Summary

The Merchant Of Venice Act 1 Scene 3 – ICSE Class 10 English

In this, you are going to go through The Merchant Of Venice Act 1 Scene 3 – ICSE Class 10 English. Understanding a text meticulously in its totality is very important for a learner for scoring better in the ICSE Board exam. Experts made ample to ensure a thorough script of The Merchant Of Venice Act 1 Scene 3. Let us find The Merchant Of Venice Act 1 Scene 3 – ICSE Class 10 English.

SCENE III. Venice. A public place.

Enter Bassanio and Shylock

Shylock

Three thousand ducats; well.

Bassanio
Ay, sir, for three months.

Shylock
For three months; well.

Bassanio
For the which, as I told you, Antonio shall be bound.

Shylock
Antonio shall become bound; well.

Bassanio
May you stead me? will you pleasure me? shall I know your answer?

Shylock
Three thousand ducats for three months and Antonio bound.

Bassanio
Your answer to that.

Shylock
Antonio is a good man.

BassanioHave you heard any imputation to the contrary?

Shylock
Oh, no, no, no, no: my meaning in saying he is a good man is to have you understand me that he is sufficient. Yet his means are in supposition: he hath an argosy bound to Tripolis, another to the Indies; I understand moreover, upon the Rialto, he hath a third at Mexico, a fourth for England, and other ventures he hath, squandered abroad. But ships are but boards, sailors but men: there be land-rats and water-rats, water-thieves and land-thieves, I mean pirates, and then there is the peril of waters, winds and rocks. The man is, notwithstanding, sufficient. Three thousand ducats; I think I may take his bond.

Bassanio

Be assured you may.

Shylock
I will be assured I may; and, that I may be assured, I will bethink me. May I speak with Antonio?

Bassanio
If it please you to dine with us.

Shylock
Yes, to smell pork; to eat of the habitation which your prophet the Nazarite conjured the devil into. I will buy with you, sell with you, talk with you, walk with you, and so following, but I will not eat with you, drink with you, nor pray with you. What news on the Rialto? Who is he comes here?

Enter Antonio

Bassanio
This is Signior Antonio.

Shylock
[Aside] How like a fawning publican he looks! I hate him for he is a Christian, But more for that in low simplicity He lends out money gratis and brings down. The rate of usance here with us in Venice. If I can catch him once upon the hip, I will feed fat the ancient grudge I bear him. He hates our sacred nation, and he rails, Even there where merchants most do congregate, On me, my bargains and my well-won thrift, Which he calls interest. Cursed be my tribe, If I forgive him!

Bassanio
Shylock, do you hear?

Shylock
I am debating of my present store, And, by the near guess of my memory, I cannot instantly raise up the gross. Of full three thousand ducats. What of that? Tubal, a wealthy Hebrew of my tribe, Will furnish me. But soft! how many months Do you desire?

To Antonio

Rest you fair, good signior; Your worship was the last man in our mouths.

Antonio
Shylock, although I neither lend nor borrow By taking nor by giving of excess, Yet, to supply the ripe wants of my friend, I’ll break a custom. Is he yet possess’d How much ye would?

Shylock
Ay, ay, three thousand ducats.

Antonio
And for three months.

Shylock
I had forgot; three months; you told me so. Well then, your bond; and let me see; but hear you; Methought you said you neither lend nor borrow Upon advantage.

AntonioI do never use it.

Shylock
When Jacob grazed his uncle Laban’s sheep– This Jacob from our holy Abram was, As his wise mother wrought in his behalf, The third possessor; ay, he was the third.

AntonioAnd what of him? did he take interest?

Shylock
No, not take interest, not, as you would say, Directly interest: mark what Jacob did. When Laban and himself were compromised That all the eanlings which were streak’d and pied Should fall as Jacob’s hire, the ewes, being rank, In the end of autumn turned to the rams, And, when the work of generation was Between these woolly breeders in the act, The skilful shepherd peel’d me certain wands, And, in the doing of the deed of kind, He stuck them up before the fulsome ewes, Who then conceiving did in eaning time Fall parti-colour’d lambs, and those were Jacob’s. This was a way to thrive, and he was blest: And thrift is blessing, if men steal it not.

Antonio
This was a venture, sir, that Jacob served for; A thing not in his power to bring to pass, But sway’d and fashion’d by the hand of heaven. Was this inserted to make interest good? Or is your gold and silver ewes and rams?

Shylock
I cannot tell; I make it breed as fast: But note me, signior.

Antonio
Mark you this, Bassanio, The devil can cite Scripture for his purpose. An evil soul producing holy witness Is like a villain with a smiling cheek, A goodly apple rotten at the heart: O, what a goodly outside falsehood hath!

Shylock
Three thousand ducats; ’tis a good round sum. Three months from twelve; then, let me see; the rate.

Antonio
Well, Shylock, shall we be beholding to you?

Shylock
Signior Antonio, many a time and oft, In the Rialto you have rated me About my moneys and my usances: Still have I borne it with a patient shrug, For sufferance is the badge of all our tribe. You call me misbeliever, cut-throat dog, And spit upon my Jewish gaberdine, And all for use of that which is mine own. Well then, it now appears you need my help: Go to, then; you come to me, and you say ‘Shylock, we would have moneys:’ you say so; You, that did void your rheum upon my beard And foot me as you spurn a stranger cur Over your threshold: moneys is your suit What should I say to you? Should I not say ‘Hath a dog money? is it possible A cur can lend three thousand ducats?’ Or Shall I bend low and in a bondman’s key, With bated breath and whispering humbleness, Say this; ‘Fair sir, you spit on me on Wednesday last; You spurn’d me such a day; another time You call’d me dog; and for these courtesies I’ll lend you thus much moneys’?

Antonio
I am as like to call thee so again, To spit on thee again, to spurn thee too. If thou wilt lend this money, lend it not As to thy friends; for when did friendship take A breed for barren metal of his friend? But lend it rather to thine enemy, Who, if he break, thou mayst with better face Exact the penalty.

Shylock
Why, look you, how you storm!
I would be friends with you and have your love,
Forget the shames that you have stain’d me with,
Supply your present wants and take no doit
Of usance for my moneys, and you’ll not hear me:
This is kind I offer.

Bassanio
This were kindness.

Shylock
This kindness will I show. Go with me to a notary, seal me there Your single bond; and, in a merry sport, If you repay me not on such a day, In such a place, such sum or sums as are Express’d in the condition, let the forfeit Be nominated for an equal pound Of your fair flesh, to be cut off and taken In what part of your body pleaseth me.

Antonio
Content, i’ faith: I’ll seal to such a bond And say there is much kindness in the Jew.

BASSANIO
You shall not seal to such a bond for me: I’ll rather dwell in my necessity.

Antonio
Why, fear not, man; I will not forfeit it: Within these two months, that’s a month before This bond expires, I do expect return Of thrice three times the value of this bond.

Shylock
O father Abram, what these Christians are, Whose own hard dealings teaches them suspect The thoughts of others! Pray you, tell me this; If he should break his day, what should I gain By the exaction of the forfeiture? A pound of man’s flesh taken from a man Is not so estimable, profitable neither, As flesh of muttons, beefs, or goats. I say, To buy his favour, I extend this friendship: If he will take it, so; if not, adieu; And, for my love, I pray you wrong me not.

Antonio
Yes Shylock, I will seal unto this bond.

Shylock
Then meet me forthwith at the notary’s; Give him direction for this merry bond, And I will go and purse the ducats straight, See to my house, left in the fearful guard Of an unthrifty knave, and presently I will be with you.

Antonio
Hie thee, gentle Jew.

Exit Shylock
The Hebrew will turn Christian: he grows kind.

Bassanio
I like not fair terms and a villain’s mind.

Antonio
Come on: in this there can be no dismay; My ships come home a month before the day.

Questions And Answers

What does Act 1 Scene 3 reveal about Shylock’s character?

The impression of Shylock created in Act 1, Scene 3, is of a complex individual. On the one hand, he comes across as a greedy, hateful man, a person one wouldn’t automatically trust. On the other hand, he earns sympathy due to the appalling abuse he suffers on a regular basis due to his being a Jew.

What is the theme of Act 1 Scene 3 in The Merchant of Venice?

Shylock embodies the play’s larger themes about hatred, both as a victim and a victimizer. Shylock is a victim of anti-Semitic hatred who turns that hatred back on the Christians who have wronged him.

What was Shylock debating in Act 1 Scene 3?

Shylock bears a grudge against Antonio because Antonio has been bringing down the rate of interest in Venice by lending out money gratis.

What is the irony in Shylock Act 1 Scene 3?

Shylock offers to give the loan of three thousand ducats if Antonio signs a bond with him that will entitle him to a pound of flesh from his body if he breaks the contract. It is ironic that he talks of friendship while talking of taking his life

Why did Shylock and Antonio hate each other?

Shylock has a bias against Antonio as a Christian and hates him even more for Antonio’s practice of lending money without interest, undermining Shylock’s usury business.

The Darkling Thrush Short Questions And Answers (Extra Questions) – ISC Class 11, 12 English

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s The Darkling Thrush Short Questions And Answers (Extra Questions) – ISC Class 11, 12 English to help you maintain your momentum! This The Darkling Thrush Short Questions And Answers (Extra Questions) will provide all necessary information needed in order to study ISC Class 11, 12 English successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on the ISC English Exam.

