Sunday, 25 February 2018

10th std PRACTICE SHEET

10th std PRACTICE SHEET

Section B (Writing and Grammar) 30 marks

3. (a) With the rise in traffic jams on the roads and vehicle accidents, the local
police authorities are trying to encourage the use of public transport. You feel   
that this will greatly reduce congestion on the roads during peak hours.
Write an article in about 100-120 words on the benefits of using public
transport for daily commuting. You are Sumit/ Sumita Sharma, 35 High
Street, Jodhpur.                                                                                              (8 )            

OR

(b) You are Vinit/Vinita of Green Forest High School, Patiala, looking for
auditoriums to host your Annual Function. Write a letter in 100-120 words to
the Manager, Kent Auditorium enquiring about the venue, availability, seating
capacity, charges, etc. Write about other necessary details.

4. (a) Enjoyed going for long walks– visit to Dehradun—huge forest – taking
shortcut through the woods, a tree toppled pinning me underneath. Then...... (12)

OR
(b) We were caught in a storm. Fortunately we came across a broken down hut.
As soon as we opened the door ................

5. Fill in any four of the following blanks by choosing the most appropriate
option from the ones given below. Write the answers in your answer sheet 
against the correct blank numbers.                                                            (4)    
  
A We know the harmful effects of plastic bags, (a)...... people don’t stop
B throwing them about. Every year , it leads to (b)...... drains and flooded
C roads. The government (c)....... to check the use of plastic bags.
D The people (d)........ contribute in this endeavour. Without the support
E of the common man, the government cannot achieve (e) ..........

(a) (i) while (ii) when (iii) because (iv) yet
(b) (i) to block (ii) blocked (iii) block (iv) blocking      
(c) (i) were trying (ii) are trying (iii) is trying (iv)try
(d) (i) must (ii) may (iii)might (iv) shall
(e) (i) successful (ii) succeed (iii)successfully (iv) success

6. In the following passage one word has been omitted in each line. Write the
missing word, in any four sentences of the given paragraph, along with the
word that comes before and the word that comes after in the space provided.    (4)

                                                                                          Before      Missing Word      After
The popular musical rhythm known Forro                       E.g known        as             Forro
originated in the northeast Brazil. This                             (a)
music style played by a combination of three                   (b)
instruments, an accordion ,a triangle and
zazumba.                                                                            (c)
Other instruments can added to compose a
Forró song                                                                          (d)
Forró can only be danced in pairs and is easier
Samba.                                                                               (e)

7. Rearrange any four of the word clusters to make meaningful sentences.     (4)

(a) and interesting events / who collect information/ reporters are people/about/important
(b) write articles/about /some of them/ for newspapers/ these events
(c) news reports/ others / or television programs/ on radio/ give
(d) before sending/ investigating news/ most of/ in / is spent /a report / their time
(e) irregular schedules/ kind of work/ and travel/demands/ long hours/ this

Section C (Literature) 30 marks

8. Read the extract given below and answer the questions that follow.
Write the answer in your answer sheet in one or two lines only.               (1x4= 4)

(a) “We want a verse that says how much we loved him and refers to all his
good qualities and says what a heavy loss we’ve had.”
i. Who is referred to as ‘him’?
ii. Why did they need a verse?
iii. What objection was raised to the idea of the obituary in the form of a verse?
iv. Find the antonym of ‘loss’.
OR
"The doctors were doing all they could, but in our hearts we knew we needed
a miracle".
i. Who is the speaker of the above lines?
ii. Who is being addressed?
iii. What miracle is the speaker talking about?
iv. Find the synonym of ‘marvel’

9. Answer any four of the following questions in 30 - 40 words each. (2 x4=8)
i. Who was Miss Mebbin? Was she really devoted to Mrs. Packletide? How did
she behave during the tiger shooting?
ii. Do you agree with the frog’s assessment that the nightingale is a brainless
bird?
iii. What for was Patol Babu wanted by the film production company? Why did
Nishikanto Babu suggest his name?
iv. When one of the boys said, “We are not complaining, Sir.” What do you learn
of their character?
v. How does the poet react after hitting the snake?

