Bhagya

MP Board Solutions for 12th English Chapter 15 To Autumn Questions and Answers aids you to prepare all the topics in it effectively. You need not worry about the accuracy of the Madhya Pradesh Board Solutions for 12th English as they are given adhering to the latest exam pattern and syllabus guidelines.

You Can Download MP Board Class 12th English Solutions Questions and Answers Notes, Summary, Lessons: Pronunciation, Translation, Word Meanings, Textual Exercises. Enhance your subject knowledge by preparing from the Chapterwise MP Board Solutions for 12th English and clarify your doubts on the corresponding topics.

MP Board Class 12th English A Voyage Solutions Chapter 15 To Autumn (John Keats)

Kick start your preparation by using our online resource MP Board Solutions for 12th English Chapter 15 To Autumn Questions and Answers. You can even download the Madhya Pradesh Board Class 12th English Solutions Questions and Answers for free of cost through the direct links available on our page. Clear your queries and understand the concept behind them in a simple manner. Simply tap on the concept you wish to prepare in the chapter and go through it.

To Autumn Textbook Exercises

Word Power

A. Distinguish between the following pairs of words by using them in meaningful sentences. The first word in each pair is from the text:
bless-bliss; vine-wine; shell-cell; sweet-sweat; later-latter; warm-worm; cease-seize; abroad-aboard; granary-greenery; floor-flour; hair-heir; patient-patent; plain-plane;
Answer:

• Bless-The hermit blessed him with a long life.
  Bliss-Sound sleep is a great bliss to me.
• Vine-The grapevine scattered all over the roof.
  Wine-Wine is injurious to health.
• Shell-The shell of the tortoise is very hard.
  Cell-The cell of this calculator is damaged.
• Sweet-The mango tastes sweet.
  Sweat-Too much sweat is not good. .
• Later-Later, I thought to shift my plan.
  Latter-Two visitors came this morning, the latter one was a policeman.
• Warm-Take this pill with warm water.
  Worm-The doctor found a dangerous worm in his body.
• Cease-The engine of this car suddenly ceased.
  Seize-The police seized all the property of my neighbour.
• Abroad-I sent my son abroad for higher studies.
  Aboard-I was aboard when you called me.
• Floor-My friend’s house is on the third floor.
  Flour—I don’t like packed flour.
• Hair—His hair turned grey prematurely.
  Heir—The heir of the king proved to be unworthy.
• Patient—This patient suffers from a chronic asthma.
  Patent—Use only patent drug.
• Plain—I want a plain sheet of paper.
  Plane—The plane crashed this morning due to technical failure.

B. The following words have sensuous connotations. Fill them in the appropriate columns according to their appeal to the senses:
mist, mellow, ripeness, swell, plump, kernel, flower, clammy, wind, perfume, cider, oozings, songs, music, soft, bloom, stubble-plains, rosy hue, wailful, chou, bleat, whistles, twitter.
Answer:

Comprehension

A. Answer the following questions in about 60 words each:

Question 1.
What does the autumn plan to do with the cottage trees?
Answer:
The autumn plans to bend the cottage trees with apples and fill all the fruits with ripeness to the core. It wants to swell the ground and plump the hazel shells with a sweet kernel. Here, the poet presents a lively and sensuous picture of the season. The Autumn’and the sun work together for the ripening of all kinds of fruits.

Question 2.
Why does autumn intend to ‘set budding’ the late summer flowers?
Answer:
The autumn is described as a season of fruitfulness. There is mist and mellow fruitfulness all around. Fruits come to their maturity. The season intends to ‘set budding’ the late summer flowers, so that the bees can suck the perfect sweetness. They store fresh honey.

Question 3.
How are the honey-combs after the summer and how do the bees feel?
Answer:
The bees here represent a continuation of summer. For the bees, therefore, the warm days of summer have not ended. The sticky cells of the honey-combs are filled to overflowing with honey and yet autumn provides more flowers in case the bees may like to draw more sweetness from them.

Question 4.
How can Autumn be seen as a harvester?
Answer:
The poet has personified Autumn in various forms. All the forms are perfect and realistic. Autumn is seen as a harvester. He is sitting carelessly in the field during the winnowing operation. Here the poet uses all the images to make the picture clearer. The Autumn is shown sitting carelessly on a granary floor. His hair is soft lifted by the winnowing wind. He is sometimes in sound sleep on a half reaped furrow. He is drowsed with the fume of poppies while his look spares the next swath and all its twined flowers.

Question 5.
How does the poet describe the crop cutter?
Answer:
While presenting the various occupations of Autumn, the poet depicts him as a reaper. He has fallen asleep in the midst of reaping. He is very tired. Through this the poet makes the poem human and universal because the eternal labour of man is brought before the eyes of the reader.

Question 6.
What is the cider-maker doing?
Answer:
The poet presents the Autumn in a role of a cider-maker who is watching intently the apple juice oozings hours by hours till its end. There is a patient look in his eye. The poet is very realistic in the description of the Autumn.

Question 7.
Describe the scene of the earth at sunset. (M.P. Board 2011)
Answer:
Keats has presented his keen observation with all minute details. The whole poem demonstrates his interest in nature. While describing the scene at sun-set, he says that in the evening when the crimson light of the setting sun falls upon the stable fields, a chorus of natural sound is heard. This picture is very appealing.

Question 8.
Where do the small gnats sing from and how does their music reach the poet?
Answer:
The poet has created a very intense and varied sound effect in the poem. Autumn has its own sounds and songs. In the evening in a wailful choir the small gnats mourn among the river shallow. The sound appears to be born aloft or sinking, as the light winds lift or die. It symbolizes the close of the year.

Question 9.
Do you find remember of sadness at some points in the poem? How does the poet overcome the sad moment and become happy?
Answer:
Keats presents a vivid picture in this poem. Beginning with a very sensuous picture of the season, the poet shows the Autumn as an active agent. However, towards the end of the poem, he becomes sad. The Autumn is shown at its fag end. There are images of death or withdrawal and of song and the songs are funeral dirge for the dying year.

Question 10.
How does the poet address Autumn? (M.P. Board 2015)
Answer:
The poet has presented a lively picture of the autumn. He addresses the autumn as ‘season of mists and mellow fruitfulness’. The autumn is seen as a person in various roles as a reaper, a winnower, a gleaner and a cider-maker.

B. Answer the following questions in 75-100 words each:

Question 1.
Prove that To Autumn’ is a song of ripeness and abundance.
Answer:
‘Ode to Autumn’ is a typical poem of John Keats. This poem describes the autumn season. The poet personifies the season and presents it with all its sensuousness. Autumn is described as a season of ‘mellow-fruitfulness’. The sun is ripening or ‘maturing’ the earth. It conspires to load the vines and blend the apple trees and ‘to swell the ground and plump the hazel shells’.

The season fills ‘all fruits with ripeness to the core’. These images of full, inward ripeness, and strain suggest that the maturing and the fulfillment has reached its climax. Even the combs of the bees are over brimmed but still the ripening continues as. ‘Budding more and still more later flowers.’ Therefore, this poem can be said a song of ripeness and abundance.

Question 2.
What are the two friends-Autumn and warm sun planning to do with fruits and flowers?
Answer:
‘Ode to Autumn’ presents a sensuous picture of the autumn. Autumn is a season of ripe fruitfulness. It is the time of the ripening of grapes, apples, gourds, hazel nuts etc. It is also the time when the bees suck the sweetness from the later flowers and make honey. The sun plays a major role in maturing or ripening these fruits. It is the main conspirator of the ripening and maturing of the fruits. There are indirect images of ageing. Autumn and the sun are shown as close bosom friends, together conspiring to riper the fruits.

Question 3.
What are the four images of personication through which autumn has been picturized?
Answer:
The poem, ‘Ode to Autumn’ presents autumn’s vivid images. The poet personifies it in fair images of a winnower, a reaper, a gleaner and a cider-presser. Autumn is seen as a woman who performs the task of winnowing, reaping, gleaning, and cider-pressing. One can see the Avoman, i.e., autumn into the fields engaged in the winnowing operations while breeze ruffles her locks of hair.

This is the first image of autumn. Second, one may see autumn in the form of a reaper, who has been engaged in reaping corn but is so overcome by the sleep-inducing smell of poppies, which hampers the next row of corn that remains unreaped. Third, autumn may be seen in the image of a gleaner who is walking along steadily with the weight also of grains upon her head, crossing a stream. Finally, autumn may also be seen in the image of one who is crushing the ripe apples in the warden press to obtain their juice from which cider is to be made. This woman sits by the cider-press and watches patiently the apple juice flowing out of the press drop-by drop.

Question 4.
In the third stanza, the poet says “thou hast thy music too”. What objects does the poet find Autumn’s music in?
Answer:
In the third stanza of the poem, Keats describes the sound of Autumn. It has its own pattern and music or quality that enhances its charm. The sounds of Autumn are heard in the evenings. When the sun is setting, soft glow irradiates the fields from which the crop has been reaped, leaving the stumps behind. The long-drawn out clouds in the sky look like the bars of a grate. At this time, the melancholy buzzing of the gnats is heard. The gnats fly about among the shrubs growing on the riverside. The gnats are carried upwards when the wind is strong and they come downwards when the wind is feeble.

In addition to the gnats singing in a melancholy chorus, the bleating of full-grown lambs is heard from the hills which bound the landscape. Then there is the chirping of the grasshoppers. Next comes the high, bold and delicate singing of the red-breast which sings from an orchard. Finally there is the twittering of the swallows which are gathering in large numbers to get ready for their winter migration. Through these images, Keats heightens the effect of autumn. The sound generated becomes the music of autumn.

Question 5.
Keats is a master of word-pictures. Explain some of the word-pictures from the poem.
Answer:
Keats’s Ode to Autumn is said to be a fine specimen revealing the qualities of the poet.
Keats was one of the greatest word painters in English poetry. In his poems, picture follows picture in quite succession and each picture is remarkable for its vividness and minuteness of detail. His images are concrete. In Ode to Autumn, Autumn has been represented in the concrete form of a reaper, winnower, gleaner, etc.

In the first stanza, we have a complete and concrete picture of Autumn’the season of mists and mellow fruitfulness.’ In the second stanza, Autumn is a winnower’on a half reaped furrow sound asleep,’ a gleaner, keeping ‘steady they laden head across a brook’ and a spectator, watching ‘the last oozings hour by hour.’ All these pictures of Autumn make the poem human and universal for its use of concrete imagery.

Question 6.
What is an ode? Compare ‘To Autumn’ with Toru Dutt’s ‘Our Casuarina Tree’ in respect to form, address and glorification of the subject of treatment.
Answer:
An Ode is always an address to some noble thought, idea or deity. It is a serious, noble and dignified form of lyrical composition in a regular stanza form. It is exalted in theme, elated in tone and is always refined in language and style.

Ode to Autumn is a typical example of a highly structured ode. It is in the form of an
address in a purely objective manner. The Autumn has been personified with vivid images which seem to be very realistic. On the other Hand, Toru Dutta’s ‘Our Casuarina Tree’ is in lyrical tone with a touch of elegy.

Toru Dutt’s,’Our Casuarina Tree’ is a more personal poem where she glorifies the tree as it reminds her of her beautiful past. Her poem is an effort to make the tree immortal while Keat’s ‘To Autumn’ personifies the different aspect of Autumn in lyrical form.

Question 7.
Give a critical appreciation of the poem, dealing with Keats’ attitude to the season, and the pictorial quality of the ode.
Answer:
Autumn is a season of ripe fruitfulness. It is the time of the ripening of grapes, apples, gourds, hazelnuts, etc. It is also the time when the bees suck the sweetness from “later flowers” and make honey. Thus, autumn is picturised in the stanza as bringing all the fruits of earth to maturity in readiness for harvesting.

In the second stanza, autumn is seen in the person of a reaper, a winnower, a gleaner, and a cider-presser. Reaping, winnowing, gleaning and cider-pressing are all operations connected with the harvest and are, therefore, carried on during autumn. Autumn is depicted first as a harvester sitting carelessly in the field during a winnowing operation, second, as a tired reaper fallen asleep in the very midst of reaping, third, as a gleaner walking homewards with a load on the head, and fourth, as a cider-presser watching intently the apple-juice flowing out of the cider-press.

Autumn is not altogether devoid of music. If spring has its songs, autumn too has its sounds and songs. In the evening, when the crimson light of the setting sun falls upon the stubble-fields, a chorus of natural sounds is heard. The gnats utter their mournful sounds; the full-growyn lambs bleat loudly, the hedge-crickets chirp; the robin’s high and delicate notes are heard, and the swallows twitter in the sky. In the last stanza, the close of the year is associated with sunset and nightfall.

C. Explain the following expressions with reference to the text:

1. mellow fruitfulness (use of abstract for the concrete)
2. maturing sun.
3. load and bless with fruit the vines
4. winnowing wind.
5. soft dying day.
Answer:

1. Full of soft and juicy fruits.
2. Warm sun of Autumn that ripens the fruits.
3. The thatched roofs loaded with grapes during autumn.
4. Gently moving Autumn wind that helps in separating grain from chaff
5. day coming to its close gently.

D.Explain the following verses:

(i) Who has not seen thee oft amid thy store?
Sometime whoever seeks abroad may find
Thee sitting careless on a granary floor,
Thy hair soft-lifted by the winnowing wind.

(ii) Where are the songs of spring? Ay, where are they?
Think not of them, thou hastes thy music too.

(iii) While barred clouds bloom the soft during day,
And touch the stubble-plains with rosy hue;
Then in a wailful choir the small gnats mourn Among the river sallows, borne aloft,
Or sinking as the light wind lives or dies.
Answer:
(i) Autumn may often be seen in the fields in the midst of her treasures of corn which have been harvested. The wind separates the chaff from the grains. It also means the wind which ruffles and passes the locks of a woman’s hair.

(ii) Here, the poet talks about the sounds of Autumn. Spring is distinguished by its songs which are not heard in Autumn but the poet says that there is no need to feel any regret on that account for the Autumn has its own peculiar music.

(iii) The poet in these lines describes that the long drawn out clouds in the sky look like bars of a grate. At this time, the melancholy buzzing of the gnats is heard. The gnats fly about among the shrubs growing on her river-side. The gnats are carried upwards when the wind is strong and they come downwards when the wind is feeble.

Speaking Activity

Hold a seminar in your class, under the guidance of your English teacher on the topic: ‘Nature and Man’. Individual speakers may choose any of the following topics for deliberation.

• Educative value of Nature.
• Nature as a refuge from worldly worries.
• Nature as a living force.
• Lessons we can learn from Nature:
• charit generosity, co-existence, discipline, peace and harmony.
• Can man survive without Nature?

Answer:
Students can choose any of the given topics as per their choice. One topic is given here as an example: Can Man Survive without Nature?
Man is a gift of God. God has created man and for his all types of comforts, He created Nature. Hence, there is an intricate relationship between Man and Nature. The whole life of a man depends upon Nature. Nature provides us air to breathe, water to drink, grain to eat, cool breeze to soothe, etc. In every sphere of our life, we need Nature. If Nature ceases to cooperate just for a second, we will collapse and the whole human race will be crippled. So, we cannot survive without Nature.

Writing Activity

Compose a paragraph on: “If Winter comes, can spring be far behind”? You can have an idea from the following: P.B. Shelley, closes his Ode to the West Wind with the given line, conveying the message of optimism and hope of regeneration. In the Ode, the poet invokes the tempestuous West Wind as a destroyer of the old and decayed order of things and a preserver of the seeds, so that, when spring comes, they may come to fresh life.
Answer:
Nature has its own way to govern this universe. It follows certain pattern which regulate our life. Morning is followed by day, day by night, and birth by death. There is a pattern of season which changes at a certain period. Nature maintains a balance. fit is not maintained, there would be a tremendous kind of anarchy. Everything will be turned upside down. So, It is sure that if winter comes spring cannot be far behind because it is governed by Nature.

Think it Over

Given below is a poem on spring written by Thomas Nash (1567—1601). Read the poem.

Spring

Spring, the sweet spring, is the year’s pleasant king;
Then blooms each thing, then maids dance in a ring,
Cold doth not sting, the pretty birds do sing,
Cuckoo, jug-jug, pu-we, to-witta-woo!
The palm and may make country houses gay,
Lambs frisk and play, the shepherds pipe all day,
And we hear ay birds tune this merry lay, .
Cuckoo, jug-jug, pu-we, to-witta-woo!
The fields breathe sweet, the daisies kiss our fret,
Young lovers meet, old wives a—sunning sit,
In every Street these tunes our ears to greet,
Cuckoo, jug-jug, pu-we, to-witta-woo!
Spring! the sweet spring!
Now think over the difference between the attitudes of the two poets—Nash and Keats-
towards the two different seasons.
Answer:
Do yourself.

Things to Do

In cold countries, there are four seasons, while in warm countries like India, there are six seasons called ‘RUTUS’.
English seasons are; Spring. Summer, Autumn. and Winter
Indian seasons are: Vasant, Grishnia, Varsha, Sharad, Hemanta and Shishir.
Now gather the following information about both:

• their months of occurrence.
• activities like ploughing, reaping etc. associated with each
• changes in nature in each season.
• Gregorian calendar months identical to Indian months.

Answer:
Do yourself with the help of your teacher.

To Autumn Summary in English

Autumn is a season of ripe fruitfulness. It is the time of the ripening of grapes, apples, gourds, hazelnuts, etc. It is also the time when the bees suck the sweetness from “later flowers” and make honey. Thus, autumn is picturised in the stanza as bringing all the fruits of earth to maturity in readiness for harvesting.

In the second stanza, autumn is seen in the person of a reaper, a winnower, a gleaner, and a cider-presser. Reaping, winnowing, gleaning and cider-pressing are all operations connected with the harvest and are, therefore, carried on during autumn. Autumn is depicted first as a harvester sitting carelessly in the field during a winnowing operation, second, as a tired reaper fallen asleep in the very midst of reaping, third, as a gleaner walking homewards with a load on the head, and fourth, as a cider-presser watching intently the apple-juice flowing out of the cider-press.

Autumn is not altogether devoid of music. If spring has its songs, autumn too has its sounds and songs. In the evening, when the crimson light of the setting sun falls upon the stubble-fields, a chorus of natural sounds is heard. The gnats utter their mournful sounds; the full-growyn lambs bleat loudly, the hedge-crickets chirp; the robin’s high and delicate notes are heard, and the swallows twitter in the sky. In the last stanza, the close of the year is associated with sunset and nightfall.

To Autumn Summary in Hindi

पतझड़ पके फलों का मौसम है। यह अंगूर, सेब, कद्दू, पहाड़ी बादाम आदि के पकने का समय है। यही समय है जब मधुमक्खियाँ पिछड़े फूलों की मिठास को चूसती हैं और शहद तैयार करती हैं। इस तरह पतझड़ को एक ऐसे रूप में चित्रित किया गया है जो धरती पर फूलों की परिपक्वता और कटाई के लिए उन्हें तैयार करता है।

दूसरे पद में पतझड़ को एक फसल काटने वाली, फसल से अनाज निकालने वाली और अनाज को तैयार करने वाली के रूप में देखा गया है। कटाई, उड़ाई, बिनाई और छंटाई-सभी फसल से सम्बन्धित प्रक्रियाएँ हैं और इसलिए सभी पतझड़ के समय होते हैं। पतझड को सबसे पहले एक किसान के रूप में चित्रित किया गया है जो अपने खेत में बवाई के समय निश्चिन्त बैठा होता है, उसके बाद एक थके हुए फसल काटने वाले के रूप में जो कटाई के दौरान थककर गहरी नींद में सोया हुआ है और फिर एक बोझा ढोने वाले के रूप में जो अपने सिर पर अनाज का बोझ उठाए घर की ओर जा रहा है और फिर एक पिसाई करने वाले के रूप में जो गौर से सेव को दबाए जाने से निकलने वाले रस को देख रहा है।

पतझड़ बिल्कुल संगीतहीन नहीं है। यदि वसंत का अपना गीत है तो पतझड़ की भी अपनी आवाज़ और अपना गीत है। जब शाम को धुंधलका छा जाता है, सूर्यास्त हो रहा होता है, एक बिल्कुल स्वाभाविक समूह गान का संगीत सुनाई पड़ता है। टिटहरियाँ अपने शोकमय गीत गाती हैं, पूर्ण विकसित मेमने ज़ोर से मिमियाते हैं, झिंगुर गाते हैं, रॉबिन की आवाज़ ऊँची एवं मधुर गीत के रूप में सुनाई देती है और चातक आकाश में गाते हैं। अन्तिम पद में वर्ष की समाप्ति को सूर्यास्त और रात घिरने के रूप में दिखाया गया है।

To Autumn Word Meaning

To Autumn Important Pronunciations

To Autumn Stanzas for Comprehension

Read the following stanzas carefully and answer the questions that follow:

1. Season,of mists and mellow fruitfulness,
i Close bosom-friend of the maturing sun;
Conspiring with him how to load and bless .
With fruit the vines that round the thatch-eaves run;
To bend with apples the moss’d cottage trees. (Page 108) (M.P. Board 2009)

Questions:
(i) Who does the first line refer to?
(ii) …………. is the bosom friend of the season.
(iii) Find a word which means same as ‘becoming perfect’.
(iv) How does it plan to fill the fruits?
Answers:
(i) The autumn season is referred in the first line.
(ii) The Sun.
(iii) Maturing means same as ‘becoming perfect 1.
(iv) It plans to fill all the fruits with ripeness to their core.

2. Then in a wailful choir the small gnats mourn
Among the river-sallows, home aloft
Or sinking as the light wind lives or dies;
And full-grown lambs loud bleat from hilly bourn;
Hedge-crickets sing; and now with treble soft
The red-breast whistles from a garden-croft;
And gathering swallows twitter in the skies. (Page 109)

Questions:
(i) What sound of the small gnats is referred to in the first line?
(ii) ……. bleat from hilly bourn.
(iii) Find a word from the lines with similar meaning to ‘shrill voice’.
(iv) What does the red-breast do?
Answers:
(i) The small gnat in the wailful choir mourn and this sound is referred in the first line.
(ii) The full grown, lambs.
(iii) Whistles is similar in meaning to ‘shrill voice’.
(iv) The red breast whistles from a garden croft.

We believe the information shared regarding MP Board Solutions for 12th English Chapter 15 To Autumn Questions and Answers as far as our knowledge is concerned is true and reliable. In case of any queries or suggestions do leave us your feedback and our team will guide you at the soonest possibility. Bookmark our site to avail latest updates on several state board Solutions at your fingertips.

MP Board Solutions for 12th English Chapter 14 Albert-Einstein at School Questions and Answers aids you to prepare all the topics in it effectively. You need not worry about the accuracy of the Madhya Pradesh Board Solutions for 12th English as they are given adhering to the latest exam pattern and syllabus guidelines.

You Can Download MP Board Class 12th English Solutions Questions and Answers Notes, Summary, Lessons: Pronunciation, Translation, Word Meanings, Textual Exercises. Enhance your subject knowledge by preparing from the Chapterwise MP Board Solutions for 12th English and clarify your doubts on the corresponding topics.

MP Board Class 12th English A Voyage Solutions Chapter 14 Albert-Einstein at School (Patrick Pringle)

Kick start your preparation by using our online resource MP Board Solutions for 12th English Chapter 14 Albert-Einstein at School Questions and Answers. You can even download the Madhya Pradesh Board Class 12th English Solutions Questions and Answers for free of cost through the direct links available on our page. Clear your queries and understand the concept behind them in a simple manner. Simply tap on the concept you wish to prepare in the chapter and go through it.

Albert-Einstein at School Textbook Exercises

Word Power

A. Here are two words from the lesson beginning with prefix un:

• happy — unhappy
• noticed — unnoticed

The prefix un is used to make the antonym or opposite of the root word. Here are some words beginning with un. Pick the words in which un is a prefix and those in which It is a part of the root word, as given below:
unthinking, ungrateful, until, understand, under, unless, uncle, unwell, undo, undergo, undertake, unfit.
Answer:

B. Match the synonyms in the boxes with the cities listed below. Put the number of the clue in the boxes correctly. The result will be a magic square. that is, the total of the four numbers in any straight row (including the diagonal rows) will be 34.

1. defeat
2. frankly
3. sarcasm
4. disgrace
5. lodging
6. trouble
7. appointment
8. warned
9. reference
10. puzzled
11. bothered
12. expelled
13. committed
14. rebellion
15. ignored
16. miserable
Answer:

C. Write words opposite in meaning to the clue words mentioned above and use them in sentences of your own.
Answer:

D. The following phrases occur in the text. Give their meanings and use them in sentences of your own:
learn by heart, be good at (a subject), get on the nerves, turn out, of one’s own accord, burn a hole in the pocket.
Answer:

Comprehension

A. Answer the following questions in one sentence each:

Question 1.
Why was Einstein not interested in learning history?
Answer:
Einstein was not interested in learning history for he thought one can look up historical facts in a book. He believed that whatever that can be looked in book should not be wasted in memorising.

Question 2.
Why did the teacher ask Einstein to explain his theory of education?
Answer:
The teacher asked Einstein to explain his theory of education in order to ridicule him.

Question 3.
What does the author mean when he says “Mr. Braun’s eyes were cold and cruel?”
Answer:
The author means to say that Mr. Braun was sarcastic in his behaviour.

Question 4.
What did the history teacher suggest Einstein to do?
Answer:
The history teacher suggested Einstein to leave the school.

Question 5.
The author says Most day. were bad for Einstein.” Why does he say so?
Answer:
Einstein never liked schools, most days were bad for him.

Question 6.
Where did Albert find a room to reside? (MP. Board 2015)
Answer:
Einstein had got a room to reside in one of the poorest quarters of Munich.

Question 7.
What does Albert mean by civilised human beings?
Answer:
By civilized human beings, Albert means the people who were not much educated but at
least knew the manners to live.

Question 8.
The author says, “Albert’s eyes gleamed with the sudden idea.” Guess what the idea was.
Answer:
The Idea was to get a meakal certificate to convince the head teacher for allowing him to leave the school.

Question 9.
Why did Albert pretend that he had money to take Yun out for supper?
Answer:
He wanted to impress Yuri and get his work of getting medical certificate done.

Question 10.
I’m going to take this certificate to the head teacher tomorrow, and that will be the end of it”, assured Albert. What does the author mean by this?
Answer:
The author means that the medical certificate would be enough for getting him rid off from the school.