The Darkling Thrush Short Questions And Answers (Extra Questions) in English, ISC Class 11, 12 makes it easier to understand the story. Understanding every detail of a story is important for scoring higher on an exam and expert writers have made sure that you know how everything flows together by summarizing perfectly!

1. Throw light on the phrase “The ancient pulse of germ and birth/ Was shrunken hard and dry.” Concerning this, show the bleakness in 19th century England.

Answer- The famous Victorian poet of the 19th century, Thomas Hardy wrote The Darkling Thrush, in 1899. Originally, the poem was under the title of “By the Century’s Daybed 1900”. With its rumbling imageries and poetic aura, Hardy had conspicuously brought out the desolation, disparity, bleakness and the Moorish atmosphere of the 19th century England which was about to witness the successive century.

The phrase referred here loudly roars about the intense and rapid change caused in the society due to the sudden transition between the Victorian era (1837-1901) and the Modern era. Thomas has portrayed here that, how the nature of that time was snatched of its power of reformation, the vitality of the entire process of “germ and birth” was altered and left bewildered.

In these following lines, Hardy has staunchly deromanticised nature by ghastly taking away the capacity for renewal, in a way freakishly cementing the entire notion of bleakness in Victorian society.

2. Describe with reference to the poem “The Darkling Thrush” how is the song of the Thrush at the centre of the poem?

Answer- The Darkling Thrush by Thomas Hardy has always struck the reader’s attention for its immensely strong portrayal of the contrast of the desolation of the speaker, reflective of his state of mind, with the joyful song of a thrush.

The thrush referred here is not completely in a jovial condition but Hardy has meant it to suffer, as evidenced from the words “An aged thrush, frail, gaunt, and small, / In blast-beruffled plume”.

Yet despite all the difficulties, it sings its ever soothing songs. This shows us how hard be the hurdles, no day there will always be a ray of hope that will eventually overcome hardships.
In this way, to show us a typical way of recovery and rejuvenation, Hardy has brought the hopeful thrush in play and subsequently portrayed it as one of the central characters of the poem.

3. What does the phrase “I leant upon the coppice gate” signify?

Answer- The following lines are from the famous Victorian poem of the late 19th century entitled “The Darkling Thrush” by Thomas Hardy. The lines show us how the weight of desolation and dismal bends the whole society in the intense transition.

We should also keep in mind while reading the poem that in the following era, there was huge turmoil due to the rapid change in polity, society and religious beliefs due to the developments in science and technology. These metamorphoses had changed the entire nature of the Victorian era to a bag full of miseries, disbelief, bleakness etc.

The narrator leant upon the coppice gate unable to bear the load of these disparities. “coppice gate” refers to the area that opens into the woods. This entrance marks the beginning of the new 20th century. The Darkling thrush hinted at this very fact subsequently in the poem.

4. The Darkling Thrush was written when the nineteenth century was coming to an end. How is the poem related to it?

Answer- Thomas Hardy penned down The Darkling Thrush during the huge turmoil of late 19th century England. The transition from the Victorian to the modern era was quite full of doubts, uncertainties and sadness.

One can witness the gloominess of the era in the atmosphere. This poem specifically signifies to mark the end of the 19th century and doubts about the new age. Originally, titled ‘By the Century’s Deathbed, 1900’, shows a clear indication of how this poem is closely related to the late 19th century coming to an end.

Everything in nature seemed odd, mourning over the death of the century. The clouds that hung over the earth seem to serve as a tomb for the burial of the dead body of the century. The joyful voice of the little thrush is a reminder of the fact that death is not the end.

There is life beyond death which is the cycle of rebirth. The poet’s puzzling response only reflects the human anxiety about it. Like others, he is not sure how the new times would be better than the old ones.

Birches By Robert Frost Questions And Answers (6 Marks Extra Questions) ISC Class 11, 12 English Poems

In this, you are going to go through Birches By Robert Frost Questions And Answers (6 Marks Extra Questions) ISC Class 11, 12 English Poems. Understanding a text meticulously in its totality is very important for a learner for scoring better in the exam. Experts made ample to ensure a thorough explanation of 6 marks extra questions and answers of Birches. Let us find Birches By Robert Frost Questions And Answers (6 Marks Extra Questions) ISC Class 11, 12 English Poems.

6 Marks

1.“Robert Frost is a poet of nature”. With close reference to the quoted lines, describe how nature is represented in the prescribed text “Birches” by Robert Frost.

Ans: Robert Frost is a prominent celebrated poet of American Literature. He is widely anthologized for his surreal description of nature and the much colloquial style of representing the serenity of nature excellence by his words. Similar to Stopping by Woods on a Snowy Evening, The Road Not Taken, After Apple-Picking, Birches is one of the most widely read and well versed Frost poems of all time.

“Robert Frost is a poet of nature” is popularly denoted to him for his immense efforts and zeal to staunchly depict the manmade and natural world, bourgeoisie society, labour class, the scenes and drudgery of the industrial revolution and other topics of importance through his works. In Birches, Frost has used various imageries, symbolism and ambiguity to represent Mother Nature. Firstly, the poem opens with a rural boy imagined swinging on his father’s birches (A Native American tree). The birches are “bend to left and right”.

However, the reason for such bending is shifted to harsh reality i.e only cruel ice-storms could have bent them such. The beautiful depiction of the snow as “such heaps of broken glass” is commendable. Such examples of scenic beauty associated with various literary devices make the poem a much-anthologized piece, cementing Frost as a famous “nature poet” of all times.

2. Describe how the themes of Escapism and human needs are represented in “Birches” by Robert Frost.

Ans: Birches, by Robert Frost, is a widely known poem depicting the theme of escapism and the consequent limits imposed on man by the real world for its existence.

Frost has truly brought this conflict with the reference to a village boy imagined having conquered the birches by bending them “left” and “right”. The reality is contrasted with the poet’s imagination of the boy who by his actions ignites the escapist theme as Frost says “I should prefer to have some boy bend them/ As he went out and in to fetch the cows-/ Some boy too far from town to learn baseball,/ Whose only part was what he found himself..”.

The poet calls oneself the “swinger of birches” and dreams of “going back to be”. However, though the poem has conspicuously shown the various elements of escaping from the real world with harsh ice storms, broken glasses, the inner dome of heaven being fallen, yet he sticks to the reality and states “ I’d like to get away from earth awhile/ And then come back to it and begin over.”. The idea of leaving the world for unknown pleasures and treasures may be desirable but prolonged imagination is haywire. So, the poet suggests: “Earth’s the right place for love: / I don’t know where it’s likely to go better.”

3. Elaborate how the bending of birches is fancifully played by imaginative digressions, with a brief touch to the philosophical ending of the poem ‘Birches’ by Robert Frost.

Ans: The ‘Birches’ commences with an elaborate description of nature’s beauty which the poem has given varied appearances of birches in summer and winter. As the poem opens, the birches are found ‘bend to left and right/ Across the lines of straighter darker trees’. It may seem to be nature’s catastrophe bent down by ice-storms but the narrator heightening the literary appeals, imagines it to be the work of a rural boy, whose only play was to “One by one he subdued his father’s trees/ By riding them down over and over again/Until he took the stiffness out of them.”

While referring to the ice-storms, Frost goes on describing the birches and their presence in different seasons “loaded with ice a sunny winter morning/after a rain.” Then he goes on describing the events after the dreadful storm, how the snow-covered barks of birches crystallize forming glass-like appearances. Before long, the sun above heats the ice-covered branches and causes the fine ice crystals to fall and break, like the broken pieces of glass. These falling and breaking make us wonder if only some heavenly sphere has shattered and fallen to earth. Such action leaves the trees bent for a year, so that one may think young girls bend and drape their hairs to dry when they toss them forward on their knees and hands.

It is at this time when he returns to the actual scenario of concern and again equates birches’ bending with a rural boy riding on them. Subsequent descriptions follow where the narrator recalls his swinging experiences. However, reality knocks on the door at the concluding lines when he retorts “I’d like to get away from earth awhile/And then come back to it and begin over.” Although the theme of escapism into natural beauty is eloquently displayed, yet ending on a philosophical note, he gauges us the importance of being in reality as “One could do worse than be a swinger of birches”.

4. Briefly describe what recollection of past experiences is made by the narrator in “Birches” by Robert Frost.

Ans: “Birches” by Robert Frost is a widely recognized verse where the major literary devices have been distinctly stitched to portray a very naturalistic but philosophical poem. It explores children’s world and their innocent capability to find joy and wonders in minute moments of life. Here, the speaker transverses ice-covered birch trees that have bent down “left and right”. Thus, the speaker equates with a young boy having climbed on them in a way conquering nature and swinging on them.

The narrator dares not think them bend down by some ‘ice-storms’. Instead, he fancies and relishes his pristine memories or ecstasies of childhood through his form of a boy swinging them. As we move forth, a vivid description of nature and the outcome of the ice-storm is described, whence the broken pieces of ice resembles a “heap of broken glass”, which one would think is like “the inner dome of heaven had fallen.”

Frost has always been appreciated for its charming rural portrayal. Here, the boy of concern is averse to the urban pleasures like playing baseball; instead he swings on the limbs of Birches until his joy is full to brim.

