SHOULD WIZARD HIT MOMMY?

(Q.) What is the moral issue that the story raises?

(2 Marks)
(Ans) The story shows the conflict between two generations. It tells us about the belief, of the
older generation, in customs and traditions and constantly questioning attitude of the younger
generation, hence contributing to a generation gap. Not understanding her sons pain of
loneliness and dejection, mother Skunk gets his smell changed to his original foul smell and
loves him the way he is, raising the moral issue of whether parents should always decide what
the children should do or let the children do what they like to do. There is an evident contrast
between an adults perspective on life and the world view of a little child. Jo wants the wizard to
hit Mommy and not vice versa because she represents the new generation and does not agree
with her fathers view. Jack sums up the issue in one sentence- She knew what was right. Jack
also says that the little Skunk agreed to the mothers proposal because he loved his mother more
than the other animals. Little Jo feels that the Skunks mother should not have robbed her little
son of the pleasure he derived when playing with the other animals when he smelt of roses. She
insists that the wizard hit the Mommy on the head and calls little Skunks mother a Stupid
Mommy. Keeping to her view point, she insisted that her father should tell her the story the next
day in a different manner. So we see that the story deals with moral issues dependent on the
different levels of maturity of Jack and Jo.
(Q.) How does Jo want the story to end? Why? What light does it throw on Jos character?
(2 Marks)
(Ans) Jo wanted the story to end with Roger being accepted by the other animals. In Jacks
version, the wizard was hit by mommy. Jo did not relish this. The wizard was the person who
fulfilled everyones wishes. He had rid Roger Skunk of the bad odour. So she wanted her father
to end the story with Roger skunk having a new and pleasant smell and wizard spanking the
stupid mommy.Jo would get totally involved in the story. She even shed a tear or so, when
woodland creatures spurned Roger. She could not bear injustice to the wizard by mommy
skunk. She wanted the end of the story to change in which the benevolent Wizard hits mommy
for being inconsiderate to Rogers need for acceptance by friends. She was independent in her
thinking. Jo remains unconvinced by the fathers argument that mothers are always right.
(Q.) Character Sketch of Jack.
(2 Marks)
(Ans) Jack is the protagonist of the story Should Wizard Hit Mommy? which examines the
issue of parenting, the adult tendency to quell the questioning mind of a child and the belief that
the view point of the adult represents the only valid one.Jack is conscious of his duties as a father
and husband. He has been telling stories to his daughter Jo since she was two years old, before
her Saturday and evening naps, but now two and a half years later he is fatigued and confused by
her constant questioning, pointing errors (roger fish instead of skunk), asking for clarifications
and suggesting alternatives. He has the typical parental attitude and opinion that parents know
what is best for their children and stifles her objections and amendments shown by his defending
the skunks mother (and indirectly his own).Jack feels caught in an ugly middle position
physically, emotionally and mentally. He did not like women to take anything for granted, to the
extent that he extends the story, changing the ending, giving it the face that he wants to. This
despite the fact that he knows that he should be helping his pregnant wife paint the

woodwork.Jack is someone who is not used to his authority being questioned and so is confused
by Jos questioning. Though a loving parent he finds it hard to accept the fact that Jo now has a
mind of her own. His insensitivity and impatience comes across in his dealings with his daughter,
and the fact that an adults viewpoint is biased by personal experiences.
(Q.) Do you think Jack and Jo could identify with Roger skunk as a victim of the hatred of
other creatures?
(2 Marks)
(Ans) Jack brought the story to life when he narrated the tale remembering certain humiliations
of his own childhood. The corners of Jos mouth drooped down and her lower lip bent forward. A
tear flowed along the side of the nose. This shows that even Jo could identify with Roger skunk.
(Q.) Which two opposite forces acted on Jack while he was telling Jo the story?
(2 Marks)
(Ans) Jack was telling Jo something she must know and had no wish to hurry on. On the other
hand he heard a chair scrapping. He realized that he must help his pregnant wife Clare to paint
the wood work down stairs. These were the opposite forces acting on Jack while he was telling
Jo the story.
(Q.) Why did Jo not approve of skunks mother scolding him for his new smell?
(2 Marks)
(Ans) Jo was very happy that skunk smelt like roses. He was accepted by the woodland creatures
and was happy. Jo did not approve of skunks mother scolding him for something that made him
acceptable among his friends and brought him happiness.
(Q.) What do you learn about Jos new reality phase?
(2 Marks)
(Ans) Earlier Jo used to accept her fathers word about magic etc. now she had started asking if
magic spells were real. She had become curious since a month. She was growing up and wished
to check the reality of all that was told to her.
Q. what is the ugly middle position where jack finds himself trapped?
Ans The ugly middle position refers to jacks helplessness and dilemma. Its ugly because jack is
not used to the women questioning his authority and jo constant interruptions, clarifications,
pointing out mistakes , disagreements, questioning the end of the story and suggesting an
alternate end makes jack uncomfortable. It is a middle position because jack is as if coerced by
the tradition (recalls his own mother) and society to inculcate certain moral lessons in jo but at
the same time he is at loss. He is unable to satisfy jos lingering anxiety as he fails to understand
her perspective (her fear of abandonment), as a result he finds himself trapped in a cage along
with his wife which brings him no solace.

EVANS TRIES AN O LEVEL

(Q.) Attempt a brief character sketch of Evans the Break.

