THE LAST LESSON

- Alphonse Daudet

1. “I started for school very late that morning and was in great dread of a scolding.” Why was
Franz afraid of getting a scolding?

Ans: Franz was a young student who did not enjoy going to school. On that particular day, he was
given the homework to learn the rules of French participles, which he did not prepare. Therefore,
he was afraid of getting scolded by his very strict teacher, Monsieur Hamel.

2. What was the purpose of the bulletin board?

Ans: The story is set in the backdrop of the Franco-Prussian War in 1870-71, in the province of
Alsace in France. The bulletin board provided the residents with news of the latest development in
war.

3. “Don’t go so fast, bub; you’ll get to your school in plenty of time!”- Who said so? What was
the tone adopted him? Why?

Ans: The words were said by the village blacksmith, Wachter who was among the crowd
around the bulletin board on that day.
Wachter had adopted a jeering/sarcastic tone because on that day, rushing to school to
learn French had no meaning.
Wachter asked Franz not to run to school because the order from Berlin had come which
stated that French would be replaced by German language in the schools of Alsace and Lorraine
after it was annexed by Prussia.

4. “But now it was all so still!”- Explain.

And: Usually, school was a noisy place with children talking, constant opening and closing of desks,
rapping of the teacher’s ruler, and lessons recited in unison. But on that day, order had come from
Berlin to replace French with German language in all schools of Alsace and Lorraine. The news
had shocked and saddened the people of Alsace for which school was unusually quiet and solemn.

5. How did Franz decide to sneak in to the classroom and why?

Ans: Franz was a truant boy who did not find school interesting. Also, he was unprepared with his
lesson, and late for his class. He knew that he would be scolded and punished by his teacher, M.
Hamel if caught entering late, for which he planned to sneak into the class while there was
commotion all around. That way, M. Hamel would not be able to detect him entering late.

6. What was shocking about M Hamel?

Ans: The behaviour of M. Hamel had shocked Franz on that particular day. He was wearing one of
his best dresses that he usually wore only on special occasions. Also, he was unusually/curiously
kind to Franz when he failed to answer his question in class. On other days, he would be punished.
This sudden change in Hamel’s behaviour was odd for Franz.

7. What change was seen in M. Hamel on that day?

Ans: Unlike other days, M. Hamel appeared in class wearing his best dress, he appeared grave and
serious, was unusually kind to his students, felt more patriotic than ever, and seemed quite
emotional and lost having lost his language to a foreign power.
8. What was different about the classroom?

Ans: On that day, the classroom was quiet with no noise created by the students. M. Hamel was not
his usual self, but appeared shaken from within. Also, he was wearing his special dress meant for
distinct occasions. Having learnt that the villagers could no longer learn their language, they
appeared heart-broken. The children were quiet. The village elders had visited the classroom to pay
respect to their teacher of forty years.

9. “Hauser had brought an old primer, thumbed at the edges…” Explain.

Ans: Hauser was one of the many elderly villagers of Alsace who never paid attention in class
during his school days. He did not know his mother tongue well. But when order from Berlin came
to replace French with German, he lost his final chance to learn his own language. Sitting with an
elementary book was his last effort to learn little bit of French on the last day of school.

10. What was the order from Berlin?

Ans: The order from berlin said that since Alsace and Lorraine were annexed by the Prussian army,
so French would be replaced by German in the schools of Alsace and Lorraine the very next day.

11. Why were the words like thunderclap to Franz?

Ans: Franz was an absent-minded student who never paid much attention in class and always
thought he had a lot of time to complete his studies. When he realised that it was the last French
class, he was shocked because he lost his opportunity to learn French, he could not believe that his
teacher would leave after the last lesson, and that he was no longer a free citizen who could use his
mother tongue.

12. “I won’t scold you, little Franz.” Why?

Ans: These words were uttered by M. Hamel when Franz could not recite his lessons on French
participles because it the was the last French lesson. German language would replace French from
the next day since the district of Alsace was captured by Prussia. The patriotic Mr. Hamel got
emotional. He realised the true value of learning one’s mother tongue, and wanted his fellow
citizens to hold on to their language as well.

13. “We’ve all a great deal to reproach ourselves with.” Who said so and why?

Ans: M. Hamel said these words because regret was the worst punishment one could suffer from.
The people of Alsace regretted not learning French because they thought that they had ample time
in their hands. The students paid no attention in class. The parents sent them to work in farms for
hope of quick money. M. Hamel himself often cancelled classes when he went fishing, or would
ask the students to water his plants. They had taken time and their mother tongue for granted.

14. “I was amazed to see how well I understood it.”- Explain.

Ans: For the first time ever, Franz paid attention in class because it was probably his last chance to
learn the French language after Alsace was annexed by the Prussians. Naturally, he understood it
easily. Also, it was one of the best classes taken by M. Hamel.

15. “Will they make them sing in German, even the pigeons?”- Explain.

Ans: When Franz heard that the foreign powers would impose German language on the natives of
France, he wondered if men were really that powerful and arrogant, because they may force other
people to be their slaves, but they will never be able to tame nature. Speaking in French was as
natural to them as cooing was to pigeons. Also, pigeons symbolised their freedom of spirit. The
Prussians may capture their body but their mind would always be free.

16. “…his sister moving about in the room above, packing their trunks! For they must leave the
country next day.” – Explain.

Ans: Since the order from Berlin said that French would be replaced by German, so M. Hamel
would lose his job. The schools of Alsace and Lorraine would get new German teachers. So, he was
shifting out of the country with his sister, may be in search of a new job. Also, teachers had the
power to ignite the minds of the students. So, they have always been a threat to political powers.
Therefore, his life was at constant risk.

17. “My friends,” said he, “I—I—” But something choked him. He could not go on.”- Explain.

Ans: Mother tongue is the source of one’s identity, one’s cultural roots, and heritage. Snatching
away one’s language was to steal their voice, their weapon of protest. According to M. Hamel,
French was the most beautiful and logical language. So, having lost it, he was choked with emotions
and could not accept the fate which awaited them the next day. He was filled with pride for his
nation and his mother tongue that made him all the more emotional.