10. Attempt any one out of the two following long answer type question in 
100-120 words.                                                                                                   (8)

(a) Write a character sketch of Mark Antony.
OR

(b) What does Shelley teach us about mighty rulers and the passage of time through the poem –‘Ozymandias’?

11. Answer the following question based on prescribed novel text for
extended reading in about 200 – 250 words.                                                      (10)

(a) Describe Helen Keller’s experience at Radcliffe. Why did she say, ‘But
college is not the universal Athens I thought it was?’

OR
(b) Give a brief character sketch of Arthur Gilman.


Question Bank



Question Bank (only for practice )


Grade: X                                                                                            Maximum Marks:80
Subject: English                                                                                Duration: 3 hours

General Instructions:
(i) This question paper is divided into three sections:
Section A – Reading 20 marks
Section B – Writing and Grammar 30 marks
Section C – Literature 30 marks

(ii) All questions are compulsory.
(iii) You may attempt any section at a time.
(iv)All questions of that particular section must be attempted in the correct order.

Section A(Reading) 20 marks

1. Read the passage given below and answer the questions that
follow:
1. People for the Ethical Treatment of Animals (PETA) is an American
animal rights organization, a non-profit corporation with 300
employees, has three million members and supporters and is the
largest animal rights group in the world. Its slogan is "Animals are not
ours to eat, wear, experiment on, use for entertainment or abuse in
any way."
2. Founded in March 1980 by Newkirk and fellow animal rights activist
Alex Pacheco, the organization first caught the public's attention in
the summer of 1981 during what became known as the Silver Spring
monkey case. The case lasted ten years, involved the only police
raid on an animal laboratory in the United States, triggered an
amendment in 1985 to Animal Welfare Act, and established PETA as
an internationally known organization. Today it focuses on four core
issues-opposition to factory farming, fur farming, animal testing, and
animals in entertainment.
3. PETA runs several programs through its Community Animal Project
for cats and dogs in poorer areas of Virginia, near its headquarters.
They shelter neglected dogs and cats that are ill and injured, and
pursue cruelty cases. They set up dog houses with straw bedding for
dogs chained outside all winter. They urge population control through
neutering and adoption from shelters.
4. PETA argues that it would have been better for animals had the
institution of breeding them as ‘pets’ never emerged, that the desire to
own and receive love from animals is selfish, and that their breeding,
sale, and purchase can cause immeasurable suffering. They would
like to see the population of dogs and cats reduced through neutering,
and for people never to purchase animals from pet shops or breeders,
but to adopt them from shelters instead.
5. PETA supports hearing dog programs where animals are taken from
shelters and placed in appropriate homes. PETA also opposes the
keeping of fish in aquarium tanks, suggesting that people view
computer videos of fish instead.
Attempt any eight of the following questions on the basis of the passage
you have read.                                                                 1x8= 8

i. What is the slogan of PETA?
ii. What made PETA an internationally known organization?
iii. What are the issues focused on by PETA?
iv. How does Community Animal Project work?
v. What are the arguments forwarded by PETA?
vi. What are the suggestions of the organization related to fish?
vii. How can the population of dogs and cats be reduced?
viii. How does hearing dog programs help the animals?
ix. Which word in paragraph no.2 means the same as ‘change and correction’?

