

ONE MARK QUESTIONS

Answer the following questions in a word, phrase of a sentence each
1. Who is the speaker in the poem, ‘Refugee Blues?
A Jewish refugee
2. How many people were trapped in bitter cold in ‘Refugee Blues?
Ten million people
3. Who is a refugee?
A person who has been forced to leave his or her country in order to escape war, persecution
or natural disaster
4. Who were the refugees in ‘Refugee Blues?
German Jews
5. Who persecuted the Jews?
Hitler
6. What does the speaker in ‘Refugee Blues see in his dream?
A building with a thousand floors, a thousand windows and a thousand doors.
 7. How many soldiers did the speaker see in his dream walking to and fro in ‘Refugee Blues?
Ten thousand soldiers

PROSE SECTION
PROSE: 1
WITH THE PHOTOGRAPHER
Stephen Leacock (1869-1944)
With the Photographer, written by Stephen Leacock, is a humorous description of a
peculiar experience of being photographed. In this lesson the author describes the manner in which
the photos were taken in the early 50’s of 20th century.
The author goes to the studio and asks the photographer for his photograph to be taken. The
photographer, who is a drooping man in a grey suit and with the dim eye of a natural scientist,
looks at the authors without enthusiasm. The photographer tells the author to sit down and goes to
the inner room. The author waits for him patiently. In order to kill time, he reads the Ladies
companion for 1912, the Girl’s Magazine for 1902 and the Infants Journal for 1888. After an hour
the photographer comes out of the inner room and tells the author to sit down and goes behind the
machine-type camera.
After a while, the photographer tells the author that his face is quite wrong. With
annoyance, the author tells the photographer that his face is the one he has been born with and has
learnt to love it. Still, the photographer complains that the author’s head, ear and eyes are not in
the ideal shape. Then he gives a series of instructions. He tells him to open the mouth to close it,
to droop the ears, to roll the eyes, to put hands on the knees, to turn to face a little upwards, to
expand the lungs to hump the neck and contract the face. The author gets irritated and he is about
to rise from the seat, the photographer clicks his camera. When the author asks to see it, the
photographer tells him to come on next Saturday.
The author goes to the studio on the following Saturday. The photographer shows him the
photos with a touch of pride. The author is unable to recongnised his face. “Is it me?” asks the
author. “Yes, it is you” replies the photographer. He says proudly that all the features have been
adjusted to look better.
Actually the author wanted the photo to look like him. So that his friends could keep it after
his death in order to reconcile them to his loss. What he wanted is not done. So with anger and
irritation, the author tells the photographer to keep the photo with him and do whatever he likes to
do with it. He angrily rejects the photographer calling it a bubble. Finally, he breaks into tears and
leaves the studio.

ONE MARK QUESTIONS

Answer the following questions in a word, phrase of a sentence each
1. How long was the narrator made to wait at the photo studio?
One hour
2. What did the narrator do while waiting for the photographer?
He read the Ladies companion for 1912, the Girl’s Magazine for 1902 and the Infants
Journal for 1888.
3. When was the narrator asked to come back to collect a proof of his photograph?
On next Sunday
4. Why did the narrator angrily reject the photograph?
Because his face was unrecognizable in the photograph
5. The narrator angrily rejected the photographer calling it a __________
Bubble