18. Why were the village elders sitting at the back of the class?

Ans: The village elders were shocked at the order from berlin to replace their mother tongue with
German language. It was their attempt to learn French on last time, and also, they attended the class
to pay respect to their teacher of forty years.

19. “You could see that he, too, was crying; his voice trembled with emotion, and it was so funny
to hear him that we all wanted to laugh and cry.”- Explain.

Ans: Hauser represented the elderly village people who neglected learning their mother tongue. On
the last day of French class, he made a desperate attempt to learn elementary French from M. Hamel.
While all got emotional on seeing his efforts, they laughed at his failed attempt to pronounce French
correctly. It was a bitter-sweet moment for all present in class.

20. “M. Hamel stood up, very pale, in his chair. I never saw him look so tall.”- Why did Hamel
look the tallest that day?

Ans: at the end of the class, M. Hamel stood up to bid farewell to his class for the last time, and
reminded them of the importance of holding on to one’s mother tongue. He stood tall amidst all
because of the pride he felt for France and French language. The love for his language was clearly
visible in his stature while he wrote for the last time ‘Vive La France’ or ‘Long live France’.

21. Explain ‘Linguistic chauvinism’.

Ans: Chauvinism refers to excessive and unreasonable pride in one’s culture/beliefs/faith.

‘Linguistic’ refers to language. So, an unreasonable love for one’s language, and a baseless,
unfounded belief that one’s language is better than everyone else’s is called linguistic chauvinism.
While M. Hamel requested his fellow countrymen to love their language and hold on to it, he never
proclaimed it to be better than all languages across the globe.

22. “When a people are enslaved, as long as they hold fast to their language it is as if they had the
key to their prison.”- Explain.
 Ans: Language is a mode of self-expression, and a medium of communication. It is only through
language that one can read , listen to, and learn about one’s own culture and history, and further
channelise it to the next generation. Snatching away of one’s own language is tantamount to losing
one’s self, one’s identity. The only way of breaking free of a physical and a mental freedom is to
make use of one’s language to defeat the conqueror, to break free of enslavement. Only hen one has
access to one’s mother tongue can a person fight for their right and freedom.

23. The pain that is inflicted on the people of a territory by its conquerors by taking away the right
to study or speak their own language is shown in the story. Discuss.

Ans: Same as Answer no 22.

ADDITIONAL QUESTIONS

1. Franz realises the value of language only at the end. Analyse how his transformation conveys
the theme of regret and cultural identity. (5 MARKS)

Franz was a young truant student who did not essentially enjoy going to school due to his fear for his
teacher who would scold him on not completing his homework, and also his certain disregard and dislike
for learning the French language. Since he belonged to the working class, his parents were equally
convinced on the utter unimportance of education and the absolute need to spend time in the fields
farming.

It was only one the last day of his French class that he realised it would actually be his last chance to
learn the language since orders from Berlin forbade them from learning their mother tongue further. It
was then that he, along with the rest of the village, understood the importance of one’s mother tongue,
the role it played in shaping one’s thoughts and very existence. Also, he was in shock on realizing that
he possibly lost his chance forever to learn French, speak in it, and enjoy the freedom offered by one’s
mother tongue. Carelessness and disregard were replaced by guilt and regret for the entire community
when they did not have much to do in order to save their language.

2. “M. Hamel’s last lesson was more than a language lesson.” Examine how it symbolises
patriotism and dignity. (5 marks)

M. Hamel was a teacher in the village of Alsace who tried his best to teach the villagers French grammar,
and tried to instil in them a sense of love and pride for their language and identity. Unfortunately, the
villagers neither saw the need to learn French nor the importance of knowing one’s mother tongue that
constitutes one’s identity and being.

In the end, M. Hamel’s last lesson became a symbol of resistance against cultural domination. His
formal attire, emotional speech, and emphasis on the beauty of French reflected deep patriotism. Instead
of showing anger at the decision of the Prussians or the lackadaisical attitude of the people of Alsace,
he maintained dignity and composure. By writing “Vive La France!” on the board, he silently protested
against foreign rule. His lesson transformed into a message of unity and national pride. Thus, the class
became an act of cultural preservation and a dignified farewell to freedom.

3. Evaluate the role of setting (place and time of action) in shaping the emotional impact of the
story. (5 marks)

The story is set in the village of Alsace when orders had come from Berlin to replace French with
German language in the annexed province of Alsace and Lorraine. The hidden reason behind this order
was to snatch way the voices of the people when their mother tongue is taken away from them. Their
identity, voice of protest and freedom, their very being would be compromised and an entire generation
would grow up crippled since their education would be compromised, which was a dangerous step to
take.

The quiet village of Alsace after the order was passed, the unusual crowd at school where everyone had
gathered to express their shock and pay their homage to their teacher, and the solemn classroom
atmosphere created a sense of impending loss and a sense of doom. The presence of villagers in the
classroom reflected their collective regret because they never paid enough attention in class. The
bulletin board announcement set a tone of shock and despair. The peaceful countryside contrasted
sharply with the emotional turmoil of the people. This carefully crafted setting intensified the sadness
and reinforced the theme of lost identity in Alsace.

4. Discuss the significance of the title The Last Lesson. (5 marks)

The protagonist, Franz is shown to go to his school unwillingly since he disliked French classes. But
once inside, he noticed a number of anomalies like a quiet classroom, his usual strict teacher acting
gentle and wearing his best dress, village elders sitting at the back of the class. These changes were a
result of the order passed from Berlin that declared French language to be discontinued and replaced
with German language in the classrooms of Alsace and Lorraine. It was their last French class.

The title referred not only to the final French class but also symbolised the end of linguistic freedom. It
marked the last and lost opportunity for the people of Alsace to learn their mother tongue formally.
Beyond academics, it represented the loss of cultural autonomy under occupation. The title thus carries
emotional, political, and symbolic significance, highlighting how language and identity are
interconnected.