2. Read the passage given below and answer the questions that
follow.
1. As summer comes near, many children are really happy to forget
about school for a few months. However, they might be taking that
goal too seriously. Studies have found that children typically forget
between one and three months’ worth of school learning during the
summer months.
2. Spelling and math abilities suffer the most, while reading is not really
influenced by the time off. The most probable reason for this is that
most children read at least occasionally outside of the classroom,
whether newspapers, magazines, books, or video game guides.
However, their math and spelling skills only get exercised in the
school setting.
3. The original purpose of summer vacations was to let farm children
have time off to help work in the fields in the high growing season, but
this reason is no longer valid since fewer kids actually work on farms
today. Some cities in the United States, such as Los Angeles, have
moved to a year-round school calendar, which may help reduce the
academic decline that occurs during the long summer vacation.
4. Most cities maintain the normal nine and a half-month calendar.
To improve skills and to maintain a good level of preparation,
superintendents recommend trips to museums, summer camps,
vacations with educational components, and visits to libraries to keep
kids mentally alert and interested throughout the summer. There are
other educational systems that provide vacations while still keeping
students’ skills sharp. For example, in Japan students attend class for
seven weeks consecutively, followed by two weeks of vacation. This
continues throughout the year. In Italy, students attend class six days
per week, but finish at 1:30 pm each day, so that school does not
dominate their life the way that it does in America, where students
attend high school from 7:45 am until 3:00 pm each week day.
5. In areas where there are not enough classrooms—in Afghanistan or
Somalia, for example—older students attend classes in the morning
while the younger kids go to school in the afternoon. School
administrators and educational specialists fear that the three-month
summer vacation halts the continuity of learning.

2. 1 On the basis of your reading the passage, answer any four of the
following questions in about 30 – 40 words each.                 2x4= 8
(a) What should be done to keep kids mentally alert and interested
throughout the summer?
(b) Which skills are influenced by the time off? Why?
(c) What is the difference between the education system in Italy and America?
What is the worry of school administrators and specialist?
(d) What was the original purpose of summer vacations?

2. 2 On the basis of your reading of the passage, fill in any two of the
following blanks with appropriate words / phrases.               1x2= 2

i. Studies have found that during the summer months children typically
forget ............................................................
ii. In Japan students attend class.......................
iii. In areas where there are not enough classrooms ...........................

2.3 Attempt any two of the following. Find out the words from the passage
that mean the same as under.                                                     1x2= 2

i. decrease (Paragraph 3 )
ii. take over (Paragraph 4)
iii. affected by (Paragraph 2)

Section B (Writing and Grammar) 30 marks
3. (a) Write a letter to the editor of a national daily in about 100-120 words 8
expressing your views on the topic 'Saving the beauty of nature is in the
hands of every common man'. You may recall ideas from the MCB unit
'Environment'. You are Nitish / Nishita of 85, Curzon Road, New Delhi.

OR

(b) You are Akash / Akshata Patil, P.E teacher of Morning Dew Public
School, Jaipur. Write a letter to New Star Sports Company, Gandhi
Market, Mumbai, asking him to send the following sports material for your
games and sports department: Foot Ball (10 Nos), Cricket Bats (10 Nos)
, Cricket Balls (20 Nos) , Tennis racquets (10 nos) ; Tennis Balls (20
Nos). Add other necessary details.

4. (a) Sohan was running around the basketball court while waiting for his
friends to join him for their routine Sunday game. Suddenly, something
caught his attention towards the dark corner of the paper recycling unit
and then.................                                                                            (12)

OR

(b) The stadium looked festive, all were excited, when I entered and
suddenly.............

5. Fill in any four of the following blanks by choosing the most appropriate
option from the ones given below. Write the answers in your answer
sheet against the correct blank numbers.                                               (4)

A Eating nuts may help reduce risk factors (a)...... many chronic diseases.
B Nuts (b) ......... a mix of valuable vitamins and minerals.
C They (c)......... by people in India largely during winter.
D (d)............, they must not be consumed in excessive quantities.
E They are used generously in the (e)......... of Indian desserts.
(a) (i) by (ii) for (iii) on (iv) at
(b) (i) contain (ii) contained (iii)contains (iv)containing
(c) (i) consume (ii) is being consumed (iii)consumed (iv) are consumed
(d) (i) moreover (ii) consequently (iii)however (iv)In addition
(e) (i) prepare (ii) preparation (iii)preparing(iv) prepared

6. In the following passage one word has been omitted in each line. Write
the missing word, in any four sentences of the given paragraph, along
with the word that comes before and the word that comes after in the
space provided.                                                                        4