5. “Earth’s the right place for love: I don’t know where it’s likely to go better.” Concerning any other work of Robert Frost, briefly describe how apt are the quoted line.
Ans: The following lines are taken from the poem “Birches” by Robert Frost. It is a refined work presenting us with the idea of escapism and individualism, which one would find only in the lap of nature. However, the narrator isn’t entirely carried away by the sweetness of these moments, instead the boy, a replica of his mind deals with “rationality” of thought; and while he accepts the pleasures, he lastly embraces the truth of reality, though with a bitter experience, but declares:

“I’d like to go by climbing a birch tree, ….. But dipped its top and set me down again./ That would be good both going and coming back.”

The line quickly takes us back to another masterful work of Frost, “Stopping by Woods on a Snowy Evening”. The narrator of this poem is stuck between the ecstasy and beauty of the “tall, dark woods” and is left to admire their presence on the longest night of the year. The enchanting stature of the woods makes his escape from the sorrow and tiredness of the world yet only for a while. Bearing a similar resemblance to Birches, the narrator returns to his worldly duties and states “And miles to go before I sleep,/ And miles to go before I sleep.”

These two poems justify the very essence of one’s duties and roles in this world, though harsh, yet in poet’s terms we “don’t know where it’s likely to go better.”

Birches By Robert Frost Questions And Answers (8 Marks Extra Questions) ISC Class 11, 12 English Poems

Birches By Robert Frost 8 Marks Extra Questions And Answers ISC Class 11, 12 English Poems is a detailed account of what you will learn in ISC Class 11, 12 English Poems. To successfully pass ISC Class 11, 12 English exam and get an excellent grade on your report card at the end of it all you need a thorough understanding and comprehension of Birches By Robert Frost 8 Marks Extra Questions And Answers ISC Class 11, 12 English Poems which we have made sure covers everything important!

8 Marks

1. “Birches is a poem with a vivid display of images and appealing narration”. Elucidate with reference to your reading of the poem by Robert Frost.

Ans: Robert Frost, a poet of the rustic, rural realm of England; has always been known for his scintillating imageries, varying from the description of woods, the meadows, pieces of ice as a broken mirror, the playful swinging of a rural boy, averse to the drudgery of urbanisation. In his poem, Birches, the mastery is not withheld but shown with the help of a long per se dramatic monologue as the poem advances in its long, continued stanza.

When the poem commences, the sheer visual lines mesmerizes our minds. The lines “When I see birches bend to left and right…I like to think some boy’s swinging them” takes our thoughts with them, making us delve into the reminiscences of our childhood pleasures. The lucid, simple narration appeals to the readers, making them jingle with their long lost memories, taking them away for a while from the mayhem of modernisation. As we move forth, the striking imagery of a girl bending down to dry her hairs under the sun is compared with the “trailing of leaves on the ground”.

The simple however eye-catching description appeals to the readers. Also, the series of unfolding events as the boy climbs the top branches of the tree with precision is equated with one filling the teacup with utmost care. The little details Frost curates culminates in a fruitful poem, of memory, passion, love for nature, transcending earthly realms yet returning to one’s longing duties and relations of this changing world.

2. What is the tone portrayed through Birches by Robert Frost?

Ans: Birches, a poem of joy, pleasure of childhood, innocence, loss and realisation surges in a hopeful overtone, where the speaker being nostalgic, brings the memories of his lost childhood to us as he reflects nostalgically, his dregs of joyful past, spent by swinging on the birch trees “So was I once myself a swinger of birches, / and so I dream going back to be.” However, this motions of tree, swinging from left and right, and bending down so much as the boy overpowers them also has a deeper meaning.

This symbolises the struggle we face in our day to day life, where we are forced sometimes to bend and “bow/ so low for long, they never [may] right themselves.” And yet their will “seem not to break.” One determined in their pursuit, however hard the situation might be, they strive and endure the difficulties till the end. “Brightness seems brighter when one has witnessed darkness”. There is an intriguing contrast drawn between the two phases of this poem, where the first part, explores the reality of nature idealism using symbolism of the birch tree and the innocence of the boy making him “swinger of the birches”.

Although his aloofness keeps him away from the acquaintance of the boys who play baseball (a sign of urbanisation), yet he enjoys those pleasures rare for the times, “one by one he subdued his father’s trees,..And not one but hung limp, not one was left, For him to conquer. He learned all there was..” Secondly, the boy climbs with precision up the branches (a move into maturity), and though the recent pleasures soothe his mind, yet he chooses Earthly duties over the sürülen enjoyments. A hope sprawls as one learns to survive and achieve height, climbing birches of life.

3. Bring out the in-depth and philosophical elements of the poem “Birches”.

Ans: Birches fumes with many such instances of philosophical insight and elements which could only be brought out by careful and in-depth speculation. The richness of Birches is not only by its tantalising imageries for visual description but also by metaphors, comparisons and a philosophical end to its satiating start. As we involve with the beginning lines, the dancing birches “to left and right” brings out a rhythmic tone to the poem. The long stretch of the poem, its numerous lines and long stanza forms a picture of the long tree trunk as if one precedes the lines to climb up Frost’s Birches.

The mention of ice-storms, their permanent bending of the limbs, brings out the readers and also the poet of his conceived dream of the past and the swinger boy. However, a hopeful notion is brought out by how the birches may bend and bow to the external forces, yet will not break and endure with resilience. This is a clear message of optimism when one is advised to face all the odds with determination to emerge victoriously.

“And they seem not to break; though once they are bowed

So low for long, they never right themselves:”

Also, the sense of individualism is brought out by the lines where the boy spares his time amidst nature alone, without friends while the other boys were engaged in playing baseball. This escapism and isolation into nature rejuvenates his soul and helps him climb up the branches of experience by working on himself. This idea extends to the next few lines where the narrator explicitly shares his pain and though this distance from reality is feasible at times, yet later he decides that “Earth’s the right place for love: / I don’t know where it’s likely to go better.”

The poem reflects on all the pathos and joys of life ends with a note on embracing the reality and completing the duties and responsibilities beckoning us.

9. How far can one enunciate Birches being a poem showing the growth of a child from innocence, gradually bending down, embracing the experience and adhering to one’s loss of childhood?

Ans: The surreal flow of Birches by Robert Frost immersed in the subtlety of narration projects before us a cycle of life and its various stages of existence. The idea shown through William Blake’s collection of poems “The Songs of Innocence” and the other on the advent of reality “The Songs of Experience” are aptly the reflection of a similar idea conveyed here. The poem sets up with a tone of simplicity and innocence as the “left and right” motion of the swinging birch trees makes the poet weave a fantasy world of a village boy (rural setting as Robert Frost is famous for) where the trees having bent down is claimed to be the mischief of a boy swinging on them.

“I like to think some boy’s being swinging them.”

Gradually, this bending down of trees brings into play the external forces like ice- a storm that brings with it a touch of cold resembling decay, desolation. The ice covers the landscape and the bark of birches “as the stir cracks and crazes their enamel. Some icicles break down, reflecting like the broken pieces of glass. The picture is as if “the inner dome of heaven had fallen.” As we proceed, the mention of the birches bending is shown but also lingers a sense of endurance and resilience. Transcending all the barriers, the tree still stands, without breaking down.

The boy then embraces solitude and captivated himself amidst this own companionship. Moving forward and climbing high, the boy who once was a “swinger of birches”, now overcoming all difficulties finds solace. He climbs high branches, after conquering every tree beneath “And not one but hung limp, not one was left/ for him to conquer.” His actions now include precision and careful observation, a trait of experience gained after pain. The temporary escape which he once relished in nature, now changed into a sense of chained responsibility. His wish of returning is full, averse to total escapism as he says:

“I’d like to get away from earth awhile

And then come back to it and begin over.

May no fate willfully misunderstand me

And half grant what I wish and snatch me away

Not to return. Earth’s the right place for love:

I don’t know where it’s likely to go better.”

These instances aptly portray how Birches shows the cycle of life, beginning from the innocence of the boy, ultimately leading to his gain of experience and realization of the strong forces of nature that control life and being.

It is important for a learner to read stories thoroughly and accurately in order to score better in ISC Class 11, 12 English exams. Birches By Robert Frost 8 Marks Extra Questions And Answers ISC Class 11, 12 English Poems has been summarised by experts to ensure that the poems can be easily understood. Read carefully and you will understand everything about the story!

The Temple And The Body Poem Questions And Answers – Karnataka Board Class 10 English Poem

The Temple And The Body Poem Questions And Answers – Karnataka Board Class 10 English Poem is a detailed account of what you will learn in KSEEB Class 10 English. To successfully pass Class 10 Karnataka Board exam and get an excellent grade on your report card at the end of it all you need a thorough understanding and comprehension of The Temple And The Body Poem Questions And Answers – Karnataka Board Class 10 English Poem which we have made sure covers everything important!

Textbook Answers of The Temple and the Body (Vachana)

Comprehension Questions

Answer briefly the following questions

1. The lines “The rich / will make temples for Siva,” implies that

a. they want to please the lord

b. they can afford to build temples

c. they believe that this is how they can serve God

d. they believe that the temple is the only place to feel the presence of God.

=(c) they believe that this is how they can serve God.

2. Which of the following statements are true?

a. The speaker is against building any structures for worshipping God

b. It’s not possible for the speaker to build a temple.

c. It’s only an excuse given by the speaker for not being able to build a temple.

d. The speaker believes that God is present within ourselves and not in any temple.

=(d) the speaker believes that God is present within ourselves and not in any temple.

3. What are the feelings of the speaker, suggested in the question, “What shall I, a poor man, do?”

a. helplessness

b. doubt

c. humility

d. anger

e. pride.

f. anguish.