B. Answer the following questions in 60-75 words:

Question 1.
While going through the conversation between Albert and his history teacher, what sort of a person does Einstein appear to you?
Answer:
Einstein was not at all satisfied with the school education in Germany. It was completely outdated and unproductive. The History teacher considered that education was nothing more than learning dates and years of events. For Einstein, education meant ideas. He didn’t see any point in learning dates. He believed that one could look up the dates in books.

Einstein had all aversion for school. It is reflected in his every action. He shows it by not closing the door in the Head teacher’s room even after his instruction. Einstein was a rebel but always controlled his emotion. Albert was totally against this kind of education where nothing new is learnt and achieved and this shows his idea-oriented thinking. He thinks facts are useless to be learnt. This time of learning known can be utilized in generating new.

Question 2.
How does a tight administrative system usually check students from exploring new horizons?
Answer:
It is quite true that the school often curbs individual talents. Most of the time, it is unproductive and outdated. Education must bring out the best from within. Education received within the four walls may not be the real education. Actually, it has been seen that schools interfere with the free growth and development of children. They don’t provide proper atmosphere for their proper growth. Too many restrictions and dead formalities kill the natural growth in children. Too much of discipline also proves quite unproductive. It kills the creative instinct in children.

What children need is freedom. Without freedom, no physical or mental growth is possible. Drive and dynamism mustn’t be curbed. School education should not be heavy, dull and cumbersome. Entertainment and education should go together. Education is not just facts, figures and dates. Ideas must dominate our education. Only then our schools will produce geniuses like Einstein.

Question 3.
What is Einstein’s theory of education?
Answer:
Education is not confined to mere information gathering. Information only keeps us well informed about things. Einstein’s views about education only confirm that information gathering has its limitations. The History teacher asks Einstein, when did the Prussians defeated the French at Waterloo. Actually, he was seeking an information. It can be easily gathered from any good book on history. Einstein thinks that learning of days, dates and figures have no meaning or importance.

What is important are the ideas. Ideas are the basis of education. So, insight formation must be the aim of education. Schools shouldn’t overburden students with the heaps of data collection. It is not important, how many soldiers are killed and when they are killed. It is important to learn, why soldiers try to kill others in wars. Productive education should be practised where ideas are generated and shared. This not only gives new scopes but also gives us better understanding of things going around us.

Question 4.
The author says, “He has to go to the hateful place the next morning.” Which place is the author referring to? Why has the place been described as hateful?
Answer:
Here, the school is referred to as the ‘hateful place’. Einstein never liked a school. For him, it is the place where individual talents are curbed. It is unproductive and outdated. Education that is provided here is not the real education. In fact, schools interfere with the free growth and development of a child. In no way, they provide proper atmosphere for the proper growth of a child. The administrative strictness spoils a child’s talent. The natural growth of a child is adversely affected. So, Einstein always thought that it was the most hateful place.

Question 5.
Mr. Braun asked Einstein to stay for an extra period. What does the extra period refer to?
Why is it called so?
Answer:
Einstein was very much indifferent in his class. When the History teacher Mr. Braun asked him a question about the date related to Prussian war, Einstein flatly replied that he didn’t know. For Einstein, remembering the date of history was not so important. It irritated the History teacher. He wanted to know some more views of Einstein about school and education.

It was just to ridicule Einstein. When Einstein began telling him about his views, the teacher got more irritated and asked him to stop, for it needed some extra classes to listen to Einstein’s views and he called Einstein a disgrace to school. He suggested him to leave the school. He called so because school follows a pattern. It is not a place for the foolish talks as that of Einstein.

Question 6.
Why did Einstein think that he could never pass the exam for school diploma?
Answer:
Einstein believed that he would never pass the exams for the school diploma. He thought so because he was in no way similar to the other students. He never lived to learn lessons. School was a hateful place for him. He was going to school not for his own sake but for the sake of his father’s wishes. He never indulged himself in any fight with other children, as it was a common feature among them. He never took part in any duels. Teachers didn’t like him. These were all negative aspects of his personai. he would never pass.

Question 7.
Why was Albert adamant on meeting a doctor?
Answer:
Albert never liked school. It was only due to his father that he attended the school. However, finally he decided to leave it. As there was no way, he decided to get a medical certificate from a doctor which would help him prove sick. For this, he asked his friend Yuri to fix an appointment with a doctor who was known to Yuri. He was ready to face any situation for this. He also promised Yuri that he will treat him. with dinner.

Question 8.
“There is nothing to wonder about, Einstein. I knew you were going to leave before you knew yourself.” What did Mr. Koch actually mean?
Answer:
Mr. Koch was the Mathematics teacher in the school where Einstein studied. When finally j Einstein decided to leave the school, he managed a certificate from a doctor about his nervous breakdown but the head teacher was not convinced. He asked Einstein to get a certificate from any teacher of his school who could certify that he was not capable of teaching Einstein anymore. First, he tried Mr. Koch, the Mathematics teacher.

Mr. Koch was a very helpful man and really recognized the latent talent of Einstein. So, he didn’t ‘hesitate. He saw what possibilities were hidden in him. He was very much convinced from the very beginning that school can’t fulfill what Einstein needed. He made a remark, “There’s nothing to wonder about, Einstein. I knew you were going to leave before you knew yourself.”

Question 9.
Why was the head teacher not ready to have Einstein in the school?
Answer:
Einstein submitted a medical certificate to the head teacher which mentioned the nervous breakdown of Einstein. The head teacher next day called on Einstein and said that Einstein’s work was terrible. So, he was not prepared to have him in the school. The head-teacher told him that if he left the school of his own accord, there would be no questions. Einstein asked him what crime he had committed. The teacher replied that it was not possible for any teacher to teach while Einstein was in class. He had become a nuisance for others. In his presence, no student can learn any thing. Therefore, the head-teacher was not willing to see him in the school thereafter.

Question 10.
Give a brief character sketch of Einstein. (M.P. Board 2010)
Answer:
Einstein was a peculiar child right from the beginning of his career. His views were different but rational. It was a fact that he had no interest in learning from the historical facts. When the History teacher asked him about a historical date, he frankly replied that he didn’t remember it. Einstein never liked school because in his view, it was not a proper place for learning. A strict rule is observed there and no chance is given to make a child’s talent flourish. He loved music and reading books on Science but he had no interest in the books presented in the syllabus. He had his own views about education. However, in no way, he was disrespectful to the teachers. After all he was a genius.

Grammar

A. Observe the following sentences carefully that occur in the lesson:

“In what year, Einstein,” asked the history teacher, “did the Prussians defeat the French at Waterloo?” –
“Einstein, I want you to leave the school now,” said the head teacher. The above sentences are in direct speech/narration. You had a detailed discussion on the topic in the previous class.
Now change the following sentences into indirect narration:

1. “Shall I do it myself,” he said.
2. “It’s not my wish, Sir,” Albert pointed out. .
3. “Your information,” I replied, “is out of date.”
4. “I must get away from here,” said Einstein.
5. “I don’t think, I’ll ever pass exams for the school diploma.” said Albert glumly.
6. “I have never seen you looking less nervous,” remarked Yuri.
7. “Don’t be too sure of that,” said the doctor.
8. Albert said, “I’ll try to get into an Italian College or Institute.”
Answers:

1. He asked if he should do it himself.
2. Albert addressed him as Sir and pointed out that it was not his wish.
3. I replied that his information was out of date.
4. Einstein said that he must get away from there.
5. Albert said glumly that he didn’t think, he would ever pass exams for the school diploma.
6. Yuri remarked that he had never seen him looking less nervous.
7. The doctor advised him not to be too sure of that.
8. Albert said that he would try to get into an Indian College or Institute.

B. Read the dialogue between a School Principal and an applicant, Miss Rita Sharma.

Principal : Come in, Miss Sharma.
Rita : Thank you.
Principal : Please take your seat.
Rita : Thank you
Principal : How long have you been teaching English in the coaching classes?
Rita : I have been teaching for the last 10 years.
Principal : How do you use your spare time?
Rita : I’ve always enjoyed music.
Principal : Well, Miss Sharma, we’ll inform you next week. Thank you, for coming.
Now write what Rita reported her mother about her interview
Answer:
As I turned up for the interview, the Principal asked me to come in. 1 thanked her. Then the Principal asked me to take seat and I again thanked her. The Principal asked me how long I had been teaching English in the coaching classes. At this, I replied that I had been teaching for the last ten years. When she asked me, how did I use my spare time, I replied that I had always enjoyed music. She released me and assured that she would inform me the next week. She thanked me too for coming.

Speaking Activity

Work in pairs. One will act as Albert and the other as a journalist. Interview Albert (after he was expelled from school) on the following points.
(i) the school
(ii) the place where he lived
(iii) his friend
(iv) the doctor
(v) his future plans.
Answer:
Do it at class level.

Writing Activity

A. Write about a teacher who has inspired you most. Discuss about his/her method of teaching or approach towards teaching.
Answer:
There are many teachers in my school. Some of them are very good and popular but I like Mr. Ramesh Chander Mishra the most. He is my favourite teacher. He has influenced me the most. He is the incharge of our class. He lives a simple way but his thinking is very high.

He is the most able teacher. He has a brilliant career. He has got scholarship in his school and in college days. He is a gem among teachers. He is an M.A., and B.Ed. His method of teaching is very good. He has mastery over his subjects. He makes his lessons very interesting. He makes every student understand his lesson. He has a kind word for each boy in his class. He encourages the students to talk in English. He himself yorks very hard. He knows how to take work from the students. He is showing the best result in the subject, he teaches.

Mr. Mishra possesses good habits. He has a happy face. We have never seen any frowns on his forehead. No idle boy can escape his keen eyes. He is very humorous. He tries to keep us in good spirits. He never uses any cane. We obey him and he loves us. He is hard working.

He keeps a strict discipline in the class without using a stick. He is never partial to anyone. He shows sympathy with the poor. If a student takes liberty with him, he turns him out of the class. He does not allow him to return until he offers a sincere apology.

He is a fine sportsman. He takes part in school games. He is a good cricketer as well. He is the incharge of games material. His presence on the school ground is a source of joy for us. All the teachers respect him. The Principal has much faith in him. He is the right hand of the Principal. In all school activities, he is always present. For these reasons, he is considered the best teacher of the school. His high character has made him very popular among the students.

B. Imagine that you are Albert Einstein, now living in Milan/Italy. Write a letter of thanks to Yuri for rendering valuable help in getting you out of the school.
Answer:
36, Park Street Milan
15th September, 20xx
My dear Yuri
I hope you are enjoying a good life. I am also fine but I miss you very much. I still remember, how you helped me getting rid of my school. I was very much distressed there. I never liked the place. But I was compelled to join it and remain there. I was very upset. So, I asked you to help me. How did you manage the medical certificate from your friend, Dr.Ernest. I still can’t believe how you staked your career for me. At last, I was able to leave the school. You are really my best friend. You proved that a friend in need is a friend indeed. 1 am very much obliged to you and wish if I were of some use for you. Hope you are in good spirits and I wish you all the best for life.
Yours,
Einstein.

Think It Over

Think about yourself as Einstein and then narrate the experiences you have in your class.
Answer:
Do yourself.

Things to Do

Coiled information about Albert Einstein’s life and his contribution to Science from the sources available to you.
Answer:
Do yourself.

Albert-Einstein at School by Patrick Pringle Introduction

In this lesson, the author refers to a young boy (Einstein) who is of extraordinary talent. However, this boy does not like his school and its system. Finally, he is expelled from the school.

Albert-Einstein at School Summary in English

Albert was in his class. The History teacher, Mr. Brawn asked him when did Prussians defeated the French at Waterloo. Albert told that he didn’t know or he must have forgotten. This irritated the teacher. He asked Albert, “Why?” Albert replied that he didn’t see any point in learning dates. One could read about them from books.

The teacher thought that Albert didn’t believe in education. He talked in a sarcastic manner. Albert told him that education should be about ideas and not about facts. The teacher said that Albert was a disgrace to the school.

Albert was sad to leave the school though he didn’t like this school. He would have to come to it again. He lived in a small room. It was situated in one of the poorest quarters of Munich. The landlady used to beat her children regularly. Her husband came drunk every Saturday and beat her. Albert didn’t like the children’s crying every time. Albert told these things to his friend Yuri. He hated the atmosphere of slum violence.

Next time, his cousin came to Munich. She told Albert that if he had tried he could have pass the examination. There were more stupid boys than him. Moreover, passing the examination was not difficult. It was just to be able to repeat some events in the examination. He told Elsa that he was not good at learning things by heart. He liked music as it gave him comfort. He also liked Geology.

Albert didn’t like to remain in that school. He met Yuri after six months. He had an idea. He told Yuri that he needed a medical certificate showing that he suffered from a nervous breakdown. In this way, he could get rid of his school. He asked Yuri if he had a doctor friend. Yuri told him that he had one, Dr. Ernest Weil. However, Yuri told him not to deceive him. He must be frank with him.

When Albert visited Dr. Ernest Weil, he had really come close to a nervous breakdown. Dr. Ernest issued him a certificate. His fees was that he should serve Yuri with a meal. Albert told Dr. Ernest about his future plans. He would go to Milan. He hoped to get admission in some Italian college or institute. Yuri told him to get a reference in writing from the Mathematics teacher before going to the head teacher. Mr. Koch, the Mathematics teacher, was a different man. He understood Albert well. He gave a glowing testimonial to him. He wrote that Albert knew so much that it was difficult to teach him any more. He was fit to enter a college.

Before Albert had a chance to ask for an interview with the head teacher, he was summoned to his room. The head teacher told Albert that he wanted him to leave the school. Albert asked the head teacher if he meant that he was to be expelled. The head teacher told him that if he went of his own accord, that question wouldn’t arise.

The head teacher gave several reasons for his leaving the school. He said that Albert’s presence made it impossible for the teachers to teach and pupils to learn. No serious work could be done as long as he was there. Albert felt that his spending money on the medical certificate proved useless. For a moment, Albert felt like telling him what he thought of him and the school but he did not. He went out of the room. The head teacher asked him to close the door behind him but Albert didn’t. He didn’t even have the last look at the school. Yuri was the only person whom Albert felt like seeing when he left. He had no other real friend.

Albert-Einstein at School Summary in Hindi

एलबर्ट अपनी कक्षा में था। इतिहास के अध्यापक मि. ब्रॉन ने उससे पूछा कि प्रूशिया बालों ने फ्रांस को बाटरलू में कब हराया था। एलबर्ट कहता है कि वह नहीं जानता या वह भूल गया होगा। इससे अध्यापक को क्रोध आ जाता है। यह एलबर्ट से पूछता है, “क्यों?” एलबर्ट जवाब देता है कि उसे तारीखें याद करने में कुछ खास बात नज़र नहीं आती। इसके बारे में कोई भी किताबों से जानकारी ले सकता है। अध्यापक मानता है कि एलबर्ट को शिक्षा में कोई दिलचस्पी नहीं है। वह व्यंग्यात्मक तरीके से बात करता है। एलबर्ट उन्हें कहता है कि शिक्षा विचारों से संबंधित होनी चाहिए न कि तथ्यों से। अध्यापक कहता है कि एलबर्ट स्कूल के लिए एक कलंक है।

एलबर्ट स्कूल छोड़ते हुए दुःखी था। हालाँकि वह इस स्कूल को पसंद नहीं करता था पर वह उदास था। उसे वहाँ दोबारा आना होगा। वह एक छोटे-से कमरे में रहता था। वह म्यूनिख के सबसे गरीब क्षेत्र में बसा था। मकान मालकिन अपने बच्चों को नियमित रूप से पीटती थी। उसका पति प्रत्येक शनिवार को शराब पीकर आता और उसे पीटता था। एलबर्ट हर समय बच्चों का रोना पसन्द नहीं करता। उसने यह सब अपने मित्र यूरी को बताया। वह गंदी-बस्तियों में होने वाली हिंसा से नफरत करता था। अगली बार उसकी चचेरी बहन म्यूनिख आती है। वह एलबर्ट से कहती है कि यदि कोशिश करें तो वह परीक्षा पास कर सकता है। यहाँ उससे भी ज्यादा मूर्ख लड़के हैं। इसके अलावा परीक्षा पास करना मुश्किल नहीं है। यह केवल परीक्षा में कुछ घटनाओं को दोहरा देने की योग्यता प्राप्त करना है। वह एल्सा को बताता है कि वह जबानी चीजें याद करने में अच्छा नहीं है।

वह संगीत पसन्द करता है क्योंकि वह उसे आराम देता है। उसे भू-विज्ञान भी अच्छा लगता है। एलबर्ट को उस स्कूल में रहना बिल्कुल पसन्द नहीं था। वह यूरी से छह महीने बाद मिला। उसे एक विचार आता है। वह यूरी से कहता है कि उसे एक चिकित्सा प्रमाणपत्र की आवश्यकता है जो यह दिर सके कि वह स्नायुसम्बन्धी खराबी से ग्रस्त है। इस प्रकार वह अपने स्कूल से छुटकारा पा सकता है। वह यरी से पूछता है कि क्या उसका कोई डॉक्टर दोस्त है। यूरी उसे बताता है कि डॉ. अरनेस्ट वेल है। फिर भी पूरी कहता है कि वह उसे धोखा न दे। उसे उसके साथ खुलकर बातें करनी होंगी।

जब एलबर्ट डॉ. अरनैस्ट वेल से मिला तो सच में उसकी स्नाय खराब थी। डॉ. अरनेस्ट उसे प्रमाणपत्र दे देते हैं। उसकी फीस यह थी कि उसे यूरी को खाना खिलाना था। एलबर्ट डॉ. अरनैस्ट को अपने भविष्य की योजना के बारे में बताता है। वह मिलान जाएगा। उसे आशा है कि उसे किसी इटैलियन कॉलेज में या संस्था में दाखिला मिल जाएगा। यरी उससे कहता है कि मुख्याध्यापक के पास जाने से पहले गणित के अध्यापक से लिखित प्रमाणपत्र ले ले। मि. कोच जो कि गणित के अध्यापक थे, एक अलग किस्म के व्यक्ति थे। वे एलबर्ट को अच्छी तरह से समझते थे। उसने, उसे एक शानदार प्रमाणपत्र दिया। उसने लिखा कि एलबर्ट इतना जानता था कि वह उसे और शिक्षा नहीं दे सकता था। वह कॉलेज में प्रवेश के लिए उपयुक्त था।

इससे पहले कि एलबर्ट को मुख्याध्यापक से साक्षात्कार का मौका मिलता, उसे उसके कमरे में जाने का बुलावा आ गया। मुख्याध्यापक एलबर्ट से कहते हैं, वे चाहते हैं कि वह स्कूल छोड़ दे। उसने मुख्याध्यापक से पूछा क्या उसे निकाला जा रहा है। मुख्याध्यापक उसे कहता है कि यदि वह अपनी इच्छा से चला जाता है तो यह प्रश्न ही नहीं उठता। मुख्याध्यापक उसके स्कूल छोड़ने के लिए बहुत से कारण बताता है। वह उसे बताता है कि एलबर्ट की उपस्थिति अध्यापकों को पढ़ाने में और अन्य छात्रों को सीखने में परेशानी पैदा करती है।

जब तक वह रहता, कोई महत्त्वपूर्ण कार्य नहीं किया जा सकता था। एलबर्ट को लगता है कि चिकित्सा प्रमाणपत्र पर उसके द्वारा खर्च किए गए पैसे बेकार हो गए। एक क्षण के लिए एलबर्ट का मन हुआ कि उसे बता दे कि वह उसके बारे में और स्कूल के बारे में क्या सोचता है। पर उसने वैसा नहीं किया। वह कमरे से बाहर चला जाता है। मुख्याध्यापक उससे अपने पीछे दरवाजा बन्द करके जाने को कहता है परन्तु एलबर्ट ऐसा नहीं करता है। यहाँ तक कि उसने आखिरी बार स्कूल की तरफ देखा भी नहीं। यूरी ही केवल ऐसा व्यक्ति था जिससे एलबर्ट स्कूल छोड़ते समय मिलना चाहता था। उसका कोई और सच्चा दोस्त नहीं था।

Albert-Einstein at School Word Meaning

Albert-Einstein at School Important Pronunciations

Albert-Einstein at School Passages for Comprehension

Read the passages given below and answer the questions that follow:

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.

Going back to his lodgings did not cheer him up. His father had so little money to spare that Albert could find 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. (Page 99)

Questions:
(i) Why did Albert feel miserable when he left school?
(Ii) Find the word opposite in meaning to ‘admirable’.
(iii) Give adjective form of the word ‘cheer’.
(iv) Find a word from the passage that has the same meaning as the word pitiable.
Answers:
(i) Albert felt miserable when he left school because he had to come back to the school
the next morning which he hated the most. For him, it was the worst place.
(ii) ‘Hateful’ is opposite of ‘admirable’.
(iii) ‘Cheerful’ is the adjective of ‘cheer’.
(iv) ‘Miserable’ has same meaning as ‘pitiable’.

2. 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 toy nothing.
“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.” (Page 100)

Questions:
(i) What did Albert wish? Why?
(ii) Find a word from the above lines which means opposite to ‘peace’.
(iii) Give noun form of the word ‘tempt’?
(iv) Find the word in the passage which has the same meaning as the word ‘spoiling’.
Answers:
(i) He wished to leave the place because he thought he was wasting his father’s money
and everyone’s time.
(ii) ‘Howling/noise’ is opposite to ‘peace’.
(iii) ‘Temptation’ is the noun form of ‘tempt’.
(iv) ‘Wasting’ has same meaning as ‘spoiling’.

3. “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?”
“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 goof your own accord, and then the question won’t arase.”
“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.” (Page 103)

Questions:
(i) What did the head teacher say to Albert?
(ii) Find a word from the passage which means opposite to ‘supporter’.
(iii) Give noun form of the word ‘punish’.
(iv) Find a word from the passage which has the same meaning of the word ‘deny’.
Answers:
(i).The head teacher said to Albert that he would not allow him to be there and asked
him to leave.
(ii) ‘Rebellion’ is opposite to ‘supporter’.
(iii) ‘Punishment’ is the noun form of ‘punish’.
(iv) ‘Refuse’ has same meaning as ‘deny’.

4. 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. Fie 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 corner 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.” (Page 103)

Questions:
(i) How many year did Albert spend in school? What was his feeling about his days
spent there?
(ii) Give the noun form of ‘real’
(iii) Give a word opposite in meaning to ‘curve’
(iv) Find a word in the passage which has the same meaning to the word ‘amazing’.
Answers:
(i) Albert spent fly e years In school. He felt that those were miserable days for him.
(ii) ‘Reality’ is the noun Form of ‘real’.
(iii) ‘Straight’ is opposite in meaning to ‘curve’.
(iv) ‘Wonderful has the same meaning to the word ‘amazing’.

We believe the information shared regarding MP Board Solutions for 12th English Chapter 14 Albert-Einstein at School Questions and Answers as far as our knowledge is concerned is true and reliable. In case of any queries or suggestions do leave us your feedback and our team will guide you at the soonest possibility. Bookmark our site to avail latest updates on several state board Solutions at your fingertips.

MP Board Solutions for 12th English Chapter 13 On His Being Arrived at the Age of Twenty-three Questions and Answers aids you to prepare all the topics in it effectively. You need not worry about the accuracy of the Madhya Pradesh Board Solutions for 12th English as they are given adhering to the latest exam pattern and syllabus guidelines.

You Can Download MP Board Class 12th English Solutions Questions and Answers Notes, Summary, Lessons: Pronunciation, Translation, Word Meanings, Textual Exercises. Enhance your subject knowledge by preparing from the Chapterwise MP Board Solutions for 12th English and clarify your doubts on the corresponding topics.

MP Board Class 12th English A Voyage Solutions Chapter 13 On His Being Arrived at the Age of Twenty-three (John Milton)

Kick start your preparation by using our online resource MP Board Solutions for 12th English Chapter 13 On His Being Arrived at the Age of Twenty-three Questions and Answers. You can even download the Madhya Pradesh Board Class 12th English Solutions Questions and Answers for free of cost through the direct links available on our page. Clear your queries and understand the concept behind them in a simple manner. Simply tap on the concept you wish to prepare in the chapter and go through it.

On His Being Arrived at the Age of Twenty-three Textbook Exercises

Word Power

A. Give words opposite in meaning to the words mentioned below
subtle, youth, hasting, deceive, mean,
Answer:

• subtle – obvious
• youth – old age
• hasting – delaying
• deceive – believe
• mean – dignified
• inward – outward
• appear – disappear
• perhaps – certainly

B. Mark the use of word, ‘strictest’ in the poem. It is an adjective in the superlative degree. The other two forms in the positive and comparative degrees are: ‘strict’ and ‘stricter’, Give the forms of the following adjectives in the comparative and superlative degrees. late, soon, slow, mean, high, much.
Answer:

C. Match the words in column ‘A with those in column ‘B’.

Answer:
(1) 2, (ii) 4, (iii) 1, (iv) 5, (v) 6, (vi) 3.

D. Look up a dictionary and match tile words wit h their meanings. Also use them in sentences of
your own to bring out the difference in their meanings.

• faith – a set of beliefs
• credo – trust in somebody’s ability or knowledge
• belief – a set of beliefs or religious principles
• motto – a set of beliefs shared by a group or organisation
• creed – confidence that something or somebody is true
• dogma –  a sentence or phrase, expressing the aims and beliefs of a person or institution.

For example:

• faith – (trust in somebody’s ability or knowledge): People had faith in what Mahatma Gandhi did for the nation.
• credo –  (a set of beliefs): Every religion follows a credo.
• belief – (confidence that something or somebody is true): I have full belief in you.
• motto –  (a sentence or phrase expressing the aims and beliefs of a person or institution): What is your motto in life? .
• creed – (a set of beliefs shared by a group or organisation): There are people of many creeds in India.
• dogma – (a set of beliefs or religious principles): I have firm belief in the dogmas of the church.

comprehension

A. Answer the following questions in one sentence:

Question 1
Why does the poet call time, the subtle thief of youth?
Answer:
The poet call time, the subtle thief of youth because time has taken away his twenty-three years without notice.

Question 2.
‘But my late spring no bud or blossom sheweth’.
(a) What does ‘spring’ refer to?
(b) How is it late?
Answer:
(a) ‘Spring’ refers to maturity. Maturity that poet has not gained with age.
(b) It is late as he has not seen bud or blossom. There is no sign of maturity that is visible.