                                                                                                  Before      Missing Word     After
The city of Singapore celebrated 50th                                  E.g celebrated        its           50th
anniversary pomp and splendour.                                          (a)
Fighter jets flew across sky and the                                       (b)
people given free rides on buses                                            (c)
and trains. The celebration ended with
grand                                                                                      (d)
show fireworks after the military parade.                               (e)

7. Rearrange any four of the word clusters to make meaningful sentences.              4
(a) getting /ways/ the/ running /one /is /of /best / of / fit.
(b) and/ requires / inexpensive /it’s / equipment /no special.
(c) easily / routine / everyday /can /your / it / with /fit in.
(d) swimming /lots more /calories / burns /running /per minute /than /or
cycling.
(e) helps / risk of / heart disease/ reduce / running/ to

Section C : Literature 30 marks

8. Read the extract given below and answer the questions that follow.
Write the answer in your answer sheet in one or two lines only.
(a) CAESAR: And you are come in very happy time,

To bear my greeting to the senators
And tell them that I will not come to-day:
CALPURNIA: Say he is sick.
i. Whom does Caesar greet in the first line? Why had he come to
Caesar’s house?
ii. Why did Caesar decide not to go?
iii. How was the person addressed to by Caesar able to persuade him to
go?
iv. Find the synonym of ‘convey’

OR
The Wedding-Guest he beat his breast,
Yet he cannot choose but hear;
And thus spake on that ancient man,
The bright-eyed Mariner
i. What was the ancient man telling the Wedding-Guest?
ii. Why was Wedding-Guest beating his breast?
iii. What do we know about the appearance of the ancient mariner?
iv. Find the antonym of ‘bright’

9. Answer any four of the following questions in 30 - 40 words each. 2 x4=8
i. How has the author potrayed the main characters in the story- Mrs.
Packletide’s Tiger’ i.e. Mrs. Packletide, Miss Mebbin and Loona
Bimberton? Cite instances from the story that point to this fact.
ii. How did Michael come to know about Sebastian’s condition?
iii. Why did Patol Babu walk away before he could be paid for his role?
iv. “Tortured by doubt and remorse, he sat down in the glow of the charcoal
sigri to wait.” Why was he tortured by doubt and remorse?
v. What kind of stories did Jenkins want the narrator to write? Why?

10. Attempt any one out of the two following long answer type question
in 100-120 words.                                                                                       8
(a) In the drama – ‘The Dear Departed’, Which instances from the text reveal
that the daughters were more concerned with putting on a show for the
old man’s funeral rather than the old man?
OR

(b) Taking the nightingale as a trainee worked in the frog’s favour. Explain.

11. Answer the following question based on prescribed novel text for
extended reading in about 200 – 250 words.                                           10
(a) How did Helen pass her time when she was not reading?

OR

(b) Mr. Keith played a pivotal role in developing Helen’s interest in mathematics.
Elaborate.

9th std REVISION TEST PAPER (only for practice)

REVISION PAPER (only for practice)

Section A (Reading)

1. Read the passage given below and answer the questions that follow:  12
1. Food, clothing and shelter are the basic human needs. However, there are
many who barely manage to acquire the first two necessities but the third
remains beyond their reach. A large section of the population therefore lives
and sleeps at public places, like roads, pavements and streets under
unhygienic conditions and is categorized as the ‘homeless population’.
2. Homelessness is a growing phenomenon worldwide and is a major challenge
faced by India today. People from rural areas are moving to the cities and
towns to find employment, or to escape calamities like floods, famine and
drought.
3. Rural poverty is the most fundamental reason for the great migration to the city.
The poor people are not in a position to pay for housing, food, child care, health
care, and education. The vast majority of these men and women are farmers
and farm labourers who in their villages lack resources and opportunities for an
economically active life.
4. The deinstitutionalizing of the patients with mental problems and disability,
drugs and alcohol abuse, lack of skills stemming from a lack of education with
which to find an adequate job also contribute to the homeless population. The
most vulnerable sections experiencing homelessness are the women, children
and the aged, as an outcome of death of male adult earning member and
sometimes due to domestic violence.
5. Hence, homeless persons are heterogeneous in terms of their age-group,
gender, livelihoods, place of origin and the reasons for living in the street.
6. Homelessness is more than ‘rooflessness’. A home provides roots, identity,
and a sense of belonging and a place of emotional wellbeing. Homelessness is
about the loss of all of these. It is an isolating and destructive experience and
homeless people are some of the most vulnerable and socially excluded in our
society.
7. Most of the homeless are not beggars but many of them are engaged as
casual wage labourers, construction labourers, shoe-shiners, rag-pickers and
as domestic help.
8. In spite of the gravity of the problem and our limited resources, providing
shelter to the homeless is not an insurmountable problem, it is a ‘manageable
challenge’. You can give hope and opportunity to people and help them have a
home of their own.