=(f) anguish

4. The word “Listen” in the last stanza is

a. an order

b. an appeal

c. a request

d. an advice

=(d) an advice

5. The expression “Things Standing,” suggests

a. any man-made temple

b. anybody who is standing

staticc. anything which is static

d. the human body

=(c) anything which is static.

6. There are two examples of paradox in the last two lines. (A paradox is a statement containing opposite ideas.)

i) What opposite ideas are suggested in “things standing shall fall?”

=Things standing will fall’ can be deciphered differently. The artist mourns his powerlessness to assemble sanctuaries, subsequently, the expression can allude to sanctuaries that are liable to nature’s wrath and obliteration throughout some time. It can likewise allude to pride and pomposity which can make an individual stand erect before God when he should be bowing before Him. It might likewise imply that static articles that are moved by devotion and dedication, are dependent upon devastation and rot while the heart that is loaded up with commitment is honoured and gets unfading

ii) What opposite ideas are suggested in “the moving shall eve stay?”

=The moving will remain’ – this expression also can be deciphered from various perspectives. The ‘moving’, i.e., the human heart which is a ‘moving sanctuary’ can’t be obliterated commonly’s wrath not normal for a sanctuary that can be harmed effectively ordinarily, ‘the moving’ can likewise allude to humble creatures who are influenced by dedication and move as indicated by God’s will dissimilar to the ‘static’ that stand erect against God’s desires and get wrecked.

7. What final message do the last two lines convey?

=The poet is reassuring himself that the sanctuary which he could always be unable to build, would any day be demolished, though the ‘moving sanctuary’ that he conveys in his heart would be undying and flawless. The lines can likewise imply that the person who ‘remains’ before God without bowing down to Him, will definitely ‘fall’ or be pulverized, though ‘the moving’, the person who bows down before Him and acts as indicated by His desire, would remain ever. The artist discovers comfort in his unobtrusive conditions and his commitment to God.

Close Study

Read the following extract carefully. Discuss in pairs and then write the answers to the questions given below it.

My legs are pillars, the body of the shrine, the head a cupola of gold.

1. How is the human body compared to a temple?

=The whole body is compared to a temple, with the legs being pillars, the body the shrine with the idol of God secure in the heart, and the head, a cupola of gold with serene thoughts protecting the God in the heart.

2. What is the figure of speech used here?

=Metaphor

3. Why is the speaker comparing the human body to a temple?

=The poet wanted to build a sanctuary like the rich individuals do, and subsequently please God, yet he is extremely poor and can’t do as such. Thus he chooses to regard his own body as a sanctuary with God secure in his heart. – He likewise understands that the sanctuary worked of block and stone can be harmed ordinarily one day, though the ‘moving sanctuary’ in his heart can never be.

Paragraph Writing

Discuss in pairs/groups of four each and answer the following question. Note down the important points and then develop the points into a paragraph.

1. What ideas of spirituality emerged from the study of this well known Vachana?

=In this poem, Basavanna discloses to us that a rich man can bear to construct excellent sanctuaries out of appreciation for divine beings, yet helpless man can’t. Notwithstanding, with his commitment, i.e., with unadulterated contemplations, activities, and deeds, he can transform his body into a sanctuary.

Questions And Answers

How is the human body compared to a temple?

The whole body is compared to a temple, with the legs being pillars, the body the shrine with the idol of God secure in the heart, and the head, a cupola of gold with serene thoughts protecting the God in the heart.

What ideas of spirituality emerge from the study of the well-known Vachanas the temple and the body?

The temple and the body (Vachana) a beautiful poem, Basvanna tells us that rich man can build temples for Shiva but a poor man cannot afford it.

Who was the poet of the poem the temple and the body?

The temple and the body(Vachana) written by Basavanna.

What is the message of the poem temple and the body?

The poem ‘The Temple And The Body’ highlights the difference between the rich and the poor on the basis that the rich can build the temple of Shiva and hence attain the path to heaven.

How does the poet express his spirituality being a poor man?

The poet compares his body to a shrine, his legs the pillars and his head is the cupola of the shrine. The poet means to convey that he does not seek God in temples but he has made his entire body into a shrine of Lord Shiva.

It is important for a learner to read stories thoroughly and accurately in order to score better in KSEEB Class 10 English exams. The Temple And The Body Poem Questions And Answers has been summarised by experts to ensure that the story can be easily understood. Read carefully and you will understand everything about the story!

The Darkling Thrush By Thomas Hardy Analysis – ISC Class 11, 12 English Literature

The Darkling Thrush By Thomas Hardy Analysis – ISC Class 11, 12 English Literature is a detailed account of what you will learn in ISC Class 11, 12 English. To successfully pass ISC Class 11, 12 English exam and get an excellent grade on your report card at the end of it all you need a thorough understanding and comprehension of The Darkling Thrush By Thomas Hardy Analysis – ISC Class 11, 12 English Literature which we have made sure covers everything important!

About The Poet

Thomas Hardy is one of the most distinguished English writers of all time. One of the most prolific poets and novelists in history, Thomas was born on June 2, 1840, in the English village of Higher Bockhampton, Dorset, England. His youth was impacted by the musicality of his father, Thomas Hardy sr., who was a stonemason and builder, and his mother Jemima Hand Hardy who passed on her love of reading and books to Hardy. His primary education lasted until the age of seventeen. Because of the financial crunch in his family, he was apprenticed as an architect to James Hicks. His rural background, his love for music, and his apprenticeship as an architect influenced the subject matter and form of his writings.

He wrote numerous novels, which reflect the social and moral concerns of the Victorian Era. His first prose appeared in 1865. his first novel Desperate Remedies was published in 1870. His notable works are Tess of D’Urbervilles, Judge the obscure, The Return of the Native (1878), The Mayor of the Casterbridge (1886)and others ascertained Hardy as a formidable writer. His first volume of the poem was Wessex Poems(1898), a compilation written over 30 years. Furthermore, Hardy’s poems of war(based on the Boer War and World War I) spoke eloquently against some of the horrors of the war, such poems include works as Drummer Hodge and In the Time of The Breaking of Nations. Best known for his expression of love, nature imagery, the solemnity of feelings and intricately built structure.

In 1910, Thomas Hardy was bestowed the Order of Merit. Leaving all these legacy behind, Hardy breathed his last on 11 January 1928.

About The Poem

The Darkling Thrush is one of Hardy’s best poems. The hymn-like metre blends with the Keatsian image of the thrush to produce one of Hardy’s most lyrical poems. The poem was originally published on 29th December 1900, under the title “ The Century’s End 1900 ” in The Graphic. Here, he describes the cessation of the old world at the turn of the century focussing on the end of the 19th century and the onset of the 20th century. A bleak picture of despair and dullness is portrayed in the lyrical style of the poem.

The conditions of the present desolate vacuum could be traced with the prevailing Industrial Revolution and the changes it brought about in society, polity, economy and religious beliefs. The poet is deeply sorrowful of this decaying condition. Suddenly, a bird ( the thrush) appears and hid singing fills the air with a new ray of hope. The poet finds his soul rising and with it the realisation that there is still some prospect in the world.

The Darkling Thrush becomes a substantial poem which does not just project the perception and feelings of one individual but is a representative of the mood of an age.

Structure Of The Poem

I leant upon a coppice gate

When Frost was spectre-grey,

And Winter’s dregs made desolate

The weakening eye of day.

The tangled bine-stems scored the sky

Like strings of broken lyres,

And all mankind that haunted nigh

Had sought their household fires.

 

The land’s sharp features seemed to be

The Century’s corpse outleant,

His crypt the cloudy canopy,

The wind his death-lament.

The ancient pulse of germ and birth

Was shrunken hard and dry,

And every spirit upon earth

Seemed fervourless as I.

At once a voice arose among

The bleak twigs overhead

In a full-hearted evensong

Of joy illimited;

An aged thrush, frail, gaunt, and small,

In blast-beruffled plume,

Had chosen thus to fling his soul

Upon the growing gloom.

 

So little cause for carolings

Of such ecstatic sound

Was written on terrestrial things

Afar or nigh around,

That I could think there trembled through

His happy good-night air

Some blessed Hope, whereof he knew

And I was unaware.

The Darkling Thrush is a meditative lyric poem comprising of four eight lined stanzas, with a rhyme scheme of ABABCDCD. It is written in iambic tetrameter. The lines one, three, five and seven have four stressed syllables, whereas lines four, six and eight carrying three stressed syllables. The poet chose to bring symmetry in the poem as is evidenced by the simple structure of the poem. Poet has neatly allocated 4 stanzas to 2 parts, firstly, the dark winter evening, then the thrush. Each stanza is an octet – consisting of 8 lines each. We find several self-coined words of Hardy in this poem like–outleant, blast-beruffled, spectre-grey providing the ordered rhythm to the poem. Such self-coined words which are not prevalent in English are termed as nonce words.

The tone of the poem, in the beginning, is one of doubt and surprise amazement as could be sensed from the lines “At once a voice arose among / The bleak twigs overhead / In a full-hearted evensong / Of joy illimited; / An aged thrush, frail, gaunt, and small”. The tone surprisingly changes at the end when a ray of hope and gleams in the air and mood is changed from that of astonishment to a perplexed reflection regarding the unsolved mysteries of life as can be found in the lines “ Some blessed Hope, / whereof he knew / And I was unaware”.