5. How does the story reflect the idea that people value things only when they are about to lose
them? (2/3 marks)

Both Franz and the villagers neglected learning French until the order from Berlin made it forbidden.
The villagers who usually bunked classes, and encouraged their children to do the same in order to
invest time in the fields farming, came to that day to show respect for what they failed to appreciate
earlier. Franz regretted wasting time and wished he had studied harder. This collective remorse
underlines the universal truth that humans often realise value only in moments of loss. The story serves
as a cautionary message about awareness and responsibility.

6. “Language is the key to cultural survival.” Discuss with reference to the story. (2/3 marks)

M. Hamel calls French the “most beautiful language” and urges villagers to guard it carefully. He
believes that as long as people hold onto their language, they retain hope and identity. Language unites
communities and preserves traditions. Losing it means losing cultural roots. Through this message, the
story highlights language as a powerful tool of resistance and survival.

7. How does Daudet use simple classroom events to explore themes of occupation and resistance?
(2/3 marks)
The classroom becomes a microcosm of the nation under occupation. The Berlin order represents
political control. M. Hamel’s calm determination reflects silent resistance. The villagers’ presence
symbolises solidarity. Even routine grammar lessons acquire deeper meaning. Through ordinary events,
Daudet explores themes of freedom, cultural oppression, and national pride without dramatic conflict.
SRADDHA CHATTERJEE

PGT (ENGLISH)

KV ORDNANCE FACTORY,
DUMDUM

KOLKATA REGION
 MY MOTHER AT 66
THEME

Ageing is a natural process that will affect each one of us. The complexity of life is
that children are perturbed by the condition of their parents and want to be with
them. However, they have to leave their parents behind and move on with their
commitments. It is essential to find the right balance and invest more in qualitative
time than in quantitative time.

SUMMARY

The poem deals with the delicate emotional bond shared between an ageing mother
and her daughter, the poet. The age of the mother is mentioned as sixty-six, maybe
because the poet wanted to hint at the fact that she was in the last leg of her life (the
average age of a person living is around 72 years. So, sixty-six years would refer to a
dangerous/precarious time in a person’s life when disease creeps upon an individual,
taking hold of one’s system).

The poem starts with the poet, Kamala Das setting out on a journey with her mother
from her home to the Cochin airport. She would return to her professional life while
her mother was there to see her off. It was while they were on the road that she
turned to see her mother dozing with her mouth open. Reality hit her hard when she
noticed the wrinkled face of her mother that lacked lustre and was devoid of vitality.
It was ashen (pale and showed signs of illness). She was as old as she looked and
there was no escaping the reality that she was nearing towards her death. It rattled the
poet to see that her mother resembled a corpse or a dead body. She comprehended
the greatest truth of life that death is inevitable (unavoidable) and she was close to
the time when she would lose her mother.

Disturbing as these thoughts were, she had decided to go into a mode of denial. She
tried to escape them by looking out of the window only to see trees that seemed to
sprint backwards and merry children spilling out of their homes. These images are
references to the passing away of time. While the car was moving ahead towards the
airport, the young trees that made a canopy seemed to be running backwards. It
symbolized the passing away of time, of younger days that cannot be brought back.
The image of happy children symbolizes youth, energy,
vitality, vivacity, liveliness; all of which were gently fading away from her mother’s
life. She was no more the young woman that she once was, and here she was at the
autumn of her life. It would only be a few years until she touched winter.

At the airport, past the security check when the poet turned back to see her mother,
she could see her pale face that resembled the winter’s moon- pale, ashen, wan and
lacking in youthfulness. She was gradually getting weaker physically. This thought
disturbed the poet, for she wondered if she would again get a chance of meeting her
mother. But then she smiled at her, gathered all her strength and positivity to smile at
her mother. “See you soon, Amma” was all that she could manage. It was a hope that
she gave to her own self of meeting her mother again, and at the same time assured
her mother that nothing was wrong. That was all she could give to her birth giver-
hope and a sense of positivity.

POETIC DEVICE

1. Enjambment – all the lines. Every line has an incomplete sentence moving
into the next line.
2. Simile – ashen LIKE that of a corpse, pale AS a winter’s moon (direct
comparison)
3. Imagery- ashen like a corpse, pale as a late winter’s moon, young trees, merry
children
4. Personification- trees sprinting (trees are given human attributes like that of
running, which only a person can do)
5. Metaphor- merry children (indirect comparison. Children who are merry or
look merry/happy)

QUESTIONS AND ANSWERS

1. What were the poet’s feelings at the airport and how did she hide them?

The poet was overcome by a sense of guilt at having to leave behind her ageing
mother. A sense of fear filled in as she was afraid that she might not get a chance to
meet her ageing mother again.

Kamala das out away her fear and negative thoughts by smiling at her mother and
bidding her adieu with the words, “See you soon, Amma.” This was a consolation for
her mother that everything was fine, as well hope on her part that they would meet
soon.
 2. What was the poet’s fear as a child? How did they resurface at the airport?

The poet was very afraid of being separated from her mother, as a child and
craved for her company. At the airport, she was returning to her work
commitments, away from her sick and ageing mother. She knew that her
company was most needed for her mother at that time but the fear of
separation gripped her strong, yet again.

3. Why did Kamala Das compare her mother to a late winter’s moon?

The moon loses its lustre and looks wan and pale during late winter. Kamala Das’
mother was ageing and nearing death that made her lose the signs of youth and
vitality. Her ashen face is therefore, compared to a late winter’s moon because of its
paleness.

4. Why are the trees described as sprinting?

While the car moved ahead towards the Cochin airport, the poet looked out of the
window to see the trees they were crossing on either side of the road. While the car
moved forward, the trees seemed to be running backwards because of decreasing
relative speed as perceived by our eyes.

5. What is the significance of the poet’s parting words?

The poet’s parting words for her mother were, “See you soon, Amma”. This talked
of the hope that she nurtured of meeting her ageing mother soon enough. She
suppressed the fear of her mother’s approaching death and consoled herself as well,
and hoped for a better future where she would be together with her mother.

6. What is the significance of the image of merry children spilling out of their
homes?

The poet has used the image of merry children in sharp contrast to old age where
youth and vivaciousness leaves a person. The image of happy and excited children
leaving their houses may also signify vitality, energy, vigour and life gradually
departing from the body of a fragile old lady, who is gripped with old age.
 THE THIRD LEVEL

QUESTIONS AND ANSWERS

1. What does the third level refer to? What is its significance?

The Third level is a space of escapade from the daily routine of life, both
literally and metaphorically.