PROSE: 2
WHAT IS SCIENCE?
George Orwell (1903-1950)
Science is generally associated with two meanings: (1) Generally it means exact sciences
like Physics, Chemistry, Botany, etc. (2) It is a method of thinking to get verifiable results from
observed facts. Any scientist or well-educated persons or people in general normally mean science
to be study of exact science. Therefore they assume that the scientists are more reliable and
intelligent than lawyers, men of letters, historians and others who have not received scientific
education. Orwell refuses to accept this view.
Orwell refuses to accept the fact that scientists are likely to approach the non-scientific
problems in a more objective way than those who have not received scientific education. For
example, the concept of German nationalism propagated by Hitler. Nearly all German scientists
supported Hitler’s war-mongering nationalism, helped him in building Germany’s war machine
and even accepted without questioning Hitler’s view that Germans were superior to other races.
Only a few scientists, who refused to accept Hitler’s view, were persecuted by the German
government or fled the country. But their number is smaller compared to the number of writers
and journalists.
Even a number of English scientists of England accepted uncritically the English political
and social system based of capitalism. Since they agreed with the government policy, a number of
them received awards and titles from the establishment than the artists. The few scientists who
were critical of the English political and social system were communists. The scientists, who are
honest and scrupulous in their search for truth and work feverishly day and night to discover atom
bomb, do not show the same honesty and objectivity in politics. That is why Orwell objects this
kind of scientific education and opines that mere study of exact scientists does not make a scientist
objective, critical, human and superior to others.
At present scientific education means merely the study of exact sciences, the accumulation
of more and more facts. This is done at the expense of literature, history and other subjects. The
scientists, due to professional jealously, refuse to accept call a lawyer, or a historian, or a writer of
literature a scientist if he or she adopts a rational, critical, objective, and human and scientific way
of looking at the problems of life like scientists.
Charles Kingsley dismissed science as “making nasty smell in a laboratory.” In the same
way, a young industrial chemist told the author that he ‘could not see what was the use of poetry’.
When Orwell reads about the physicists who refused to do research on atomic bombs in an
American magazine says that such were men with some cultural background, having acquaintance
with history, or literature or the arts.
ONE MARK QUESTIONS
Answer the following questions in a word, phrase of a sentence each
1. Who wrote an interesting letter published in Tribune which Orwell read?
Mr. J. Stewart Cook
2. What did Mr. J. Stewart Cook suggest in Tribune?
Scientific education is the best way to avoid the danger of ‘scientific hierarchy’
3. What does adult education tend to neglect?
4. Scientific studies in favour of literary, economic and social subjects
5. Adult education tends to neglect scientific studies in favour of literary, economic and social
subjects.
6. Who did the German scientific community as a whole make no resistance to?
Hitler
 7. A number of German scientists swallowed the monstrosity of ___________.
Racial science
8. How did Charles Kinsley describe science?
Making nasty smell in the laboratory
9. Who described science as ‘making nasty smell in the laboratory’?
Charles Kinsley

PROSPECTS OF DEMOCRACY IN INDIA

Dr. B.R. Ambedkar (1891-1956)
Prospects of Democracy in India is an essay written by Dr. B.R. Ambedkar, the architect of Indian
Constitution. In this essay he discusses the hurdles for the success of democracy in India.
Dr. Ambedkar says that Parliamentary form government does not itself ensure democracy.
He describes democracy as a mode of associated living. He says the root of democracy lies in the
social relationship among the people who form the society. He expresses doubts about India’s
democratic system due to the existence of the caste system. Dr. Ambedkar says that Indian society
does not consist of individuals. It consists of innumerable collection of castes. They are exclusive
in their life and have no common experience to share and have no bond of sympathy. An Indian
cannot eat and marry with an Indian, and touch an Indian because he or she does not belong to his
or her caste. So the caste system has divided Indian people into hostile groups and everything is
organised on the basis of caste system.
There are various features or characteristics of caste system. The first characteristic of
caste system is ‘Graded Inequality’. In ‘Graded Inequality’ each caste is unique. Castes are not
equal in their status. They are standing one above another. They are jealous of one another. It is an
ascending scale of hatred and descending scale of contempt. It destroys willing and helpful co-
operation.
The second characteristic of caste system is complete isolation which accompanies
inequality. The stimulus and response between two castes is only one-sided. The higher caste act
in one recongnised way and the lower caste must respond in one established way. When there is
no equitable opportunity to receive the stimulus from and to return the response from different
castes, the result is the separation of society into a privileged and a subject class.
The third characteristic of caste system is caste-bound occupations. This caste-bound
occupation system may help to have stably organised society, but indefinite plurality of capacities
and activities of an individual needs a democratic society to open a way to use all his or her
capacities. Stratification is stunting of the growth of an individual and deliberate stunning is a
deliberate denial of democracy.
Dr. Ambedkar opines that caste system is against true democracy. So it must be eradicated.
According to Dr. Ambedkar, there are three obstacles to put an end to the Caste System in India:
(1) the system of graded inequality, (2) the Indian society is disabled by unity in action by not
being able to know “what is its common good” and (3) non existence of just and harmonious social
order due to caste system. This disorganised and factional society sets up number of different
models and standards. Under such condition it is impossible for an individual Indian to reach
consistency of mind on the question of caste.
Dr. Ambedkar argues that only education can be a means to end the caste system. If
education is given to lower strata of the Indian society, it would raise their spirit of rebellion. In
this way education may help in destroying the caste system. If the education is used to create
awareness and confidence among the suppressed, the caste system can be abolished.