(10 Marks)
(Ans) Evans the Break comes across to us as a highly clever, manipulative and shrewd
individual. A non-violent kleptomaniac by birth, he was a jail-bird having being put in prison
several times and escaping as many as three times. He was an amusing chap, good at imitations
and a star at the Christmas concert. He had an unkempt physical appearance but a cheerful smile
which he used for the prison officers.A cunning and resourceful person, Evans is able to use his
presence of mind time and again, to his utmost advantage. He makes a request to Mr. Jackson to
allow him to put on his bobble hat, but complains to the invigilator against Stephens whose
presence disturbs his concentration. He is polite when he makes special requests to shut his
convenience or rather when he plans to put his plan into action. He is quick to disguise himself
as parson McLeery and spill blood on himself to appear injured. He is a clever manipulator and
uses this quality to win the confidence of the police officers. Evans enjoys the faith, support and
active cooperation of his team of dedicated comrades. They are meticulous in their planning and
work out the minutest details in order to carry out their plans without any mishap. Even in the
worst circumstances, Evans does not lose his cool. He has the last laugh when he is able to fool
the police officers and the Governor and escapes for the fourth time.
(Q.) Who, do you think, has the last laugh- The Governor or Evans? How?
(2 Marks)
(Ans) It is Evans who has the last laugh in the story. The two persons, i.e. driver and the silent
prison officer turn out to be the accomplices of Evans. The Governor became complacent as he
thought he had nabbed the prisoner and will soon put him in prison. But Evans escapes once
again.
(Q.) What did Stephens see, when he peeped through the hole of the cell of Evans after
leaving McLeery at the main gate of the prison?
(2 Marks)
(Ans) Stephens thought of looking at Evans once again after leaving McLeery at the main gate.
He saw a terrible sight. He saw a man with short hair presumably McLeery in a pool of blood
sprawling back in Evans chair.
(Q.) How did McLerry want to help the police?
(2 Marks)
(Ans) The injured McLeery said that he knew where Evans was. He wanted to accompany the
police in finding Evans. He insisted that he did not need to be hospitalized as he was all right. He
showed the question paper to the Governor to impress upon him that Evans had befooled
everybody.
Q.) What important clues were hidden in the German Question paper?
(2 Marks)
(Ans) There was a photocopied sheet hidden in the German question paper. It was very cleverly
pasted on the last blank sheet of the question paper. It had instructions written in German. It read:
follow the plan. The vital point in time was three minutes before the end of the examination. He
was not to hit the person hard and overdo the scot accent. He was to move the Headington round
about and then make way to Newbury.

(Q.) Where was the real McLeery?

(2 Marks)
(Ans) The real Rev. McLeery was gagged and tied in his room since 8:15 am. The two men
visited McLeery in the morning. They gagged him and tied him in his study. Since 8:15 in the
morning, the real McLeery had been in his own house. It was Evans accomplice who had come
as McLeery to the examination centre.
(Q.) What was the significance of the two phone calls the Governor received after a quarter
of an hour of the start of the examination?
(2 Marks)
(Ans) The first phone call was made by the Assistant Secretary of the Examination Board. It was
regarding a correction slip for the German paper that Evans was writing. The word Golden
Lion was to be used in place of Golden Lowe. The second call came from the Magistrates
Court. They needed a prison van and a couple of prison officers for a remand case.
(Q.) How did the prison machinery swing into action? What did they overlook?
(2 Marks)
(Ans) Prison officers started shouting orders as soon as they discovered that Evans had escaped.
Sirens were blown. Puzzled prisoners pushed their way along and doors were banged and bolted.
Phones were ringing everywhere. Jackson and Stephens supported McLeery on either side and
brought him to the prison yard. The identity of the injured McLeery remained unchecked.
(Q.) What did the Governor think of Evans and his plan after ringing up Detective Chief
Inspector Bell?
(2 Marks)
(Ans) The Governor admired clever Evans and his beautifully laid plan. He also commented on
Evans carelessness in leaving behind the question paper. He said that all criminals got caught
because they left important clues behind. He was sure that they would soon be able to catch
Evans and put him in prison once again.
Q.) What two purposes did the correction slip serve? Which of them did Evans consider
more important?
(2 Marks)
(Ans) The correction slip revealed the name of the hotel and its location. He had to go to Golden
Lion. It also contained the exact time the exam started. For Evans, it was an important thing that
the phone rang just before the exam finished. Thus he was able to get the prison officers out of
the way for a couple of minutes.
(Q.) What did Evans own hair look like? How then did he impersonate McLeery?
(2 Marks)
(Ans) Evans hair was long and wavy while McLeery had closely clipped hair, almost next to the
scalp. Jackson had removed Evans scissors, so he had to remove his hair off with razor. After
that he kept his head covered with a bobble hat to prevent being noticed.
(Q.) How did the Governor of Oxford Prison locate the hiding place of Evans?