Question 3.
All is, if I have grace to use it so,
As ever in my Taskmaster’s eye.
(a) What has grace been spoken of in the above lines?
(b) Who is the Taskmaster?
Answer:
(a) Grace is the extra time that the poet wishes to have to compensate his loss.
(b) God is the Taskmaster.

B. Answer the following questions in about 60 words:

Question 1.
What has time stolen from the poet?
Answer:
In this poem, the poet makes a complain blaming Time that it has stolen the prime part of his life. The twenty-three years of his life passed away so hastily that the poet failed to mature himself. His career could not be perfect. Although his appearance is now mature, he still requires time for the maturity of his career. There is a lack of inner maturity.

Question 2.
What deceives the truth? (M.P. Board 2009)
Answer:
Here, the poet refers that now he is mature in age. His appearance can deceive one about his inner maturity which is still unripe. Time did not give him an opportunity to attain the ripeness of his poetic talent. He has lost his career. His appearance is deceiving.

Question 3.
What will be in the strictest measure?
Answer:
As this poem is devotional in tone, the poet says that whatever one gets or does, it is the ruling of God. God distributes everything to everyone in the strictest measure. For him, there is no distinction between high or low. He observes everything equally and allots everyone equally.

Question 4.
How does the poet console himself?
Answer:
The poet here feels sorry for he could not make his career properly. His talent is still unripe. Time has stolen the twenty-three years of his life without notice. It has deceived him. However, the poet consoles himself with the plea that whatever he has achieved was the wish of God. God gives anything to anyone without any reservation. God being the Taskmaster controls everything.

Question 5.
What passes by in a hurry in the poet’s life?
Answer:
Here, the poet feels himself at a great loss. He thinks that he has lost the twenty-three years of his life without any concrete achievement. It has passed so hastily that he could not notice the bud or blossom. Now, he has attained maturity of age but he still needs time for attaining the maturity in his career.

Question 6.
What is approaching the poet fast?
Answer:
The poet here reveals a secret of his life. He says that he is now grown up. The state of manhood is approaching fast to him. He has lost his youth the formative period of his life. However, as he is sorry for the loss of youth very rapidly, he feels approaching of manhood at the same time.

Question 7.
Explain the line, “That some more timely happy spirits endueth”.
Answer:
As the poet is sorry for not attaining maturity’ in his career, he requires some more time for it. He feels that his career, that is, the poetic talent is still unripe. Time has passed so hastily that he could not notice the passing of his youth. In this line, he expresses his desire for some more timely happy spirits. He wants some grace time to compensate the lost years and work ahead for his poetic maturity.

C. Answer the following question in about 75 words:

Question 1.
Briefly describe Milton’s feelings on his having arrived at the age of twenty-three.
(MP. Board 2011)
Answer:
On His Having Arrived at the age of Twenty-three is poet’s reflections on his late maturing. He has attained the age of twenty-three. He takes it as a loss of his life. He feels that it has approached in such a manner that he could not notice it. The prime of his life is lost. He couldn’t mind his career. He couldn’t achieve the height of the poetic talent. He feels being cheated or deceived by the time which has taken away his ripening period without notice. The poet is not at all happy but one thing gives him relief is that it was the will of God.

Question 2.
Give the central idea of the poem.
Answer:
Blaming Time for stealing his youth, the poet says that it has taken away his twenty-three years without notice. It has passed away so fast that he couldn’t mend his career properly. He couldn’t find time to mature himself. His appearance has become mature but he still requires time to get inner maturity. Whatever time he has got, it was the will of God. Whatever one does, what one achieves, when one lives one’s life everything is the wish of God. No one can overrule the ruling of God who is the Taskmaster of the world. No one is spared from His eye.

Question 3.
Critically analyse the poem.
Answer:
The poem On His Having Arrived at the Age of Twenty-three is a devotional sonnet written in an autobiographical tone. It contains Milton’s reflections of late maturing. The dominating passion of his life is to justify the ways of God to man and write in praise of God. Here, he blames Time for stealing away his youth without repairing his poetic talent .He uses the sonnet form of poetry to produce a personal utterance that combines dignity of lone, flexibility of movement and mastery of structure.

Question 4.
Analyse the poem as a Petrarchan Sonnet.
Answer:
Sonnet is a short poem of fourteen lines expressing a single thought or emotion at a time. It owes its popularisation to the 14th century Italian poet Franesco Petrarch who used this poetic form to express his love for his idealised lady love, laura. John Milton uses the original Italian (Petrarchan) form to express his devotion to God or sublime feelings.

In this form, the poem Is divided into two parts the octave (a stanza of eight lines) and the sestet (a stanza of six lines). The first part makes a statement or puts up a question while the second part illustrates or serves the answer to it. On Being Arrived at the Age of Twenty-three is a devotional sonnet in Petrarchan form. It is a striking example of the Renaissance ethos and Reformation zeal. It is an assertion of faith and a wish to be guided by the divine will.

Speaking Activity

A. Read aloud the poem in groups, observing the stress-pattern. short syllable followed by a long syllable. Consult an English pronunciation dichonary.
Answer:
Do yourself.

B. ‘Practtsing one’s faith is one’s private affair’. Give arguments for or against the motion.
Answer:
Do yourself.

A. Write a letter to your friend, narrating one such even! when your act of faith made you successful in the long run.
Answer:
163. Shivaji Park
Gwalior (M.P.)
Date: 19 Jan. 20xx
Dear Rahul,
As I was very busy last week, I couldn’t reply to your letter. Now I am free and wish to share my experience which is absolutely unbelievable. I was seriously ill. The fever was not coming down. No medicine was working. The doctors were very anxious. They advised to take me to the City Hospital. Next morning, I had to appear for the Maths Olympiad. My father was upset. But my grandmother wasn’t. She had firm belief in God, specially in Lord Hanuman. She began chanting Hanuman Chalis.a. For the whole night, she did My fever began to come down. It finally became normaL Next day, I appeared for my test comfortably. I was amazed how the faith of my grandmother worked so well. Everyone was surprised. I thank God to the core of my heart, He is really the Almighty.
Yours,
Rohit.

B. Expand the idea contained in the statement, ‘Faith mares the mountains’.
Answer:
‘Faith moves the mountains’ is a very old saying. ft is still hue. ‘Faith’ means confidence. If one is confident of one’s capabilities, one can do wonders. it gives courage and a wish to do any type of work. One can win over all difficulties, Sometimes, it happens that one does even an impossible task. So, one must not lose confidence. Nothing is impossible if one has the determination to do. Determination along with the self-motivation helps in attaining the impossible thing but the hard work is required.

Think it Over

A. Faith is the key to success. Think of other qualities which contribute to the development of a successful and happy human personality.
Answer:
Do yourself.

B. Every religion insists on faith. How does it make a person noble and sublime?
Answer:
Do yourself.

Things to Do

A. Prepare a list of John Milton’s important works.
Answer:
Do yourself. Yet may consult your school library

B. Have you read any other 14-line poem in a different rhynze-sclieme? Do you know other sonneteers like Thomas Wyatt, John Donne, William Wordsworth and W.B. Yeats and so on? Read some of their sonnets; examine the rhyme-schemes and themes.
Answer:
Do yourself.

On His Being Arrived at the Age of Twenty-three Summary in English

Blaming Time for stealing his youth, the poet says that it has taken away his twenty-three years without notice. It has passed away so fast that he couldn’t mend his career properly. He couldn’t find time to mature himself. His appearance has become mature but he still requires time to get inner maturity. Whatever time he has got, it was the will of God. Whatever one does, what one achieves, when one lives one’s life everything is the wish of God. No one can overrule the ruling of God who is the Taskmaster of the world. No one is spared from His eye.

On His Being Arrived at the Age of Twenty-three Summary in Hindi

समय पर अपनी जवानी चुराने का आरोप लगाते हुए कवि कहता है कि इसने उसके तेईस वर्ष बिना सूचना के ले लिए। यह इतनी तेज़ी से बीत गया कि उसे सही ढंग से अपना गुण सँवारने का समय ही नहीं मिला। वह अपनी परिपक्वता के लिए समय नहीं निकाल पाया। उसका शरीर (हाव-भाव) परिपक्व हो गया है, परंतु अभी भी उसकी आंतरिक परिपक्वता के लिए समय की ज़रूरत है। समय ने उसे धोखा दिया है। लेकिन कवि अपने को यह सोचकर सांत्वना देता है कि जो भी उसने पाया है, यह ईश्वर की इच्छा है। जो भी कोई करता है, जो भी कोई पाता है और कब तक कोई जीता है-सब ईश्वर की इच्छा है। कोई भी ईश्वर, जो दुनिया का मालिक है, के आदेश को नकार नहीं सकता। कुछ भी उसकी आँखों से बचा नहीं है।

On His Being Arrived at the Age of Twenty-three Word Meaning

On His Being Arrived at the Age of Twenty-three Important Pronunciations

On His Being Arrived at the Age of Twenty-three Stanzas for Comprehension

Read the following stanzas carefully and answer the questions that follow:

1. How soon hath Time, the subtle thief of youth,
Stolen on his wing my three and twentieth year!
My hastign day fly on with full career,
But my late spring no bud or blossom sheweth. (Page 93)

Questions: (M.P. Board 2010)

(i) What has time stolen from the poet?
(ii) Find out the words from the extract which have the same meaning as the words given below:
(a) something not noticeable or obvious.
(b) flower which has not yet opened its petals.
(iii) Give the superlative degree of the word ‘soon’.
Answers:
(i) The time has stolen youth from the poet in the form of twenty-three years.
(ii) (a) subtle
(b) bud.
(iii) ‘Soonest’ is the superlative degree of the word ‘soon’.

2. Yet be it less-or more, or soon or slow,
It shall be still in strictest measure even
To that same lot however mean or high,
Toward which time leads me and the will of Heaven.
All is, if I have grace to use it so,
As ever in my Taskmaster’s eye. (Page 93)

Questions:
(i) Who is referred to as ‘Heaven’ in the fourth line?
(ii) ……………measure even to that same lot.
(iii) What does the poet wish for?
(iv) Give a word which has the meaning same as ‘balance’.
Answers:
(i) God is referred to as’Heaven’in the fourth line.
(ii) It shall be still in strictest.
(iii) The poet wishes for the grace period to mind his ways and measure his career.
(iv) ‘Measure’ has the same meaning as ‘balance’.

We believe the information shared regarding MP Board Solutions for 12th English Chapter 13 On His Being Arrived at the Age of Twenty-three Questions and Answers as far as our knowledge is concerned is true and reliable. In case of any queries or suggestions do leave us your feedback and our team will guide you at the soonest possibility. Bookmark our site to avail latest updates on several state board Solutions at your fingertips.

MP Board Solutions for 12th English Chapter 10 On Umbrella Morals Questions and Answers aids you to prepare all the topics in it effectively. You need not worry about the accuracy of the Madhya Pradesh Board Solutions for 12th English as they are given adhering to the latest exam pattern and syllabus guidelines.

You Can Download MP Board Class 12th English Solutions Questions and Answers Notes, Summary, Lessons: Pronunciation, Translation, Word Meanings, Textual Exercises. Enhance your subject knowledge by preparing from the Chapterwise MP Board Solutions for 12th English and clarify your doubts on the corresponding topics.

MP Board Class 12th English A Voyage Solutions Chapter 10 On Umbrella Morals (A.G. Gardiner)

Kick start your preparation by using our online resource MP Board Solutions for 12th English Chapter 10 On Umbrella Morals Questions and Answers. You can even download the Madhya Pradesh Board Class 12th English Solutions Questions and Answers for free of cost through the direct links available on our page. Clear your queries and understand the concept behind them in a simple manner. Simply tap on the concept you wish to prepare in the chapter and go through it.

On Umbrella Morals Textbook Exercises

Word Power

A. Give antonyms of the following words:
sharp, truth, never, wrong, admirable, dim.
Answer:
Words Antonyms

• Sharp Blunt
• Truth Untruth
• Never Always
• Wrong Right
• Admirable Hateful
• Dim Bright

B. Use the following phrases in sentences of your own:
put up, in fact, cling to, for the taking.
Answer:

• Put up — The case has been put up with the Magistrate.
• In fact — In fact, I was very much worried about your result.
• Cling to — The kangaroo’s baby clings to its mother’s belly.
• For the taking —For the taking of faith a grand function was organised.

C. Use the following words as nouns and verbs:
shower, surprise, frame, glance, sound, rule, exchange, hand.
Answer:

• Shower Noun I enjoy bathing under shower.
  Verb My teacher showered all his blessings.
• Surprise Noun It is a surprise to me.
  Verb His result surprised me.
• Frame Noun The frame of his window is broken.
  Verb He framed serious charges against the criminal.
• Glance Noun I wanted to have a glance at the book.
  Verb I have glanced the important points of this matter.
• Sound Noun The sound of his bike is very unpleasant.
  Verb It sounds harsh to ear.
• Rule Noun The rule against deforestation is not so strict.
  Verb He has ruled it out for the welfare of his son.
• Exchange Noun It is a good exchange offer.
  Verb I have exchanged my car.
• Hand Noun This is my hand.
  Verb Mr. Verma hands over his files to his son.

D. Give synonyms of the following words:
sharp, truth, surprise, famous, admirable.
Answer:
Words Synonyms

• Sharp — edged
• Truth — reality
• Surprise — amaze
• Famous — renowned
• Admirable — praiseworthy

Comprehension

A. Answer the following questions in about 60 words each:

Question 1.
How do people who pick things belonging to others satisfy their conscience?
Answer:
People who pick things belonging to others satisfy their conscience by expressing an apology to themselves that they hadn’t done it deliberately but by mistake. Sometimes, they say ‘Ah! I was just going to return it. I don’t know how did it happen.’ Such people if not caught won’t bother to feel sorry. They don’t say a word of apology. They are umbrella conscience.

Question 2.
What has the author to say about morals concerning books?
Answer:
The author has a strong feeling for those who pick up other’s things. They do it deliberately in order to satisfy their conscience. They don’t feel shy if they are caught. They just say, “It was a surprise how did it happen?” The author has the same feeling for those who take away books from library and never bother to return them. He advises us never to trust even our dearest friend. He has instances of even religious people who don’t return books.

Question 3.
Why does the author say that picking of other people’s hat is unpardonable?
Answer:
The author in this essay presents his views about those who pick others’ things. They can take anything. They take umbrellas, books and many other things. They don’t spare even hats which symbolises one’s prestige. They do it deliberately except in some rare cases when it happens accidentally or unknowingly. The author finds it unpardonable. It is beyond the borderland of conscience where dishonesty dissembles.

Question 4.
What does the author mean by ‘play hide and seek with our own conscience’?
Answer:
The author is very much annoyed with the people’s habit of picking up others’ things. Usually they do it deliberately. They know that they are picking up a better thing and ‘ leaving their own inferior thing. They don’t feel shy. They don’t bother to return it back even if the owner’s name is written there. If caught they will simply say ‘Ah! I don’t know, how did it happen?” They show their ignorance but they feel happy. In this way, they play hide and seek with their own conscience by satiating their inner-self which did wrong.

B. Answer the following questions in about 75-100 words each:

Question 1.
What does the author say about ‘umbrella conscience’? Mention some of its chief characteristics. (M.P. Board 2012,2015)
Answer:
This essay is a satire on the modem culture where people have lost their morals. They do wrong but don’t accept it. They do wrong knowingly. They don’t care for others’ trouble. The author gives many examples. He says that such people take your umbrellas made of silk and leave their own cotton umbrellas in exchange. They take your books and never return. They are not only ordinary people but some religious and high profile people also who do it. They also don’t feel shy. They do it only to appease their conscience. Sometimes, they may feel sorry and say to you that they were just going to return it but that is not the fact. They only play hide and seek with their own conscience.

Question 2.
“It is not enough to be found out by others; we refuse to be found out by ourselves.” Discuss.
Ans.
On Umbrella Morals is a satire on the moral degradation of modem people. The author through a very common phenomena tries to capture a real view of our society. In life, we lose our things, no doubt. However, for the author losing an umbrella leads to pull his thoughts and emotions towards serious things like morals and conscience. He feels unhappy that many people forget to return books taken from others or a library. They don’t hesitate from picking other peoples’ hats as well. Here the point to think is that they are not found out by others. They also don’t feel shy or fear from their own conscience. Their inner-self is dead and they refuse to be found out by their own-self.

Question 3.
Describe how and why did the author return the umbrella belonging to some politicians.
Answer:
The author narrates a peculiar experience of his life. Once he got a silk umbrella in exchange somewhere. Later, he found that there was a band with the owner and his address. It made him upset. It was a super umbrella. He was terrified. He thought that some day he may be caught with the charge of stealing an umbrella of a British emperor. So, he wrote a letter of apology and went to dispatch it. Later, he was invited. When he went there, he found a group of high profile people. Someone gave him a hat, someone a coat. Then, he came to know that the silk umbrella had travelled a long series of exchange. He, at last, took a sigh of relief for he had not done any mistake.

C. Answer the following questions in about 200 words each:

Question 1.
Justify the title, ‘On Umbrella Morals’ in your own words.
Answer:
A.G. Gardiner was famous for his essays on even trivial subjects like On Catching Trains, ‘On the Rule of the Road, On saying Please. On Umbrella Morals is such a peculiar essay which captures a very common phenomena which expresses the modem way of life. Here he takes the theme of losing things. There are people who pick up other’s things without hesitation. They do it deliberately and if caught, they without any sense of shame say Ah! I don’t know how did it happen? It is really a surprise to me.

They don’t return the umbrella even if they get any clue of the owner. The whole of the story is based on umbrella. Since, the author shows, how the umbrella goes from one person to another and how one incident made him realise, how can he protect his umbrella by putting his name on it gives him a moral of life. Hence the title is very suitable to its theme.

Question 2.
Write a critical summary of the essay, “On Umbrella Morals”.
Answer:
See Summary in English of this chapter.

D. Explain the following sentences:

Question 1.
He is one of those people who have what I may call an umbrella conscience.
Answer:
Through this line the author wants to expose the so-called civilised people who not only defame society but also lose their morals. They are also tempted to get a good thing in exchange. So, they do it. It is umbrella conscience.

Question 2.
He would never put his hand in another’s pocket, cf forge a cheque or rob a till not even if he had the chance.
Answer:
The author says that the people of umbrella conscience do not put their hands in another’s pocket, forge or rob even if they get a fair chance for it. They only pick your umbrella in exchange.

Question 3.
Quite impeccable people, people who ordinarily seem unspotted from the world, are afflicted with umbrella morals.
Answer:
The people who are in the habit of picking up other’s things always escape from being seen. They do it in such a manner that they can’t be spotted. They are affected with umbrella morals.

Grammar

Look at the following sentences:
1. A sharp shower came on as I walked along the Strand, but I did not put up my umbrella. The truth is I couldn’t put up my umbrella.
2. The frame would not work for one thing, and if it had worked, I would not have put the thing up, for I would no more be seen under such a travesty of an umbrella than Falstaff would be seen marching through Coventry with his regiment of ragamuffins.
3. He would never put his hand in another’s pocket, or forge a cheque or rob a till not even if he had the chance. The italicised words in these sentences are Modal verbs.
Modal verbs express ability, permission, wish, etc. to do something. (I may/can must swim.) Many modal verbs cannot be used in all the English tenses.
The main characteristics of Modals are:

• They never change their form irrespective of the subject of the sentence.
• They do not change to show past tense.
• They all carry the negative of the sentence by the addition of not/n’t
• They all form questions by inversion with the subject of the sentence.

Fill in the blanks in the following sentences with appropriate modal verbs:

1. I think you should take an umbrella. It ………. rain. (future possibility)
2. You……. pay income tax. (obligation)
3. You ………. leave now. (permission)
4. Be careful with that gun. It ……….. be loaded. (possibility)
5. ………… you speak English well? (ability)
6. I ……. come tomorrow. (future promise)
7. ……….. you please close the door? (request for action)
8. If you want to catch the train you start at once. (desirability)
9. You ………… not talk in the library.(prohibition)
10. The teacher said to him,’You …..do your homework again. (Absence of obligation)
Answer:

1. might/may
2. must
3. can
4. may
5. can
6. will
7. will
8. should
9. can
10. have to.

Speaking Activity

Make several groups of about five or six students in the class. Ask each one of them about the loss of something at home, even a theft or a robbery, then ask them to narrate the incident.
Answer:
fro yourself.

Writing Activity

A. Write a letter to your friend narrating the incident when you lost your books that you had kept outside the school-library when you went there to study.
Answer:
A-398, Shivaji Park,
5th July, 20xx Bhopal, M.P.
My dear Shekhar,
I hope you have enjoyed your vacation with all ease and comfort. I also did well during this break. Today my school reopened. On the very first day, something very strange happened with me. Last two periods were for library. We went there. As our bags are not allowed inside, we left them outside the library hall. We spent our two periods in the library hall. I read some adventure books. Then, the bell rang and it was the last bell, so all were in hurry. When I came out, I found my bag missing. I searched for it everywhere, but it was nowhere. Someone might have taken it unknowingly. However, I reported it to the Principal who put a notice on the notice board. I was very much disturbed. Hoping for its early recovery, I returned home.
Your friend,
Rajesh

B. Write a short piece narrating the fact of losing some items like lunch-boxes, pullovers, ties, pencils, erasers and pens during recess or games hour in your school. The write up should not be more than ten tines to recess in-charge.
Answer:
Yesterday, during recess period, I found my lunch-box missing. I was very upset. First, I thought someone has tricked me. I asked my class-mates but everyone denied. I was feeling hungry. I reported the matter to my recess-in-charge. She also made inquiries about it but it was of no use. Later, she managed some snacks and food items for me. A notice was put on the notice board. Next day, the watchman gave me the lunch-box. He found it somewhere in the ground. I was relaxed and happy.

Think it Over

In the lesson, you came across the word ‘ragamuffin.’ Technically the word is used for a dangerous frilow. Some other people who are equally dangerous to society are listed here:
thief, robber, dacoit, vandal, burglar, highwayman, brigand, swindler, kleptomaniac
Consult a good dictionary and try to ascertain the meanings and uses of these words.
Answer:

• Thief : One who steals hideously and willfully;
• Robber : One who steals in a bold manner.
• Dacoit : One who robs in a bold way.
• Vandal : One who damages things willfully.
• Burglar : A person who breaks into a building in order to steal.
• Highwayman : A person (usually on horseback) who robbed travellers in ancient days.
• Brigand : A member of a band of robbers.
• Swindler : One who cheats in a business transaction.
• Kleptomaniac : One who has a compulsive desire to steal.

Things to Do

A. Have you read other essays by A.G. Gardiner, like ‘On saying Please’, ‘All about a Dog’ and so on? What characteristics of A.G. Gardiner, as an essayist do stand out? .
Answer:
Do it yourself.

B. Have you read essays by Aldous Huxley, a prominent modern essayist? Bring out the differences of style and theme between A.G. Gardiner and Aldous Huxley.
Answer:
Do it yourself.

On Umbrella Morals by AG. Gardiner Introduction

The author feels unhappy’ to many people forget to return books taken from others or library They do not from picking other people s hats as well All these things are very annoying to the author

On Umbrella Morals Summary in English

This essay is a satire on the people’s habit of picking up others’ things and then at the same moment losing them by the others. The narrator once loses his silk umbrella and gets a cotton umbrella in exchange. He thinks that the man who would have picked up his silk umbrella might be feeling smart. For such people the narrator has not at all a good opinion. He thinks that these people have umbrella conscience. They are not cheats or a forging men but they pick umbrellas of other people and don’t return it deliberately. They have no feeling of shame or apology.

The narrator has the same feeling for those who never return the books of the library or of the others. He has the instances of even the religious persons who also do such things. So, the narrator advises us not to trust even our dearest friends in such affairs. He has also met a number of people who don’t hesitate to take other’s hats. They don’t do it unknowingly but deliberately because they have lost their conscience. They don’t hesitate to do it even in the high class society.

The narrator says that sometimes someone does it by mistake and the moment he knows the real owner he returns it properly with excuses. Once he himself comes to know that the silk umbrella that he got in exchange had travelled a long way with a series of exchanges. He has peculiar experience in his life.

On Umbrella Morals Summary in Hindi

प्रस्तुत लेख लोगों के द्वारा दूसरे के सामान को उठा लेने और उसी समय किसी दूसरे के द्वारा उसे खोने जैसे मानव स्वभाव पर एक व्यंग्य है। लेखक ने एक बार अपना एक रेशमी छाता खो दिया और बदले में एक सूती छाता पाया। वह सोचता है कि जिस व्यक्ति ने उसका छाता लिया होगा वह अपने को ज़्यादा होशियार समझ रहा होग्न। ऐसे लोगों के लिए उसके विचार कतई अच्छे नहीं है। वह सोचता है कि ऐसे लोग छाता-सजग लोग होते हैं। वे ठग नहीं होते, न ही दूसरों को चकपा देते हैं बल्कि वे जानबूझकर दूसरों का छाता ले लेते हैं और फिर इसे कभी लौटाते नहीं।

उन्हें अपने किए पर कोई शर्म या पछतावा नहीं होता। कथाकार ऐसा ही विचार उन लोगों के लिए रखता है जो पुस्तकालय या दूसरों से ली गई पुस्तकें कभी लौटाते नहीं। उसके पास कई धार्मिक व्यक्तियों के भी उदाहरण हैं जो ऐसा काम करते हैं। इसीलिए लेखक हमें ऐसे मामलों में अपने निकटतम मित्रों पर भी भरोसा न करने की सलाह देता है। वह ऐसे लोगों से भी मिला है जो दूसरों की टोपी भी लेने से नहीं हिचकते।

वे ऐसा अनजाने में नहीं बल्कि जानबूझकर करते हैं क्योंकि उनका ज़मीर मर चुका है। उच्च वर्ग में भी ऐसा करने से लोग नहीं हिचकते। कथाकार कहता है कि कुछ लोग गलती से ऐसा कर बैठते हैं और अगर उन्हें सही मालिक का पता चल जाए तो क्षमा प्रार्थना के साथ इसे लौटा देते हैं। एक बार उसे खुद पता चला कि रेशमी छाता जो उसे मिला था, वह इसी तरह के बदलाव का लम्बा सफर तय कर उसके पास आ गया था। उसके जीवन में बड़े अजीब अनुभव हुए।

On Umbrella Morals Word Meaning

On Umbrella Morals Important Pronunciations

On Umbrella Morals Passages for Comprehension

Read the following passages carefully and answer the questions that follow them:

1. And as for books, who has any morals where they are concerned? I remember some years ago the library of a famous divine and literary critic, who had died, being sold. It was a splendid library of rare books, chiefly concerned with seventeenth-century writers, about whom he was a distinguished authority. Multitudes of the books had the marks of libraries all over the country. He had borrowed them and never found a convenient opportunity of returning them. They clung to him like precedents to law. Yet he was a
holy man and preached admirable sermons, as I can bear witness. And, if you press me on the point, I shall have to own that it is hard to part with a book you have come to love. (Page 73)

Questions:

(i) Where did the author see a library? How did the man collect the books in his library?
(ii) Find a word similar in meaning to ‘praiseworthy’.
(iii) Give a word opposite in meaning to ‘common’.
(iv) Give noun form of the word ‘admirable’.
Answers:
(i) The author saw a library of a famous divine and literary .critic. He had collected books by borrowing and never returning the books of other libraries or from his friends.
(ii) Admirable has similar meaning to ‘praiseworthy’.
(iii) Rare is opposite in meaning to ‘common’.
(iv) Admiration is the noun form of ‘admirable’.