Literary Devices Of The Poem

The poem has the following poetic devices:-

1. Simile

– A figure of speech in which a likeness between two different things is stated in an explicit way, using as or like.

· The tangled bine-stems scored the sky

Like strings of broken lyres

2. Personification

· Frost has been treated as a ghost.

· The Century, like a human being dies and has its dead body ready for burial.

· The thrush is not a mere bird, it has ‘his soul’ and he has his ‘ happy good- night song’.

3. Alliteration

It is the close repetition of consonant sounds.

· The tangled bine-steams scored the sky

· Had sought their household fires.

· His crypt the cloudy canopy

4. Metaphor

It is a figure of speech in which a comparison between two different things is implied, but not clearly stated.

· The weakening eye of the day — comparison of the setting sun.

· His crypt the cloudy canopy— Comparison of cloud cover to the tomb.

· Frost as ‘ spectre- grey’(a pale, dull ghost-like).

5. Assonance

– “At once a voice arose among.”

Theme Of The Poem

Nature and the Decline of Human Civilization – The Darkling Thrush seems to be a poem about a winter landscape, which is described in substantial detail in the poem. Symbolically, this landscape is an extended metaphor: its bleakness and breakdown is attributed to the times of Western Culture in the era of the 19th century. The narrator describes the atmosphere in a desolate tone, with minimal possibility of rebirth or revitalization. In this sense, the poem can be termed as an elegy for or of the Western world which has failed in taking care of its own social and economical resources.

At the outset, the speaker describes himself as standing at the entrance of a gate “leading to a coppice”. Then the speaker compares the “tangled-bine stems” to the “strings of broken lyres”– “lyres” derives an important fact that the western accomplishments of culture have now become severed. The flourishing western culture is now broken like the strings of “ broken lyres” and is entangled and badly maintained like the “ tangled-bine stems”. The poet has given an implied contrast between the warmth of the household fires and the cold and loneliness of the speaker.

The second stanza develops on the idea, with several metaphors that the landscape is now reduced to a corpse. This is an embodiment of the death of the 19th century and its culture. A comparison is laid between the landscape’s “sharp features” to “ The Century’s corpse”. The century has declined not only in the literary sense but also in the cultural perspective. Since nothing is thriving, the fields are barren and frost is covering everything. The poet has expanded the image further by comparing the “ cloudy canopy” to a tomb and the wind’s sound to that of a “ death lament”. The seeds of germ and birth are shrunken hard and dry. Hardy has deromanticised nature by taking away even the capability to mature.

These conditions could have existed because of the Industrial Revolution which led to the farms being converted to factories. There are no remedies inferred by the poet to address the present problem. Hardy’s speaker, however, finds no life in nature. Even the thrush which is supposed to give a glint of hope is aged and on its last song. Thus, the theme of nature and the decline of human civilization is widely prevalent in the poem where dismay is emphasized more than joy.

Questions And Answers

What is the main idea of The Darkling Thrush?

The primary theme of “The Darkling Thrush” is the despair of the modern temperament. Hardy describes in lyrical, descriptive detail the dying of the old world, but he cannot positively replace the dying with the new.

What does the thrush symbolize in The Darkling Thrush?

The thrush symbolizes unlooked-for optimism and a reason to carry on even through dark, uncertain times.

What is the summary of The Darkling Thrush?

The poem describes a desolate world, which the poem’s speaker takes as cause for despair and hopelessness. However, a bird (the “thrush”) bursts onto the scene, singing a beautiful and hopeful song—so hopeful that the speaker wonders whether the bird knows something that the speaker doesn’t.

What is the main conflict in the poem The Darkling Thrush?

The main conflict of the poem the darkling thrush is that of it”s the very end of the day. In fact, it’s the very end of the year. The countryside is frozen into an icy, unwelcoming landscape.

What does the word darkling means in The Darkling Thrush?

‘Darkling’ means ‘of the darkness’. When the word ‘darkling’ is used as an adjective for the thrush, it’s a complete antithesis (contrast). In the poem the darkness or the dying of light is representative of the death of a century, and the despair it brings.

What makes the poet confused in the poem The Darkling Thrush?

Hardy is confused because he cannot find a reason for the thrush to sing.

What is the meaning of coppice in Darkling Thrush?

Hardy underscores the speaker’s meditative mood by describing him leaning upon a “coppice gate,” meaning a gate that opens onto the woods.

What is the significance of the time when the poem The Darkling Thrush was published?

The time in which “The Darkling Thrush” was written is significant because it was the end of the century.

How is the evening described at the beginning of the poem The Darkling Thrush?

The poet, in a sad mood, is leaning upon a wooden gate. He is all alone as there is no one else visible at this time of the hour on a very cold, wintry evening. It is the evening time. The light of the sun is fading fast.

How does the mood change from the beginning to the end of the Darkling Thrush?

In the beginning, the subject gives a feeling of discouragement, however close to the end demonstrates a feeling of trust in something.

Why did Hardy write Darkling Thrush?

To express his feelings about the world when it was about to enter the twenty-first century.

It is important for a learner to read stories thoroughly and accurately in order to score better in ISC Class 11, 12 English exams. The Darkling Thrush By Thomas Hardy Analysis – ISC Class 11, 12 English Literature has been summarised by experts to ensure that the story can be easily understood. Read carefully and you will understand everything about the story!

The Little Match Girl Questions And Answers (Extra Questions) – ICSE Class 9, 10 English Stories

The Little Match Girl Extra Questions And Answers ICSE Class 9, 10 English Stories is a detailed account of what you will learn in ICSE Class 9, 10 English. To successfully pass ICSE Class 9, 10 English exam and get an excellent grade on your report card at the end of it all you need a thorough understanding and comprehension of The Little Match Girl Questions And Answers (Extra Questions) – ICSE Class 9, 10 English Stories which we have made sure covers everything important!

1. What was special about the day? What was the girl doing?

The story unfolds, on a cold new year eve. The weather was cold in the evening, with the snowfall and the cold winds. The poor little girl was walking barefoot and hungry through the streets, trying to sell the matches on new year eve.

2. Why was she carrying match sticks with her?

The poor little girl carried the bundle of matches with her in her pocket and a bundle in her hand. She was carrying match sticks with her to sell and earn money on new year eve. She was afraid if she didn’t earn any money her father shall be mad at her.

3. Describe the condition of the girl.

The little girl was bareheaded and barefooted, walking down in the cold as she was supposed to sell matches in the street. She had no slippers of her own, she was wearing her mother’s one which was too large for her. Her feet turned red and blue.

4. Why couldn’t she go home?

The poor little girl was trying to sell matches in the cold eve. Although she was getting colder, she couldn’t dare to go home as she couldn’t manage to sell any of the matches. She was afraid that her father would be mad and beat her. Besides her house was not much warmer than the streets, the roof leaked letting the cold wind inside.

5. Describe the condition and the ambience of her home.

Although the poor little girl was getting colder, she couldn’t dare to go home as she was afraid of her father, and besides, it was cold at home, for they had nothing over them but a roof, which was leaked. The roof allowed the wind to whistle even though the biggest cracks had been stuffed with straw and rags.

6. Where did she take shelter in that cold?

The poor little girl was trying to sell matches in the cold evening. Although she was getting cold she couldn’t go home. So to escape the cold, she huddled in a corner, between two houses, one of which projected beyond the other. She had drawn her little feet under her, but she could not keep off the cold and lighted the matches.

7. What thoughts came into her mind while lighting the first matchstick?

The little girl to escape the cold she huddled in a corner, between two houses. Out of cold when she lit the first match, she had a vision of a large iron stove and felt its warmth and safety which she longed for. It reminded her of the love and affection which she got from her dead grandmother.

8. What happened when the second matchstick was lighted?

After the first match got burnt she went for the second one. When the girl lit the second matchstick she saw right into the room a cloth covered in the table with a roast goose stuffed with apple and dried plums, which hopped down from the dish and came up to her, seeing the goose.

9. Describe the relationship between the girl and her father.

Her father was not concerned about her heath and used to ill-treat her. It was new year eve, in such terrible cold and snowy weather the girl was sent by her father to sell matches to the street. The girl was unable to sell matches and was afraid of going home because of the fear that her father will beat her being mad at her. She was moving hungry, barefooted.

10. Why was the slipper that the girl wore was of no use?

The little poor had no slippers of her own. She was wearing her mothers one which was of no use to her as they were too big for her tiny feet. She could not manage to keep them strapped on her feet when she ran across the street to escape from two carriages that were being driven fast. While she was running they slipped off from her feet and she lost it.

11. Describe the Christmas tree.

The girl was sitting in between two houses to escape from the cold but she was in a hallucination that she was sitting under the most beautiful Christmas tree. It was much larger and much more beautiful than the one she had seen last Christmas through the glass door at the rich merchant’s home. Thousands of candles burned on the green branches, and coloured pictures like those in the printshops looked down at her.

12. What was the significance of the line ‘someone is dying’?

While she lit the matches she whispered Someone is dying looking at the sky as her dead grandmother had told her that a shooting star was the soul of a human being travelling to God. In her life, her grandmother was the only person who had ever loved or been kind to her. So she loved her and missed her a lot, she remembered her words. She had heard from her grandmother that a falling star signifies death.

13. What happened when she lighted another match? What did she say to her grandmother?

After the second one she lit another match remembering her grandmother and this time, she saw the lights as stars rising higher and higher in heaven. One star fell, and so, she remembered her grandmother. She had heard from her grandmother that a falling star signifies death. When one star falls from the sky, a soul travels to God becoming a star.