(2 Marks)
(Ans) The Governor told Evans that he had used the same method as Evans had done. The six
figure reference 313/271 was formed by two hints- Index number 313 and centre number 271. If
one takes an Ordinance Survey Map for Oxfords hire, this number lands are bang in the middle
of Chipping Norton.
(Q.) What request did the Secretary of the Examination Board receive from the Governor
of Oxford Prison?
(2 Marks)
(Ans) The Governor of Oxford Prisons request was to create an examination centre in the prison
for one candidate named James Roderick Evans who wanted to appear in O Level German
Examination to be held on June 8.
(Q.) What enquiry did the Secretary of the Examination Board make about Evans?
(2 Marks)
(Ans) The Secretary of the Examination wanted cursory details about the examinee regarding his
nature. He wanted to know if Evans was a violent sort of a person. He was told that there was no
record of violence.
(Q.) Who met Evans on the eve of the examination? What does this brief interview reveal?
(2 Marks)
(Ans) Mr. Jackson and Mr. Stephens visited Evans on the morning of the Examination. They
visited him to ensure that he did not have any weapon with him. Evans was called Evans the
Break as he had escaped from Prison three times.
(Q.) What puzzled Mr. Jackson about the contents in McLeerys suitcase?
(2 Marks)
(Ans) Jackson saw a smallish semi-inflated rubber ring. Even a young child might have to
struggle into it. Jackson questioned McLeery about it. He replied that he suffered from piles.
(Q.) Why did the Governor doubt the phone call from the Examination board for the
correction in the paper? What did he do?
(2 Marks)
(Ans) The Governor doubted the phone call from the Examination board for the correction in the
paper because he thought it might be a fake call. He tried to verify the call. He held the incoming
call and from the other line called the Examination Board. Since the number was busy he
assumed the call was a genuine one.
Q.) How did Stephens keep an eye on Evans? What did he notice on looking through the
peep-hole in Evans cell?
(2 Marks)
(Ans) Stephens peeped after every one minute. He found Evans sitting with his pen between his
lips. He sat staring straight in front at the door. McLeery sat on his chair reading the Church
Times. His right index finger was hooked beneath the narrow clerical collar. The fingers of the
left hand were slowly stroking the short black board.

(Q.) What request did Evans make about half an hour before the end of the examination?
What did Stephens think about it?
(2 Marks)
(Ans) Evans requested to have a blanket put round his shoulders. A minute later, Stephens was
surprised to see a grey blanket draped round Evans shoulders. Stephens was misled into
believing that Evans was feeling cold.
(Q.) How did Evans manage his final escape?
(2 Marks)
(Ans) Evans was handcuffed and made to sit in the prison van. But the Governor was complacent
and it was Evans accomplices inside the van. As the van turned to the Oxford Road, the silent
prison officer who was Evans friend unlocked the handcuffs. Evan suggested that they go
towards Newbury. Evans had his final escape.
(Q.) Give an account of the blunders committed by the prison authorities which helped
Evans in escaping from the prison.
(10 Marks)
(Ans) Prison authorities made many blunders. It was only because of these mistakes that Evans
could escape from the prison. The hatching of the escape plan started with the German tutors
entry. The German teacher who had been coming to take Evans classes was Evans accomplice.
Everyone assumed that he was a teacher from the technical college. The invigilators identify
was also not verified.On the Examination day, Jacksons not getting Evans bobble-hat removed
was a blunder. If Stephens had not shifted from the cell, the escape would not have been
possible. Jackson should have searched McLeery thoroughly and seen the rubber ring closely.
The prison staff blindly believed that the injured was the invigilator, though it was Evans playing
a trick on them. When Evans was arrested, the Governor was complacent and sent him in a
prison van, leaving Evans in the hands of his own accomplices. He thus, lost Evans who made
his final escape.

LOST SPRING

Q. Explain the steel canister seems heavier than the plastic bag
ans The steel canister was heavier than the plastic bag not even literally but even metaphorically
because sahib was now burdened with the responsibility of a job. He had lost the child like
innocence and carefree look. The plastic bag was lighter as it was his bag while the canister
belonged to the owner of the tea shop. Sahib feels burdened as he is no longer the master of his
own free will and there is no wonder or joy of discovering something new as there was in rag
picking. His freedom is hired for a paltry sum and despite a regular and stable income,the steel
canister has weighed him down devoid of all hope and dreams.
Q. 'years of mindnumbing toil have killed all initiative and the ability to dream.' Explain
Ans The above line is used by the writer Jung to highlight the pathetic condition of people living
in Ferozabad. Ferozabad known for bangle making employs children at the furnaces, welding
glass and making bangles. They work in the glass furnace with the high temperatures, in dirty
dingy place devoid of air and light and often lose the brightness of their eyes as a result. Their
living condition is comparable to the rag pickers of the Seemapuri . Their homes are like shack
with crumbling walls, shaky doors no windows crowded with families of humans and animals
living together in a primitive state. Their condition is accepted as a fate or destiny.
The sahukars,middlemen , the policemen, the keepers of law, the bureaucrats and the politicians
form the vicious cycle of exploitation perpetuating poverty and suffering of generation after
generation which eventually kills all their desires and enterprise.
Q. explain few airplanes fly over ferozabad
ans The writer was happy to learn that Mukesh despite his grinding poverty dreamt of becoming
a motor mechanic and was even prepared to walk a long distance to the garage to achieve his
dream. The writer encouraged by his motivation asked if he ever want to fly the airplanes.
Mukesh was embarrassed as he could not think or imagine driving a plane but was content with
the dream of cars. This shows the dearth of opportunities and the limited world of the slums of
the Firozabad. The airplanes seems a farfetched reality is not only unachievable but also
incomprehensible to the little Mukesh .
Q. 'for children it is wrapped in wonder.' Explain
Ans The author describes the rag picking by poor children as seeking pleasure amidst the
garbage. The wonder here refers to searching something new or valuable among the mounds of
heap. The tedious and filthy act of scavenging the city holds excitement, wonder and curiosity of
discovering something unknown and precious. The expression also indicates the innocence and
simplicity of these unfortunate children as they pick the rag with the sense of enjoyment and not
resentment. Their joy and amazement of stumbling into something treasurable makes the
burdensome rag picking seem beautiful.
Q 'For them garbage is gold.' Explain
Ans The above metaphor is an evocative description of the abject poverty of the slum dwellers.
Forced to live under inhuman living condition of the seemapuri slums, these people cherish the
garbage as it is the only source of their livelihood. The expression also brings out the irony of
how the waste of the city nurtures these impoverished beings, as they thrive on the left over. The
author also attempts a contrast between the rich, poor and their ever widening gap, if the rich
runs after gold similarly the poor are satisfied with the garbage, indicating their discarded
existence.