ONE MARK QUESTIONS

Answer the following questions in a word, phrase of a sentence each
1. What is democracy, primarily?
A mode of associated living
2. Where the root of the democracy should be searched?
The root of the democracy should be searched in social relationship.
3. What does the Indian society consist of?
Innumerable collection of castes
4. What is the Indian society so embedded in?
Caste system
5. The biggest challenge the Indian democracy confronts is ________
Caste system
6. Where does the first obstacle of the caste system lie?
In the graded inequality
7. What can destroy caste system according to Dr. Ambedkar?
Education given to the lowest strata of Indian Society
8. What are the characteristics of caste system?
 Graded Inequality, complete isolation and caste-bound occupations
9. What is the mind of Indians distracted and misled by?
False valuation and false perspective
10. Who said, ‘the organisation of society depends ultimately upon knowledge of the end
of existence’
Plato

LANGUAGE COMPONENT: 20 MARKS

1. Punctuation : 5x1= Marks
2. Articles: 5x1= Marks
3. Preposition(of place, time and position) ): 5x1= Marks
4. Verbs in relation to tense, person and number of the subject): 5x1= Marks
VERB FORMS
PRESENT TENSE FORM ‘ING’ PAST TENSE PAST ‘TO’ INFINITIVE

BASE FORM ‘S’ FORM FORM FORM PARTICIPLE FORM

FORM
Believe Believes Believing Believed Believed To believe
Dance Dances Dancing Danced Danced TO dance
Jump Jumps Jumping Jumped Jumped To jump
Play Plays Playing Played Played To play
Walk Walks Walking Walked Walked To walk
Work Works Working Worked Worked To work
Bring Brings Bringing Brought Brought To bring
Buy Buys Buying Bought Bought To buy
Catch Catches Catching Caught Caught To catch
Come Comes Coming Came Come To come
Dream Dreams Dreaming Dreamt Dreamt To dream
Drink Drinks Drinking Drank Drunk To drink
Eat Eats Eating Ate Eaten To eat
Go Goes Going Went Gone To go
Keep Keeps Keeping Kept Kept To keep
Run Runs Running Ran Run To run
Sing Sings Singing Sang Sung To sing
Sleep Sleeps Sleeping Slept Slept To sleep
Sweep Sweeps Sweeping Swept Swept To sweep
Swim Swims Swimming Swam Swum To swim
Take Takes Taking Took Taken To take
Write Writes Writing Wrote Written To write
Cut Cuts Cutting Cut Cut To cut
Put Puts Putting Put Put To put
AUXILIARY VERBS
An auxiliary is a verb used to form the tenses (present, past, and future), moods (indicative
mood, imperative mood and subjective mood) and voices (active voice and passive voice).
There are 24 auxiliaries in English.
NON FINITE FORMS FINITE FORMS
PRESENT PAST PRESENT PAST
INFINITIVE PARTICIPLE PARTICIPLE TENSE TENSE
Be Being Been Am, is, are Was were
Have Having Had Do, does Did
Do Doing Done Have, has Had
Shall Should
Will Would
Can Could
May Might
Must -----------
Dare -----------
Need ------------
Ought to -----------
----------- Used to
 INFINITIVE ‘BE’
FORMS OF ‘BE’
Finite forms of ‘be’: ‘am’, ‘is’, ‘are’, ‘was’, ‘were’
(Finite forms of verbs take subjects).
Nonfinite forms of ‘be’: ‘be’, ‘being’ ‘been’.
(Non- finite forms of verbs do not take subjects).
PERSON PRESENT TENSE PAST TENSE
SINGULAR PLURAL SINGULAR PLURAL
1st Person Am Are Was Were
2nd Person Are Are Were Were
3rd Person Is Are Was Were

TENSES
Tenses indicate present time, past time and future time.
There are three tenses in English.
They are:
1. Present Tense
2. Past Tense
3. Future Tense

Each tense is divided into four groups.