1.1 Answer the following questions: 2x4=8
(i) What is the main reason for people migrating from rural areas to cities?
(ii) What are the other reasons for ‘homelessness?
(iii) In what way are the homeless persons ‘heterogenous’?
(iv) What kind of jobs are most of the homeless engaged in?

1.2 Answer the following. 1x4=4
(i) What does a home provide?
(ii) How does the writer term the problem of ‘homelessness’?
(iii) Explain the idiom - ‘to remain beyond one’s reach’
(iv) Give the ‘antonym’ of the word ‘vulnerable’

Section B (Grammar)

1. The resort is built on top of the mountain 10,000 feet (a)....... sea level. There
are several tall trees (b) ....... the complex. The weather is pleasant even (c)
...... the month of May. 1x3=3

(a) (i) along (ii) above (iii) across (iv) after
(b) (i) among (ii) between (iii) around (iv)before
(c) (i) of (ii) at (iii) on (iv)in

2. The following paragraph has not been edited. There is one error in each
line. Write the error and its correction as shown in the example. 1 x4=4
                                                                                                         Error  Correction
We were tired on cycling in the hot sun and hungry e.g.                   on         of
so we rested underneath a tree. We had been on the                    (a)
road from 5 in the morning. We hoped to reach                           (b)
our destination in 6 pm . We ate a simple lunch                           (c)
at a small eatery cross the road.                                                    (d)

3. Look at the words and phrases below. Rearrange them to form meaningful
sentences. Write the correct sentences in your answer sheet. 1x 3=3

(a) meet / to see / different places / because / I travel / I love / and / different
people
(b) me / the sense / it gives / of freedom / enjoy / I
(c) me / to forget / sometime / It / pleases / my duties/ and / responsibilities/ for


Section C (Literature)

4. Read the extract given below and answer the questions that follow.
(i) A tall old man, with a smooth face and white hair looking as proud as Julius
Caesar was there to meet her. His clothes were frazzled but I didn’t notice that till
later.                                                                                                          1x4=4

(a) Who is the tall man whom Pescud saw?
(b) Who is ‘her’?
(c) Why did the speaker later notice that the old man’s clothes were ‘frazzled’?
(d) Why did the speaker follow her?

(ii) Bishop : That is why they are left open. 1x4=4
Convict : Well, they are shut now!
Bishop : (sighs) For the first time in thirty years.

(a) What are ‘they’? Why were ‘they’ left open?
(b) Why are they shut now?
(c) Why weren’t they shut for thirty years?
(d) What was the Bishop not afraid of?

5. Answer the following in 30-40 words. 2x1=2
(a) Why was Pescud shocked when he saw the girl and the father going up the hill?
(b) What grouses does Persome have about her brother?

6. Answer the following question in 80-100 words. 6x1=6
(a) Pescud describes Jessie as ‘Nothing spectacular, you know, but just the sort you
want for keeps’. Why did Pescud want Jessie ‘for keeps’ in the story ‘Best Seller’?
(b) In the end realization dawns upon the convict that he is a man again and not a
wild beast. Who was responsible for this change in the convict and what qualities
would you associate with him?