Q 'Through the years it has acquired the proportions of fine art.' Explain
Ans It refers to the rag picking and the author uses hyperbole to narrate their daily toil and
struggle to survive. The fine art signifies the special skill and art that goes into the process of rag
picking which includes a thorough examination, dedication, determination as well as some
amount of expertise and dexterity to collect the various types of rag. The author further
recognizes the rag picking as an occupation involving skill by calling it as fine art(despite
exaggeration).

AN ELEMENTARY SCHOOL CLASSROOM IN A SLUM

Question bank with answers

(Q.) Far far from gusty waves these childrens faceslike rootless weeds, the hair torn
around their pallor:The tall girl with her weighed-down head. The paperSeeming boy, with rats eyes.
a) Which children are referred to here?
b) Explain like rootless weeds. Identify the literary device.
c) What is the comparison drawn with rats eyes?
(2 Marks)
(Ans) (a) The slum children who are sitting in an elementary school are being referred to.
(b) Rootless weeds suggest growth device without any nurturing. The slum childrens scattered
hair look like the haphazard growth of weeds. The literary device is simile.
(c) Rats eyes suggest eyes searching for food. The poet compares the boys eyes with that of a rat
because the undernourished boy is looking out for food and security.
(Q.) . ..The stunted, unlucky heirof twisted bones, reciting a fathers gnarled disease,His
lessons from his desk. At back of the dim classOne unnoted, sweet and young. His eyes live
in a dream,Of Squirrels game, in the tree room, other than this.
a) Who is the unlucky heir? Why is he called unlucky?
b) Who sits back unnoted? Why?
c) Pick two images each of despair and disease from these lines.
(2 Marks)
(Ans) (a) The thin slum boy is the unlucky heir. He is so called because he has inherited poverty,
despair and disease from his parents.(b) A young boy sits at the back. He is different from others.
His eyes not full of despair but are lost in a world of his dreams.
(c) The images of despair are, unlucky heir, dim class, and that of diseases are, twisted
bones, gnarled disease.
(Q.) On sour cream walls, donations. Shakespeares head, Cloudless at dawn, civilized
dome riding all cities.Belled, flowery, Tyrolese Valley. Open-handed mapAwarding the
world its world.
a) What is the colour of the walls? What is it symbolic of?
b) Which two worlds does the poet hint at?
c) What does donations, Shakespeares head and Tyrolese Valley suggest?
(2 Marks)
(Ans) (a) The colour of the walls is pale yellow or sour cream. Sour suggest dull, decay and
decadence.(b) The poet hints at two worlds. The world of poverty and disease contrasted with the
progressive world represented in the pictures on the walls.
(c) The pictures are all donations which represent a world that is deprived to the slum children.
Shakespeares head or good literature may raise desire which can never be fulfilled. Tyrolese
Valley suggests natural beauty which is deprived to these children.
(Q.) And yet, for thesechildren, these windows, not this map, their world,
Where all their futures painted with a fog,
A narrow street sealed in with a lead sky

Far far from rivers, capes, and stars of words.

a) What is their world for these children?
b) What future is in store for these children?
c) What does lead sky symbolize?
(2 Marks)
(Ans) (a) Their world is the slums which are characterized by poverty and disease.(b) The future
for these children is bleak and foggy.
(c) Lead sky symbolizes pollution, burden of the industrial world. It also represents a grey and
dull existence which comprises their life.

(Q.) Surely, Shakespeare is wicked, the map a bad examplewith ships and sun and love
tempting them to stealFor lives that slyly turn in their cramped holes
From fog to endless night?
a) Why is Shakespeare wicked?
b) What tempts these children?
c) Explain From fog to endless night.
(2 Marks)
(Ans) (a) Shakespeare represents good literature which uplifts a persons soul. He is wicked to let
slum children aspire for a life beyond their world.(b) The beautiful world of ships, the sun and
love tempts these children as they are deprived of these things.
(c) The children in the slums struggle from morning to night merely to exist. It also means that
they struggle from the beginning of their life to their death.