2. Be it observed, it was the name on the umbrella that saved the situation in this case. That is the way to circumvent the man with an umbrella conscience. I see him eyeing his exchange with a secret joy; then he observes the name and address and his solemn conviction that he is an honest man does the rest. After my experience to-day, I think I will engrave my name on my umbrella. But not on that baggy thing standing in the corner. I do not care who relieves me of that. It is any body’s for the taking. (Page 74)

Questions:
(i) What experience does the author narrate here?
(ii) Find a word similar in meaning to ‘inner sense’.
(iii) Make a sentence with the word ‘exchange’.
(iv) Make noun from ‘observe’.
Answers:
(i) Here the author narrates his experience when he went to return the umbrella of a politician.
(ii) Conscience is a word similar in meaning to ‘inner sense’.
(iii) I got a new bike in exchange of my old one.
(iv) Noun from ‘observe’ is ‘observation’.

We believe the information shared regarding MP Board Solutions for 12th English Chapter 10 On Umbrella Morals Questions and Answers as far as our knowledge is concerned is true and reliable. In case of any queries or suggestions do leave us your feedback and our team will guide you at the soonest possibility. Bookmark our site to avail latest updates on several state board Solutions at your fingertips.

MP Board Solutions for 12th English Chapter 7 A Prayer for My Daughter Questions and Answers aids you to prepare all the topics in it effectively. You need not worry about the accuracy of the Madhya Pradesh Board Solutions for 12th English as they are given adhering to the latest exam pattern and syllabus guidelines.

You Can Download MP Board Class 12th English Solutions Questions and Answers Notes, Summary, Lessons: Pronunciation, Translation, Word Meanings, Textual Exercises. Enhance your subject knowledge by preparing from the Chapterwise MP Board Solutions for 12th English and clarify your doubts on the corresponding topics.

MP Board Class 12th English A Voyage Solutions Chapter 7 A Prayer for My Daughter (William Butler Yeats)

Kick start your preparation by using our online resource MP Board Solutions for 12th English Chapter 7 A Prayer for My Daughter Questions and Answers. You can even download the Madhya Pradesh Board Class 12th English Solutions Questions and Answers for free of cost through the direct links available on our page. Clear your queries and understand the concept behind them in a simple manner. Simply tap on the concept you wish to prepare in the chapter and go through it.

A Prayer for My Daughter Textbook Exercises

Word Power

A. Find words from the text for the following expressions:

1. A condition of mind and body in which one is lost in dreamy, pleasant thoughts.
2. A state or condition of knowing nothing of evil or wrong.
3. Virtue relating to good manners and politeness in behaviour.
4. Warding off evil or misfortune by one’s own ability.
5. God’s grace or blessing.
Answer:

1. reverie
2. innocence
3. courtesy
4. self-affrighting
5. Heaven’s will.

B. Make nouns from the following verbs:
imagine, excite, approve, prosper, reveal.
Answer:
Verbs – Nouns

• imagine – imagination
• excite – excitement
• approve – approval
• prosper – prosperity
• reveal – revelation

C. Make adjectives from the following nouns:
intellect, arrogance, storm, murder, courtesy.
Answer:
Nouns – Adjectives

• intellect – intellectual
• arrogance – arrogant
• storm – stormy
• murder – murderous
• courtesy – courteous

D. Make nouns from the following adjectives:
kind, intimate, merry, angry, ceremonious
Answer:
Adjectives – Nouns

• kind – kindness
• intimate – intimacy
• merry – merriment
• angry – anger
• cefemonious – ceremony

E. Match the words with their meanings:

Answer:

Comprehension

A. Answer in about 60 words each:

Question 1.
Narrate how the storm outside is reflected in the poet’s mind.
Answer:
The weather outside is a reflection of poet’s inside feelings and fear. The poem ‘A Prayer for My Daughter’ is a personal poem but we can understand poet’s mind by closely reading his earlier work, ‘The Second Coming’ where Yeats anticipates the gloom and doom which will engulf the future years. The poem is set in post-world war time, so the real-devastation is symbolised in terrible, violent and ‘frenzied’ storm. There is also a reference of Irish war through poet’s indication to storm rising from the Atlantic. The external unrest is a concretization of the poet’s internal trauma.

Question 2.
What do the words ‘the future years had come’ symbolize in the poem?
Answer:
The expression ‘the future years had come’ symbolises Yeats’s vision about the coming days a and times. The poet’s usage of ‘had come’ draws our attention that the future has
already creeped in and has created worse conditions in the present time even. The future visioned by Yeats is apocalyptic: The days of future are full of violence and bloodshed and has emerged from the murderous innocence of the sea. The future has arrived creating hard times and will be harder in coming times.

Question 3.
What is the poet’s opinion about ‘overmuch beauty’? Does he want his daughter to possess it? (M.P. Board 2009)
Answer:
The poet’s opinion about ‘overmuch beauty’ is not positive. He wants his daughter to be beautiful but should not possess excessive beauty. He doesn’t want his daughter to turn into a paragon of beauty. Yeats believes that too much beauty is dangerous as it will not only distract strangers but also bore negative outcomes for his daughter who will spend most of her time looking and praising herself. Extremely beautiful women become boastful and are filled with pride and arrogance. Such women forget their ‘natural kindness’ and reject sincere lovers. We find an implicit reference to Maud Gonne.

Question 4.
What is meant by the line, ‘May she become a flourishing hidden tree’? Explain.
Answer:
Here in the given line, the poet wishes that his daughter should become a ‘flourishing
tree’. This line envelope a lot of symbols inside it. Poet’s wish that his daughter should be of flourishing tree indicates that he wants his daughter to be rooted in traditions. She should grow and flourish in virtue and modesty. He wants her to be fresh, calm and soothing like a tree. His wish of ‘hidden tree’ symbolises her hidden thoughts, views and opinions unlike Maud Gonne who was too open about her views and was highly opinionated. Also he wants his daughter to be ‘hidden’ away from gloom, danger, destruction and turmoil that has enveloped the world. The image of tree shows poet’s wish for his daughter’s safety and stability.

Question 5.
What are the evil effects of ‘hatred in mind’?
Answer:
The poet in these words ‘hatred in mind’ expresses his own viewpoints and experiences. He regards ‘hatred’ as the worst kind of evil which consume the nobility of mind. He considers ‘hatred in mind’ lead’s to negative thoughts which leads to suffering and destruction. The stanza from which this line is taken constructs this idea that even Maud Gonne, Yeats’ girlfriend was turned stubborn due to this flaw and acted in a highly opinionated manner. We also find an undercurrent of thought that runs in this stanza that beauty is one of the reasons for hatred.

Question 6.
Explain the symbol ‘Horn of Plenty’. (M.P. Board 2010)
Answer:
‘Horn of Plenty’ is a mythological symbol used by the poet. It is a symbol of abundance
and nourishment. The mythological horn belongs to the goat Amalthea (Nourishing Goddess) whose one of the horns was broken accidentally by Zeus and had unending nourishment The horn overflows with produce, flower and nuts. Thus, it also symbolises prosperity and plenty. Yeats uses this symbol for Maud Gonne who had abundant beauty and charm but she exchanged it for ‘bellows!, drastically affecting herself and doomed in her misfortune.

The bellows’ full of opinions and pride took away her ‘horn of plenty’. Through this symbol,’poet wishes that his daughter should also possess ‘horn of plenty’ which will not only catty beauty but also kindness and modesty. Unlike the opinionated beautiful women like Helen of Troy, Venus and Maud Gonne, Anne should always remain nourishing like Amalthea, the goat. Her goodness should always remain intact.

Question 7.
What qualities grow when the mind is without hatred? (M.P. Board 2011)
Answer:
Hatred is termed as the most evil quality by the poet. So, the qualities that would grow when the mind is without hatred will be positive thinking and nobility of mind devoid of any kind of negativism. Hatred takes away the innocence, so the absence of it will make the person cheerful and innocent. Since Hatred is like a poison for the soul, so its absence will lead to peaceful, relaxed and happy soul. Also it will take away every negative force making clear, calm and free mind. A person becomes ‘self-delighting, self-appeasing and self-affrighting’ regaining all its virtues.

Question 8.
Why does the poet want his daughter to have a life of custom and ceremony?
Answer:
Yeats totally rejects any kind of hatred or pride to hover around his daughter. He wants her to experience all peace and joy free from fear. He wants his daughter to be married happily and keep all kinds of anger and hatred at bay. She should foster ‘custom’ by avoiding únnecessary change like the rootedness of a tree permitting it to grow and blossom.

She should also cultivate ‘ceremony’ which gives birth to politeness born from inward calm and dignity ‘Custom’ together with ceremony will lead to life constancy. Through his rhetorical question ‘How but in custom and in ceremony are innocence and beauty born? Confirms Yeat’s ideas of innocence and beauty bred in tradition, culture, custom and ceremony giving rise to spiritual understanding.

Question 9.
Explain the legend of Helen and Paris.
Answer:
The poet while praying for his daughter’s good virtues shows some instances of Greek mythology One such mythology he discusses is of Helen and Paris. Helen was the daughter of Zeus and Leda. She was considered the most beautiful woman on earth. There are many legends associated with Helen and Paris of Troy. Some gays that Helen was abducted and raped by Paris, others say that she was charmed and seduced by Paris’ handsomeness and eloped with him leaving her husband and daughter. However her abduction or elopement resulted into deathly Trojan War. She had the beauty and wit that not only ruined her but also Troy.

Question 10.
Who is ‘The Great Queen’ in the poem? Explain the myth.
Answer:
The poet in his reference to Greek mythologies uses the mythology of ‘Great Queen’. The ‘Great Queen’ refers to the legend of Aphrodite (Venus, the goddess of love). She was extremely beautiful and being a goddess had all the privileges. She did not had a father and so the poet says that she could have get anything and her decision would not have been controlled but she chose a lame iron smith Hephaestus and later betrayed him. The poet here using this legend indicates that beauty without courtesy is futile. Even though she had abundance, she chose a ‘crazy salad’. Poet also points out that beautiful woman usually chooses wrong mates. But he doesn’t want his daughter to turn like one.

B. Answer in 75—100 words each:

Question 1.
Why is the poet so much worried about the future of his new-born daugther?
Answer:
Yeats’ poem A Prayer for My Daughter, is a personal poem written in 1919 when yeats daughter Anne was born. The poem is an outcome of post world war time. The world is full of gloom and despair. The total turbulence of the outside world has created mind wringing of the poet.

The poem is the versed thoughts of a worried father who is wishing and imagining beautiful future in the apocalyptic times. The poem can be closely associated with his earlier poem ‘The Second Coming’ which creates a base of understanding the poet’s mind. The ritualistic and holistic Christian era has come to an end giving birth to barbarism, bloodshed and cruelty.

The poet’s daughter is born when there is total turmoil and destruction in the world due to Irish Civil War and World War .The poet being a father creates a protective shield for his daughter, so that the negativity of the new barbaric and destructive world should not touch his daughter and his daughter remain and carry with her the custom and culture of the holistic Christian era where values are valued over opinions and culture over politics and love over hatred.

Question 2.
In the poem ‘A Prayer for My Daughter’, nature in both Its aspects-wild and joyous serves as a background. Explain and illustrate.
Answer:
‘A Prayer for My Daughter’ keeps on cradling between wild and joyous nature images. The poem is enriched with Yeat’s complex symbols of violence and turbulence on one hand and calmness and serenity on the other. Both wild and joyous nature acts as background of the poem and the poet discusses grave topics of war and barbarism. The violent storm acts as a metaphor for the violent wars during World War I and turbulence outside creates gloom inside poet’s mind.

The frenzied storm creating chaos and movement is described using “haystack” and “roof leveling wind” is paralleled by ‘still’ and rooted. ‘Gregory’s wood and ‘hill’. The calm, peaceful and innocent sea gives rise to the murderous future just like a ‘sphinx’ coming out of sea (‘The Second Coming’). The joyousness and wildness of nature goes together.

The joyous nature promotes rootedness as in ‘flourishing hidden tree’, innocence as in ‘linnet’, abundance as in ‘Plenty’s horn’. While the wildness depicts frustration through ‘howling storm’, uncertainty and chaos ‘murderous innocence of sea’ arrogance and hatred in ‘bellows full of angry wind’.

The boastful beautiful women like Maud Gonne, Venus and Helen comes out of the wild nature where values are lost. The poet wishes a cheerful nature with flourishing tree and linnets for his daughter who will value traditions, culture and customs.

Question 3.
What sort of beauty does the poet solicit for his daughter? What did Helen and Venus meet with for being excessively beautiful?
Answer:
The kind of beauty the poet solicit for his daughter is where he wishes his daughter to be a beautiful damsel but not paragon of beauty She should have ordinary beauty which will not only shield her from unwanted ‘gaze’ of strangers but also keep her away from becoming arrogant about her beauty The poet wants his daughter to be more beautiful and charming by soul and heart. She should have the beauty which make her earn people’s heart’s through kindness and virtue.

He wants his daughter’s beauty unlike the beauty of Helen and Venus, which led them to their misfortune. Helen being the most beautiful on earth was seduced by Paris and eloped with him resulting into a massive killing during Trojan War. Venus, the most beautiful goddess married a lame Ironsmith and was never happy with him. Same way his love, Maud Gonne though beautiful rejected sincere love of Yeats and married a foolish man MacBride.

Question 4.
What virtues does the poet want his daughter to be blessed with?
Answer:
Out of his gloom and fear about an unsafe future the poet prays for the safety of his new born daughter. He thinks that only some inner virtues will give comfort to his daughter. Those virtues would make her strong. However, he has not prayed for any Christian virtues for his daughter. He has only wished for certain abstract qualities like innocence, freedom, kindness and gladness. He has not mentioned how these qualities can be built up. The ideas that he offers, appear theoretical. How such ideas can be realised in an age of democracy and competition, is a question in which he does not concern much. The poet has expressed his faith in tradition and ceremony but in a world of changing values, it may be very difficult to preserve them under the stream of modern civilization. The poet is rather idealistic and has not addressed himself to the challenges which the world is facing today.

Question 5.
Why does the poet want his daughter to be free from ‘intellectual hatred’ and ‘opinionated mind’?
Answer:
The poet in order to make his daughter’s future safe wants his daughter to have some virtues. These virtues will protect her from the bad days which have already creeped in. He feels that intellectual hatred is the worst kind of evil and a blow in character. So, he would like his daughter to shun strong and stubborn opinions on any subject political – or otherwise.

He would like his daughter to avoid the weaknesses of Maud Gonne. It was because of her strongly held opinions that led her to act foolishly. All her beauty and her good upbringing proved to be useless. She ruined her happiness in life by choosing a worthless person as John MacBride for a husband. So, the poet wants his daughter to be free from ‘all intellectual hatred’ and ‘opinionated mind’ for only then she would be capable of enjoying inner peace and happiness and she would keep herself happy even in the midst of misfortunes and the hostility of the world.

C. Explain the following expressions:

(i) hay-stack-and-roof-levelling wind.
(ii) dancing to a frenzied drum.
(iii) flourishing hidden tree.
(iv) future years had come.
(v) beauty to make a stranger’s eye distraught.
Answer:
(i) Stormy wind that can level down the hay-stacks and roofs—an image like that of the storm.
(ii) evil forces, prophesying war and bloodshed.
(iii) as flourishing as a tree hidden in a forest.
(iv) re-incarnation is imminent.
(v) The poet’s daughter should not be gifted with bewitching beauty to distract a stranger. The reference here is to Maud Gonne’s beauty which dazzled Yeats’s eyes.

D. Explain the following:

(i) Imagining in excited reverie
That the future years had come,
Dancing to a frenzied drum,
Out of the murderous innocence of the sea.

(ii) Hearts are not had as a gift but hearts are earned
By those that are not entirely beautiful.

(iii) May she become a flourishing hidden tree
That all her thoughts may like the linnet be,
And have no business but dispensing round
Their magnanimities of sound.

(iv) If there is no hatred in a mind
Assault and battery of the wind
Can never tear the linnet from the leaf.

Answer:
In these lines, the poet reveals his gloom while contemplating on the future of his daughter who is sleeping in the cradle. The poet keeps walking and praying for the young child and as he does so, he is in the state of reverie. He feels that the future years i.e., the years of violence and bloodshed and frenzy have already come. They seem to come dancing to the accompaniment of a drum which is beating frantically. These future years are seen by Yeats’s imagination as emerging out of the murderous innocence of the sea. In other words, the sea seems to be innocent but is capable of giving birth to those howling storms which are capable of ruining everything.

Here the poet, while talking about the virtues his daughter needs to cultivate, says that he prays that instead of bewitching beauty, she should have virtues like courtesy. The hearts of people can be won permanently by the virtue of courtesy. Even those who are not very beautiful can win the hearts of others by being courteous.

The poet in continuance of his prayer for the well being of his daughter, here, pleads that the soul of his daughter should flourish and reach self-fulfillment like a flourishing tree. Like the linnets, happy and innocent thoughts should cluster around her inner life. These little creatures symbols of innocence and cheerfulness-make others happy by their songs. The tree symbolises inner life as well as constancy in place and life rooted in tradition.

These lines express the poet’s wish for another virtue for his daughter. On looking into his own mind and heart, he finds hatred within himself because of the experiences of his life and the sort of beauty he loved. To him, hatred is the worst of all evils. He prays for his daughter that she should be free from all evils. If the soul is free from hatred, no misfortune can possibly ruin the innocence and cheerfulness of a person.

Speaking Activity

‘Justice and equality’ as envisaged in Universal Declaration of Human Rights (which completed 60 years of its inception in 2007) is still a mirage to the women, while they constitute half of our population. In our country the situation is grave and needs consideration. Hold a discussion in your class, and debate the solutions to the burning issue of ‘Women Empowerment in India’.
Answer:
Women Empowerment in India has been a topic for hot discussion. Right from the beginning of human civilization, the status of women in public life has been a matter of criticism. They had been considered as the object to be decorated inside the walls. However, with the rapid spread of education, a new concept began to be the centre stage. Women are now the real counterpart to the males, challenging them at every step and they work better, think better and execute better and so they are in no way inferior to men.

Their active role brings prosperity. They share views and take care of the family with all , proficiency. They must be recognised. Now a demand for thirty-three per cent reservation for them in Parliament has broadened their avenues. No country can flourish without empowering women. So, India should not lag behind and become an active participator in changing the women’s condition.

Writing Activity

Your cousin, Parul is going to study abroad next month. Write a letter, to her, stating that yesterday you were reading Yeats, poem, ‘A Prayer for My Daughter’ and in it you came across a line ‘Hearts are not had as a gift, but hearts are earned’. Taking clue from it, advise her, how she should strive to make her life happy and successful.
Answer:
M-226, Shivaji Avenue Gwalior, M.P.
My Dear Parul,
Yesterday evening, I was reading a poem by W.B. Yeats. The poem entitled A Prayer for My Daughter, reveals a father’s concern for her safe future. As the poet is very much scared about a troublesome future, he prays for a safe future for her. The most striking feature of the poem I feel is that the poem pleads for rooted custom and traditional pattern of life. The poet wants her daughter to learn some virtues which he thinks can make her stronger enough to face all hardships and she can live a happy life. I am much impressed with the line of the poem ‘Hearts are not had as a gift, but hearts are earned’. Through this line, the poet has put forth a high philosophy. One cannot get a gift of heart but one has to earn it. If we behave with courtesy and nobility, we can earn sympathy from others. We should not be arrogant or stubborn. We must learn to live with nobility and openness. We should respect others and listen to all. As you are going in a country which is completely different from ours you might feel alone and face problems adjusting. However, I feel if you read this poem, you will learn a, lot of things to live successfully in every land and situation. I hope you will succeed in your mission.
Yours,
Rahul

Think It Over

Read the poem ‘The Second Coming’ by William Butler Yeats and make out how it forms a background to the poem ‘A Prayer for My Daughter’. Note down the salient features common to both the poems:

The Second Coming
Turning and turning in the widening gyre
The falcon cannot hear the falconer;
Things fall apart; the centre cannot hold;
Mere anarchy is loosed upon the world,
The blood dimmed tide is loosed, and everywhere
The ceremony of innocence is drowned;
The best lack all conviction, while the worst
Are full of passionate intensity.
Surely some revelation is at hand;
Surely the Second Coming is at hand.
The Second Coming! Hardly are those words out
When a vast image out of Spiritus Mundi
Troubles my sight: somewhere in sands of the desert
A shape with lion body and the head of a man,
A gaze blank and pitiless as the sun,
Is moving its slow thighs, while all about it
Reel shadows of the indignant desert birds.
, The darkness drops again; but now I know
That twenty centuries of stony sleep
Were vexed to nightmare by a rocking cradle,
And what rough beast, its hour come round at last,
Slouches towards Bethlehem to be born?

Aids for Comprehension

1. The first stanza is a picture of the anarchy which is lot loose by wars, bloodshed and
2. The first three lines of the second stanza express the poet’s vision of re-in carnation of a demonic power. Explained in a system of two inter-locking ever-spiralling gyres, the poet comes to realize that after 2000 years of the birth of Christ, it is time for anti¬Christ to have re-incarnation
3. In the remaining part, he has the vision of a Sphinx-like demon read) mg to be born again at the birth place of Christ.
Answer:
Do yourself with the following hints:

1. Both the poems focus on the devaluation of life values.
2. Days of despair are ahead.
3. Develop your own virtue.

Things to Do

William Butler Yeats won the Nobel Prize for Literature in 1923, while Rabindranath Tagore, whose Gitanjali was introduced by Yeats, won the same in 1913. Some facts about Nobel Prize are given below:
1. Introduced in 1901.
2. Areas for which it is awarded:

• Physics
• Chemistry
• Medicine or Physiology
• Literature
• World Peace
• Economics (added in 1969).

3. Introduced by: Alfred Nobel (1833-1896), a Swedish scientist and inventor of Dynamite.
4. How it was introduced: When Alfred Nobel died, he left a will, in which he kept aside 31 million Swedish Kroners (worth about 1,500 million today) to be used to establish the Nobel Prize.
5. How many prizes have so far been awarded: about 800 (103 for literature)
6. How many Indians so far have won it: 7.

A. Gather Information about the Indians who have been awarded the Nobel Prize in different fields.
Answer:
Do yourself with the help of internet.

B. On the basis of your study, make an assessment of India’s contribution to World Peace.
Answer:
India, right from its beginning, has been a peace loving country. It has taught the world the lesson of peace and harmony. India has never initiated war against any country. We follow the preachings of the Gita in which Lord Krishna taught Arjuna the lesson of war. But before it, he made efforts for establishing peace to avoid war. So, we first try to follow peace. India has always extended its support to many countries for establishing peace. Even in the present countries very recently India sent its armed forces in Myanmar and Sri Lanka to establish peace there. Nehru’s ‘Panchsheel’ is famous. India has always been a peaceful country and contributed a lot to maintain it in the world.

A Prayer for My Daughter by William Butler Yeats Introduction

The poet is worried to see the devaluation of the worldly ways. He is worried about the safety of his new born daughter and solicits for her a life of beauty, accompanied by natural kindness and heart-winning courtesy. He wants his daughter to avoid hatred.

A Prayer for My Daughter Summary in English

The poet expresses concern for his infant daughter who is fast asleep in a cradle. The storm is blowing outside and it makes the poet gloomy. How will his daughter face the world which is becoming coarse and vulgur day by day? He imagines the war-drums which forecast the struggle for survival. The cruelty of man is greater than the murderous innocence of the sea. She must have a shield for protection. The shield stands for the qualities which the poet wants his daughter to cultivate.

The poet wishes her to have beauty but not vanity. Great beauties like Helen which here represents his girl-friend Maud Gonne and Venus the goddess of love stumbled into unhappy marriages on account of lack of courtesy and humility. Maud Gonne married MorBryde, a drunkard and a worthless fellow and Venus chose the lame god, Hephaestus as her husband. The poet wants his daughter to cultivate courtesy. A man who marries an inferior beauty may find his reward in the courtesy and kindness of her heart. This is more important than the physical beauty of a woman which catches the eye of a lover.

The third quality which the poet wants his daughter to cultivate is natural gladness which means the scattering of happiness and peace around. He gives the image of the growing laurel tree which gives comfort to all. One thing which he wants her to avoid is hatred. Hatred is the worst of all evils. The mind which is free from hatred can face the storms and misfortunes of the world.

Intellectual hatred is the worst of all. The poet mentions Maud Gonne a paragon of beauty who has wasted her aristocratic traditions in political arguments. If hatred is replaced by innocence and purity, it can bring joy and consolation to the individual. It will give his daughter an inner peace which cannot be disturbed by misfortune, agitation or opposition.

The poet wishes that his daughter may grow up and get married in an aristocratic family which observes traditional manners and courtesies. There is too much of arrogance and hatred in the common masses today. Beauty and innocence come from established custom and usage. ‘Ceremony’ is like the horn of plenty and custom is like the growing laurel tree providing shade and comfort to all.

The poet’s love for a traditional aristocratic life is quite obvious. This is the way of life which he wants his daughter to follow. His own experiences with the Irish masses had sadly disillusioned him. However, he had received sympathy from Lady Gregory. The aristocracy was for him a custodian of culture and moral values.