8. Answer the following question in 150-200 words: 10x1=10
(a) What impression of Jerome do you form after reading the novel? Support with
examples.


9th std Three Men in a Boat Ch 14 to 19

Three Men in a Boat Ch 14 to 19

 Answer the following questions in 150-200 words:

(a)Describe the experience of the three friends preparing the Irish stew.
It was George who suggested that an Irish stew should be cooked. The
suggestion was liked as the friends could use vegetables, cold meat and other
things in making it. George gathered wood and made a fire. Harris and the
narrator started to peel the potatoes. But peeling the potatoes turned out to be
a long, arduous task. The peeling was abandoned in favour of scraping the
potatoes. Only four potatoes came to be peeled. George said it was absurd to
have only four potatoes in the Irish stew. Harris and the narrator, then, washed
about six potatoes and put them in without peeling. They also put in a cabbage
and some peas. George stirred it all up. Then many odd things were also put in
the stew. A tin of potted salmon was emptied into the pot. The narrator brought
out a couple of eggs that had cracked. The eggs were also put in. Many other
things went into the pot. The dog, Montmorency, came out with a dead water- rat.
It was his contribution to the stew. Harris wanted to put the rat in. But
George said he had never heard of water-rats in Irish stew. The Irish stew was a
grand success. The three friends enjoyed it. The narrator felt that he had never
enjoyed a meal more than this. The stew was a dish with a new flavour. It was
nourishing, too. After the stew, the friends had tea and cherry-tart. Harris was
in an irritable mood. The narrator thought that it must have been the stew that
had upset him.

(b) Describe the fight between Harris and the swans.
Harris brought back George and the narrator on the island. The friends found
unaccountable strangeness about Harris. He looked tired, and there was a sad
expression on his face. When George and the narrator asked him if something
had happened, he said, “Swans!” Harris, then, told them that he fought with two
swans – a female swan and her old ‘man’. He was able to defeat them.
Afterwards the two swans returned with eighteen other swans.Harris said that
a bitter fight followed. George asked how many swans he said there were.
Harris replied that they were thirty-two. When George said that he had said
eighteen, Harris said he hadn’t, and that he had said twelve. Soon the friends
realized that Harris was in a drunken state. In the morning when they talked to
him on the subject, Harris said, “What swans?” The story was obviously not
true. It was Harris’s figment of imagination in his drunkenness.

(c) The description of the story of the woman who took her life is so heart-rending
 that it actually raises a question against the vices prevalent in our society. Express your
opinion on the fate met by the woman.
The narrator was pulling the boat a little above Reading. Suddenly George saw
something black floating on the water. It was the dead body of a woman. Her
face was not beautiful. It was prematurely aged – looking thin and drawn. Some
men on the bank took charge of the body, much to the relief of the friends. The
friends learnt about the story of the dead woman thereafter. She had loved and
been deceived, or had deceived herself. She had sinned in giving birth to a
child while she was still unmarried. Her family and friends had closed their
doors on her. She tried to keep her child and herself alive on six shillings a
week, which was almost impossible. She made one last appeal to her friends.
When no one came to her rescue, she drowned herself in the river, leaving
behind her child. She had, thus, sinned in living and in dying.

(d) What was the reality of the trout and how was it revealed?
George and the narrator entered the parlour of a riverside inn. There on the wall
they saw an old glass-case in which there was a big trout. They had given the
impression that they were total strangers to the place. George asked an old
man how much he thought the trout in the glass-case weighed. The old man at
once said “eight pounds six ounces”. Then he told them that it was he who had
caught the fish with a minnow some sixteen years ago. After a while, he went
out. The local carrier came in. He claimed that it was he who had caught the
fish just below the lock, with a fly. He said the fish weighed twenty-six pound.
Then, after a while, another man came and said he had caught the fish with a
bleak. The landlord came and made fun of all previous claimants. He said that it
was actually he who had caught the fish when he was a boy, having bunked the
class. When the landlord went out, George climbed up on the back of a chair to
have a better view of the fish. The chair slipped, and George clutched wildly at
the trout-case to save himself. It came down with a crash, with George and the
chair on top of it. The trout lay shattered into a thousand fragments as it was
plaster-of-Paris.