(Q.) . .On their slag heap, these childrenwear skins peeped through by bones and
spectacles of steelWith mended glass, like bottle bits on stone.
All of their time and space are foggy slum.
So blot their maps with slums as big as doom.
a) Explain skin peeped through by bones.
b) Identify two literary devices in the above lines.
c) What comprises the world for these children?
(2 Marks)
(Ans) (a) The slum children look like skeletons with a thin layer of skin covering them. This
image brings out the pathetic condition of these children.(b) The two literary devices are:Simile:
Like bottle bits on stones
Metaphor: Spectacles of steel
(c) The world for these children comprises the slums. Their life is shrouded in fog and their life
is clouded, diseased and bleak.
(Q.) Unless, governor, inspector, visitor,This map becomes their window and these windows
That shut upon their lives like catacombs

a) Why does the poet invoke governor, inspector, visitor?

b) How does this map become their window?
c) Explain shut upon them like catacombs.
(2 Marks)
(Ans) (a) The poet says thata lot of the children cannot be improved unless important people of
the society like governor, inspector or a visitor takes interest.(b) The map represents the beautiful
world deprived to them. The beautiful world becomes a window to a better life but it is shut upon
them.
(c) The world of nature and literature are denied to these children. The window that can show
them the world is shut tightly upon like a catacomb or a grave.
(Q.) Break O break open till they break the townand show the children to green fields, and
Run azure on gold sands make their world
History theirs whose language is the sun.
a) What should they break?
b) What kind of a world does the poet imagine for these children?
c) What does the word sun symbolize?
(2 Marks)
(Ans) (a) They should break all barriers and obstructions that hinder the school childrens
growth.
(b) The poet imagines a world where these children run around in the fields oron sea beaches in a
carefree manner. They should also enjoy freedom of knowledge and expression.
(c) Sun symbolizes light and brightness which, comes from education. Proper education alone
can improve the lives of these slum children.
(Q.) What is the theme of the poem An Elementary School Classroom in a slum?
(2 Marks)
(Ans) In the poem, Spender depicts the pathetic life of slum children who are victims of
government apathy. He presents social injustice and class inequalities that prevails in society.
The poem is a bitter criticism on the state of education in elementary schools in slum areas.
(Q.) What picture of the slum children is depicted in the poem?
(2 Marks)
(Ans) The slum children in an elementary school look pathetic. Their hair are like wild weeds.
They are undernourished and diseased. They are used to dark, dirty, narrow cramped areas closed
in by a grey sky.

(Q.) What do slum children receive as inheritance?

(2 Marks)
(Ans) The children inherit their parents poverty and disease. A boy has twisted bones like his
father. The slum children inherit the diseases as they are subjected to inhuman dirty cramped

conditions.
(Q.) Explain far from gusty waves.
(2 Marks)
(Ans) Gusty waves represents energetic children who are like strong waves. The slum children
are unlike the usual children. They are undernourished and miserable.
(Q.) What is the comparison drawn with squirrels game?
(2 Marks)
(Ans) This is suggestive of the world of dreams, the sweet and young boy lives in. He dreams of
squirrels game in trees away from his gloomy classroom.
(Q.) Explain like bottle bits on stones.
(2 Marks)
(Ans) This simile describes the shattered glasses of the spectacles some slum children have to
wear. It looks like the bits of glass on stone walls. It highlights the poverty and hardships of
people in slums.
(Q.) Explain like bottle bits on stones.
(2 Marks)
(Ans) This simile describes the shattered glasses of the spectacles some slum children have to
wear. It looks like the bits of glass on stone walls. It highlights the poverty and hardships of
people in slums.
(Q.) In spite of despair and disease, the slum children are not devoid of hope. Give an
example of their hope or dream.
(2 Marks)
(Ans) Even though the world of the slum children is dark and their future bleak, their eyes dream
of a better future which is distant and beyond their reach. They dream of open seas, green fields
and squirrels game.
(Q.) Explain futures painted with a fog.
(2 Marks)
(Ans) The future of slum children is uncertain and bleak. Just as fog blurs ones view in winter,
poverty and apathy of the officials have dimmed the future of the slum children.
(Q.) How is map a bad example?
(2 Marks)
(Ans) Map opens before the slum children a beautiful world. The map is a bad example because
it tempts them to aspire for a world which is beyond their reach. Their world is confined to the
dark narrow lanes in the slums.
(Q.) Bring out the optimism in the last stanza.
(2 Marks)
(Ans) Spender feels education is the instrument of change. It can release the slum children from
the miserable life they lead. He appeals to the officials to become sensitive to their needs. This

will break down the barriers that hinder their growth.

(Q.) How can powerful people improve the lot of slum children?
(2 Marks)
(Ans) Powerful people can liberate the slum children. They can do so by removing social
injustice and class inequalities. They must provide opportunities to these children so that their
childhood does not get lost in dreary foggy slums.
(Q.) Explain history is theirs whose language is the sun.
(2 Marks)
(Ans) Those people create history who outshine others. Through this metaphor, Spender feels
that only those people who have courage can leave their mark. To create history, their language
must have the power, brightness and warmth of the sun.
(Q.) Far far from gusty waves these childrens faces.Like rootless weeds, the hair torn
round their pallor:
(2 Marks)
(Ans) The children in an elementary school of a slum have faces which are very different from
those of other children. They are not exuberant and full of energy (far far from gusty
waves).Their faces are like weeds in a garden (like rootless weeds-simile) They are rootless,
unsure and lack stability. Their hair is unkempt around their pale faces. The gusty waves
symbolize the energy that ought to be in children.
(Q.) The tall girl with her weighed-down head. The paper-seeming boy, with ratss eyes.
(2 Marks)
(Ans) The poet expands on the theme of the miserable existence of the slum dwellers children.
The tall girl is physically and emotionally exhausted. Her head hangs down in exhaustion. All
life has been dredged from her body and sapped from her mind. The children are underdeveloped
and live like rodents. A very sick and lean boy has rats eye symbolizing that he is defensive
and scared like a rodent. His prospect for survival, let alone success seems bleak.
(Q.) At back of the dim classOne unnoted, sweet and young his eyes live in a dream, Of
squirrels game, in tree room, other than this.
(5 Marks)
(Ans) The classrooms are equally dim and pathetic. There is a child who is sweet and young but
his eyes live in a dream .This phrase has various interpretations: 1) He wants to get out as he is
bored and distracted.
2) He is mentally challenged and he lives in a dream and not in reality.The childs desire is to be
a squirrel playing in a hollow tree. This ironically reflects his current life and is also suggestive
of the world of dream he lives in; being mentally challenged, he does not live in a world of
reality like the others but lives in a world that he himself has created.