A Prayer for My Daughter Summary in Hindi

कवि अपनी अबोध बच्ची, जो पालने में गहरी नींद में सोई हुई है, के प्रति अपनी चिन्ता व्यक्त करता है। बाहर तूफान उमड़ रहा है और यह कवि को उदास बना रहा है। कैसे उसकी बेटी उस संसार का सामना करेगी जो दिनोंदिन रूखा (भावहीन) और अश्लील होता जा रहा है? वह युद्ध के नगारों की कल्पना करता है जो अस्तित्व के लिए संघर्ष की भविष्यवाणी करता है। मानव की क्रूरता समुद्र की मारक शांति से ज़्यादा भयानक है। उसे (उसकी बेटी को) एक सुरक्षा कवच की ज़रूरत है। सुरक्षा कवच से कवि का अर्थ उन गुणों से है जो उसकी बेटी को अपने में पैदा करना होगा।

कवि चाहता है उसमें (उसकी बेटी में) सौन्दर्य हो लेकिन खोखलापन या घमंड न हो। हेलेन जैसी महान सुन्दरियों जो यहाँ कवि के एक महिला मित्र Maud Gonne का संकेत करती है और प्यार की देवी वीनस का प्यार सिर्फ व्यवहार और नम्रता के अभाव में दुःखद विवाह के रूप में लड़खड़ा गया। Maud Gonne का विवाह एक निकम्मे और शराबी Mac Bride के साथ हुआ और वीनस ने लंगड़े देवता Hephaestus को अपना पति बनाया। कवि चाहता है कि उसकी बेटी आचार-व्यवहार का गुण अपनाए। कोई व्यक्ति जो किसी कुरूप से शादी करता है उसे आचार-व्यवहार और उदारदिली का तोहफा मिलता है। यह किसी नारी के शारीरिक सौन्दर्य से ज्यादा महत्त्वपूर्ण है जो अपने प्रेमी को आकर्षित करता है।

तीसरा गुण जो कवि अपनी बेटी में देखना चाहता है वह है स्वाभाविक प्रसन्नता। जिसका अर्थ है उसके चारों ओर बिखरे हुए सुख और शांति । वह उगते हुए सदाबहार पेड़ की उपमा देता है जो सभी को सुख देता है। एक चीज़ जो अपनी बेटी से अवहेलना करने को कहता है, वह है घृणा। घृणा सबसे बड़ा पाप है। जो मस्तिष्क घृणा से परे है, वह दुनिया के किसी भी तूफान या दुर्भाग्य का सामना कर सकता है। कवि Maud Gonne की बात करता है जो सौन्दर्य की देवी थी जिसने राजनैतिक तर्कों में अपने को बर्बाद कर लिया। यदि घृणा की जगह निर्दोषिता और पवित्रता आ जाए तो यह व्यक्ति के लिए आनन्द और शांति ला सकता है। यह उसकी बेटी को आन्तरिक शांति देगा जो उसे कभी भी किसी दुर्भाग्य, संघर्ष या विरोध में उसे विचलित नहीं करेगा।

कवि चाहता है कि उसकी बेटी बड़ी हो और किसी अभिजात्य परिवार में उसकी शादी हो जो पारम्परिक आचार-व्यवहार और तौर-तरीकों को मानता हो। आज जनमानस में बहुत ज़्यादा घमंड और घृणा है। सौन्दर्य और निर्दोषिता स्थापित रीति-रिवाज और प्रयोगों से आता है। उत्सव लोगों के लिए एक उद्घोष की तरह है और परम्परा एक बढ़ता हुआ सदाबहार पेड़ है जो सबको छाया और सुख देता है। कवि का पारम्परिक अभिजात्य जीवन के प्रति प्यार स्पष्ट है। यही वह जीवन है जो वह अपनी बेटी के लिए चाहता है। उसका आयरिश लोगों के साथ अनुभव उसे पूरी तरह असंतुष्ट कर दिया था। हालाँकि उसे Lady Gregory से सहानुभूति मिली थी। अभिजात्यता उसके लिए संस्कृति और नैतिक मूल्यों का संरक्षक था।

A Prayer for My Daughter Word Meanings

A Prayer for My Daughter Important Pronunciations

A Prayer for My Daughter Stanzas for Comprehension

Read the following stanzas carefully and answer the questions that follow them:

1. I have walked and prayed for this young child an hour
And heard the sea-wind scream upon the tower,
And under the arches of the bridge, and scream
in the elms above the flooded stream;
imagining in excited reverie
That the future years had come,
Dancing to a frenzied drum,
Out of the murderous innocence of the sea. (Pages 49-50)

Questions:
(i) Who does the young child in the first line refer to?
(ii) …….. scream upon the tower.
(iii) What sort of future does the poet expect?
(iv) Find a word from the passage which means same as ‘madness’.
Answers:
(i) The poet’s new born daughter.
(ii) The sea wind.
(iii) The future is uncertain. Bloodshed, anarchy, cruelty and other such evils may be
expected all around.
(iv) ‘Frenzied’ is similar in meaning to ‘madness’.

2. In courtesy I’d have her chiefly learned;
Hearts are not had as a gift but hearts are earned
By those that are not entirely beautiful;
Yet many, that have played the fool .
For beauty’s very self, has charm made wise,
And many a poor man that has roved,
Loved and thought himself beloved,
From a glad kindness cannot take his eyes. (Page 50)

Questions:
(i) ………. are not had as a gift.
(ii) Who does T refer to in the first line?
(iii) What does the poet indicate in the fourth line?
(iv) Find a word from these lines which means opposite to ‘lost’.
Answers:
(i) Hearts.
(ii) ’I’ in the first line refers to the poet.
(iii) The poet indicates that the people who have fallen in love with these beauties like
(iv) Venus and Helen are fool who thought that they are loved.
(v) ‘Earned’ means opposite to ‘lost’.

3. O may she live like some green laurel
Rooted in one dear perpetual place.
My mind, because the minds that I have loved,
The sort of beauty that I have approved,
Prosper but little, has dried up of late,
Yet knows that to be choked with hate
May well be of all evil chances chief.
If there’s no hatred in a mind Assault and battery of the wind
I Can never tear the linnet from the leaf. (Page 51)

Questions: (M.P. Board 2011)
(i) Find a word from the stanza which means ‘everlasting’.
(ii) Find a word opposite to ‘rejected’.
(iii) Verb form of the word ‘beauty’ is
(iv) Who is ‘she’ referred to in the first line of the above stanza?
Answers:
(i) ‘Perpetual’means’everlasting’.
(ii) ‘Approved’ is the opposite to ‘rejected’.
(iii) ‘Beautify’ is the verb form of ‘beauty’.
(iv) The daughter of the poet is referred to as ‘she’ in the first line.

4. An intellectual hatred is the worst,
So let her think opinions are accursed
Have I not seen the loveliest woman born
Out of the mouth of Plenty’s horn,
Because other opinionated mind
Barter other horn and every good
By quiet natures understood
For an old bellows full of angry wind?

Questions:
(i) What are the evil effects of “Horn of Plenty”? (Page 51)
(ii) What is of the worst kind in poet’s eyes?
(a) angry wind.
(b) quiet nature.
(c) opinions.
(d) intellectual hatred.
(iii) What does opinionated mean?
(iv) Make noun from the word “intellectual”.
Answers:
(i) It gives birth to hatred toward mankind.
(ii) (d) intellectual hatred.
(iii) It means tending to put forward one’s views forcefully.
(iv) ‘Intellect’ is the Noun form of ‘intellectual’.

5. And may her bridegroom bring her to a house
Where all’s accustomed, ceremonious;
For arrogance and hatred are the wares
Peddled in the thorough fares.
How but in custom and in ceremony
Are innocence and beauty born?
Ceremony’s a name for the rich horn,
And custom for the spreading laurel tree. (Page 51)

Questions:
(i) What wish does the poet make here for his daughter? .
(ii) a name for the rich horn.
(iii) Give a word similar in meaning to ‘habituated’.
(iv) Make adjective form of ‘arrogance’ and ‘hatred’. (M.P. Board 2012)
Answers:
(i) The poet wishes that his daughter should be married in a traditional family.
(ii) Ceremony’s.
(iii) ‘Accustomed’ is similar in meaning to ‘habituated’.
(iv) ‘Arrogant’ and ‘hateful’ are the adjective forms of ‘arrogance’ and ‘hatred’ respectively

We believe the information shared regarding MP Board Solutions for 12th English Chapter 7 A Prayer for My Daughter Questions and Answers as far as our knowledge is concerned is true and reliable. In case of any queries or suggestions do leave us your feedback and our team will guide you at the soonest possibility. Bookmark our site to avail latest updates on several state board Solutions at your fingertips.

MP Board Solutions for 12th English Chapter 6 If the Well Goes Dry Questions and Answers aids you to prepare all the topics in it effectively. You need not worry about the accuracy of the Madhya Pradesh Board Solutions for 12th English as they are given adhering to the latest exam pattern and syllabus guidelines.

You Can Download MP Board Class 12th English Solutions Questions and Answers Notes, Summary, Lessons: Pronunciation, Translation, Word Meanings, Textual Exercises. Enhance your subject knowledge by preparing from the Chapterwise MP Board Solutions for 12th English and clarify your doubts on the corresponding topics.

MP Board Class 12th English A Voyage Solutions Chapter 6 If the Well Goes Dry (Albert Gore)

Kick start your preparation by using our online resource MP Board Solutions for 12th English Chapter 6 If the Well Goes Dry Questions and Answers. You can even download the Madhya Pradesh Board Class 12th English Solutions Questions and Answers for free of cost through the direct links available on our page. Clear your queries and understand the concept behind them in a simple manner. Simply tap on the concept you wish to prepare in the chapter and go through it.

If the Well Goes Dry Textbook Exercises

Word Power

A. Answer the fol lowing questions in about 60 to 75 words each:

Column – A Column B

1. spiritual – (i) mystical, divine, physical
2. profound – (ii) shallow, intense, acute
3. populated – (iii) inhabited, desolate, populous
4. frequent – (iv) irregular, repeated, recurrent
5. exacerbate – (v) worsen, aggravate, soothe
6. massive – (vi) colossal, gigantic, infinitesimal
7. impaired – (vii) unhindered, diminished, weakened
8. vulnerable – (viii) susceptible, exposed, impregnable
9. untreated – (ix) natural, preserved, crude
Answer:
The odd ones in the choices given in column ‘B’ are the following:

1. physical
2. shallow
3. desolate
4. irregular
5. soothe
6. infinitesimal
7. unhindered
8. impregnable
9. preserved.

B. Homophones are the words that have almost the same sound but differ from one another in origin, spelling and meaning. Example:
new (adj.)—not existing before, recent: Let me show you my new dress.
knew (v.)—had information: I knew where he was hiding.
Now distinguish between the following pairs of words and use them in sentences to bring out the meaning.
soul—sole, sight—site, birth—berth, peace—piece, write—right, made—maid
Answer:
1. Soul—spirit: Soul never dies.
Sole—one and only : Mr Raj is the sole claimant of this empire.

2. Sight—vision : There was nothing in sight around the temple.
Site—spot : The police reached the site of accident.

3. Birth—origin : Gandhi was not of a high born.
Berth—a sleeping place in a ship or train: I have reserved two berths in Rajdhani Express.

4. Peace—quietness, serenity : I love peace.
Piece—a bit : Cut the fruit into pieces and distribute them.

5. Write—to peri : He asked me to write my name clearl
Right—correct :1 was right in my assessment.

6. Made—prepared :1 have made this proposal with labour.
Maid—a girl: His maid servant is absent today.

C. Look at the ‘conforms’ in the sentence,…… the same geographic pattern The conforms to the distribution of freshwater in the planet.’ The word looks very similar to ‘confirm’ and therefore confuses us : There are several other pairs of words like this.

Now complete each sentence by selecting the correct alternative:
(i) Did he (maintain/mention) where he was going?
(ii) One has to be (judicial/judicious) in choosing one’s friends.
(iii) He wanted to (compliment/complement) his friend on the beautiful portrait, he had drawn.
(iv) The escaped criminal (eluded/alluded) arrest for over a week.
(v) The (effect/affect) of the principal’s (advice/advise) was immediately seen.
(vi) From the hints provided, I (deduced/deducted) that the figure was a hexagon.
(vii) The (precise/concise) distinction between these two words is hard to explain.
(viii) There has been an appreciable (raise/rise) in prices.
(ix) Friends and relatives of the (diseased/deceased) attended the memorial meeting.
(x) Many (imminent/eminent) scholars agree with her new theory.
Answer:
(i) Did he mention where he was going?
(ii) One has to be judicious in choosing one’s friends.
(iii) He wanted to compliment his friend on the beautiful portait he had drawn.
(iv) The escaped criminal eluded arrest for over a week.
(v) The effect of the principal’s advice was immediately seen.
(vi) From the hints provided, I deduced that the figure was a hexagon.
(vii) The precise distinction between these two words is hard to explain.
(viii) There has been an appreciable rise in prices.
(ix) Friends and relatives of the deceased attended the memorial meeting.
(x) Many eminent scholars agree with her new theory.

A. Answer the following questions in one sentence each:

Question 1.
How much water does the human body contain?
Answer:
The human body contains 71 per cent water.

Question 2.
Since when has man been changing his relationship with the earth drastically?
Answer:
Man has been changing his relationship with the earth drastically since the industrial revolution.

Question 3.
Where do we get freshwater from?
Answer:
We get most of the freshwater from ground and less than 0.1 per cent is obtained from lakes, rivers etc.

Question 4.
What threat do rising sea levels pose to human population?
Answer:
Rising sea levels will lead to loss of low-lying coastal areas around the world which will further give rise in number of refugees as one-third of population live within sixty kilometers of coastline.

Question 5.
Where do chemical pollutants come from? (M.P. Board 2015)
Answer:
Chemical pollutants come from industrial establishments.

B. Answer the following questions in about 40-60 words each:

Question 1.
Why does water carry spiritual significance in most religions? (M.P. Board 2009)
Answer:
Water plays a significant role in our life. It is 71 per cent of the whole human body. In most of the religions, it has a spiritual significance for it is considered to be a divine purifier. No worship or offerings to God in Hindu religion is performed without purification with water. In Christian baptism too, it is used symbolising purification and regeneration.

Question 2.
What is the resemblance between the patterns of human civilization and those of the distribution of fresh water?
Answer:
The human civilization is spread over for many more centuries. But now it has been decayed or on the path of decay. It is very rare. In the same way, freshwater is now a rarity for us. It is only 2.5 per cent of the total amount of water on earth.

Question 3.
What drives the cold ocean stream from the poles towards the equator?
Answer:
As the warm ocean water from the tropics moves northward, most of it evaporates along the way. When it hits the cold polar winds between Greenland and Iceland, the evaporation accelerates leaving behind much salter sea water which grows denser and heavier. This rapidly cooling water sinks to the bottom forming a deep current near the ocean floor. tn the process, it transfers cold streams from the poles back towards the equator.

Question 4.
Write two ways in which global warming raises sea levels. (MP. Board 2016)
Answer:
Two ways in which global warming raises sea level are:

1. Higher average temperatures result in the melting of glaciers, in ice being discharged into the oceans from the ice caps of Antarctica and Greenland, and in the thermal expansion of the volume of the sea as its water warms.
2. In some coastal cities like Miami, the freshwater aquifer on which it relies for its drinking water actually floats on salt water, so that rising seas would push the water table up in some cases, to the surface.

Question 5.
What causes the average hurricane to be more powerful? How?
Answer:
Warming causes the average hurricane to be more powerful because the depth and warmth of the ocean’s top layer is the single most important factor in determining the speed of hurricane’s winds, More powerful and more frequent storms coming into the land from the ocean would in turn greatly exacerbate the damage from rising sea levels for it is during storm surges that the sea advances farthest inland from the coast.

Question 6.
How do the forests produce rain clouds?
Answer:
Forests produce rain clouds partly because of evapotranspiration (Transpiration is the plant equivalent of sweat, add to it the evaporation from surfaces like broad leaves). Immediately after the rain falls on a rain forest, a fine mist begins to float back into the sky. It increases both humidity in the air and the odds of more rain just downwind.

Question 7.
How do the forests attract rain?
Answer:
Forests attract rain by producing gases called terpenes and small amounts of a compounds called dimethylsulfide, which float into the atmosphere as a gas, undergo oxidation, and are transformed into an aerosol of sulfate particles which then serve as the tiny “grains” around which droplets of rainwater form the same way a pearl forms around a tiny grain of sand or shell in an oyster.

Question 8.
Describe the effects of chemical pollutants on mankind.
Answer:
Chemical pollutants are the threat to human life. They cause severe contamination of water. They pollute atmosphere. As a result our body gets badly affected. Several diseases like cholera, typhoid, dysentery and diarrhoea that arise from both viral and bacteriological sources are caused by these pollutants. We lack proper sanitations.

Question 9.
Why do the solutions to freshwater problem like desalinization plants and flowing of glaciers seem unfeasible?
Answer:
The solutions to freshwater problem like desalinization and flowing of glaciers seem unfeasible because this scheme is too costly to afford for the poor countries that actually need it. Moreover this technology, Like the schemes to lasso icebergs pull them from the polar regions to the populous tropics and is unlikely to solve the underlying problem because of the enormous energy and CO₂ costs involved.

Question 10.
What should we do to solve the problem of freshwater?
Answer:
Since human beings are the worst victims of the problem of the freshwater, they need to lasso their common sense. The rains bring us trees and flowers; the droughts bring gaping cracks in the world. The lakes and river sustain us slowing through the veins of the earth and into our own. So, we must be aware to take care to let them flow back out as pure as they come. We should not poison and waste them.

C. Answer the following questions in about 75 Words each:

Question 1.
Write the chemical composition of the human body. In what way is the human body similar to the earth?
Answer:
Human body is a composition of several chemical elements. Water is the most prominent of all of them. Human body contains 23 per cent carbon, 2.6 per cent nitrogen, 1.4 per cent calcium, 1.1 per cent phosphorus, with tiny amounts of roughly three dozen other elements, Added to these, we have 61 per cent of oxygen and 10 percent of hydrogen fused together in the unique molecular composition known as water. A human body contains 1 per cent of water. Similar to earth, as earth to has 70 per cent water and 30 per cent land.

Question 2.
How does global warming affect the climate pattern? (MP. Board 2011)
Answer:
Global warming affects the climate pattern of the earth in a very adverse manner. The health of the planet Earth depends on maintaining a complex balance of interrelated system. Global warming is changing the way water is transferred from oceans to the land and precipitation accelerating the entire cycle. In addition, the increased warmth also increases the amount of water vapour in the atmosphere which magnifies the greenhouse effect and speeds the process still further. As the global warming heats up the polar regions faster than the tropics, it changes the way the earth achieves a balance between hot and cold.

Question 3.
How does rising sea-level threaten freshwater supply?
Answer:
Global warming causes a rise in sea level in several ways. Higher average temperatures result in the melting of glaciers, in ice being discharged into the oceans from the ice caps of Antarctica and Greenland and in the thermal expansion of the volume of the sea as its water warms. The rising seas would push the water table up, in some cases to the surface.

Warming oceans are also likely to cause the average hurricane to be more powerful because the depth and warmth of the ocean’s top layer is the single most important factor in determining the speed of a hurricane’s winds. More powerful and more frequent storms coming into the land from the ocean would, in turn, greatly exacerbate the damage from rising sea levels. It would change the entire water cycle and cause great damage to our freshwater system.

Question 4.
Describe the effects of deforestation on the eco-system. (M.P. Board 2012)
Answer:
Widespread deforestation is a great concern for the future of human life. The destruction of a forest can affect the hydrological cycle (the natural water distribution system) in a given area. More water is stored in the forests of the earth especially the tropical rain forests than its lakes. Forests themselves produce rain clouds partly because of evapotranspiration. Immediately after the rain falls on a rain forest, a fine mist begins to float back into the sky It increases both the humidity in the air and the odds of more rain just downwind.

Forests also attract rain by producing gases called tempenes and small amounts of a compound called dimethyl sulfide which float into the atmosphere as a gas, the tiny grains around which droplets of rainwater form. The deforestation would cause damage to eco-system as it would cease these contribution by the forests and thereby that of the rain amidst.

Question 5.
Describe the effects of population growth on the global water system. (M.P. Board 2020)
Answer:
Population growth is one of the major factor which threatens the existence of human life. Population is growing at a very rapid speed but resources are limited. Naturally, the pressure of population is becoming grave on the resources. As a result resources are exhausted, because the speed of the ability of nature to refill or recharge its resources is much slower in comparison to the speed of growth of human population. Hence, resources are sinking. We are cutting forests and digging the earth and this is all an invitation to our own doom.

D. Answer the following questions in about 150 words each:

Question 1.
Man is paving the path of his own doom. How?
Answer:
Man is said to be the creator of his own destiny. He is the most sensible creature who takes everything logically and wisely. But sometimes, it is felt that he himself is paving the path of his own doom. There are a number of reasons behind such feelings. First, man himself is responsible for the rapid population growth which is one of the many reasons for man’s doom. As the population grows, a pressure is created on the resources which are limited. Its refilling or recharging speed is very slow. Hence, resources in all their capacity fail to fulfill the human need. As a result, man starts to over-exhaust the resources.

This damages the eco-system in fact, the entire system of life. We have no enough
habitation, no enough water to drink, no sanitation, no education and above all no healthy living condition. We are polluting the whole atmosphere, water, food, etc. Only man can do something for the safety of the earth and its resources. He must be sensible otherwise he is doomed to die.

Question 2.
Recount and explain the five strategic threats to the global water system, as described by Al Gore.
Answer:
Al Gore in a very specific manner recounts five major threats to the global water system which are the redistribution of freshwater supply, the rise of sea levels resulting in the low-lying coastal areas, widespread deforestation, contamination of water resources and the pressure of rapid population growth.We depend largely on freshwater which is only 2.5 per cent of the total amount of water on earth.

Most of that is locked away as ice in Antarctica and to a lesser extent in Greenland, the north polar ice cap and mountain glaciers. Groundwater makes up most of what remains leaving less than .01 per cent for all the lakes. creeles, streams, rivers and rainfalls. This still leaves more than enough water to meet all our needs, but it is distributed unevenly throughout the world. As a result, human civilization has been ‘estricted to more or less the same geographic pattern.

Any lasting alteration of that pattern would therefore pose a strategic threat to global civilization. In the same way, rise in the sea level due to the global-warming is damaging the eco-system. The widespread contamination of water causes several deadly diseases. Deforestation causes flood. The pressure of rapid population growth represents the biggest major strategic threat to the global water system.

In many parts of the world, groundwater is being extracted from acquifers at rates that
far exceed the ability of nature to refill or recharge them. Man alone can save his future by adopting a discretionary approach.

Grammar

A. Note the position of the adverb in the following sentences:

• Unfortunately, the dramatic change in our relationship to the earth is causing profound
  damage to the global water system.
• Human beings are made up mostly of water.
• We must think logically.

Order of adverbs is very elastic in English. Many shades of emphasis can be expressed by a change of position. Except for Frequency Adverbs (often, never; always, sometimes, generally, usually, just, etc.) the normal position of adverbs is at the end of a sentence, in the order—manner, place and time (MPT).

Example: He spoke well at the debate this morning. The adverb of time may come at either end of sentence, but not in the middle, as a general rule. Exact time expressions come before general time expressions.

Example :
He was born at six o’clock on Christmas morning in the year 1991.
Now insert the adverbs given in brackets in their correct places:
1. He walked (afterwards, slowly, away).
2. They stayed (all day, quietly, there).
3. I shall meet you (outside your office, tomorrow, at 2 o’clock).
4. Our teacher spoke to us (in class, very rudely, this morning).
5. He played (at the Town Hall, last night, beautifully, in the concert).
6. We are going (for a week, to Nainital, on Saturday).
7. He gave up his claim (recently, reluctantly, at the meeting).
8. Their son was born in the year 2006, at 10.00 a.m. on 7th June.
Answer:

1. Afterwards, he walked away slowly.
2. All day, they stayed there quietly
3. Tomorrow, I shall meet you outside your office at 2 o’clock.
4. This morning, our teacher spoke to us very rudely in class.
5. Last night, he played in the concert at the Town Hall beautifully.
6. On Saturday, we are going to Nainital for a week.
7. Recently ) at the meeting he gave up his clame reluciantly.
8. Their son was born at 10.0 am on 7th June in the year 2006.

B. Study the excerpt carefully:

Many scientists are worried that as the polar regions warm up faster than the tropics and the temperature differences between the two get smaller, these ocean currents, which are driven in large part by those differences, may slow down or seek a new equilibrium. If the circulatory pattern changes, the climate pattern will also change: some regions will get more rain, others less; some areas will get warmer, others colder. The words in bold have some special purpose. They are used to show how the noun is
bring used. These are called determiners. You have studied them in detail in class XI.
Now fill in the blanks with suitable determiners.

1. Rohit came to my house. He asked me how ………. a………. money I had. I told him that I
had ……….b………. money which I had saved from ……….c………. pocket money. He told me that he needed ……….d………. money to buy e book on current affairs.

2. There was a knock at my door. When I opened ……….a………. door, I saw ……….b………. stranger with ……….c………. tool bag in his hand. I didn’t allow him to enter ……….d………. room as I had never seen him earlier.

3. Shivani needed ……….a………. paper to write her homework. She said to her father, “There isn’t ……….b………. paper left. Please buy ……….c………. paper for me when you go to the market.”

4. ……….a………. man bought………. b………. ox and sold it in ……….c………. open market. But he got only ………. d………. little money from the sale.

5. Aamir is a honest man. He never accepts money as ……….a………. bribe. According to him, honesty is ……….b………. best policy.

6. To be able to read ……….a………. language you have to learn its alphabet. Perhaps you already know how to read this. Let me explain by giving ……….b………. example.

7. ……….a………. penguin is ………. b ……….fearless bird. It walks in………. c………. very funny manner. Many………. d………. time it falls flat on its stomach.

8.  As ……….a………. potter was going round ……….b………. market, he saw ……….c………. same toy he had made ……….d ……….previous week, It was in same spot as before.

9.  Mohit told me that he needed ……….a………. money to buy a book on English literature. I simply denied saying that I did not have ……….b………. money. However, I gave him ………. c………. book, which contained ………. d ……….topics on literature.

10. I asked him, “What is ………. a………. matter?” He said to me, “Would you lend me ………. b………. money?” I replied, “My father is ………. c………. bank employee. He doesn’t earn …..d………. So, I can’t help you.”
Answer:

1. (a) much (b) some (c) my (d) some (e) a
2. (a) the (b) a (c) a (if) the
3. (a) some (b) any (c) some
4. (a) A (b) an (c) an (d) a
5. (a) an (b) the
6. (a) a (b)an
7. (a) The (b) a (c) a (d) a
8. (a) a (b) the (c) the (d) the (e) the
9. (a) some (b) any (c) the (d) some
10. (a) the (b) some (c) a (d) much

B. The following sentences have not been edited. There is an error in the usage of determiner in each sentence. Write the incorrect word and the correct one as shown in the example under the correct blank.