The story was based on the New York of 1950, five years after World War II
when man was suffering from insecurity in his life and was living in turmoil,
with economy crushing. He felt the need to escape from the hardships of life
to a more secure time and place. The Third level might be an actual place
that Charley reached through a portal which took him to the late nineteenth
century (1894). Or it could also have been a place of escape that existed in
Charley’s hallucinated mind. Either way, it was a getaway to a sheltered
place.

2. What convinced Charley that he had reached the third level and not the
second level?
OR
How does Charley describe the third level?

The third level seemed to be less spacious than the first two levels with
different architecture. Fewer gates, smaller ticket rooms, fewer gates for
trains to depart were a few pointers. The gaslights in use, the spittoons on
the floor, and the general fashion followed by the men and women moving
in the third level too added to his conclusion. Handlebar moustache and long
sideburns were out of fashion in the twentieth century. The World was a
newspaper that was out of print, but people were reading it with the date
printed as June11, 1894. Finally, the person at the ticket counter dismissed
Charley’s currency as fake. This was the final nail on the coffin that he had
reached a different timeline.

3. How did Charley often get lost in the Grand Central station?

The Grand Central Station had two levels and multiple doorways leading to
different places or sections. But Charley compared the endless corridors,
 doorways and stairs to a growing tree with numerous branches. The network
seemed so complicated to him that he ended up in other places like the
Times Square or the lobby of the Roosevelt hotel rather than his destination.

4. Why did Charley suspect that Sam had gone to Galesburg?

Charley was convinced that Sam had gone to Galesburg, Illinois because
Sam had apparently sent Charley a first day cover with a letter addressed to
him urging him to keep looking for the third level. It was mailed to his
grandfather from Galesburg in 1894. He found it in his grandfather’s files.
Charley had talked at length about his childhood in Galesburg that must
have inspired Sam to travel there. However, there is a high probability that
Sam was Charley’s hallucination and had no existence in reality. So, Sam’s
travel to Galesburg must have been a sub-plot in Charley’s hallucinated
alternate reality.

5. How does Charley describe Galesburg as it used to be in 1894?

The Galesburg of the late nineteenth century was everything that modern
day New York was not. Life was slow and more secure there, it had stability.
Galesburg was a quiet simple place where the summer evenings were rather
long and people had time to sit back and smoke cigars while women fanned
themselves with palm leaves. Greenery surrounded the land in a world that
was not ravaged by the world wars.

6. What did Charley learn about Sam from the coin store?

At the stamp and coin store that Charley had initially visited to exchange his
three hundred dollars for the currency of the nineteenth century; he found
out that Sam had exchanged eight hundred dollars. He went ahead to
establish his life in the Galesburg of 1894. The money was enough to set up
a business of hay and grain.

7. How did Sam reach Galesburg and what had he advised the two of them to
do?

Sam had initially dismissed Charley’s visit to the third level as his
imagination. But repeated narration got Sam fascinated. He too was
pressurized under the stress and tension of modern day. He followed
Charley’s account and ended up finding the third level. He had exchanged
 his savings too for the currency of 1894 and advised Charley to continue
looking for the third level and shift there, because life was indeed far better
back then.

8. Why did Charley rush back from the third level?

Charley had gone to the ticket counter to purchase ticket for Galesburg of
1894 but since his currency of the modern world was different from that
used in the nineteenth century, the man at the counter called it fake, refused
to accept it and threatened to hand Charley over to the police. Jail was not a
good idea in any century. So, Charley ran away from the third level.

9. What can be inferred from Sam’s letter to Charley?

It can be inferred that Sam had finally decided to take Charley seriously, and
following his advice, he himself managed to go to the third level and
eventually to Galesburg. Sam had indeed found happiness in Galesburg
because of its slow and secure life. The letter could prove the hypothesis that
Charley had actually managed to travel back in time by 70 years. Sam’s
letter would prove the existence of the third level. It might also hint that Sam
was nothing but Charley’s hallucination which allowed him to continue
believing in his alternate reality that the third level existed. He was too
stressed and badly wanted to escape his tensed insecure life in NYC.

[Link] Charley ever go back to the ticket counter in the third level to get
tickets for himself and his wife?

No, charley would never be able to get tickets to Galesburg for himself and
his wife because the third level existed in Charley’s imagination. It was a
figment of his hallucination with no basis in reality, which would prevent
him from getting tickets to Galesburg of 1894.

[Link] you see an intersection of time and space in the story?

Yes, Charley’s narrative does lead us to believe in an intersection of time

and space in the third level which, according to Charley, could be reached
through one of the gateways in the second level. It was presented as a portal
to a world more than fifty years back in the late nineteenth century. The
newspaper being read in the third level had the date 11 June, 1894 printed on
it. The architecture, artifacts and fashion followed by people also suggested
 a travel back in time. The third level became a space where the people from
the present century could travel back to the nineteenth century.

[Link] did the narrator talk to a psychiatrist friend and what was said to him?

The narrator, Charley had talked to a psychiatrist because he could not

justify the adventure of travelling back in time in the Grand Central Station.
He claimed to have found the third level that led to the 1890s. His
psychiatrist blamed modern day stress and tension for his experience. He
claimed it to be Charley’s desperation to escape the life of anxiety and
constant insecurity. According to his psychiatrist, the third level existed only
in Charley’s imagination.

[Link] did the narrator’s friends say about his stamp collection?

The narrator’s friends identified his passion for stamp collection or philately
a need for escaping his reality. Charley was leading a difficult life,
interjected with anxiety. He craved for a slow life in the countryside and
wanted a sense of security. His hobby for collecting stamp hinted at his sub
conscious desire to travel afar, away from his present location. It was a sign
of his need to escape his reality.

[Link] is a first day cover?

A first day cover is an envelope posted by a philatelist to his own self with
nothing but blank papers inside. On top was pasted a stamp that was issued
on that very day. The day of posting of letter matched with the date of
issuing of the stamp, thereby proving that the collector had collected the
stamp on the very first day of its publishing.