 The tree room is symbolic of the cramped holes in which the children live. The squirrel in
contrast is free.
The first stanza evokes pity and empathy reflecting the pathetic and miserable existence of the
slum children. There is despondency and pessimism in the first and second stanza but hope and
optimism in the last two stanzas.
(Q.) On sour cream walls, donations. Shakespeares head,Cloudless at dawn, civilized dome
riding all cities.Belled, flowery, Tyrolese valley. Open-handed map Awarding the world its
world.
(5 Marks)
(Ans) The walls of the classroom are off white or yellowish (sour cream). This dull colour
echoes the situation of the children and underlines the neglect in their lives. The walls are
decorated with pinups of Shakespeares head, domes of the institution of the civilized world,
photographs of the alpine valleys; etc. The life of the slum children is far removed from all that is
represented in maps, books and pictures. These are contrasted with the reality of the situation.
Open handed maps suggest the map drawn by powerful people Awarding the world its
world suggests how the world is determined by the powerful leaders. The poet thus hints at two
worlds: the world of poverty, misery, depravity represented in the slums which is contrasted with
the world of progress and prosperity peopled by the rich which is shown in the pictures on the
wall. This world is far removed from the lives of these slum children.
(Q.) And yet, for theseChildren, these windows, not this map, their world, Where all their
futures painted with a fog,
A narrow street sealed in with a lead sky
Far far from rivers, capes, and stars of words.
(5 Marks)
(Ans) The world of stinking slums is the world that belongs to these poverty stricken, ill fed and
under-nourished children. These windows reflect the world exposed on the maps. Education
opens doors and windows to the other worlds but it has failed in this instance to liberate these
children both physically and intellectually from their restricted and impoverished existence.
Their world has unpleasant surroundings. The dirty windows figuratively and literally are their
world. The fog of uncertainty dominates their future. They are doomed to live in narrow streets
(symbolic of restricted life desolation) which do not lead them to a better future. Their
landscapes have no rivers or lakes. In the second stanza all the positive symbols are far
removed from the lives of the children cloudless dawn, Belled, flowery, Tyrolese valley. The
childrens future is bleak painted with a fog and covered with a lead sky (of industrialization).
(Q.) Surely, Shakespeare is wicked, the map a bad example,With ships and sun and love
tempting them to stealFor lives that slyly turn in their cramped holes
From fog to endless night?
(5 Marks)
(Ans) These lines are in form of a poignant question. The poet questions the study of

Shakespeare to these slum children. It is wicked because it can liberate them from their
mundane life. The map shows a world which is not theirs. Therefore it is a bad example. It
tempts the children with ideas of escape in the ships from their miserable world with lead skies
to a sun filled world, and a love for life rather than an existence full of dread and disillusionment.
It raises false hopes in the children.
(Q.) On their slag heap, these childrenWear skins peeped through by bones and spectacles
of steel
With mended glass, like bottle bits on stones.
All of their time and space are foggy sulm.
So blot their maps with slums as big as doom.
(5 Marks)
(Ans) On their slag heap represents the physically diseased children who wander with bones
peeping out of their skins. Wearing spectacles of steel is a symbol of industrialization in which
they are all doomed. They wear spectacles with mended glass which look like pieces of broken
bottles on stone. Stones also reflect the expression on their faces. This image highlights their
impoverished existence. Their existence is restricted to the foggy slums. Foggy is symbolic of
ignorance. Fate has charted out a bleak path as the future holds no promise for them. Their life is
an endless fog till they die. The maps of their future are already blotted.
(Q.) Unless, governor, inspector, visitor,This map becomes their window and these
windowsThat shut upon their lives like catacombs,
(5 Marks)
(Ans) This stanza is full of optimism. There is a touch of magic in its wider connotations. It is an
appeal to the governor, teacher, inspector and visitors to transport them beyond the dark
boundaries of today into the possibilities of tomorrow, otherwise these classrooms will become
like tombs. The lives of the children are magically released from bondage. It is an appeal to these
eminent people to rescue the poor and oppressed from the tomb of class discrimination and to
show the children the beauty of the world. This map refers to the world of prosperity. Their
windows refer to their slums. The children will be able to peep through windows only when the
difference between the two worlds is abridged.The simile: - These windows (slums that shut up
their lives and stun their growth) like cat combs (tombs).
(Q.) Break O break open till they break the town
And show the children to green fields, and make their world
Run azure on gold sands, and let their tongues
Run naked into books the white and green leaves open
History theirs whose language is the sun.
(5 Marks)
(Ans) Spender desperately wants that the children should break out of these catacombs (or near
death existence). They should come out to the green fields and breathe in the open air so that
they can grow unrestricted and liberated and be creative. The poet imagines the liberated
children running on the gold sand, delving into books and exploring the realism of knowledge.