14. Why did she light the bundle of matches in a hurry?

When the little girl lit the match stick for the third time she saw her old grandmother. She had heard from her grandmother that a falling star signifies death, when one star falls from the sky, a soul travels to God becoming a star. She was delighted to see her and said to her to take her along. She did not want her to vanish. As the rest of her visions had vanished so she lit up the entire bundle of matches to keep her grandmother invisible.

15. What happened to the girl at last?

She had heard from her grandmother that when one star falls from the sky, a soul travels to God becoming a star. To keep her grandmother invisibility she used all the matches. After using up all the matches the little girl dies in the night from cold. As mentioned her grandmother’s spirit finds her and takes her to heaven and she was happy there.

16. How can we say that little girl belonged to a poor family?

The girl belonged to a poor family. She had no slippers of her own, she was wearing her mothers one which was too large for her. She was sent out in such a cold eve to sell matches. She was shivering and was hungry still couldn’t dare to go back home as she was unable to sell even a single match. Her house roof was leaked, which allowed the cold wind inside.

17. How does the story give a didactic lesson?

The story shows the ignorance of the people about poverty. It teaches us to be sympathetic towards poor people. The poor looking girl in the story was almost run over twice by recklessly driven carriages on New Year Eve. Every household was feasting with delicious roasted geese whereas she was moving hungrily barefooted. None was kind to offer the little girl food, warm clothes, shelter or buy her matches. The poor little girl was moving on the street shivering out of cold and hungry. It teaches us not to be so cruel and to help others as much as possible.

18. Is the title of the story appropriate?

Yes, the title of the story is appropriate. The complete story focuses on the life and suffering of the little girl and her matches. She was a poor girl. She was starving and shivering out of cold still didn’t fare to go back home. She lighted the candles to avoid cold and by lighting those matches the little girl found happiness in the happy visions that she had, the vision of her dead and loving grandmother.

19. How can you say that the girl was in a hallucination?

The little girl was in a complete hallucination. Her hallucination reflects the need and desire of a poor, hungry child. She saw delicious foods on a table which shows how hungry she was. Taking shelter in between two houses she imagined being under a large and beautiful Christmas tree. When the little girl lit the match stick for the third time she saw her old grandmother. To keep her in visualization she lighted all the matches she had and died out of the cold.

20. Discuss the theme: Prejudice and cruelty.

The story ‘The little match girl’ shows the ignorance of the people about those in poverty. While the little girl is starving and freezing to death on the street the other residents of the town were enjoying a huge feast. She was moving barefooted, hungry, shivering out of cold, many noticed and ignored. The residents were so cruel that one was kind to offer the little girl food, warm clothes, shelter or buy her matches. She had to face death due to their ignorance.

Questions And Answers

What is the moral of The Little Match Girl?

One of the morals, or lessons, of The Little Match Girl by Hans Christian Andersen is to behave charitably toward those who are less fortunate. Despite her dire circumstances, the little girl dreams of warmth and food as she tries to earn money for her family.

What happened to The Little Match Girl?

After lighting a match, she decides to burn her father’s house down and steal his money for food, as to not be cold nor starving. She gets burned at the stake as punishment.

What is the summary of The Little Match Girl?

It is a story of a little girl who, unable to sell her match sticks dies of cold and hunger on the street even as, people are celebrating the birth of the Christ child inside their warm. This story reflects about the unhappy childhood of a little girl, her sadness, dealing with loss and death.

What do the girl’s matchsticks symbolize The Little Match Girl?

The matches represent the girl’s hope and happiness. Whenever the girl lights a match, she visualizes a different ideal situation in which she would rather be. Furthermore, the girl’s desperate reaction when the matches go out show that the matches are her only solace in her terrible situation.

It is important for a learner to read stories thoroughly and accurately in order to score better in ICSE Class 9,10  English exams. The Little Match Girl Extra Questions And Answers ICSE Class 9, 10 English Stories has been summarised by experts to ensure that the story can be easily understood. Read carefully and you will understand everything about the story!

Father’s Help Question Answers – West Bengal Board Lesson 1 Class 10 English

Father’s Help Question Answers West Bengal Board Lesson 1 Class 10 English is a detailed account of what you will learn in West Bengal Board Class 10 English. To successfully pass West Bengal Board Class 10 English exam and get an excellent grade on your report card at the end of it all you need a thorough understanding and comprehension of Father’s Help Question Answers West Bengal Board Lesson 1 Class 10 English which we have made sure covers everything important!

Unit 1

Comprehension exercise

1. Choose the correct alternative to complete the following sentences.

a)with a shudder Swami realised that it was

I) Friday

II) Thursday

III) Wednesday

IV)Monday

Answer- IV)

b)when Swami ought to have been in the school prayer hall, he was lying on the

I)bench

II)table

III) bed

IV)desk

Answer-I)

c) according to Swami, Samuel is especially angry with boys who are

I) absent

II)late

III) inattentive

IV) undisciplined

Answer-II)

2. Fill in the chart with information from the text:

a)time when Swami complained of a headache

–at nine o’clock in the morning

b)person who ordered Swami to dress up and go to school

–his father

c)name of the teacher mentioned by Swami

–Samuel

3. State whether the following statements are true or false. Provide phrases or words in support of your answer.

a) Swami said that he had a headache.

–true

b) Swami was lying in his father’s room.

–false

Supporting statement:” Swami was lying in his mother’s room

c) according to Swami, the headmaster was not afraid of Samuel.

–false

Supporting statement: “they say that even the headmaster is afraid of him.”

Unit 2.

Comprehension Exercise

4. Choose the correct alternative to complete the following sentences:

a) Father decided to send the headmaster a

I) telegram

II)notice

III)letter
IV)report

Answer-III)

b)While going to school Swami was bothered by

I) conscience

II) headache

III) toothpaste

IV)fever

Answer-I)

c) the colour of Samuel’s coat was

I)black

II)blue

III)white

IV) yellow

Answer-IV)

5. Complete the following sentences with information from the text:

a) Father’s behaviour took an unexpected turn

b) Swami went to school feeling that he was the worst boy on earth

c) Swami stopped on the roadside to make up his mind about Samuel

6. Answer the following questions:

a)where did Father put the letter?

Answer- Father wanted to hide the letter from Swami so he put the letter in an envelope and sealed it.

b)What did Swami fail to decide about Samuel?

Answer- Swami couldn’t decide whether Samuel deserved the allegations made against him in the letter.

c)How did Samuel look?

Answer- Samuel was wearing a yellow coat and he had a dark face with a moustache and unshaved cheek.

Unit 3.

Comprehension exercise

7. Choose the correct alternative to complete the following sentences:

a)When Swami entered the class, Samuel was teaching

I) history

II) arithmetic

III) science

IV) geography

Answer-II)

b) Swami was late to school by

I) half an hour

II)an hour

III)two hours

IV) three hours

Answer-I)

c)The headmaster was on a leave for one

I)day

II)month

III)year

IV)week

Answer-IV)

8. Complete the following sentences with information from the text:

a)As Swami entered the school gate, an idea occurred to him that he would deliver the letter to the headmaster at the end of the day.

b) Swami stood at the entrance to his class.

c) Father snatched the letter away from Swami and tore it up.

9. Fill in the chart with information from the text:

a)Cause-he had a headache

Effect-Swami did not do his work

b)Cause- Swami never met anyone as good as Samuel

Effect- he was hesitating to deliver the letter to his headmaster

c) Cause- The headmaster was on leave

Effect- Swami couldn’t deliver the letter

10. Choose the correct alternative to complete the following sentences:

a)Rina (take/takes/took) the bus to school every day.

Answer- takes

b)Last Monday, while we (was watching/have been watching/were watching)the television, the electricity went off.

Answer- were watching

c) By this time tomorrow they (will have left/will have leave/will had left)

Answer- will have left

11. Fill in the blanks with appropriate articles and prepositions:

Arifa, the younger of the two girls, has cracked IIT, while the older one is an engineer at a multinational company.

12. Write a letter to the editor of a newspaper (within 100 words ) about the problems faced by commuters due to reckless driving of public vehicles.

To,

The editor,

The Times of India,

Kolkata- 700032

Sub: Problems faced due to reckless driving.

Respected sir,

I the undersigned, on behave of other commuters, want to inform you about the problems faced by commoners due to reckless driving of public vehicles. Death rates are increasing due to rough driving, the driver, as well as the common people, becomes the sufferers and even some lost their lives. Street should be the place where every person should feel safe to walk around. Increasing speed limitations posters, traffic lights should be increased and people violating those must face consequences. Overtaking is another ill effect of reckless driving. The use of mobile phones during driving is also the reason behind accidents. The young generation is inspired by the media and becomes more fascinated with bike racing and this way many lose their lives. Every life is precious, a little maintenance is important to live long.

I will be highly obliged if you go through my concern and ask the administration to take the necessary steps to deal with the menace.

Thanking you,

Yours faithfully,

XYZ.

Questions And Answers

What is the moral of the story father’s help?

moral of the story father’s help is Narayan may be exploring the theme of pity.

What is referred to as the source of father’s help?

Malgudi Days is the source of ‘ Father’s Help ‘

What was Swami’s tactics to convince his father?

To convince his father, Swami changed his tactics and told him that he could not go to school now as he was late. His teacher Samuel felt angry with the late comers.