[Link] strange thing was found among the oldest first day covers?

Among his grandfather’s oldest first day covers, Charley had found a new
first day cover that he had not seen earlier. It was posted to his grandfather’s
address from Galesburg, Illinois. Out of curiosity, when he opened it, he
found not blank papers but a letter addressed to him from Sam claiming to
have found the third level. He further requested Charley and his wife to join
him in Galesburg of 1894.

[Link] couldn’t Sam go to hid old business?

 Sam was Charley’s psychiatrist in the 1950s. Back in the late nineteenth
century, in 1894 there was no such profession as psychiatry. So, he had
apparently started a business of hay and grain in Galesburg.

[Link] does Charley compare the Grand Central station to a tree?

The many doorways and corridors leading to innumerable passages in the

Grand Central Station were very confusing for Charley as a result of which
he ended up strange places like the Times Square. He believed that the
Grand Central Station’s many corridors and passages kept growing every
day. So, he went ahead to compare it with the roots of a tree.

[Link] is the most revealing fact about Sam?

At the end of the story, it is revealed that Charley’s friend, Sam is no one but
his psychiatrist who had called his travelling to the third level a figment of
his imagination. It is further ironical that the same friend who found the third
level unrealistic himself ended up on the third level, and even travelled back
in time to Galesburg.

[Link]’s letter to Charley is a blend of reality and fantasy. Comment.

Sam’s letter to Charley was apparently sent to his grandfather inside a first
day cover claiming the existence of the third level. He had written it on 18
July, 1894. This could either point at the fact that Sam had indeed managed
to find a portal to the third level that took him back in time to the late
nineteenth century, or it could hint at the fantasy that Charley was living in.
the third level and his friend, Sam were nothing more than Charley’s
hallucination where he wanted to escape his morbid reality. Therefore, he
created an alternate reality for himself.
 A Thing of Beauty (John Keats)
CBSE Practice: Reference to the Context & Short Questions
1. Extract:
“A thing of beauty is a joy for ever: Its loveliness increases; it will never Pass into
nothingness;”

1. Who is the poet?

2. What is called a joy forever?
3. What happens to its loveliness?
4. What does 'pass into nothingness' mean?

Answers:
1. John Keats.
2. A thing of beauty.
3. Its loveliness keeps increasing.
4. It never loses its value or significance.

2. Extract:
“Some shape of beauty moves away the pall From our dark spirits.”

1. What does 'pall' mean?

2. What removes the pall?
3. What do 'dark spirits' suggest?
4. State the poetic device in 'dark spirits'.
Answers:
1. A covering of sadness or gloom.
2. Some form of beauty.
3. Sorrow, depression and hopelessness.
4. Metaphor.

3. Extract:
“The sun, the moon, Trees old and young, sprouting a shady boon”

1. Name two natural objects mentioned.

2. What is the 'shady boon'?
3. What theme is highlighted?
4. Identify the poetic device in 'Trees old and young'.

Answers:
1. The sun and the moon.
2. The soothing shade provided by trees.
3. Nature's healing beauty.
4. Contrast.
4. Extract:
“The mid forest brake, Rich with a sprinkling of fair musk-rose blooms;”

1. What is a forest brake?

2. Which flowers are mentioned?
3. Why are they significant?
4. Identify the poetic device in 'fair musk-rose blooms'.

Answers:
1. A thicket in the forest.
2. Musk roses.
3. They add beauty and fragrance.
4. Alliteration.

5. Extract:
“Such the grandeur of the dooms We have imagined for the mighty dead;”

1. What does 'dooms' mean here?

2. Who are the 'mighty dead'?
3. Why are their stories beautiful?
4. What idea does the poet convey?

Answers:
1. Glorious destinies or legends.
2. Great heroes of the past.
3. They inspire humanity.
4. Beauty exists in noble thoughts and memories.

6. Extract:

The sun, the moon,

Trees old and young, sprouting a shady boon

1. Why are trees called a 'shady boon'?

Answer: They provide comforting shade and protection.
2. Mention two natural objects.
Answer: The sun and the moon.
3. Which poetic device is used in 'Trees old and young'?
Answer: Contrast.
4. What quality of nature is highlighted?
Answer: Its nurturing and life-giving nature.

7. Extract:

And such too is the grandeur of the dooms

We have imagined for the mighty dead;
1. Who are the 'mighty dead'?
Answer: Great heroes and noble people of the past.
2. What does 'dooms' mean here?
Answer: Glorious destinies or legendary achievements.
3. Why are such stories beautiful?
Answer: They inspire courage, hope and admiration.
4. What value does the extract promote?
Answer: Respect for noble lives and ideals.

Short Answer Questions (CBSE Previous-Year Questions)

1. 'Beauty is a source of hope even in difficult times.' Justify this statement with reference
to the poem.
A: Keats believes that life is often burdened with sorrow, disappointment and
hopelessness. However, beauty found in nature, art and noble memories refreshes the
human mind and restores optimism. It enables people to rise above suffering and face
life's challenges with renewed courage and confidence.

2. What does the poet mean when he says that 'a thing of beauty is a joy for ever'?
A: The poet suggests that true beauty creates lasting happiness rather than temporary
pleasure. Its influence continues through pleasant memories that comfort and inspire the
human mind. Unlike material possessions, beauty never loses its value and remains a
constant source of emotional fulfilment throughout life.

3. How do the natural images in the poem strengthen its central theme?
A: The poet refers to the sun, the moon, trees, flowers and streams to show that nature
constantly offers peace and happiness. These familiar images demonstrate that beauty
exists all around us and possesses the power to comfort, inspire and enrich human life
every day.

4. Why does Keats describe beauty as an 'endless fountain of immortal drink'?

A: The metaphor suggests that beauty continuously nourishes the human soul just as
water sustains physical life. It provides endless joy, inspiration and hope without ever
being exhausted. Beauty therefore becomes an eternal source of emotional and spiritual
strength for humanity.