Answer:
Incorrect – Correct
(ii) other – more
(iii) some – either
(iv) Every – All
(y) any – no
(vi) Much – Many
(vii) any – a
(viii) don’t – doesnt
(ix) More – All
(x) a – some.

Speaking Activity

A. Arrange an elocution competition in your class on ‘Global Warming’. Each student will be given 3 minutes to express his opinion.
Answer:
Class-room activity.

B. Work in groups of four or five. Hold a discussion on the theme, ‘The earth is like a greenhouse, too.’
Answer:
Class room activity.

C. Given below are different viewpoints on the damage, we are causing to our planet by felling trees. In groups of four, discuss and add to these views.

Answer:
Do yourself at class level with the help of your teacher.

Writing Activity

A. Suppose you are Anjali, a student of class XII. Write an article on ‘Indilstrialization and Air Pollution forming ideas froth the given visual.

Answer:
Industrialization and Air Pollution. Industrialization is a boon as well as a curse for the society. It is a boon because it has made our lives comfortable and full of luxury. But we are paying heavy prices for this easy life. Industries have no doubt generated a fast life style but at the same time caused so much pollution. The air is contaminated, water is dirty and land is getting barren. The air pollution is the biggest threat as it is taking up lives of people. Diseases like asthma, bronchitis, allergies are affecting every generation. Recently, most part of north India was under ‘smog’ (smoke + fog) causing trouble to the people.
Anjali
XII class student

B. Water is very precious. Some people even go to the extent of saying that World War III may be fought on the issue of water. Keeping in view the need for saving each drop of water, write an article.
Answer:
Water is precious at all levels. We can’t live without water. Our body is made up of 71 per cent of fresh water. It maintains the whole eco system. We need water at every step. However, the store of fresh water is being exhausted at a very fast speed. The pressure of growing population is becoming severe. Nature fails to compensate or refill or recharge its store at the speed it is being used. Thus, its demand is increasing but supply is less. It is no exaggeration to say that the Third World War may be fought for water. We should make efforts to conserve each drop of water. Since water supports life, we need to preserve it for future generations.

Think It Over

A. The lesson is titled “If The Well Goes Dry”. If such a thing happens and happens in our lifetime, think of the consequences. Describe its effects on you, on your neighbourhood, on your town, on
your country and on the planet.
Answer:
Do yourself with the help of your teacher.

B. There are hints on the far-fetched ideas of desalination of salt-water from the sea to solve the problem of freshwater, and also on pulling the glaciers from the poles to the populated areas, in the lesson. Such ideas may be unfeasible but they are certainly catchy and creative. Can you think of any such idea, however impracticable it may be, to solve the global freshwater problem?
Answer:
Do yourself with the help of your teacher.

Things to Do

A. Prepare a poster on any one of the following themes:
(a) Rainwater harvesting.
(b) Noise pollution.
(c) Non-renewable natural resources.
Answer:
Do yourself.

B. Write slogans on ‘Water Conservation’ using pieces of card-sheet approximately
30 cm × 15 cm. Decorate the sheets creatively.
Answer:
Do yourself.

If the Well Goes Dry by Albert Gore Introduction

In the lesson, the author urges us to use water judiciously Water Is precious because we can’t live without Hence, it should not be misused over-extrated at any cost. There must be a balance between its demand and supply .

If the Well Goes Dry Summary in English

Human beings are made components of water. It occupies 71 per cent of the human body. The major of water are oxygen (61 per cent) and hydrogen (10 per cent). Some other elements are carbon, nitrogen calcium and phosphorus which are only 23,2.6,1.4 and 1.1 per cent respectively.

We all are parts of the earth. Land is a self-contained store of the sea water to which we are connected chemically and biologically Water also carries spiritual significance in most religions like it is used in Christian baptism and as Hinduism’s sacred water.

Our life depends on freshwater which is only 2.5 per cent of the total amount of water on earth, though unevenly distributed throughout the world. It is a threat to globalisation. The dramatic change in our relationship to the earth since the industrial revolution especially in this century, is now causing profound damage to the global water system.

A balance is needed to maintain the health of the earth. Warmer temperatures speed up both evaporation and precipitation accelerating the entire cycle. The increased warmth also increases the amount of water vapour in the atmosphere which causes the greenhouse effect and speeds the process still further. Warming oceans are likely to cause the average hurricane to be more powerful.

Another threat to the earth’s water system involves massive changes in landuse patterns especially widespread deforestation. The destruction of a forest can affect the hydrological cycle. More water is stored in the forests of the earth for they themselves produce rain clouds. They also attract rain producing gases like terpenes and dimethylsulfide. It is clear that when forests are destroyed. the rains eventually taper off and bring less moisture.

The rivers get shallower. Their capacity to drain the flood waters is impaired and flooding and along the banks becomes even worse. Contamination of water resources is another strategic threat. It is caused by chemical pollutants produced by industrial civilization. Its tragic effect is felt in Third World with the high rates of death from cholera, typhoid, dysentery and diarrhoea that arise from both viral and bacteriological sources. More than 1.7 billion people do not have an adequate supply of
safe drinking water.

More than 3 billion people do not have proper sanitation and are thus at the risk of having their water contaminated. The pressure of rapid growth of population adds to the misery of greater concern. Groundwater is being extracted at rates higher than that of the ability of nature to refill or recharge them.

As the groundwater reservoirs are out of sight, they remain out of mind until they begin to dry up or until the ground above them begins to sink or subside. It invites more and more natural calamities. Any damage to water resources is a damage to the whole human race for water sustains us. We must rethink and take care to let the water remain in its natural state and not waste it without thinking of the future.

If the Well Goes Dry Summary in Hindi

मानव अधिकांशतः जल से बना है। मानव शरीर में यह 71 प्रतिशत है। इसके प्रमुख तत्त्वों में ऑक्सीजन (61 प्रतिशत) और हाइड्रोजन (10 प्रतिशत) और कुछ अन्य तत्वों में कॉर्बन, नाइट्रोजन, कैल्शियम और फॉसफोरस है जो क्रमशः 23, 2.6, 1.4 और 1.1 प्रतिशत हैं। हम सभी मूलतः धरती के भाग हैं। धरती समुद्री जल का स्वाभाविक सम्पूर्ण भंडार है जिससे हम रासायनिक और जैविकी रूप में जुड़े हैं। जल का बहुत से धर्मों में दैविक महत्त्व है, ईसाइयों का बपतिस्मा और हिन्दुओं का पवित्र शुद्धिकरण जल से ही होता है।

हमारा जीवन शुद्ध जल पर निर्भर करता है जो धरती पर प्राप्त जल का केवल 2.5 प्रतिशत है जो कि सम्पूर्ण विश्य में असमान रूप से वितरित है। यह भूमंडलीकरण के लिए एक खतरा है। औद्योगिक क्रान्ति के बाद से पृथ्वी के साथ हमारे रिश्तों में नाटकीय परिवर्तनों से भूमंडलीय जल प्रणाली में भयंकर खतरा पैदा हो गया है। धरती के स्वास्थ्य के लिए एक संतुलन की ज़रूरत है। बढ़ता हुआ तापमान, वाष्पीकरण और बारिश के सम्पूर्ण चक को त्वरित करता है। बढ़ी हुई गर्मी से जल का वाष्प वायुमण्डल में तेज़ी से बनता है और हरित चकीय प्रभाव को अधिक प्रभावित करता है। गर्म होता हुआ समुद्र सामान्य ओला वृष्टि को अधिक शक्तिशाली बनाता है।

घरती के जलीय प्रणाली का दूसरा प्रमुख संकट है-बड़े पैमाने पर वृक्षों की कटाई और ज़मीन को उपयोग करने के बदलते तरीके जंगलों की कटाई से जलीय प्रणाली बुरी तरह प्रभावित होती है। जंगलों में ज़्यादा जल संचित है, क्योंकि धरती के जंगल ज़्यादा से ज़्यादा जलीय बादल उत्पन्न कर सकते हैं। वे वर्षा को उत्पन्न करने वाले Terpene और Dimethylsulfide जैसे गैसों को आकर्षित करते हैं। यह स्पष्ट है कि जब जंगलों की कटाई होती है तो वर्षा अपने आप कम होने लगती है और नमी में कमी आ जाती है। नदियाँ छिछली होने लगती हैं, उनकी बाढ़ के पानी को आत्मसात करने की क्षमता कम हो जाती है और किनारों पर बाढ़ की स्थिति और भी खराब हो जाती है।

जल संसाधन का प्रदूषीकरण एक अन्य महान खतरा है। यह औद्योगिक संस्थानों से उत्पन्न रासायनिक प्रदूषकों से फैलता है। इसका दुःखद प्रभाव तीसरी दुनिया के क्षेत्रों में ज़्यादा देखने को मिलता है, जैसे हैजा, टायफाईड, पेचिश एवं दस्त जैसी बीमारियों से होने वाली मौत की दरें बहुत अधिक हैं जो संक्रामक एवं जीवाणु स्रोतों से होता है। 1.7 अरब लोगों के पास पर्याप्त शुद्ध पेयजल उपलब्ध नहीं है। 3 अरब से अधिक लोगों के पास पर्याप्त स्वच्छता का अभाव है जिससे उनके जल प्रदूषण का खतरा बढ़ जाता है।

तेज़ी से बढ़ती हुई जनसंख्या का दबाव इस दर्द को और भी बढ़ाता है। धरती के पानी का अवशोषण प्रकृति की उस क्षमता से कई गुणा ज़्यादा है जिससे वह इसे पुनः प्राप्त करती है चूँकि धरती के अन्तःस्थलीय जल खोत नज़रों से ओझल होता है, इसलिए उसका तब तक अवशोषण होता है, जब तक कि वहाँ कि धरती की सतह पैंस न जाए। इससे ज़्यादा-से-ज्यादा प्राकृतिक आपदाएँ आती हैं। जल-संसाधन की कोई भी क्षति सम्पूर्ण मानव प्रजाति की क्षति है, क्योंकि जल हमारी रक्षा करता है। हमें पुनर्विचार करना चाहिए और ध्यान देना चाहिए कि जल अपनी प्राकृतिक अवस्था में ही रहे, न कि बिना भविष्य का विचार किए इसे बर्बाद होने दे।

If the Well Goes Dry Word Meaning

If the Well Goes Dry Important Pronunciation

If the Well Goes Dry Passages for Comprehension

Read the following passages carefully and answer the questions that follow them:

1. Human beings are made up mostly of water, in roughly the same percentage as water is to the surface of the earth. Our tissues and membranes, our brains and hearts, our sweat and tears all reflect the same recipe for life, in which efficient use is made of those ingredients available on the surface of the earth. We are 23 per cent carbon, 2.6 per cent nitrogen, 1.4 per cent calcium, 1.1 per cent phosphorus, swith tiny, amounts of roughly three dozen other elements. But above all we are oxygen (61 per cent) and hydrogen (10 per cent), fused together in the unique molecular combination known as water, which . makes up 71 per cent of the human body. (Page 39)

Questions:
(i) What are the contents of a human body?
(ii) Find the opposite in meaning to ‘roughly’.
(iii) Give noun form of the word ‘reflected’.
(iv) Find a word from the passage which means same as ‘capable’.
Answers:
(i) The contents of human body are water, carbon, oxygen, nitrogen, calcium, hydrogen and some other tiny elements.
(ii) ‘Exactly’ is opposite to ‘roughly’.
(iii) ‘Reflection’ is the noun form of ‘reflected’.
(iv) ‘Efficient’ has same meaning as ‘capable’.

2. We depend especially on freshwater, which is only 2.5 per cent of the total amount of water on earth. Most of that is locked away as ice in Antarctica and to a lesser extent in Greenland, the north polar ice cap, and mountain glaciers. Groundwater makes up most of what remains, leaving less than .01 per cent for all the lakes, creeks, streams, rivers, and rainfalls. This still leaves more than enough water to meet all our needs, both now and in the foreseeable future, but it is distributed unevenly throughout the world. As a result, human civilization has been restricted to more or less the same geographic pattern that conforms to the distribution of freshwater around the planet. Any lasting alteration of that pattern would therefore pose a strategic threat to global civilization as we have known it.(Page 40)

Questions:

(i) What does our life depend upon largely? How much per cent of freshwater is available on earth?
(ii) Find a word similar in meaning to ‘restricted’.
(iii) Give noun form of ‘distributed’.
(iv) Find a word from the passage which means opposite to ‘equal’.
Answers:
(i) Our life largely depends upon freshwater. Freshwater is only 2.5 per cent of the total amount of water on earth.
(ii) ‘Prohibited’ has similar meaning to ‘restricted’.
(iii) ‘Distribution’ is the noun form of ‘distributed’.
(iv) ‘Uneven’ is opposite to ‘equal’.

3. Many scientists are worried that as the polar regions warm up faster than the tropics and the temperature differences between the two get smaller, these ocean currents, which are driven in large part by those differences, may slow down or seek a new equilibrium. If the circulatory pattern changes, the climate pattern will also change: some regions will get more rain, others less; some areas will get warmer, others colder.

If the first strategic threat to the global water system is a redistribution of freshwater supplies, the second, and perhaps the most widely recognized, is the rise of sea levels and the loss of low-lying coastal areas around the world. Since one third of humankind lives within sixty kilometres of the coastline, the number of refugees likely to be created will be unprecedented. (Page 40)

Questions:
(i) What would be the result of warming up of the polar region?
(ii) Find a word which is opposite to the word ‘widely’.
(iii) Give adjective form of ‘region’.
(iv) Give a word from the passage which means same as ‘danger’.
Answers:
(i) The warming of the polar regions will result in drastic change of climate pattern and some regions will get more rains while some others will get less, some areas will get warmer, other colder.
(ii) ‘Narrowly’ is opposite of ‘widely’.
(iii) ‘Regional’ is the adjective of ‘region’.
(iv) ‘Threat’ has same meaning as ‘danger’.

4. The next strategic threat to the global water system is the world-wide contamination of water resources with the chemical pollutants produced by industrial civilization. Unlike the global atmosphere, which is a single giant reservoir of air that is constantly and thoroughly ‘stirred’ into an homogeneous mixture, the global water system contains a number of large reservoirs and stores that are not always thoroughly mixed with all the other water on earth. Because molecules circulate freely throughout the global atmosphere, contaminants like CFCs, which break down into chlorine atoms, can become ubiquitous in the atmosphere everywhere on earth. That is not true with the global water supply. (Page 42)

Questions:
(i) What causes contamination? How are pollutants produced?
(ii) Give noun form of the word ‘industrial’.
(iii) Find a word which has the opposite meaning to the word ‘supply’.
(iv) What is the meaning of ‘contamination’?
Answers:
(i) Chemical pollutants cause contamination. These pollutants are produced by industrial establishments which release harmful CFCs.
(ii) ‘Industry’ is the noun form of ‘industrial’.
(iii) ‘Demand’ has opposite meaning to the word ‘supply’.
(iv) ‘Pollution’ is the meaning of ‘contamination’.

5. The pressure of rapid population growth, especially in the Third World, represents the
biggest major strategic threat to the global water system. In many parts of the world, groundwater is being extracted from aquifers at rates that far exceed the ability of nature to refill or recharge them. Yet, because these underground reservoirs are out of sight, they remain out of mind—until they begin to dry up or until the ground above them begins to sink or “subside.” California’s Sacramento River delta, which supplies the canal system known as the California Aqueduct with half its water, is sinking about three inches each year, perhaps because it is getting less sediment. As a result, this area—which already had to be protected by a network of levees from being flooded by the ocean—is becoming much more vulnerable to the consequences of the kind of earthquake common in the adjacent earthquake zone. (Page 42)

Questions:
(i) How does growing population affect the natural resources? What happens to the resources with the pressure?
(ii) Find a word which has the opposite meaning to the word ‘slow’.
(iii) Give noun form of the word ‘represent’.
(iv) Give a word from the passage which means same as ‘drowning’.
Answers:
(i) The growing population exerts a pressure on the demands of natural resources. The resources are being over-extracted and are decreasing day-by-day.
(ii) ‘Rapid’ is opposite in meaning to ‘slow’.
(iii) ‘Representation’ is the noun form of ‘represent’.
(iv) ‘Sinking’ is similar in meaning to ‘drowning’.

We believe the information shared regarding MP Board Solutions for 12th English Chapter 6 If the Well Goes Dry Questions and Answers as far as our knowledge is concerned is true and reliable. In case of any queries or suggestions do leave us your feedback and our team will guide you at the soonest possibility. Bookmark our site to avail latest updates on several state board Solutions at your fingertips.

MP Board Solutions for 12th English Chapter 4 Dream-Children: A Reverie Questions and Answers aids you to prepare all the topics in it effectively. You need not worry about the accuracy of the Madhya Pradesh Board Solutions for 12th English as they are given adhering to the latest exam pattern and syllabus guidelines.

You Can Download MP Board Class 12th English Solutions Questions and Answers Notes, Summary, Lessons: Pronunciation, Translation, Word Meanings, Textual Exercises. Enhance your subject knowledge by preparing from the Chapterwise MP Board Solutions for 12th English and clarify your doubts on the corresponding topics.

MP Board Class 12th English A Voyage Solutions Chapter 4 Dream-Children: A Reverie (Charles Lamb)

Kick start your preparation by using our online resource MP Board Solutions for 12th English Chapter 4 Dream-Children: A Reverie Questions and Answers. You can even download the Madhya Pradesh Board Class 12th English Solutions Questions and Answers for free of cost through the direct links available on our page. Clear your queries and understand the concept behind them in a simple manner. Simply tap on the concept you wish to prepare in the chapter and go through it.

Dream-Children: A Reverie Textbook Exercises

Vocabulary

A. Frame sentences to explain the meaning of the following:
Carve (something) out, pull (something) down, keep up, carry away, set up, stick up, mop about, take off, go on,
Answer:

• Carve out : He has carved a fine figure of Goddess Durga out of marble stone.
• Pull down : The independents pulled the government down to election.
• Keep up : You should keep up your result.
• Carry away : There is no one to carry away it.
• Set up : My father set up a college in our village.
• Stick up : Do not stick up any bill to my boundary wall.
• Mop about : The thieves mopped about the house.
• Take off : This one will take off at 5 pm.
• Goon : Go on with your project.

B. Give Synonyms of the following Worlds
conception, up-braid, adjoining, awkward, courageous.
Answer:

• conception – ideas
• adjoining – neighbouring
• courageous – bold
• awkward – odd
• up-braid – plaited

C. Give antonyms of t he following:
ever, midnight, particular, empty, admiration.
Answer:

• Ever — never
• Midnight – midday
• Particular — common
• Empty — full
• Admiration — condemnation.

D. In the essay, you read an example of oxymoron ‘busy-idle’. Another example can be ‘deafening silence’. Give five more examples of oxymoron.
Answer:
Some examples of oxymoron are: tragi—comedy, forbidden—fruit, lame—footed.

Comprehension

A. Pick the correct alternatives from the following:

Question 1.
Who are Alice and John?
(a) lamb’s real children
(b) Lamb’s imaginary children
(c) Mary’s children
(d) None of the above.
Answer:
(b) Lamb’s imaginary children

Question 2.
What sort of relations had Iamb with his brother?
(a) He disliked his brother.
(b) He loved his brother.
(c) He was indifferent towards his brother.
(d) He had differences with his brother.
Answer:
(b) He loved his brother.

Question 3.
What is Lethe?
(a) a river of England
(b) a river of India
(c) a river in Hades
(d) a river in Heaven.
Answer:
(c) a river in Hades

Question 4.
What was the immediate cause of the composition of the essay “Dréam Children:
A Reverie”?
(a) The death of his brother.
(b) The death of his grandmother.
(c) The death of his mother.
(d) The death of his father.
Answer:
(a) The death of his brother.

Question 5.
Which of the following fruits is not mentioned by Lamb that grew in the garden , in the Norfolk House?
(a) peach
(b) nectarine
(c) orange
(d) apple.
Answer:
(d) apple.

Question 6.
Who according to Lamb, was the best dancer during her youth?
(a) Alice, the daughter
(b) Alice, the mother
(c) Mrs. Field
(d) Bridget.
Answer:
(c) Mrs. Field

B. Answer the following questions in about 60 words each:

Question 1
Write a character sketch of Lamb’s grandmother. (M.P. Board 2009)
Answer:
Lamb’s grandmother had a pleasing personality. She was highly religious. She was beloved and respected by everybody. She was very particular and prompt in her duties. She was fond of children and always enjoyed to be with them during holidays. She was tall, upright and graceful. She was a good dancer and was so popular among the commoner that her funeral was attended by a concourse of all the poor and some of the gentry of the neighbourhood from miles away.

Question 2.
What sort of a person was John Lamb? How did Lamb admire him?
Answer:
John Lamb had some good sort of personality. He was extremely handsome and spirited young man. All the children loved him and he loved them too. He was kind and helpful. He usually helped the writer by carrying him on his back. He was careful about the big house and the garden. Later, in his life, he was in great pain, still he lived with enthusiasm.

Question 3.
What are the similarities between Alice, the mother and Alice, the daughter?
Answer:
As the writer was in dream about his family, he was lost in thought. Alice was his daughter and John was his son, in fact imaginary. He observed some similarities between Alice the daughter and Alice the mother, the representation of her eye and her bright hair are similar.

Question 4.
Describe the cremation of grandmother Field.
Answer:
Field was a graceful lady with all generosity and kindness. She was loved and respected by all. She was highly religious, so she was very popular among people. When she died, her funeral was attended by a concourse of all the poor, some of the gentry also came and make their presence. They all came from neighbourhood from many miles away to show their respect in her memory.

Question 5.
Describe how Lamb used to move about in the garden of the great house. (M.P. Board 2016)
Answer:
Lamb was a peculair child. He never liked to be in a company. So, he usually spent his time alone. He used to roam in the big mansion. He also walked along the big, spacious old-fashioned garden, where he sometimes met with the solitary man, gardening, who never liked him roam in the garden or allowed him pluck any flower or fruit.

Question 6.
Who did grandmother Field love the best among the Lamb brothers and why?
Answer:
Grandmother Field was a graceful lady. She loved all the children. She always wished to be with all their grand-children in the great house in holidays but she had special love,and attention for John. Lamb, because he was very handsome and spirited young man.He also moped about in solitary comers and cared the great garden of the great house.

Question 7.
Why does Lamb say that though grandmother Field was not the owner of the house ‘yet in some respect she might be said to be the mistress of it too’?
Answer:
Lamb’s grandmother Field was a very popular lady living in a great house in Norfolk. She was highly attached with the house. Lamb says that she was not, the mistress of the house. She was only in charge of it, because she was committed to it by its owner who preferred living in a newer house. Still she lived in it, in a manner as if it was her own. She maintained the dignity of the house.

C. Answer the following questions in about 75-100 words each:

Question 1.
Justify the statement that’Dream Children: A Reverie’ is a lyric in prose.
Answer:
Dream Children: A Reverie is an outburst of a flow of imagination of Charles Lamb. Lamb was said to be the Prince of English essayists. He wrote this essay when he was ” nearing his fifties. As his life was not at all happy and comfortable, he towards the end of his life, has expressed his dreams which couldn’t be fulfilled during his lifetime. He had suffered a lot in his life. He himself was lame. His elder brother whom he loved so much died in great pain.

He missed him because he usually carried him on his back when he could not walk. In his youth, Lamb had a disappointing love-affair with a girl who afterwards married another man. He was a bachelor. He lived in utter loneliness. Though he wanted a family and children but they were denied to him in his actual life. In this essay, he is dreaming for having two children, on both of his sides behaving like real . children. Although the story has created a moving life situation which has all the elements of a lyric. This is a flow which makes one completely engrossed with the story.

Question 2.
In ‘Dream Children: A Reverie’ Lamb has woven fiction around certain facts of his life. Illustrate this statement from the essay.
Answer:
Dream Children: A Reverie is a typical essay written by Charles Lamb. The main theme of the essay is woven around certain facts of Lamb’s life. His life was very pathetic. He was a lame and suffered a lot. He was very much attached with his elder brother John who also became lame in his later life. He was in great pain when he died. The writer was deeply distressed with this incident. He always wished for a family. Once he was in love with a girl but afterwards she denied to marry him. He lived a bachelor life. He also wanted children but he was denied of a family and children. This story is an imagination that he could never see as being fulfilled.

Question 3.
Discuss the element of pathos in the essay ‘Dream Children: A Reverie’.
Answer:
Dream Children: A Reverie presents an unfulfilled desire of the essayist, Charles Lamb. Lamb’s life was a tragic one. He was physically not sound. He earnestly wished for a family and children. But he could not get any. He loved his elder brother very much who also suffered great pain. Lamb was in great pain to see his elder brother dying slowly in great pain. Everywhere in the essay, Lamb has tried to reveal the real tragedy of his life. It is really a very touching essay.

Question 4.
Write a summary of the essay ‘Dream Children: A Reverie’ in your own words.
Answer:
This is a story of a dream of a life which the writer couldn’t have. Children are usually fond of listening to the stories of their ancestors. The writer’s children (in fact imaginary) came closer to him to know about their great grandmother Field who lived in a great house in Norfolk. The writer continued to say interesting facts about Field. Field was a highly religious lady loved and respected by all. She was in fact not the mistress of the great house but just a caretaker of it, still she lived with dignity. When she died, her funeral was attended by a concourse of all the poor and some of the gentry too, of the neighborhood. They came from many miles to show their respect in her memory.

Further, the writer said that Field was tall, upright and graceful. She was an esteemed dancer in her youth. Later she suffered from the deadly disease, cancer which put her in pain. But she was still upright, as she was so good and religious.

Field used to sleep by herself in a lone chamber of the great house. She usually believed that two infants used to glide up and down the great staircase near where she slept during midnight. The writer was scared for he never saw any infant. However, Field was always very good to all her grand children. She liked to have all the children with her in the house during holidays. The writer enjoyed his loneliness even there. He was always alone in himself even there in the house of the grandmother.

Then the writer told John and Alice, the two children who were taking much interest in the story that the grandmother loved all the grand children with joy but she had special attention to John L. John L was very handsome and spirited youth. He loved the great house and took care of the garden. He used to carry the writer on his back, for he was a bit older than the writer.