How can Swami be free from headache on Monday?

According to Father, if Swami loafs about less on Sundays , Swami can be free from headache on Monday.

Why did father say to Swami you deserve your Samuel?

Father said this to Swami because he knew that only a teacher like Samuel who was both strict and friendly could guide a mischievous and truant boy like Swami to the right path.

How did Swami convince his mother for not going to school?

Swami said to his mother that he couldn’t go to school because of headache. Swami reassured his mother that there was no important lesson that day, except for mathematics in which the teacher beat them for the whole period.

What made Swami displeased and why?

Swami was displeased because the courts were closed which meant that his father would be going home during the noontime. He did want his father to overlook his activities and his playtime with his friends named Rajam and Mani. His father would ask him to read all the time and follow whatever he had asked him to do.

Why did Swami feel angry?

Swami felt angry because he felt cut off from humanity and didn’t liked the cruelty he saw in his father’s nature.

What did Samuel say about Swami’s father?

Swami told his father that Samuel was a very angry man and he basically became angry with the late comer students. He also said that even the headmaster was also afraid of Samuel.So father decided to write a letter against Samuel.

It is important for a learner to read stories thoroughly and accurately in order to score better in West Bengal Board Class 10 English exams. The Father’s Help Question Answers West Bengal Board Lesson 1 Class 10 English has been summarised by experts to ensure that the story can be easily understood. Read carefully and you will understand everything about the story!

The Model Millionaire Chapter 6 Textbook Questions And Answers Karnataka Board Class 8 English Prose

The Model Millionaire Questions Answers Class 8 Chapter 6 English Prose is a detailed account of what you will learn in KSEEB Class 8 English. To successfully pass KSEEB Class 8 English exam and get an excellent grade on your report card at the end of it all you need a thorough understanding and comprehension of The Model Millionaire Questions Answers Class 8 Chapter 6 English Prose which we have made sure covers everything important!

About the author

The short story ‘The Model Millionaire’ was written by Oscar Wilde (1854-1900). He was a famous Irish writer. In this story, Oscar Wilde describes a boy Hughie Erskine who was a young man of good profile. His financial status was very low as he had no profession. He tried his hand in the different professions to earn money but was not successful. So the author referred to him as “a delightful, ineffectual young man with a perfect profile and no profession”.

Theme

Oscar Wilde portrayed beautifully the theme of appearance, generosity, friendship, gratitude, love, compassion, charity, commitment, connection, struggle and happiness. In this story, Hughie was fooled into thinking that the Baron was a beggar solely based on how the Baron was dressed and on what Alan Trevor has told him. It was for this reason that Hughie hands the Baron a sovereign. Hughie’s act of generosity is the fact that Hughie gives the Baron more than he can afford. The Kindness of Hughie repaid him with the kindness of Baron in the way of ten thousand pounds as a wedding present.

I. Answer the following questions in two or three sentences each:

1. Hughie Erskine was a good looking young man. He was liked and admired by men and women alike. He was not very clever, and never had any money.
2. Hughie was always changing his job because he was not successful in any of them. He worked on the Stock Exchange for six months. He started selling tea and then sherry. But, he failed in all his efforts.
3. Laura’s father, a retired Colonel, put a condition for the marriage of Hughie and Laura. He asked Hughie to earn ten thousand pounds of his own and then come to him with the proposal of marriage.
4. Alan Trevor was a painter. He was giving final touches to the lifesize painting of a beggar when Hughie called on him.
5. The beggar was dressed in torn, dirty clothes. He had a ragged brown coat over his shoulder. His boots were patched and well worn.
6. Alan earned it after selling his picture. In his opinion, the beggar had also been working as hard as Alan
7. The beggar was an old man, bent and wrinkled, with a piteous look on his face. He looked sad and lonely.
8. Hughie gave the beggar-man a sovereign.
9. Alan told Hughie that the beggar model was Baron Hausberg, one of the richest men in Europe. The Baron had a house in every capital city and ate food on gold plates. He had so much money that he could buy all of London.
10. The Baron might have a number of business firms of his own. He could invest Hughie’s money in one of his companies and earn profits.

II. Answer the following questions in five or six sentences each:

1. The richest man’s name was Baron Hausberg. He had a house in every capital city. He ate his food on gold plates. And, he could buy all of London the next day and prevent Russia from going to war. He was very influential and powerful. He had a desire to get his picture painted as a beggar. Also, he had asked Alan to paint his portrait and offered to pose as the beggar model himself.

2. Hughie was a handsome young man. He was not intelligent and did not have any money. He tried to make money by doing different jobs but failed in his attempts. Also, he was deeply in love with Laura. Laura’s father told him that he would consider giving his daughter in marriage if he earned ten thousand pounds of his own. One day, Hughie saw a beggar model in Alan Trevor’s studio. He mistook him for a real beggar and gave him a sovereign. The beggar model was in reality a rich man by the name of Baron Hausberg. He was impressed by Hughie’s generosity. He found out everything about Hughie from Alan Trevor. And, he sent Hughie a cheque for ten thousand pounds as a wedding present. Thus, Hughie was able to marry Laura.

3. The whole story has an undercurrent of subtle humour. Hughie attempts to work and earn money. When he fails at everything, he gives up his efforts. He decides to live on a meagre allowance given to him by an old aunt. These things evoke a humorous reaction in the readers. Hughie’s conversation with Alan Trevor is also humorous. Without knowing the real identity of the beggar model, Hughie gives him the only sovereign he had.
When he comes to know that the beggar is Baron Hausberg, he thinks he has made a fool of himself. Alan’s jokes about Hughie’s generosity are hilarious. Baron Hausberg’s reaction when Hughie gives him the sovereign, his benevolent nature and how he sends the wedding present, are all examples of subtle humour in the story.

4. ‘He had been a tea merchant, but soon got tired of selling tea’.

‘Laura loved him very much, and together they made a handsome couple. Of course, neither of them had any money.

‘The old man jumped, and a faint smile crossed his lips.

‘Good Heavens! I gave him a Sovereign’.

‘He will invest your sovereign for you and pay you interest’.

III. Vocabulary:

1. Fill in the blanks given below with the help of the compound words.

1. grandmother
2. newspaper
3. milestone
4. bookmark
5. tiebreaker
6. footpath.

B. Affix = Prefix + Suffix

1. do – undo
2. broken – unbroken
3. clean – uncLean
4. respect – disrespect
5. regard – disregard
6. Like – disLike
7. wanted – unwanted
8. honour – dishonour
9. comfort – discomfort

2. Use appropriate suffixes to the words given below to form new words:

1. easy – easiLy
2. hope – hopeful
3. fool – foolish
4. brown – brownish
5. calm – calmly
6. help – helpful, helpless
7. pain – painful, painless
8. child – childish
9. use – useful
10. beauty – beautiful
11. doubt – doubtful
12. slow – slowly, slowness
13. cheer – cheerful, cheerless
14. colour – colourful, colourless

3. Construct sentences with the following homonyms to bring out two different meanings of each word:

trip:

1. He tripped and fell.
2. They went on a trip to Belur.

stamp:

1. He pasted a stamp on the envelope
2. Sam stamped his foot in anger.

plant:

1. We must plant trees to save our environment
2. There are a number of medicinal plants in this garden.

right:

1. This is not the right way to do things
2. Take a right turn at the intersection.

Write any four homonyms which have different meanings, with the help of a dictionary.

1. advance
2. bank
3.  bow
4. object
5. play
6. bear
7. lie
8. fly
9. ring
10. lift
11. type
12. fine.

4. The last sentence of the lesson ‘Millionaire Models’, remarked Alan, “are rare enough, but model millionaires are rarer still. The word ‘model’ is used to mean two different things. Despite being a millionaire Baron Hausberg wished to be portrayed as a beggar and offered to be the model himself. Later, he proves himself a model millionaire (an ideal for other millionaires) by helping Hughie.

IV. Make five pairs of pun words with the help of the dictionary:

1. After taking a shot with his bow, the archer took a bow.
2. No one could believe how much produce our garden could produce.
3. There’s simply no use for something you can’t use.
4. The rebel seized the opportunity to rebel.
5. The incense incensed the customers.

V. Colour In Language:

1. pink
2. green
3. red
4. grey
5. black
6. blue
7. white.

VI. Learn To Speak And Listen:

Identify the following characters from the lesson:

1. Hughie Erskine
2. Laura Merton
3. Alan Trevor
4. The beggar model
5. Baron Hausberg.

The Model Millionaire Chapter 6 Textbook Questions And Answers Karnataka Board Class 8 English Prose

Questions And Answers

Is Model millionaire a real story?

Recent illustration for “The Model Millionaire” by an amateur artist. “The Model Millionaire” is a short story by the Irish author Oscar Wilde. It first appeared in print in the newspaper The World in June 1887. It was published again in 1891 as part of the anthology Lord Arthur Savile’s Crime and Other Stories.

What is the moral of the story The Model Millionaire?

The story’s focus on the ideas of the perception of class, beauty, wealth, and generosity makes for a tale with a strong lesson for readers: that beauty is in the eye of the beholder and that wealth and generosity are not always inextricably linked.

What is the name of The Model Millionaire?

The name of the millionaire was Baron Hausberg.

How much does a model get for sitting in The Model Millionaire?