They are:
1. Simple: a) Simple Present Tense b) Simple Past Tense c) Simple Future Tense
 2. Continuous: a) Present Continuous Tense b) Past Continuous Tense c) Future
Continuous Tense
3. Perfect: a) Present Perfect Tense b) Past Perfect Tense c) Future Perfect Tense
4. Perfect Continuous: a) Present Perfect Continuous Tense b) Past Perfect Continuous
Tense c) Future Perfect Continuous Tense

PERSONAL PRONOUNS

PERSON SINGULAR PLURAL

1st Person I WE
2nd Person YOU YOU
HE – (Rama –Masculine )
3rd Person SHE- ( Sita- Feminine ) They
IT-(cow - neuter )

TENSE TABLE
PRESNT SIMPLE PAST SIMPLE FUTURE SIMPLE
Subject+ Base form/ ‘S’ form Subject+ Past tense form of Subject+ Shall/Will + Base form
the verb
I eat. I ate. I shall eat.
We eat. We ate. We shall eat.
You eat. You ate. You will eat.
He eats. He ate. He will eat.
She eats. She ate. She will eat.
It eats. It ate. It will eat.
They eat. They ate. They will eat.
CONTINUOUS
PRESENT CONTINUOUS PAST CONTINUOUS FUTURE CONTINUOUS TENSE
TENSE TENSE
Sub+ am/is/are+ verb+ ing Sub+ was/were +verb+ ing Sub+ shall/will verb+ verb+ ing
I am eating. I was eating. I shall be eating.
We are eating. We were eating. We shall be eating.
You are eating. You were eating. You will be eating.
He is eating. He was eating. He will be eating.
She is eating. She was eating. She will be eating.
It is eating. It was eating. It will be eating.
They are eating They were eating. They will be eating.
PERFECT
PRESENT PERFECT TENSE PAST PERFECT TENSE FUTURE PERFECT TENSE
Sub+ have/has+ Past participle Sub+ had+ Past participle Sub+ shall/will have+ Past participle
I have eaten. I had eaten. I shall have eaten.
We have eaten. We had eaten. We shall have eaten.
You have eaten. You had eaten. You will have eaten.
He has eaten. He had eaten. He will have eaten.
She has eaten. She had eaten. She will have eaten.
It has eaten. It had eaten. It will have eaten.
They have eaten. They had eaten. They will have eaten.
PERFECT CONTINUOUS
PRESENT PERFECT PAST PERFECT FUTURE PERFECT CONTINUOUS
CONTINUOUS TENSE CONTINUOUS TENSE TENSE
Sub+ have/has+ been + verb+ ing Sub+ had+ been + verb+ ing Sub+ shall/will have+ been+ verb+ ing
I have been eating. I had been eating. I shall have been eating.
We have been eating. We had been eating. We shall have been eating.
You have been eating. You had been eating. You will have been eating.
He has been eating. He had been eating. He will have been eating.
She has been eating. She had been eating. She will have been eating.
It has been eating. It had been eating. It will have been eating.
They have been eating. They had been eating. They will have been eating.
 NEGATIVE
THE WAYS TO FORM NEGATIVE STATEMENTS

1. Negative sentences are formed by placing ‘not’ (or n’t) after all the twenty four auxiliary
verbs.
AFFIRMATIVE NEGATIVE
I am sick. I am not sick.
He /She is a doctor. He /She is not a doctor.

We/You/They are students. We/You/They are not students.

I / He/ She/ It was absent. I / He/ She/ It was not absent.

We/ You/They were present. We/ You/They were not present.

I / We/ You / / They have come I / We/ You / They have not come

He/ She / it / has come. He/ She / it / has not come.

They can come tomorrow. They cannot come tomorrow.

He may come. He maynot come.

2. If there are no auxiliary verbs, we put ‘do’, ‘does’, and ‘did’ after the subject, followed by
‘not’ or ‘n’t’ and followed by the base form of the main verb.
a) Simple present tense takes do/does.
b) Simple past tense takes did.
AFFIRMATIVE NEGATIVE
I/ We/ You/ They like sweets. I/ We/ You/ They do not like sweets.
He/ She/ It likes sweets. He/ She/ It does not like sweets.

I/ We/ You/ He/ She/ It/They liked sweets. I/ We/ You/ He/ She/ It/They did not like sweets.
3. Semi-negatives ‘few’, ‘little’ ‘never’, ‘no’, ‘none’, ‘nobody’, ‘no one’, ‘none’ ‘neither
- nor’, ‘nothing’, ‘nowhere’ ‘barely’, ‘hardly’, ‘scarcely’ ‘rarely’, and ‘seldom’ do not take
‘not’ / ‘n’t’ after them.

He hardly studies. He seldom comes. He rarely goes to church.

4. Two negatives make one positive.
He is not unable to do this work. = He is able to do this work.
She is not incapable. = She is capable.