It was because the writer was lame and couldn’t walk long. Later, he himself became lame and was in great pain. His painful death haunted the writer for long. The writer missed him much; for he had loved him too. He missed his brother’s kindness, closeness and wished him to be alive again to be quarrelling with him.

The children cried to listen to the stories about their pretty dead mother. The writer continued that he courted the fair Alice W-N, but when he explained how he was denied of the marriage, what pain had to suffer the children great emotional. They thought and realized that they were not real children born of the writer and Alice W-N. They were nearly dreams. The writer was awakened and there was no one around him neither John nor Alice.

Question 5.
Justify the title of the essay, ‘Dream Children: A Reverie’. (M.P. Board 2010)
Answer:
The title of the essay, Dream Children: A Reverie is very appropriate in the context of its
theme. The writer tries to unfold his unfulfilled desire. For this, he creates the images of two children who act in a real manner. He tells them all his memories of life. He utterly desired to have a family and children which was never fulfilled. The situation of the essay appears to be a real life situation. He shows similarity between Alice the Mother and Alice the daughter. He also shows similarity of fair hair between the two and through the children he reveals and satisfies the realities of his life.

D. Explain the following:

Question 1.
Children love to listen to stories about their elders, when they were children; to stretch their imagination to the conception of a traditionary great-uncle, grandame, whom they never saw.
Answer:
These lines are the exposition of a common phenomena. The writer reveals that children are fond of listening to adventurous tales and tales about old generation. These stories thrill them. They are also curious to know about their own ancestors. It is a way that they wish to be familiar with their own past glory, prestige, etc.

Question 2.
I missed his kindness and I missed his crossness, and wished him to be alive again, to ‘ be quarrelling with him (for we quarrelled sometimes), rather than not have him again, and was as uneasy without, him, as he their poor uncle must have been when the doctor took off his limb.
Answer:
Through this, Lamb is blurring the line of fiction and reality. The uncle in the story coincides with the brother of Lamb. Here Lamb reveals his feeling about his elder brother. His elder brother was a handsome youth and a love some figure. He was always helpful to the writer. He used to carry Lamb on his back as Lamb was unable to walk long for being lame. Sometimes, he got angry and quarrelled with him. Still he was helpful. He was a man of all good qualities. So, Lamb missed him much. Fiction gets woven around facts,

Question 3.
‘We are not of Alice, nor of thee, nor are we children at all. The children of Alice called Bartrum, father. We are nothing; less than nothing, and dreams. We are only what might have been, and must wait upon the tedious shores of Lethe millions of ages before we have existence and a name’.
Answer:
These lines reveal the realities of this story. In the whole story, Lamb has created such a realisite atmosphere that everything appears to be happening in life. In fact, it is mere fantasy. He has exposed his desires through imagination. He neither had a family nor children. John and Alice are his dream children. When in the end, Lamb tells them that he could never get married the children are made to feel that they are creation of Lamb’s imagination. In the meantime, the writer is awaken and everything is finished.

Grammar

Look at the following sentences:

• Children love to listen to stories about their elders.
• Then I went on to say…
• I had more pleasure in strolling.

In the above sentences the words in bold are non-finites. Now, fill in the blanks in the following sentences with proper forms of non-finites:
1. She refused ………… with me.
2. They offered ………… after our children when we were away.
3. Not many people can afford …………….a car.
4. She appeared …………….. done the deed.
5. She is difficult ………..
6. He Came specially…..me.
7. I have never known him ………….his temper.
8. She was heard ………….
9. She was ill. I advised her ……….. a doctor.
10. She decided ………… a nurse.
Answer:

1. to stay
2. to look
3. to buy
4. to have
5. to manage
6. to see
7. to lose
8. shouting
9. to consult
10. to be.

Speaking Activity

Every student in the class should speak ten sentences about their parents, brothers, sisters, and cousins. The information should be based on facts and not fiction as Lamb has done in his essay.
Answer:
Do yourself.

Writing Activity

Write a letter to your pen-friend informing about your family, parents, siblings and cousins.
Answer:
ABC Road
Bhopal, Madhya Pradesh India
January 22, 20xx Dear John
Thanks for your reply. It was fascinating to know about your life in New York and your family and friends. It’s my turn to intimate you about my life here. I live-in a joint family and not in a nuclear family as is common in your country. My family includes my parents and siblings, my father’s elder brother and his family, my grandparents, myself and my dog, Timmy. I have an elder sister and a brother younger to me. My father is a dentist and mother is a housewife. We are lucky to have our grandparents always advising us with their wisdom and experience. My cousins are older to me and I love their company. I am sending you a photograph of this very happy and united family of mine. It’s nice to have a pen-friend in the U.S. A. I will wait your reply and expect you to tell me something about your city.
Your dear friend
Ali.

Think It Over

A. Reverie is pleasant thought that make you forget what you are doing or what is happening around you. Have you undergone similar experiences?
Answer:
Pleasant thoughts that make us forget, what we are doing or what is happening around
us. Once I had pleasant experience. I was sitting in my room. Suddenly, I began behaving in a strange manner. I called my mother and said that I have become the Prime Minister and in an hour I am flying to the Parliament. My mother called the other members of the house. They were laughing and got a bit serious. For almost an hour, I was elated and preparing myself for taking oath. Then my father came and as I saw him, all my elation disappeared and I was in my senses.

B. Memories not only give us pleasure-they also make us sad as we miss the bygone days. Do-you think Lamb’s reminiscences here are a blend of humour and pathos?
Answer:
Yes. Lamb’s reminiscences here are a blend of humour and pathos. He has dealt with the theme in a very realistic manner. Sometimes, the behaviour of grandmother creates humour while the memory of his brother creates pathos.

Things to Do

Study the style of Lamb. Among the modern essayists E.V. Lucas has written essays in the style of Lamb. Try to read the following essays by Lucas:
‘On Finding Things’ and ‘The Rope Trick’.
Answer:
Do yourself.

Dream – Children: A Reverie by Charles Lamb Introduction

Dream-Children: A Reverie is an outburst of a flow of imagination of Charles Lamb He write this assay when he was nearing his fifties. His life was not at all happy He wanted a family and children but they were denied to him in his actual life. The essay makes us aware of his deepening touching in life.

Dream – Children: A Reverie Summary in English

This is a story of a dream of a life which the writer couldn’t have. Children are usually fond of listening to the stories of their ancestors. The writer’s children (in fact imaginary) came closer to him to know about their great grandmother Field who lived in a great house in Norfolk. The writer continued to say interesting facts about Field. Field was a highly religious lady loved and respected by all. She was in fact not the mistress of the great house but just a caretaker of it, still she lived with dignity. When she died, her funeral was attended by a concourse of all the poor and some of the gentry too, of the neighborhood. They came from many miles to show their respect in her memory.

Further, the writer said that Field was tall, upright and graceful. She was an esteemed dancer in her youth. Later she suffered from the deadly disease, cancer which put her in pain. But she was still upright, as she was so good and religious.

Field used to sleep by herself in a lone chamber of the great house. She usually believed that two infants used to glide up and down the great staircase near where she slept during midnight. The writer was scared for he never saw any infant. However, Field was always very good to all her grand children. She liked to have all the children with her in the house during holidays. The writer enjoyed his loneliness even there. He was always alone in himself even there in the house of the grandmother.

Then the writer told John and Alice, the two children who were taking much interest in the story that the grandmother loved all the grand children with joy but she had special attention to John L. John L was very handsome and spirited youth. He loved the great house and took care of the garden. He used to carry the writer on his back, for he was a bit older than the writer.

It was because the writer was lame and couldn’t walk long. Later, he himself became lame and was in great pain. His painful death haunted the writer for long. The writer missed him much; for he had loved him too. He missed his brother’s kindness, closeness and wished him to be alive again to be quarrelling with him.

The children cried to listen to the stories about their pretty dead mother. The writer continued that he courted the fair Alice W-N, but when he explained how he was denied of the marriage, what pain had to suffer the children great emotional. They thought and realized that they were not real children born of the writer and Alice W-N. They were nearly dreams. The writer was awakened and there was no one around him neither John nor Alice.

Dream – Children: A Reverie Summary in Hindi

यह एक जीवन के सपने की कहानी है जिसमें लेखक कभी साकार न हो सका। बच्चे प्रायः अपने पूर्वजों के बारे में जानने को उत्सुक रहते हैं। लेखक के बच्चे (दरअसल काल्पनिक) उसके पास आए और अपनी दादी Field के बारे में जानना चाहते थे जो Norfolk के बड़े-से घर में रहती थी। लेखक मजेदार बातों के साथ Field के बारे में बताना शुरू किया कि Field महान् धार्मिक महिला थी जिसे सभी लोग प्यार और इज्जत देते थे। दरअसल वह उस विशाल घर की मालकिन नहीं थी बल्कि इसकी संरक्षिका थी। फिर भी वह काफी प्रतिष्ठा के साथ वहाँ रहती थी। जब उसकी मृत्यु हुई तो उसके अन्तिम संस्कार में काफी संख्या में गरीबों का समूह और कुछ पड़ोसी मध्यमवर्गीय लोग शामिल हुए। वे दूर-दूर से उसके प्रति अपनी आदर की भावना का प्रदर्शन करने आए थे।

आगे लेखक ने बताया कि Field लम्बी, अनुशासित एवं कोमल महिला थी। वह अपने युवाकाल में एक अच्छी नर्तकी थी। बाद में उसे कैंसर जैसी भयानक बीमारी हो गई जिसने उसे भीषण दर्द में डाल दिया। फिर भी वह सख्त थी और उतनी ही धार्मिक और अच्छी। . Field बड़े घर के एक अकेले कमरे में सोती थी। उसे प्रायः ऐसा लगता था कि दो बच्चे हवा में लहराते हुए उस नीचे

सीढ़ी पर आते थे जहाँ वह सोती थी। लेखक को इससे भय लगता था क्योंकि उसे कोई बच्चा दिखाई नहीं दिया। हालाँकि Field अपने पोतों के साथ बहुत अच्छा व्यवहार रखती थी। वह छुट्टियों में सभी बच्चों को एक साथ उस बड़े धर में देखनाचाहती थी। लेखक अपने अकेलेपन में ही वहाँ भी खोया रहता था। वह दादी माँ के बड़े घर में भी अपने आप में अकेला होता था।

फिर लेखक ने John और Alice दोनों बच्चों जो उसकी कहानी में विशेष दिलचस्पी दिखा रहे थे, को बताया कि दादी माँ सभी बच्चों को बेहद प्यार करती थी, परन्तु उसे John L से विशेष लगाव था। John L बहुत ही सुन्दर और उत्साही युवक था। वह घर को प्यार करता था और बगीचे की देखभाल भी करता था। वह लेखक को अपनी पीठ पर ढोया करता था, क्योंकि वह लेखक से बड़ा था। वह ऐसा इसलिए करता था कि लेखक पाँव से लंगड़ा था और ज्यादा दूर चल नहीं पाता था। बाद में वह खुद भी लँगड़ा हो गया और बहुत ही दर्द में था। उसकी दर्दनाक मौत हमेशा लेखक को कचोटता था।

लेखक को उसकी कमी महसूस होती थी, क्योंकि वह उसे बहुत प्यार करता था। अपने भाई केपण्या, और गुस्से को याद करता था और चाहता था कि वह फिर से जिंदा हो जाए और उससे झगड़े। बच्चों ने अपनी सुन्दर माँ की कहानी सुनने के लिए शोर मचाया। लेखक ने बताया कि उसने Alice W-N. से मंगनी तय की लेकिन जब उसने बताया कैसे उसे शादी के लिए नकार दिया गया और उसे कैसे दर्द से गुजरना पड़ा, तो बच्चे भावुक हो गए। उन्होंने सोचा और महसूस किया वे लेखक और Alice W.N. के बच्चे नहीं थे। वे दरअसल एक सपना थे। लेखक की नींद खुल गई और वहाँ कोई नहीं था, न John न ही Alice..

Dream-Children: A Reverie Word Meanings

Dream-Children: A Reverie Important Pronunciations

Dream-Children: A Reverie Passage for Comprehension

Read the following passages carefully and answer the questions that follow them:

1. Children love to listen to stories about their elders, when they were children; to stretch their imagination to the conception of a traditionally great-uncle, or grandame, whom they never saw. It was in this spirit that my little ones crept about me the other evening to hear about their great-grandmother Field, who lived in a great house in Norfolk (a hundred times bigger than that in which they and papa lived) which had been the scene- so at least it was generally believed in that part of the country-of the tragic incidents which they had lately become familiar with from the ballad of the Children in the Wood.(Page 22)

Questions:
(i) What do children love to listen?
(ii) Give noun form of the word ‘traditionary’.
(iii) Find a word from the passage meaning same as the word ‘spread’.
(iv) Give a word opposite in meaning of ‘strange’.
Answers:
(i) Children love to listen to the stories about their ancestors like grandmother, great- uncle etc.
(ii) ‘Tradition’ is the noun form of the word ‘traditionary’
(iii) Stretch is similar in meaning to ‘spread’.
(iv) Familiar has opposite meaning to ‘strange’.

2. Here little Alice spread her hands. Then I told what a tall, upright, graceful person their great-grandmother Field once was; and how in her youth she was esteemed the best dancer-here Alice’s little right foot played an involuntary movement ’till’ upon my looking grave, it desisted-the best dancer, I was saying, in the country, till a cruel disease, called a cancer ‘came’ and bowed her down with pain; but it could never bend her good spirits, or make them stoop, they were still upright, because she was so good and religious.

Then I told how she was used to sleep by herself in a lone chamber of the great lone ‘ house; and how she believed that an apparition of two infants was to be seen at midnight ; gliding up and down the great staircase near where she slept, but she said; “those innocents would do her no harm” and how frightened I used to be, though in those days I had my maid to sleep with me, because I was never half so good or religious as she and yet I never saw the infants. (Faye 23)

Questions:
(i) What did she suffer from? How did it affect her?
(ii) Give adjective form of ‘frightened’.
(iii) Find a word from the passage which has opposite meaning to ‘guilty’?
(iv) Find a word from the passage which means same as ‘scared’?
Answers: .
(i) She later in her life, suffered from cancer but her spirit was still upright for she was so good and religious.
(ii) ‘Frightening’ is the adjective form of ‘brightened’.
(iii)’ ‘Innocent’ is the opposite meaning to’guilty’.
(iv) Frightened is similar in meaning to ‘scared’.

3. Then in somewhat a more heightened tone, I told how, though their great-grandmother Field loved all her grand-children, yet in an especial manner she might be said to love their uncle, John Lamb, because he was so handsome and spirited youth, and a king to the rest of us; and, instead of moping about in solitary corners, like some of us, he would mount the most mettlesome horse he could get, when but an imp no bigger than themselves, and make it carry him half over the county in a morning, and join the hunters when there were any out and yet he loved the old great house and gardens too, but had too much spirit to be always pent up within their boundaries and how their uncle grew up to man’s estate as brave as he was handsome, to the admiration of everybody, but of their great-grandmother Field, most especially.
(Page 24)

Questions:
(i) Whom did the grandmother love in a special manner? Why?
(ii) Give noun form of the word ‘spirited’.
(iii) Give a word meaning same as ‘lonely’.
(iv) Find a word from the passage which means opposite to ‘condemn’?
Answers:
(i) The grandmother loved John Lamb, the elder brother of the writer in a special manner because he was very handsome and spirited.
(ii) ‘Spirit’is the noun form of word’spirited’.
(iii) ‘Solitary’ is similar in meaning to ‘lonely’.
(iv) ‘Admire’ is opposite to ‘condemn’.

We believe the information shared regarding MP Board Solutions for 12th English Chapter 4 Dream-Children: A Reverie Questions and Answers as far as our knowledge is concerned is true and reliable. In case of any queries or suggestions do leave us your feedback and our team will guide you at the soonest possibility. Bookmark our site to avail latest updates on several state board Solutions at your fingertips.

Students who are studying 11th can get the free Madhya Pradesh Board Solutions for 11th English Chapter 6 Laxmi and the Doll Questions and Answers PDF here. You can download MP Board Class 11th English Solutions Questions and Answers PDF on this page. Practice questions of Mp Board Solutions of 11th English subject as many times as possible to get good marks.

MP Board Class 11th English The Spectrum Solutions Chapter 6 Laxmi and the Doll

Gather chapter wise MP Board Solutions for 11th English Study Material to score the highest marks in the final exam. Various chapters and subtopics are given clearly in MP Board Class 11th English Solutions Chapter 6 Laxmi and the Doll Questions and Answers Material. All the MP Board Solutions for 11th English Questions with detailed answers are provided by subject experts. The step by step MP Board Class 11th English Chapter 6 Laxmi and the Doll Questions and Answers guide will help you to enhance your skills in English subject and The Spectrum Solutions. Here, along with the subject knowledge, The Spectrum Solutions knowledge also plays an important role. So, students should download MP Board Solutions 11th English and read it to attempt all the questions with 100% confidence.

Laxmi and the Doll Textual Questions and Answers

Word Power

A. Match the words under column A with the explanations given under B:
कॉलम A में दिए गए शब्दों से कॉलम B में दी गई व्याख्याओं से मिलान करो।।
Answer:
1 +8, 2+4,3+7,4+2,5+3,6 + 1,7+6,8+5.

B. Consult a dictionary and find out the synonyms of the given words:
किसी शब्दकोश में छोड़कर दिए गए शब्दों के समानार्थक शब्द ढूँदिए।
Answer:

1. clear, apparent
2. border, boundary
3. wealth, treasure,
4. grasped, embraced
5. assert, demand.

Comprehension

A. Answer the following questions in one or two sentences each.
नीचे दिये हुए प्रश्नों का एक या दो वाक्यों में उत्तर दीजिए।।

Question 1.
Where had Lakshmi’s husband gone ?
लक्ष्मी का पति कहाँ चला गया था ?
Answer:
He had gone to some foreign country.
वह किसी दूसरे देश में गया था।

Question 2.
How did she treat her mother-in-law ?
वह अपनी सास से कैसा व्यवहार करती थी ?
Answer:
She loved and respected her mother-in-law.
वह अपनी सास से प्यार करती थी और उनका सम्मान भी करती थी।

Question 3.
What did Lakshmi’s mother-in-law give her when she was dying? (2008)
मृत्यु के समय लक्ष्मी की सास ने उसे क्या दिया था ?
Answer:
Her mother-in-law gave her a wooden doll.
उसकी सास ने उसे एक लकड़ी की गुड़िया दी थी।

Question 4.
How did Lakshmi behave towards the doll? (2008, 10)
गुड़िया के प्रति लक्ष्मी का व्यवहार कैसा था ?
Answer:
She gave the same respect to it as she gave to her mother-in-law.
वह उसे वही सम्मान देती थी जो वह अपनी सास को देती थी।

Question 5.
Why did Lakshmi go to the jungle? (2009, 13, 15)
लक्ष्मी जंगल में क्यों गई थी ?
Answer:
She went to the jungle to collect firewood.
वह जंगल में जलाऊ लकड़ी लाने गई थी।

Question 6.
Why did she climb a tree?
वह पेड़ पर क्यों चढ़ी थी?
Answer:
She climbed the tree because it was safe to sit there during the night.
वह पेड़ पर इसलिए चढ़ी कि रात के समय वहाँ बैठना अधिक सुरक्षित था।

Question 7.
What did the robbers do under the tree that Lakshmi was sitting on ?
लक्ष्मी जिस पेड़ पर बैठी थी उसके नीचे डाकुओं ने क्या किया ?
Answer:
They sat under the tree and were dividing the loot.
वे पेड़ के नीचे बैठ कर लूट के माल का बंटवारा कर रहे थे।

Question 8.
Why did they argue ?
उनमें वाद-विवाद क्यों हुआ ?
Answer:
They argued because each one wanted a bigger share.
उनमें वाद-विवाद इस कारण हुआ क्योंकि प्रत्येक अधिक हिस्सा चाहता था।

Question 9.
Why did they flee?
वे क्यों भाग खड़े हुए ?
Answer:
When the doll struck the head of the leader of the group, they thought that they had been attacked.
जब गुड़िया दल के मुखिया के सिर पर गिरी तो वे समझे कि उन पर हमला हो गया है।

Question 10.
What happened to Lakshmi’s husband when he was returning home?
जब लक्ष्मी का पति वापस घर लौट रहा था तो उसके साथ क्या घटना घटी ?
Answer:
While he was passing through the jungle, three robbers looted his belongings.
जब वह जंगल से गुजर रहा था तो तीन डाकुओं ने उसका सारा सामान लूट लिया।

B. “True faith and devotion is the key to success.” Elaborate this statement keeping in view the story of Lakshmi. (2009, 12, 16)
लक्ष्मी की कहानी को ध्यान में रखते हुए इस कथन को सिद्ध करो-“सच्ची आस्था और समर्पण सफलता की कुंजी है।”
Answer:
Lakshmi had full faith in her mother-in-law. She was completely devoted to her and to the wooden doll given by her. The doll struck the head of the leader of the robbers at the right time. They got scared and ran away. This saved Lakshmi from being caught and harassed by them. Not only this, it was instrumental in retrieving her husband’s belongings which were looted by the robbers. Thus, we can say that true faith and devotion is the key to success.

लक्ष्मी को अपनी सास तथा उनके द्वारा दी गई गुड़िया पर पूरा भरोसा था और वह इनके प्रति पूर्णरूप से समर्पित थी। गुड़िया सही समय पर डाकुओं के मुखिया के सिर पर टकराई। इससे वे डर गये और भाग खड़े हुए। इसके कारण लक्ष्मी उनके द्वारा पकड़े जाने से बच गई। इतना ही नहीं, गुड़िया उसके पति का जो सामान डाकुओं ने लूट लिया था उसे वापस दिलाने का भी साधन बनी। अत: हम कह सकते हैं
कि सच्ची आस्था और समर्पण सफलता की कुंजी है।

Language Practice

इस खण्ड के मूल प्रश्न व तालिकाएँ अपनी पाठ्य-पुस्तक में से देखिए। यहाँ केवल उनके उत्तर दिए जा रहे हैं।

A. Change the following sentences into Future Continuous Tense.
निम्नलिखित वाक्यों को Future Continuous Tense में बदलो।।
Answer:

1. Vini will be coming on Sunday morning.
2. The train will be coming at 3p.m..
3. I shall be doing it in the afternoon.
4. Ravi will be going to school tomorrow.
5. Mikki will be playing with you in the evening.

B. Change the following sentences into Future Perfect Tense, using the
appropriate time adverbs. निम्नलिखित वाक्यों को Future Perfect Tense में बदलो।
Answer:

1. They will have done it.
2. Ravi will have flown it.
3. I shall have came there.
4. You will have made it.
5. They will have planned for this.

C. Complete the following sentences using the Future Perfect Continu ous form of the verb given in brackets.
निम्नलिखित वाक्यों में कोष्ठक में दी गई क्रिया को Future Perfect Continuous रूप भरकर पूरा करो।
Answer:

1. He will have been waiting for you for two hours.
2. They will have been watching television for an hour.
3. He will have been swimming all morning..
4. She will have been sleeping the whole night.
5. I will have been playing it for five days.