“How much does a model get for sitting?” asked Hughie, as he found himself a comfortable seat on a divan. “A shilling an hour.” “And how much do you get for your picture, Alan?” “Oh, for this I get two thousand!” “Pounds?” “Guineas. Painters, poets, and physicians always get guineas.”

How did the millionaire model prove himself a model Millionaire?

Despite being a millionaire Baron Hausberg wished to be portrayed as a beggar and offered to be the model himself. Later, he proves himself a model millionaire (an ideal for other millionaires) by helping Hughie.

Why can’t Hughie marry Laura?

If Baron had not given Hughie money, Hughie will not have the money to marry Laura. Since Hughie is poor and unemployed, he would have never been able to marry Laura or have romance without the help of Baron’s generosity and money.

How would you justify the title of the story The Model Millionaire?

The title of the story is wonderfully relevant and apt. The story is about a millionaire, Baron Hausberg, who is not only a model by profession, but also is a perfect model of a great character. He helps Hughie Erskine by helping him financially. Thus the title is aptly justified

What is the most dramatic moment in the story The Model Millionaire?

The most dramatic moment in the story The Model Millionaire is when the painter Alan Trevor revealed to his friend Hughie Erskine the truth about the beggar who posed as a model for his painting. He was actually Baron Hausberg, the wealthiest man in the country.08

What impression do you form of Hughie character?

Hughie Erskine is a handsome and charming, yet unlucky in money kind of lad. He’s generous, though, and kindhearted toward people he perceives as having less than he does.

It is important for a learner to read stories thoroughly and accurately in order to score better in KSEEB Class 8 English exams. The Model Millionaire Questions Answers – Class 8 Chapter 6 English Prose has been summarised by experts to ensure that the story can be easily understood. Read carefully and you will understand everything about the story!

I Know Why The Caged Bird Sings Poem Analysis For ICSE Class 9 and Class 10 Students

About The Poet

Maya Angelou was an acclaimed American poet, storyteller, singer, memoirist, and autobiographies. She was born Marguerite Johnson in St. Louis, Missouri, on April 4, 1928. She is widely regarded as the “ Black Women’s Poet Laureate.”  She spent much of her childhood in there of her paternal grandmother in rural Stamps, Arkansas. When she was nearly eight years old, she was ravished by her mother’s boyfriend and told of it, after which he was murdered; the traumatic situation left her dumbstruck for nearly five long years!

She was best known for her seven autobiographical books: 

1. Mom & Me & Mom (Random House, 2014);
2. Letter to My Daughter (Random House, 2008); 
3. All God’s Children Need Traveling Shoes (RandomHouse, 1986); 
4. The Heart of a Woman (Random House, 1981);
5. Singin’ and Swingin’ and Gettin’ Merry Like Christmas (Random House, 1974); and 
6. I Know Why the Caged Bird Sings (Random House, 1969), which was nominated for the Nation Book Award.
7. Her poetry: Give Me a Cool Drink of Water ‘fore I Diiie’(1971) was nominated for the Pulitzer Prize.

Her autobiographies reflect the themes of economic, racial, and sexual oppression. She found encouragement for her literary talents at the Harlem Writers’ Guild.

Among numerous honors was her invitation to compose and deliver a poem, “On the Pulse of Morning,” for the inauguration of U.S President Bill Clinton in 1993. One of her famous quotes is, “ There is no agony than bearing an untold story inside you.” These lines portrayed her utmost zeal to voice her opinions. Further, critic Robert B. Stepto praises her for borrowing “ various folks rhythms and forms and thereby buttresses her poems by evoking aspects of a culture’s written and unwritten heritage.” 

About The Poem

The poem “ I Know Why the Caged Bird Sings,” also known as “ Caged Bird,”  was published in the year 1983 in the poetry collection “Shaker, Why Don’t You Sing?” It describes the early years of the American writer and poet and conveys how the strength of character and love of literature can help overcome racism and trauma. It is said that the writers James Baldwin and cartoonist Julie Feiffer inspired her to write this famous workpiece. The poem can be seen as a portrayal of social disparity and the ideals of freedom and justice. With the use
of metaphorical birds, Angelo represents the inequality of justice seen in the society of her time, which differentiates between the African-American community and its White counterparts. It is a heart-wrenching poem reflecting on the mindless oppression the Blacks were subjected to back in the olden days. Maya Angelou takes her title from Paul Lawrence Dunbar’s poem entitled Sympathy. Dunbar’s caged bird sings from the frustration of imprisonment; its song is a form of prayer. In addition, Angelou’s caged bird also sings from frustration; in doing so, she uncovers the fact that the song transforms the cage from a prison that denies selfhood to a vehicle for self-realization.

Structure Of The Poem

The Poem

A free bird leaps

on the back of the wind

and floats downstream

till the current ends

and dips his wing

in the orange sun rays

and dares to claim the sky.

 

But a bird that stalks

down his narrow cage

can seldom see through

his bars of rage

his wings are clipped and

his feet are tied

so he opens his throat to sing.

 

The caged bird sings

with a fearful trill

of things unknown

but longed for still

and his tune is heard

on the distant hill

for the caged bird

sings of freedom.

 

The free bird thinks of another breeze

and the trade winds soft through the sighing trees

and the fat worms waiting on a dawn bright lawn

and he names the sky his own

 

But a caged bird stands on the grave of dreams

his shadow shouts on a nightmare scream

his wings are clipped, and his feet are tied

so he opens his throat to sing.

 

The caged bird sings

with a fearful trill

of things unknown

but longed for still

and his tune is heard

on the distant hill

for the caged bird

sings of freedom.

 

The poem is free verse. There are six stanzas in the poem, with the third stanza being repeated at the end. Each line begins with a capital letter, and the rest are in small letters. The poet has not used any comma or semicolon at the end, indicating the verse’s rhythmic flow. Angelo does not allow meter, rhyme, and stanza to control her poetry. She allowed the unrestricted flow in the sentences to intensify the importance of freedom in life. In the 36 lined poem, all the lines are very unembellished, which helps to convey the complete meaning. In each sentence of the poem, the noun is placed in front of the verb, which might be because the poet wanted the readers to focus on the differences between the lives of the two birds that are caged and free and bring out their different dreams. This poem derives its power from rich, vibrant imagery that encourages the readers to appreciate and interpret the poem in various ways. The number of syllables in each line is inconsistent. There is a repetition of the word “freedom.” Also, the third stanza is repeated at the end, which brings out the importance of freedom in the life of every being.

LITERARY DEVICES OF THE POEM

There are many poetic devices in the poem. Some of them are discussed below:-

1. Metaphor – A figure of speech in which a comparison between two different things is implied but not clearly stated. Examples in the poem are:
   • “Caged Bird”
   • “Bars of Rage”
   • “Narrow cage”
2. Repetition – The third stanza is repeated at the end.

“The caged bird sings

with a fearful trill

of things unknown

but longed for still

and his tune is heard

on the distant hill

for the caged bird

sings of freedom.”

1. Personification–The abstract ideas are invested with personality, and both inanimate and abstract ideas are endowed with the attributes of living beings. The example of personification in this poem is “ His shadow shouts on a nightmare scream” here, shadow is personified.
2. Hyperbole– It is identified as an extravagant exaggeration, not to be taken literally but used figuratively to
   create emphasis.
3. Allusion– The poem’s title is a reference to Paul Laurence Dunbar’s poem “Sympathy.”

THEME OF THE POEM 

There are various themes of the poem, and it touches a wide arena of perspectives.

Freedom versus Enslavement: The theme of freedom and confinement, I.e., enslavement, is prominent throughout the poem. The portrayal of the free bird living a life of phenomenal joy and liberty stands for freedom, while
enslavement is symbolized by the shackled life of the caged bird whose  “wings are clipped, and his feet are tied.” 

The poem begins with a free-leaping bird gliding in the open sky and is exposed to the pleasures of freed self.

A free bird leaps

on the back of the wind

and floats downstream.

However, the caged bird lives an enslaved life in a “narrow cage.” It represents the social disparity between the Whites and the African-American communities during the Civil War.

Moreover, the free bird is aware of its freedom and dares to claim the sky its own. It flies through the orange hue of the sky and dips its wings. With the color imagery of orange rays, the effect heightens -as orange is a color associated with glow and contentment.

The free bird thinks of another breeze, I.e., the wishes to get the most of his liberty and also feeds on “ fat worms”; on the contrary, the only thing attainable for the caged bird is his voice through which it can sing his song of unmeasured melancholy. Singing is symbolic of his rebellion against oppression. The idea of freedom is “unknown” to him, yet the bird yearns for the long awaiting enjoyment. An abolitionist, Frederick Douglass, once said, “ Slaves sing most when they are most unhappy.” The poem ends on a positive remark as the voice of the caged bird is heard on a distant hill, “ and his voice is heard on a distant hill.” 

Racism and Slavery: The poem conveys the pent-up sentiments of the poet against racial discrimination and social injustice in the form of slavery which was prevalent in America in the Civil War era. Though the poet never mentions it directly. The “free” bird represents the privileged Whites, whereas the “caged” bird, an extended metaphor, depicts America’s enslaved African – American community.  It captures the overwhelming agony and barbarity of oppression of the marginalized communities by relating it to the misery of the forever caged bird. Until 1965, under a system of racial segregation named “ Jim Crow,” the blacks of the Southern United States lived in poverty. They were denied basic needs like the right to vote, public transport owing to their color.

The caged bird is the reference to the social, mental suffering of the African-American Blacks. The bird could not fly on his own will and ambition.