5. How does the poem reflect the Romantic belief about nature?
A: The poem presents nature as a living force that heals emotional suffering and elevates
the human spirit. Keats celebrates its beauty not merely for its appearance but for its
ability to inspire imagination, strengthen emotions and create harmony between human
beings and the natural world.
6. 'Simple objects often possess extraordinary beauty.' Explain this idea with reference to
the poem.
A: Keats deliberately chooses ordinary elements such as trees, flowers and streams to
prove that beauty is present in everyday life. Their significance lies in the joy and peace
they provide. The poem encourages readers to value simple experiences rather than
seeking happiness only in extraordinary things.

7. What message does the poet convey through the expression 'the pall from our dark
spirits'?
A: The expression symbolises the sadness and despair that often overshadow human life.
Keats believes that beautiful experiences gradually remove this emotional burden and
replace it with hope and happiness. Beauty acts as a healing force that strengthens the
human mind during difficult times.

8. Why does the poet include the 'mighty dead' among the sources of beauty?
A: The lives of great men and women continue to inspire people through their courage,
sacrifice and noble deeds. Their achievements become timeless because they encourage
future generations to uphold moral values. Such inspiring memories possess beauty that
remains meaningful across ages.

9. How does Keats distinguish between temporary pleasure and lasting beauty?
A: Temporary pleasures disappear quickly and leave little emotional impact, whereas true
beauty remains alive in human memory. It continues to inspire and comfort people long
after the experience has passed. Keats therefore considers beauty permanent because its
influence grows stronger with time.

10. To what extent is the poem relevant in today's fast-paced world?

A: The poem remains highly relevant because modern life often creates stress, anxiety
and emotional exhaustion. Keats reminds readers that nature, art and meaningful
relationships provide peace and mental balance. His belief in the healing power of beauty
continues to offer valuable guidance in contemporary society.

11. How does the poet transform ordinary experiences into profound philosophical
ideas?
A: Keats begins with familiar images from nature but gradually connects them with
deeper ideas of hope, immortality and emotional well-being. This movement from the
ordinary to the universal reflects his belief that everyday beauty possesses the power to
enrich the human spirit permanently.

12. 'Beauty cannot eliminate suffering, but it changes our response to it.' Discuss with
reference to the poem.
A: The poem accepts that sorrow and disappointment are unavoidable aspects of life.
However, beauty gives people emotional resilience by filling them with hope and
courage. Instead of removing hardships, it transforms despair into strength, enabling
individuals to endure difficulties with greater confidence.
13. How does the poem encourage readers to develop gratitude towards nature?
A: By portraying nature as a constant source of comfort and inspiration, Keats reminds
readers that many priceless gifts already surround them. The poem inspires appreciation
for trees, flowers, rivers and sunlight, encouraging a respectful and grateful attitude
towards the environment and its life-sustaining beauty.

14. What is the significance of memory in sustaining the joy of beautiful experiences?
A: Keats suggests that beautiful experiences continue to live in memory even after they
have ended. These pleasant recollections provide comfort during difficult moments and
renew hope whenever needed. Memory therefore preserves beauty and allows its
influence to remain permanent in human life.

15. 'A Thing of Beauty is not merely a nature poem but a philosophy of life.' Examine this
statement.
A: Although the poem celebrates nature, its central concern is the emotional and spiritual
well-being of humanity. Keats argues that beauty, whether found in nature, art or noble
deeds, sustains hope and strengthens character. The poem ultimately presents beauty as
an essential principle for living a meaningful and fulfilling life.
 The Rattrap
- Selma Lagerlof

1. What is the theme of the story ‘The Rattrap’?

The theme of the chapter resolves around the importance of kindness and empathy, and how these
emotions can bring about a positive change in others around. The story highlights the facts that every
person has an essential goodness in them which can be aroused through love and understanding.

2. Describe the personality of the rattrap seller?

Ans- The rattrap seller was a victim of his circumstances that compelled him to wish ill for others. He
was an impoverished vagabond who was meted with abusive behaviour in most cases which led to him
having the strongest of philosophy in life. He was an antihero of the story who finally found redemption
because of the kind act of Edla Willmansson.

3. What was the philosophy of his life?

Ans-The rattrap seller believed the world to be a rattrap where every item of luxury was a bait that if
desired or asked for would trap the person from which it would be near impossible to break out.

4. What kind of hospitality was received from the crofter?

Ans-The rattrap seller had sought for shelter from the crofter which was easily given to him. The crofter
was kind and hospitable, offered him hot porridge, played mjölis, and discussed his life in details. He
further informed the tramp about his productive cow whose milk earned him a lot of money.

5. What does his actions reveal about the crofter?

Ans- The crofter was chatty/garrulous because he was a lonely man with no family who himself craved
for company. Having revealed his source of income and money saved, the crofter further exposed himself
as a boastful and foolish person whose act of hospitality was not a selfless one.

6. What made the tramp realise that he was caught in a trap?

Ans- The vagabond did not respect the faith which was deposited in him and came back to steal his 30
kronors hanging in a leather pouch by the window despite the hospitality extended. Once with the money,
he could no longer take the highway and lost his way in the forest in the winter. It was then that he realised
that he himself was caught in a (rat)trap.

7. What was the attitude of the blacksmith and why?

Ans- The blacksmith was an employee at Ramsjö Ironworker who was used to beggars and paupers taking
shelter at night in the factory. So, having been employed himself he had no sympathy for the poor.
Therefore, he nodded with “haughty consent” at the tramp without sparing him a glance or showing an
iota of kindness.

8. Describe the character of the Ironmaster?

Ans- The Ironmaster was a proud and boastful man who had a business mind and was extremely vigilant
in his factory and was constantly on the lookout for any foreign element in his factory. It was there that
he met the rattrap seller and mistook him for Captain Von Stahle. The arrogant and bragging side of his
personality came forward when he questioned the decisions of his old comrade. He was persuasive by
nature and was used to getting he wanted. When he could not convince the tramp to come home, he sent
his daughter to do so. Evidently, he loved his daughter a lot.

9. Why did the peddler not reveal his identity?

Ans- The Ironmaster had mistaken the peddler for his old regimental comrade and the tramp made no
effort to correct him because he wanted shelter in the cold night for the forge, and was afraid that the
Ironmaster would drive him away on knowing his true identity.