Laxmi and the Doll Summary in Hindi

लक्ष्मी तन्जौर के पास जंगल के किनारे एक छोटे से गाँव में अपनी सास के साथ रहती थी। कुछ वर्ष पूर्व उसका पति विदेश में अपना भाग्य आजमाने चला गया था। उस समय लक्ष्मी,बहुत दुखी हुई थी, लेकिन उसकी सास उसे बहुत चाहती थी। लक्ष्मी भी अपनी सास का बहुत सम्मान करती थी और उनकी आज्ञा के बिना कोई भी काम नहीं करती थी। वह छोटी-बड़ी सभी बातों के लिए उनकी स्वीकृति लेती थी। एक दिन लक्ष्मी की सास बीमार पड़ गई। लक्ष्मी ने उनकी खूब तीमारदारी की, किन्तु उनकी हालत बद से बदतर होती चली गई और लक्ष्मी समझ गई कि उनकी मृत्यु निकट है।

वह उनसे लिपट गई और रोते हुए बोली, “माँ, प्यारी माँ, मुझे छोड़कर मत जाओ।” इस पर लक्ष्मी की सास ने उसकी ओर देखा, उसे अपने समीप खींचा और प्यार किया फिर बोली, “तुम चिन्ता मत करो ‘यदि तुममें साहस हो तो तुम अपनी देखभाल भली प्रकार कर सकोगी। फिर तुम्हारे पति भी कुछ दिनों में आ जाएँगे और तुम उनके साथ सुख से रहेगी। मैं तुम्हारी मदद के लिए ये दिये जाती हूँ।” और उन्होंने अपने तकिए के नीचे से लकड़ी की एक गुड़िया निकाली और लक्ष्मी को दे दी, “अब से ये गुड़िया मेरा स्थान ग्रहण करेगी।”

कुछ समय पश्चात् लक्ष्मी की सास की मृत्यु हो गई और लक्ष्मी उनके द्वारा दी गई गुड़िया से भी वैसा ही व्यावहार करती रही जैसा अपनी सास से करती थी। हर काम करने से पूर्व वह गुड़िया से पूछती कि क्या वह अमुक काम कर सकती है और फिर अपने से ही कहती कि हाँ कर लो।
जब गुड़िया उसके पास होती थी तो वह आश्वस्त महसूस करती थी। इसी कारण वह उसे हमेशा अपने पास रखती थी।

एक दिन सन्ध्या के समय उसने देखा कि घर में चूल्हा जलाने के लिए लकड़ी नहीं है। तब उसने गुड़िया से पूछ, “माँ, क्या मैं लकड़ी लाने जंगल में जाऊँ।” ओर फिर उत्तर दिया, “हाँ, जाओ पर सतर्क रहना, रास्ता मत भूल जाना।” लक्ष्मी जंगल में गई और लकड़ी बीनते हुए जंगल में घूमती रही। अचानक आकाश में बादल छा गये, बिजली चमकने लगी, बादल गरजने लगे और पानी बरसना शुरू हो गया।

लक्ष्मी गुड़िया से पूछकर एक बड़े बरगद के पेड़ के नीचे बैठ गई। कुछ समय बाद बारिश बन्द हुई तो रात हो चुकी थी, सब ओर अन्धकार था। लक्ष्मी भयभीत हो गई। उसने गुड़िया से पूछा कि अन्धेरे में वह भटक सकती है, अत: क्या इस पेड़ पर चढ़कर वहीं रात बिताए तो गुड़िया ने उत्तर दिया कि हाँ, ऐसा ही करो, और वह पेड़ पर चढ़कर एक मोटी-सी डाल पर बैठ गई। आधी रात के समय कुछ लोग उस पेड़ के नीचे आकर बैठ गये। लक्ष्मी को डर लगा कि कहीं वे पेड़ पर तो नहीं चढ़ेंगे। इतने में उनमें से एक ने लालटेन जलायी और लक्ष्मी ने देखा कि वे तीन लोग हैं जो एक थैले में कुछ सामान लिए हैं। उन्होंने उस सारे सामान को जमीन पर डाला तो उसमें सोने-चांदी के आभूषण व सिक्के थे। स्पष्टतः वे लोग डाकू थे और यह लूट का माल था। उन्होंने उसका बँटवारा शुरू किया और विवाद में उलझ गये। उनमें से प्रत्येक ज्यादा हिस्से का दावा कर रहा था।

विवाद बढ़ा तो वे एक-दूसरे से लड़ने लगे। यह देखकर लक्ष्मी बहुत ज्यादा डर गई और काँपने लगी। उसने गुड़िया निकालकर पूछना चाहा कि अब वह क्या करे पर गुड़िया उसके हाथ से छूटकर नीचे बैठे डाकुओं के सरदार के सिर पर गिरी। वह जोर से चिल्लाया और उन तीनों ने समझा कि उन पर हमला हो गया है। वे डरकर सारा सामान वहीं छोड़कर भाग खड़े हुए। लक्ष्मी सारी रात पेड़ पर बैठी रही। सुबह हुई तो नीचे उतरकर अपनी गुड़िया ढूँढ़ने लगी। गुड़िया सिक्कों के ढेर में पड़ी मिली। लक्ष्मी ने उसे उठाया और उससे पूछा कि अब वह क्या करे ? क्या सारा सामान घर ले जाए तो गुड़िया ने उत्तर दिया कि हाँ वह सारा सामान घर ले जाए और उसे उसके मालिक को दे दे।

लक्ष्मी ने सारा सामान डाकुओं के थैले में भरा और लेकर घर पहुँची-उसे पता नहीं था कि उसका मालिक कौन है ? थोड़ी देर में किसी ने दरवाजे पर दस्तक दी। लक्ष्मी समझी कि उस सामान का मालिक उसे लेने आया है। उसने दरवाजा खोला तो देखा उसका पति सामने खड़ा था। पहले तो वह भौंचक-सी उसे देखती रही फिर झुककर उसके चरण छुए और बोली, “मैं तो डर गई थी कि उस सामान का मालिक शायद उसे लेने आया हैं।” इस पर पति ने पूछा, “कौन-सा सामान ?” इस पर लक्ष्मी ने उसे सारा सामान दिखाया। सामान देखते ही पति क्रोधित हो उठा।

उसे लगा कि उसकी पत्नी की उन डाकुओं से मिलीभगत है। वह घर छोड़कर जाने लगा। इस पर लक्ष्मी ने उसे रात का सारा किस्सा सुनाया। तब पति बोला कि जब वह घर लौट रहा था तब रात को रास्ते में तीन डाकुओं ते उससे वह सारा सामान लूट लिया था। इस पर लक्ष्मी ने कहा कि, “फिर यह सारा नसामान आपका है इस स्वीकार कीजिए।” पर पति बोला कि नहीं यह सारा सामान लक्ष्मी का है क्योंकि वह उसी के लिए तो इसे ला रहा था। और फिर उन्होंने अपना सारा जीवन सुखपूर्वक बिताया। -शंकर

Laxmi and the Doll Word Meanings of Difficult Words

Above provided complete MP Board Solutions 11th English Study guide is useful for making your preparation effective. Students can frequently visit our page to get the latest updates on other subjects study materials.

Students who are studying 11th can get the free Madhya Pradesh Board Solutions for 11th English Chapter 5 The Selfish Giant Questions and Answers PDF here. You can download MP Board Class 11th English Solutions Questions and Answers PDF on this page. Practice questions of Mp Board Solutions of 11th English subject as many times as possible to get good marks.

MP Board Class 11th English The Spectrum Solutions Chapter 5 The Selfish Giant

Gather chapter wise MP Board Solutions for 11th English Study Material to score the highest marks in the final exam. Various chapters and subtopics are given clearly in MP Board Class 11th English Solutions Chapter 5 The Selfish Giant Questions and Answers Material. All the MP Board Solutions for 11th English Questions with detailed answers are provided by subject experts. The step by step MP Board Class 11th English Chapter 5 The Selfish Giant Questions and Answers guide will help you to enhance your skills in English subject and The Spectrum Solutions. Here, along with the subject knowledge, The Spectrum Solutions knowledge also plays an important role. So, students should download MP Board Solutions 11th English and read it to attempt all the questions with 100% confidence.

The Selfish Giant Textual Questions and Answers

Word Power

A Match the words in column A with their meanings in column B :
कॉलम A के शब्दों का कॉलम B में दिए गए अर्थों से मिलान करो।
Answer:
1+3,2+4,3+5,4+ 2,5 + 1.

B. Write down the opposite of the underlined words.
रेखांकित शब्दों के विलोम लिखो।
Answer:

1. hell
2. lost
3. walk fast
4. happy

Comprehension

A. Answer the following questions in one or two sentences each.
निम्नलिखित प्रश्नों का एक या दो वाक्यों में उत्तर दो।

Question 1.
When did the children play in the Giant’s garden? (2014)
दैत्य के बगीचे में बच्चे किस समय खेलते थे।
Answer:
The children played in the afternoon after coming from school.
बच्चे दोपहर बाद स्कूल से लौटने पर खेलते थे।

Question 2.
Why did the Giant build a high wall round his garden? (2010, 12, 13)
दैत्य ने अपने बगीचे के चारों ओर ऊँची दीवार क्यों बनाई ?
Answer:
The giant built a high wall round his garden to stop the children from entering it.
दैत्य ने अपने बगीचे के चारों ओर ऊंची दीवार इसलिए बनाई कि बच्चे उसमें प्रवेश न कर सकें।

Question 3.
Why was the little boy crying? (2009, 15)
छोटा बालक क्यों रो रहा था ?
Answer:
The little boy was crying because he was not able to climb up the tree.
छोटा बालक इसलिए रो रहा था क्योंकि वह पेड़ पर चढ़ने में समर्थ नहीं था।

Question 4.
Why was the Giant angry when he came near the child for the final time?
दैत्य जब अन्तिम बार उस छोटे बालक के समीप आया तो उसे गुस्सा क्यों आया था ?
Answer:
The giant became angry when he saw wounds on the palms and feet of the little boy.
दैत्य को जब बालक की हथेली और पंजों पर जख्म दिखाई दिये तो उसे गुस्सा आया था।

B. Answer the following questions in two to four sentences each.
निम्न प्रश्नों का दो से चार वाक्यों में उत्तर दीजिए।

Question 1.
Why is the Giant in the story called selfish ? (2008, 14, 16)
कहानी में दैत्य को स्वार्थी क्यों कहा गया है ?
Answer:
The giant is called selfish because he wanted the whole garden to himself. He did not allow the children to play in it. He even built a high wall in order to stop them from entering the garden.

दैत्य को स्वार्थी इसलिए कहा गया है क्योंकि वह पूरा बगीचा अपने लिए चाहता था। वह बच्चों को उसमें नहीं खेलने देता था। यहाँ तक कि उसने बगीचे के चारों ओर एक ऊँची दीवार भी बना दी जिससे बच्चे अन्दर आ सकें।

Question 2.
Why did spring not come to the Giant’s garden? (2008, 09) दैत्य के बगीचे में बसन्त क्यों नहीं आया ?
Answer:
Spring used to come to the giant’s garden when the children used to come and play there. When the children were stopped from coming and playing in the garden spring also decided not to come.

बसन्त बगीचे में उस समय आता था जब बच्चे वहाँ खेलने आया करते थे। जब बच्चों का बगीचे में आना और खेलना बन्द कर दिया गया तो बसन्त ने भी न आने का निर्णय कर लिया।

Question 3.
The Giant saw ‘a most wonderful sight’. Describe what he saw ?
दैत्य ने एक बहुत ही मनोहारी दृश्य देखा। वर्णन करिये कि उसने क्या देखा ?
Answer:
He saw that spring had come to his garden. The trees were in full blossom and there was no trace of snow and hail. He also saw children on every tree.

उसने देखा कि उसके बगीचे में बसन्त आ गया था। पेड़ फूलों से लद गये थे और बर्फ और ओलों का नामोनिशान नहीं था। उसे हर पेड़ पर बच्चे भी बैठे हुए दिखाई दिये।

Question 4.
Why did the Giant feel sad even when the children came regularly to play in his garden? (2011)
जब बच्चे उसके बगीचे में नियमित रूप से खेलने आने लगे तब भी दैत्य दुखी क्यों रहता था ?
Answer:
The giant felt sad because he could not find the small boy in their group. The giant loved him the most because he had put his small arms round his neck and had kissed him when he first saw him.

दैत्य इसलिए दुखी रहता था क्योंकि उनके बीच उसे वह नन्हा बालक नहीं दिखाई देता था। दैत्य उसे सबसे अधिक प्यार करता था क्योंकि जब दैत्य ने पहली बार उसे देखा था तो उसने दैत्य की गर्दन में अपनी बाँहें डालकर उसे चूम लिया था।

Question 5.
Who was the little boy ? Where did he take the Giant ? Why ? (2009, 15)
वह नन्हा बालक कौन था ? वह दैत्य को कहाँ ले गया ? क्यों ?
Answer:
The little boy was Jesus Christ himself. He took the giant to his garden, the paradise. He took the giant with him because the giant had anged completely. He wasn’t selfish any more and had started loving children and playing with them.

वह नन्हा बालक जीसस क्राइस्ट स्वयं थे। वे उस दैत्य को अपने बगीचे में ले गयेस्वर्ग में। वह दैत्य को अपने साथ इसलिए ले गये क्योंकि दैत्य पूरी तरह से बदल चुका था। वह अब बिलकुल स्वार्थी नहीं था और बच्चों से प्यार करने व उनके साथ खेलने लगा

C Explain what does the story teller mean by spring has forgotten this garden, the snow and the frost cried, “so we will live here all the year round.” (2009)
कहानीकार इस उक्ति से कि बर्फ और ओलों ने चिल्लाकर कहा कि बसन्त इस बगीचे को भूल गया है, अतः हम यहाँ पूरे साल रहेंगे क्या कहना चाहता है ? समझाइए।
Answer:
He means that when spring will not come to the garden there will be no change in the weather. Summer will not come because it follows – spring and autumn will not come because it follows summer. Hence, winter will remain all the year round. And so there will be snow and hail all the year round.

क्योंकि बसन्त उस बगीचे में नहीं आयेगा तो ऋतु में परिवर्तन भी नहीं होगा। ग्रीष्म ऋतु भी नहीं आयेगी क्योंकि वह तो बसन्त के बाद ही आती है और शरद ऋतु भी नहीं आयेगी क्योंकि वह ग्रीष्म के बाद आती है। अत: वहाँ बर्फ और ओले पूरे साल रहेंगे।

Language Practice

इस खण्ड के मूल प्रश्न व तालिकाएँ अपनी पाठ्य-पुस्तक में से देखिए। यहाँ केवल उनके उत्तर दिए जा रहे हैं।।

A. Apply the correct form of the verbs given in brackets.
कोष्ठक में दी गई क्रिया के उचित रूप भरो।
Answer:

1. speaks
2. cooks
3. work
4. go
5. tells
6. visits
7. goes
8. migrate
9. comes
10. get.

B.Frame questions using the words given in brackets.
दिए गए शब्दों में प्रश्न बनाओ।
Answer:

1. How often does Anita watch television ?
2. How often do you write to your parents ?
3. What time do you usually have dinner in the evening?
4. How often does this car breakdown ?

C. Fill in the blanks with the indefinite or continuous form of the present tense of the verbs given in brackets.
कोष्ठक में दी गई क्रियाओं के Present Indefinite या Present Continouns से खाली स्थान करो।
Answer:

1. rains
2. speaks, is speaking
3. is sleeping
4. is crying
5. is doing
6. is running
7. is repairing
8. points, wants
9. wake, have
10. is cooking.

D. Rearrange the words to make meaningful sentences.
शब्दों को व्यवस्थित करके उचित वाक्य बनाओ।
Answer:

1. They have left for Indore.
2. She has come.
3. They have seen a parrot in the garden.
4. He has passed in the examination.
5. You have insulted me.

E. Change the following sentences according to the instructions given in brackets.
कोष्ठक में दिए गए संकेतों के अनुसार वाक्य परिवर्तित करो।।
Answer:

1. He has not slept for five hours.
2. He has not built the bridge for several months.
3. Have they been playing since 4 o’clock ?
4. I have been doing my job for three years.

F. Rewrite the following putting the verbs into the present perfect continuous form.
निम्नलिखित में क्रियाओं को Present Perfect Continuous में लिखो।
Answer:

1. I have been living here since 1948.
2. I’m afraid you have been looking at the wrong one.
3. Have you been waiting long for me?
4. He has been working in the post office for twenty years.
5. Nobody has come to see us since we have been living in our new house.

The Selfish Giant Summary in Hindi

प्रतिदिन स्कल से आकर बच्चे एक दैत्य के बगीचे में खेला करते थे। वह बगीचा बहत बड़ा और सुन्दर था। उसमें बसन्त में खूब फूल खिलते थे, शरद में पेड़ फलों से लद जाया करते थे और चिड़ियाँ चहचहाती रहती थीं। बच्चे भी वहाँ बहुत खुश रहते थे। उस बगीचे का मालिक एक दैत्य था जो सात साल के लिए अपने नरभक्षी राक्षस मित्र के यहाँ गया था। एक दिन दैत्य वापस आया और बच्चों को बगीचे में खेलता हुआ पाया। इस पर वह बहुत क्रोधित हुआ। मेरा बगीचा मेरा अपना बगीचा है, वह मन ही मन बोला और उसने बगीचे के चारों ओर एक ऊँची दीवार खड़ी कर दी तथा बोर्ड लगा दिया-“अनधिकार प्रवेश करने वालों पर कानूनी कार्यवाही की जाएगी।” अब बेचारे बच्चे बहुत दु:खी रहने लगे। उन्हें खेलने के लिए कोई जगह नहीं थी। वे सोचते थे कि दैत्य के आने के पहले वे कितने सुखी थे।

कछ दिनों बाद सारे देश में बसन्त आया, फल खिले. चिड़ियाँ चहचहाने लगी लेकिन उस दैत्य के बगीचे में शीतकाल ही बना रहा। सारे बगीचे में बर्फ जमी रही और ओलों के तूफान आते रहे। उस साल बगीचे में न बर्फ पिघली, न फूल खिले और न चिड़ियाँ चहचहाई। दैत्य सोचने लगा, “बसन्त आने में इतनी देर क्यों हो रही है। शायद कुछ समय बाद मौसम बदलेगा।” लेकिन बसन्त नहीं आया, गरमी का मौसम भी नहीं आया-न बगीचे में फूल खिले न फल लगे।

ऐक दिन अचानक जब दैत्य अपने बिस्तर में पड़ा हुआ कुछ सोच रहा था कि उसे मधुर संगीत सुनाई दिया। एक छोटी-सी चिड़िया उसकी खिड़की के बाहर चहचहा रही थी। तभी उसे लगा कि उत्तर से आने वाली ठण्डी हवा रुक गई है, ओला वृष्टि थम गई है और खिड़की से मधुर-मधुर सुगन्ध आ रही है। दैत्य ने उठकर बाहर देखा-उसके सामने एक बहुत ही सुहावना दृश्य था। दीवार के भीतर बने एक छोटे से छेद से बच्चे बगीचे में आ गये थे। वे पेड़ों की शाखाओं पर चढ़कर बैठे थे। प्रत्येक पेड़ पर बच्चे दिख रहे थे और बच्चों को वापस पाकर पेड़ बहुत खुश थे-उन पर फूल खिल उठे थे, चिड़ियाँ चहचहाने लगी थी और हरी घास में भी फूल प्रस्फुटित हो उठे थे, किन्तु दूर के एक कोने में अभी भी बर्फ जमी थी। उसके नीचे एक नन्हा-सा बालक खड़ा था, वह पेड़ की शाखा तक नहीं पहुँच पा रहा था।

दैत्य इस सबको देखकर चकित था। उसके मन में अचानक विचार आया कि वह कितना स्वार्थी हो गया था। शायद बच्चों का बगीचे में आना बन्द कर देने से बसन्त ने भी वहाँ आने से इन्कार कर दिया था। जब उसकी समझ में यह बात आई तो वह बाहर निकलकर धीरे-धीरे बगीचे में गया। पर यह क्या ? बच्चों ने जैसे ही उसे देखा वे डरकर भाग गये और उनके जाते ही बगीचे में शीतकाल का मौसम लौट आया, किन्तु दूर कोने में वह नन्हा-सा बालक खड़ा रहा क्योंकि आँखों में भरे आँसुओं के कारण वह दैत्य को देख नहीं सका था। दैत्य चुपके-चुपके उसके पीछे पहुंचा और उसे उठाकर धीरे से पेड़ की शाखा पर बिठा दिया।

तभी पेड़ों पर बसन्त आ गया। चिड़ियाँ आकर उसकी शाखों पर बैठ गई और मधुर संगीत सुनाने लग। वह नन्हा-सा बालक भी अत्यधिक प्रसन्न हो उठा। उसने अपनी नन्हीं बर्हि दैत्य के गले में डाल दी और उसे चूम लिया। दूर खड़े बच्चों ने जब यह सब देखा तो उन्हें लगा कि दैत्य वास्तव में उतना दुष्ट नहीं है जितना वे सोचते थे। वे दौड़कर बगीचे में आ गये और उनके साथ ही लौट आया बसन्त भी। तब दैत्य बोला, “बच्चो अब से यह बगीचा तुम्हारा है।” और उसने दीवार गिरा दी। उधर से निकलने वाले लोग हैरत में थे दैत्य बच्चों के साथ खेल रहा था।

अब प्रतिदिन बच्चे आते, दैत्य के साथ खेलते और शाम को उससे विदा लेकर घर जाते। पर दैत्य को वह नन्हा बालक फिर नहीं दिखा। उसने बच्चों से पूछा तो उसे उत्तर मिला कि न तो उसे जानते हैं न ही उन्होंने उसे कभी देखा है। वर्ष बीतते गये और दैत्य बूढ़ा होकर कमजोर हो गया। अब वह बच्चों के साथ खेल पाने में असमर्थ था। अतः अपनी कुर्सी पर बैठा-बैठा उन्हें खेलता देख प्रसन्न होता रहता था। वह मन में सोचता “मेरे बगीचे में बहुत सुन्दर-सुन्दर फूल हैं पर सबसे सुन्दर फूल तो ये हँसते-खेलते बच्चे हैं।”

एक दिन शीतकाल के समय उसने अपनी खिड़की से बाहर देखा और जो उसने देखा उससे वह स्तब्ध रह गया। बगीचे में दूर एक कोने में फूल खिल रहे थे, फल लटक रहे थे और नीचे एक नन्हा बालक खड़ा था। वह जल्दी से बालक के पास गया और यह देखकर कि उसकी दोनों हथेलियों और पंजों पर कील ठोंकने के घाव और खून है गुस्से से आग-बबूला हो गया। उसने बालक से पूछा कि किसने उसे जख्मी करने की जुर्रत की है, जिसने यह किया है उसे वह मार डालेगा। नन्हें बालक ने उत्तर दिया, “नहीं, वह तो प्रेम के चिह हैं।

” यह सुनकर दैत्य को एक विचित्र से भय का अनुभव हुआ और वह उस बालक के सामने नतमस्तक हो गया। तब वह बालक मुस्कुराया और बोला, “एक दिन तुमने मुझे अपने बगीचे में खेलने दिया था, आज तुम मेरे बगीचे में चलोगे वह स्वर्ग है।” दोपहर बाद जब बच्चे बगीचे में खेलने पहुंचे तो उन्हें वह दैत्य मृत पड़ा हुआ मिला। -ऑस्कर वाइल्ड

The Selfish Giant Word Meanings of Difficult Words

Above provided complete MP Board Solutions 11th English Study guide is useful for making your preparation effective. Students can frequently visit our page to get the latest updates on other subjects study materials.

Students who are studying 11th can get the free Madhya Pradesh Board Solutions for 11th English Chapter 4 The Shepherd Questions and Answers PDF here. You can download MP Board Class 11th English Solutions Questions and Answers PDF on this page. Practice questions of Mp Board Solutions of 11th English subject as many times as possible to get good marks.

MP Board Class 11th English The Spectrum Solutions Chapter 4 The Shepherd

Gather chapter wise MP Board Solutions for 11th English Study Material to score the highest marks in the final exam. Various chapters and subtopics are given clearly in MP Board Class 11th English Solutions Chapter 4 The Shepherd Questions and Answers Material. All the MP Board Solutions for 11th English Questions with detailed answers are provided by subject experts. The step by step MP Board Class 11th English Chapter 4 The Shepherd Questions and Answers guide will help you to enhance your skills in English subject and The Spectrum Solutions. Here, along with the subject knowledge, The Spectrum Solutions knowledge also plays an important role. So, students should download MP Board Solutions 11th English and read it to attempt all the questions with 100% confidence.

The Shepherd Textual Questions and Answers

Word Power

A. Fill in the blanks with suitable words given.
[दिये गये खाली स्थानों में उचित शब्द भरो।।
Answer:

1. strays
2. tender
3. peace
4. nigh.

B. Write the opposites of the underlined words in the given sentences.
दिये गय वाक्यों में रेखांकित शब्दों के विलोम लिखो।
Answer:

1. sad
2. sorrow
3. awake
4. hates
5. grief.

Comprehension

A. Answer the following questions in one or two sentences each.
निम्नलिखित प्रश्नों के एक या दो वाक्यों में उत्तर लिखो।।

Question 1.
What does the shepherd do all the day ? (2009, 12, 13)
गड़रिया दिन भर क्या करता है ?
Answer:
He follows his sheep.
वह अपनी भेड़ों का अनुगमन करता है।

Question 2.
When does he feel happy ?
वह कब आनन्द का अनुभव करता है ?
Answer:
He feels happy when the lamb calls and the ewe replies.
वह उस समय आनन्द का अनुभव करता है जब मेमना आवाज लगाता है और उसकी माँ उत्तर देती है।

Question 3.
When is the shepherd watchful ? (2009, 16)
गड़रिया कब सतर्क रहता है ?
Answer:
He is watchful when in the night, his sheep is resting in peace.
वह रात को सतर्क रहता है जब उसकी भेड़ शान्तिपूर्वक आराम कर रही होती हैं।

B. Answer the following questions in two to four sentences each.
निम्नलिखित प्रश्नों का दो से चार वाक्यों में उत्तर दो।

Question 1.
Why is the shepherd considered to be lucky? (2011)
गड़रिये को भाग्यशाली क्यों समझा गया ?
Answer:
The shepherd is considered to be lucky because he has got a sweet lot of sheep. Not only this, the sheep feel quite safe when under his charge.

गड़रिये को भाग्यशाली इसलिए कहा गया क्योंकि उसके पास एक प्यारा-सा भेड़ों का झुण्ड है। केवल यहीं नहीं, भेंड़ें भी उसके संरक्षण में पूर्ण रूप से सुरक्षित अनुभव करती है।

Question 2.
Why does he feel pleasure on hearing the lamb’s call and its mother’s response?’ (2009)
मेमने की आवाज और उसकी माँ के उत्तर को सुनकर वह आनन्द का अनुभव क्यों करता है ?
Answer:
He feels pleasure because the lamb’s call is very innocent. Moreover, the ewe’s reply is pretty tender.

वह इसलिए आनन्द का अनुभव करता है क्योंकि मेमने की आवाज अत्यन्त मासूमियत भरी होती है उसकी माँ का उत्तर प्यार भरा होता है।

Question 3.
Why is the lamb’s call described innocent?
मेमने की आवाज को मासूमियत भरी क्यों कहा गया है ?
Answer:
The lamb’s call is described as innocent because it is from a very young animal. At that age it is not supposed to be calculating. It is simply calling its mother.

मेमने की आवाज को इसलिए मासूमियत भरी कहा गया है क्योंकि वह एक बहुत छोटे से जानवर की आवाज है। इस आयु में उससे छल-कपट की आशा नहीं की जा सकती। वह तो मात्र अपनी माँ को पुकार रहा है।

Question 4.
What makes the mother’s response tender ?
उसकी माँ के उत्तर को स्नेहसिक्त क्यों कहा गया है ?
Answer:
The mother’s response is tender because she is responding to her offspring. She is expressing her love through it.

उसकी माँ के उत्तर को स्नेहसिक्त इसलिए कहा गया है क्योंकि वह अपनी सन्तान की पुकार का उत्तर दे रही है। उसके द्वारा वह अपना प्यार व्यक्त कर रही है।

Question 5.
Why does the sheep feel secure ? (2015)
भेड़ें सुरक्षित क्यों अनुभव करती हैं ?
Answer:
The sheep feel secure because their shepherd is near them. He is keeping a watchful eye and so they need not worry.

भेड़ें सुरक्षित इस कारण अनुभव करती हैं क्योंकि उनका गड़रिया उनके नजदीक है। वह उनकी रखवाली कर रहा है, इसलिए उन्हें भयभीत होने की कोई आवश्यकता नहीं है।

The Shepherd Hindi Translation

गड़रिये का शान्त समूह कितना आकर्षक है;
वह सुबह से शाम तक भ्रमण करता रहता है।
सारे दिन वह अपनी भेड़ों के पीछे चलता जाता है;
और उसके मुँह से सदा उनकी प्रशंसा ही निकलती है।
क्योंकि उसे भेड़ के बच्चे की मासूम पुकार सुनाई देती है;
और उसे उसकी माँ का सौम्य उत्तर भी सुनाई देता है।
वह सदैव सतर्क रहता है और वे चैन से बंधी रहती हैं।
क्योंकि वे जानती है कि उनका गड़रिया नजदीक ही है। -विलियम ब्लेक

The Shepherd Word Meanings of Difficult Words

Above provided complete MP Board Solutions 11th English Study guide is useful for making your preparation effective. Students can frequently visit our page to get the latest updates on other subjects study materials.