The white represents the printed word and the zeal or natural world, which forms the pages of the
book of education.It is then that they will be truly liberated and the inextinguishable spirit of
human creativity will abide in them. Only those people create histories whose language has the
warmth of the sun i.e. who have clarity of vision and power of life; these children will have the
power of expression Whose language is the sun" (metaphor). The childrens language world is
like the sun indicative of brightness and hope.Thus the end is optimistic, symbolizing the
freedom of the children from their deathlike existence through education and social
transformation.

MY MOTHER AT SIXTY SIX: question bank with answers

My mother at 66
Kamala das:

Summary
The poet is on her way to the airport to cochin with her old mother sitting beside her,as she looks
at her mothers pale and pallid face, she is struck with the horror and pain of losing her. The
mother with the dozing face and open mouth is compared to a corpse. The poet is pained and
shifts her attention outside the car in order to drive out the negative feelings. The scene outside
the window is of growing life and energy. The rapidly sprinting trees alongside the merrily
playing children symbolize youth and vitality. The poet here is reminded of her own childhood
when her mother had been young whereas now she is encircled with the fear of losing her and
that has made her insecure. As she bids goodbye to her mother at the airport, the image of the
old, wan, worn out mother in the twilight of years strikes her again but keeping a brave front she
hides her tears and smile.
Theme
The poem revolves around the theme of advancing age and the fear that adheres to its loss and
separation. It is a sentimental account of the mothers approaching end through the eyes of the
daughter. The seemingly short poem touches upon the theme of the filial bond between the
mother and daughter smeared in the backdrop of nostalgia and fear. Nostalgia of the past(the
time spent with the mother) and fear of the future without her.
Poetic device
It is a short poem, without a full stop, the poem is like a long sentence, over flowing thought
process. The poet uses the device of comparison and contrast, simile and repetition. Although
there is no rhyming scheme in the poem yet its lyrical quality cannot be missed.
Following are the clues to the various probable questions from the text.
In case of discrepancies with the answers kindly bring it to my notice.
(Q.) Why does the poet smile and what does she say while bidding goodbye to her mother?
(1 Mark)
(Ans) The poet smiles in order to put up a brave front so that her mother may not observe her
pained and frightened look. She smiles in order to reassure her mother and says that she would
soon see her again.
(Q.) What is the kind of pain and ache that the poet feels?
(2 Marks)
(Ans) The emotional pain and ache that the poet feels is due to the realization that her mother has
gone old and has become frail and pale like a corpse. She is dependent on her children. The ache
also refers to the old familiar ache of the childhood that revisits the poet due to the mothers old
age and her approaching end.
(Q.) Why are the young trees described as sprinting?
(2 Marks)
(Ans) The young trees are personified in the poem. They seem to be running in the opposite

direction when seen through the window of the moving car. The movement is juxtaposed with
the expression on the mothers face i.e. ashen like a corpse. The movement of the children and
the trees is in stark contrast with the stillness associated with the mother.
(Q.) Why has the poet bought in the image of the merry children spilling out of their
homes?
(2 Marks)
(Ans) The poet highlights the helplessness and frailty of old age with the help of contrasts. The
mother dozes off mouth open, whereas the children spilling out of their homes signify movement
and energy, enthusiasm and vivacity, which the old people are bereft off.
(Q.) Why has the mother been compared to late winters moon?
(2 Marks)
(Ans) The mother has been compared to the late winters moon which is dull and shrouded. It
symbolizes the ebbing of life. The moon brings to the poets mind night or the approaching end of
life. The mother like the late winters moon is dull, dim and dismal.

(Q.) What do the parting words of the poet and her smile signify?
(2 Marks)
(Ans) The parting words see you soon Amma are used by the poet to reassure the mother and to
infuse optimism in the poet herself. The poet accepts the reality yet keeps up the faade of
smiling in order to put up a brave front. It requires a lot of effort and hence the poet has used the
poetic device of repetition.
(Q.) What does the poet mean by all I did was smile and smile and smile?
(2 Marks)
(Ans) The poet realizes the pain and ache she would get at separating from her mother. It was her
childhood fear that she experienced again. She was trying to hide her true emotions by smiling
and smiling. The smile here is the forced smile and not the natural one.
(Q.) What childhood fears do you think the poet is referring to in the poem My Mother at
Sixty Six?
(2 Marks)
(Ans) The poet refers to the fears of a child has of losing a parent or getting lost somewhere and
thus getting separated from them. The poet felt this kind of fear while looking at her mothers
aged and pale face. She was afraid that she might never see her again. However the fear is also
symbolic of the strong filial bond that the poet has not yet overgrown.
(Q.) What does the poet mean by she looked?

(2 Marks)
(Ans) The poet felt that perhaps her mother too would be feeling insecure about her future. She
saw these expressions on her mothers face as well.
(Q.) What does the poets mother look like? What kind of images has the poet used to
signify her ageing decay?
(2 Marks)
(Ans) The poets mother at sixty-six, is sitting beside the poet and is dozing off with her mouth
open. This is a sign of old age. Her face was pale like a corpses. Imagery of death has been
created by the poet in this comparison.
(Q.) What were the activities that the poet saw outside the car window?
(2 Marks)
(Ans) The poet saw young trees speeding past and it seemed as if they were sprinting or running
fast. Happy, enthusiastic and energetic children could be seen running out of their homes. They
represent an image of life, youth and energy in comparison to the poets mother who is described
as a corpse, devoid of any energy and is an antithesis of children who are in the full swing of life.
(Q.) Why does the poet look outside? What does she perceive?
(2 Marks)
(Ans) The very thought of separation from her mother upsets and depresses the poet. She
experiences the fear that she may never meet her mother again. In order to drive away such
negative thoughts, she looks out of the window and her mind gets diverted when she sees trees
moving rapidly and children playing merrily.