10. Describe Edla.

Ans- Edla was the daughter of the Ironmaster of Ramsjö Ironmaster who was not pretty but extremely
compassionate, kind, and intelligent. Edla upheld the true spirit of Christmas when despite knowing that
possibly the rattrap seller was a convict and not the Captain. She still invited him home and treated him
like a Captain. She even prevented her father from driving away the man in the cold nights when his true
identity was revealed because she believed in the innate goodness in man. Her faith in the tramp yielded
good result when he rectified his way to rise up to the level of a Captain.

11. Kindness can change a person. Elucidate.

Ans- The author, Selma Lagerlöf focuses on the innate goodness in man that is often corrupted due to
circumstances, but kindness and empathy inevitably have a bearing on human nature, and can change it
for the better.

The rattrap seller was a pessimistic human being because he was always at the receiving end of men’s
callous behaviour. While the crofter’s hospitality was motivated by selfishness, the haughty attitude of
the blacksmith was a bug putt off. The Ironmaster too changed colours like a chameleon when the true
identity of the tramp was discovered. But it was Edla Williamson compassionate and considerate nature
that made her treat the peddler with respect despite gauging empathy, rather than pity made the peddler
feel respected. He started having faith in human nature that made him change his ways and behave with
integrity.

12. Explain the context of the rattrap seller’s letter to Edla.

Ans- The letter that the peddler left for Edla Willmansson is witness to the fact that kindness and sympathy
can redeem the basest of characters.

Despite gauging that the tramp was not Captain Von Stahle, Edla did not feel the need to disrespect him
or drive him out of her house on a cold December night. Her faith in the goodness in the peddler, albeit
hidden, made him regain confidence in his own self. Having been positively influenced by Edla’s
compassion, he decided to behave honourably like a true Captain would, and returned the thirty kronors
stolen from the crofter.