Journey to the end of the earth

Q.'if we want to study and examine earth's past present and future,Antarctica is the place
to go' Explain (7 marks)

Ans: Antarctica is the place to understand earth's past present and future because it holds half
million year old carbon records in its thick layers of ice sheets. Due the great tectonic shifts,
Antarctica separated from the Gondwana land and was pushed to the bottom of the earth,near the
south pole. Frigid and desolate it remains the only place that has never sustained a human
habitation and continue to be pristine and unsullied. Therefore Antarctica is the key to the earth's
geological history and evolution,it is here that one understands the significance of cordillian and
pre cambrian granite shields. It has the vestiges( evidence) of the earth's formation which is
essential in the study of the earth's past and possible future.
Antarctica is equally crucial for the earth's present because of its simple ecosystem and lack of
biodiversity which makes it a perfect place to study how even a small change on earth can lead to
grave consequences. Doshi makes it clear in the parable of phytoplankton, where the depletion in
the ozone layer not only affect the acitivities of phytoplankton in making photosynthesis but also
the marine animals and birds and hence the global carbon cycle. The present day unpredictable
floods and frequent famines along with the other natural disasters can be attributed to such
imbalances in the natural cycle.
The future of the earth can be predicted with the rapidly melting ice sheets in Antarctica
especially the western ice sheet spelling a doomsday for the earth unless the humans retrace their
carbon footprint.This is also the aim of the students's on ice programme.

Invitations
Guidelines for the Invitation and Replies:
Types of invitations: formal and informal

50 words,5 marks

1. Formal invitations
Value points
The invitation is laid out in such a manner that each of the following is in a separate line
a) The name(s) of the host/organizing body issuing the invitation.
b) The standard expression request the pleasure of the company of
c) The reason for the invitation
d) The time and date and the venue of the event
e) In case a V.I.P or chief guest is to be invited (at an official function) his/her name appears
prominently.
f) the guest or V.I.P 's eminence or designation like for pandit shiv kumar sharma: renowned
sitar maestro
f) Write contact details at the bottom left side under R.S.V.P.
g) special instruction(if any) at the right hand side bottom of the page.
Points to remember
h) The date of issuing the invitation is not mentioned
i) No punctuation mark is required at the end of the line.
j) There is no signature anywhere
k) The simple present tense is used.
l) Put the invitation in the box.
m) Do not use abbreviation anywhere, the only exception is R.S.V.P.
n) Do not exceed the word limit of 50 words
Replies to the formal invitation
The replies are of two types: accepting and declining
1. The reply is written in the third person.
2. Use formal language.
3. The date can be written at the top right.
Value points
1. Begin the reply with the name of the sender
2. There must be an expression of gratitude(thanking them for the invitation)
3. Mention the name of the host
4. Accept or decline, in case of decline, do mentionthe reason
rejecting invitation:
20th oct,2009
Mrs and Mr Purohit thank Mrs and Mr A.Tripathi for their kind invitation to the birthday party
on the 25th October to be organized at their residence at 8:00 p.m. They wanted to be very much
in your gracious company but due to previous engagement they express their regret for
remaining absent from the party.
accepting invitation:

20th oct,2009
Mrs and Mr Prakash thank Mrs and Mr A.tripathi for their kind invitation to the birthday party
on 25th October to be organized at their residence at 8:00 p.m. They are delighted to accept the
invitation and thank for the same.
Informal invitations
They are sent on personal occasion
Value points
1. It is written in the first person (i/we).
2. The senders address is written as usual but the receivers address can be avoided.
3. The date of writing the invitation is must
4. The salutation is dear+ name
5. The complementary close is yours sincerely
6. Occasion
7. Time, date and venue to be written in the same order
8. The vocabulary is less formal
d/44,panchsheel colony
Delhi
7th april,2009
My dear Priyanka
As you know that I have come off with flying colours in the I.I.T. Entrance Examination. This
will be a deciding step in my educational career. To grace the occasion I have arranged a party at
8:00 p. m. on 20th april,2009, at the lotus pond, new friends colony, Delhi. It will not be out of
place to mention that sohail and his band is coming from Calcutta to entertain us. Please do
attend and be part of my celebration.
Yours sincerely
Nikhil
Replies to the informal invitation
Value points
1. Senders address/letter head
2. Date of issuing
3. Salutation
4. Acknowledging the invitation
5. Acceptance/declining
6. Reason thereof of declining
7. Follow up if any
8. Complimentary close

Accepting invitation
76 sector
Noida
15th august,2009
Dear Ms Bajaj
Thank you very much for the cordial invitation extended by you for the birth day party of your
son on 25th October,2009. I shall be delighted to be part of the celebration. May god shower all
his blessing on your son. I will be well in time.
Yours sincerely
Anup
Rejecting invitation
16 lajpat nagar
Delhi
12th November,2009
Dear Ashok
Thank you for your kind invitation. I regret to inform you that I shall not be able to attend the
party scheduled on 20th November at Tivoli as I have an urgent business meeting to attend out of
station the same day, however I wish nakul all the best for the future. I will see you at the
earliest.
With warm regards
Yours sincerely
Anuj