Displaying courage like a true army officer. The peddler had decided to turn a new page in his life.
The 100-Hour Horizon: In Easy Language
1. A Long Journey to Antarctica
The writer's journey to Antarctica started in Madras (now Chennai). To reach the coldest and windiest
continent on Earth, he travelled for more than 100 hours by car, plane, and ship. He crossed many time
zones and different environments.
Coming from warm South India, he found Antarctica's endless white land and blue sky both beautiful
and frightening. When he finally stepped onto the continent, he felt relieved and amazed by its huge
size and complete isolation.
2. When India and Antarctica Were Joined Together
About 650 million years ago, Antarctica and India were part of a giant supercontinent called Gondwana.
At that time, the Earth was much warmer and full of plants and animals.
Over millions of years, the land broke apart and the continents moved to their present positions. India
moved north and collided with Asia, forming the Himalayas. Antarctica remained at the South Pole and
became extremely cold. This reminds us that the geography of our planet is always changing.
3. Human Beings and Geological Time
Compared to the Earth's long history, human civilisation is very young. Humans have existed for only
about 12,000 years, which is just a few seconds on the geological clock.
However, in this short time, people have greatly changed the environment by building cities and using
natural resources. The burning of fossil fuels has increased carbon dioxide in the atmosphere and caused
global warming.
4. Antarctica: A Time Machine of Ice
Antarctica is like a giant time machine. It contains about 90% of the Earth's ice. Deep inside this ice are
records of the Earth's climate from hundreds of thousands of years ago.
Scientists study these ice layers to understand climate change and to predict what may happen in the
future. They try to answer important questions such as whether the ice sheets will melt and whether
ocean currents will change.
5. The Importance of Tiny Phytoplankton
The Antarctic ecosystem is simple and delicate. Tiny plants called phytoplankton form the base of the
food chain. They use sunlight to produce food and absorb carbon dioxide.
Scientists fear that damage to the ozone layer may affect these tiny plants. If phytoplankton disappear,
many sea animals and birds will also suffer. This shows that even the smallest living things are very
important.
6. Walking on the Frozen Ocean
At one point, the research ship became stuck in thick ice. The passengers got down and walked on the
frozen sea. Under the ice was deep, living seawater.
The writer saw seals resting on the ice and realised that everything in nature is connected. The distance
between tropical India and Antarctica suddenly seemed very small.
7. Hope for the Future
The writer found hope in the "Students on Ice" programme, which takes young students to Antarctica.
These young people will become future leaders and policy-makers.
When people see melting glaciers and collapsing ice shelves with their own eyes, they understand the
danger of global warming better. The writer leaves us with an important message: we must protect the
small things in nature because the future of our planet depends on them.
QUESTIONS ANS ANSWERS:-
1. Why did the writer feel both relieved and amazed after reaching Antarctica?
Ans: After travelling for more than 100 hours through different climates and time zones, the writer
finally reached Antarctica. He felt relieved because the tiring journey had ended and amazed by the
vast, white landscape, complete isolation, and extraordinary beauty of the frozen continent.
2. How does the history of Gondwana help us understand the present-day world?
Ans: The history of Gondwana shows that the continents were once joined together and later drifted
apart. It helps us understand that the Earth's geography is constantly changing. It also explains why
places as different as India and Antarctica once shared the same landmass.
3. Why does the author call human civilisation a "mere bit-player" in geological history?
Ans: The Earth is billions of years old, whereas human civilisation has existed for only about 12,000
years. Compared to the immense geological timeline, human existence is very brief. Yet, in this short
period, humans have significantly altered the environment through their activities.
4. Explain why Antarctica is described as a "pristine" place.
Ans: Antarctica is called a pristine place because it has never had a permanent human population and
remains largely untouched by human activities. It preserves valuable information about Earth's past and
serves as an ideal natural laboratory for studying climate change and environmental processes.
5. How does Antarctica act as a time machine for scientists?
Ans: Antarctica contains nearly ninety percent of the world's ice and preserves ancient carbon records
within its ice layers. By studying these records, scientists can learn about Earth's climatic conditions in
the distant past and predict future environmental changes and global warming patterns.
6. Why are phytoplankton important for the Antarctic ecosystem?
Ans: Phytoplankton are tiny marine plants that form the base of the Antarctic food chain. They absorb
carbon dioxide and provide food for many sea creatures. Any decline in their population can disturb the
entire marine ecosystem and affect the global carbon cycle.
7. What realisation did the writer have while walking on the frozen ocean?
Ans: Walking on the frozen sea made the writer realise that everything on Earth is interconnected. The
frozen Antarctic Ocean and tropical India are linked through global environmental systems. Human
actions in one part of the world can have consequences in another.
8. How has human activity contributed to global warming according to the chapter?
Ans: The excessive burning of fossil fuels has increased the amount of carbon dioxide in the
atmosphere. This acts like a blanket around the Earth, trapping heat and raising global temperatures. As
a result, glaciers are melting and climate patterns are changing rapidly.
9. Why does the writer believe that understanding Antarctica gives us a better perspective on
Earth?
Ans: Antarctica reveals the long history of our planet and reminds us that the Earth's present form is
temporary. By studying the continent, people realise how insignificant human existence is compared to
geological time and how closely all natural systems are connected.
10. Why does the author consider the "Students on Ice" programme a hopeful initiative?
Ans: The programme takes young students to Antarctica and helps them witness environmental changes
directly. These students will become future leaders and decision-makers. Their experiences can inspire
them to work towards protecting the environment and addressing climate change issues.
11. What message does the chapter convey about the relationship between humans and nature?
Ans: The chapter emphasises that humans are deeply connected to nature and depend upon even the
smallest organisms for survival. It warns that environmental damage caused by human activities can
disturb the delicate balance of ecosystems and threaten life on Earth.
12. "Take care of the small things and the big things will fall into place." Explain this statement in
the context of the chapter.
Ans: The statement highlights the importance of small organisms like phytoplankton, which support
entire ecosystems. If such tiny life forms are protected, larger environmental systems remain balanced.
Ignoring them can lead to serious ecological problems and affect the future of the planet.
1. "Antarctica is the place to go if we want to study and understand Earth's present, past and
future." Justify the statement with reference to the chapter.
Ans: Antarctica is often called a giant natural laboratory because it preserves valuable information about
the Earth's climatic history. Nearly ninety per cent of the world's ice and ancient carbon records are
trapped beneath its layers. By studying these ice cores, scientists can understand the climatic conditions
that existed hundreds of thousands of years ago and predict future environmental changes.
Moreover, Antarctica helps scientists study the effects of global warming, melting ice sheets, and
changing ocean currents. Since the continent remains largely untouched by human activities, it provides
accurate evidence about the Earth's natural systems. Therefore, understanding Antarctica is essential for
understanding the past, present, and future of our planet.
2. "Take care of the small things and the big things will fall into place." Explain this statement in
the context of the chapter.
Ans: The statement highlights the importance of small organisms in maintaining the balance of nature.
The writer refers to phytoplankton, tiny marine plants that form the base of the Antarctic food chain.
They absorb carbon dioxide and provide food to many sea creatures and birds. Their survival is essential
for the functioning of the entire ecosystem.
If these microscopic plants are affected by environmental changes, the entire food chain and the global
carbon cycle may be disturbed. Through this example, the author emphasises that even the smallest
elements of nature play a significant role in sustaining life on Earth. Therefore, protecting minor
components of the ecosystem ultimately ensures the well-being of the entire planet.
3. Describe the significance of Gondwana in understanding the geological history of the Earth.
Ans: Gondwana was a massive southern supercontinent that existed about 650 million years ago. India
and Antarctica were once parts of this giant landmass. Over millions of years, the continents drifted
apart, giving rise to the present-day geographical arrangement of the world.
The study of Gondwana helps us realise that the Earth's surface is constantly changing. It explains how
India moved northwards and formed the Himalayas after colliding with Asia. This geological history
teaches us that the present positions of continents are only temporary and that change is a continuous
process in nature.
4. Human beings are insignificant on the geological clock but have caused great environmental
damage. Discuss.
Ans: In terms of geological time, human civilisation is extremely young. Humans have existed for only
about twelve thousand years, which is insignificant compared to the Earth's billions of years of history.
Despite this short existence, humans have transformed the environment through industrialisation,
urbanisation, and excessive exploitation of natural resources.
The unchecked burning of fossil fuels has increased carbon dioxide levels and caused global warming.
Climate change, melting glaciers, and disturbances in ecosystems are direct consequences of human
activities. The chapter warns us that although humans occupy only a brief moment in Earth's history,
their actions have had enormous and often harmful environmental impacts.
5. How did the journey to Antarctica change the author's perception of the world?
Ans: The author's journey to Antarctica was physically demanding and emotionally overwhelming. The
vast white landscape, endless horizons, and complete isolation made him realise how insignificant
human beings are before the grandeur of nature. The experience gave him a new understanding of the
Earth's immense age and changing geography.
Walking on the frozen ocean and witnessing the fragile ecosystem of Antarctica helped him understand
the interconnectedness of all life on Earth. The distance between tropical India and the South Pole
seemed to disappear as he realised that environmental problems in one region affect the entire planet.
6. Why does the author place his hopes in the younger generation?
Ans: The author believes that the younger generation has the ability to bring positive change because
they are more receptive to new ideas and willing to act. The 'Students on Ice' programme exposes young
students to the realities of climate change and environmental degradation.
By witnessing retreating glaciers and collapsing ice shelves firsthand, these students develop a deeper
understanding of environmental issues. As future leaders and policymakers, they can make informed
decisions and work towards protecting the planet. Thus, the author sees hope for Earth's future in the
awareness and idealism of young people.
7. Antarctica teaches us that everything on Earth is interconnected. Explain.
Ans: The writer realises the interconnectedness of the world while walking on the frozen Antarctic
Ocean. The ice, oceans, climate, and living organisms are all linked in a delicate balance. Even the tiny
phytoplankton play an important role in regulating the Earth's carbon cycle.
Similarly, human activities in one part of the world can have consequences in distant regions. The
burning of fossil fuels in industrial nations contributes to global warming and affects Antarctica's
glaciers and ecosystems. Therefore, the chapter teaches us that no place on Earth exists in isolation and
that all life forms are interdependent.