(e) Once George and the narrator escaped a fatal accident at a lock. Narrate the
 incident in your own words.
It was a pleasant day. The lock was crowded. A photographer was ready to
click. George who was fond of being photographed sat down in the boat in a
graceful pose. The narrator also took up a position in the prow. He arranged his
hair and changed his expression that suited him. As they stood, a voice
shouted: “Hi! Look at your nose.” The narrator stole a slide glance at George’s
nose. It was all right. He also felt his own nose, which seemed to be as it should
be. “Look at your nose, you stupid ass!” came the same voice again. Then a
voice came, “Look at your boat, sir!” It made both George and the narrator
aware of something which they had missed. The nose of their boat had got
fixed under the woodwork of the lock. The water level was rising around.
In another moment both the friends would have got drowned. They each seized
an oar instantly, and with a vigorous blow released their boat. The blow sent
them sprawling on their backs. The photograph which was clicked then showed
only their feet waving madly in the air.


(f) Describe the experience of the three friends when they were caught in incessant
rain while rowing.
When the friends started their homeward journey from Oxford, they were
caught in incessant rain. It grew chilly as the rain continued. It sounded as if a
woman were weeping low in some dark chamber. The whole scene looked dull,
as there was no sunlight. The three friends – George, Harris and the narrator
felt sad and lonely, though for some time they pretended to be enjoying the
rainfall. They said that it was a change, and that they could not expect to have
sunshine all the time. They tried to hide their true feelings. They sang songs
and played cards. George and Harris began to talk of those who fell ill while
sleeping in the damp, rainy weather. Their talks about death and diseases only
upset them. Then George was asked to play a song on the banjo. George
played the song. The sad tune had its effect on Harris and the narrator. After
the song, the three friends were able to have some sleep, though it was fitful.

(g) ‘George has never learnt to play the banjo to this day’. Why does the author
 say this?
George tried to play the banjo but he could not learn to play it properly. When
he played it at home, the landlady would come and stop him saying, “I like you
playing banjo, but the lady upstairs is expecting a child. The doctor is afraid
that it might harm the child.” George then began to play the banjo round the
square at night. But on the complaint of the inhabitants of being disturbed, he
was caught by the police, which released him on the promise that he would not
play the banjo for six months. When the situation did not change even after six
months, he sold it at much reduced price. When the boating trip started, be
bought a new banjo, hoping to have time to learn to play it. But again, he was
discouraged. Harris objected to it. He said he had had a headache. When
George said that the music would remove headache, Harris said he would
rather have a headache than listen to his banjo. Even Montmorency would sit
and howl steadily through his performance. George got irritated and tried to hit
the dog with a boot. Thus, George gets no time to learn to play the banjo, as the
author tells us.

(h) Under what circumstances was George told to play a comic song? What was
 the effect of the comic song ‘Two Lovely Black Eyes’ on others?
It had been raining incessantly. The spirits of the three friends were low. They
tried to pass their time. They sang a song about a gypsy’s life. They also spent
some time in playing cards. They also drank some toddy. George told them
how a young man died after having slept in a damp boat due to rheumatic fever.
Harris also told a similar story about a friend of his, who became a lifelong
cripple after having slept under a canvas for just one night. The narrator
wanted to listen to something pleasant. So he asked George to play the comic
song Two Lovely Black Eyes’ on his banjo. No one had asked him to play banjo
under any other circumstance. George at once brought out his banjo and began
to play the song. The sad tune had its effect on Harris and the narrator. Harris
sobbed and the dog howled. After the music, the friends managed to get some
fitful sleep.

(i) What led to the friend’s abandoning their boat in the last leg of their trip?
The boat started from Oxford upon the homeward journey. It began to rain
shortly. The three friends rowed the whole day through the rain. At first they
pretended to enjoy the rain. They sang a song about gypsy life. The rain
continued. Everything in the boat was damp. The supper was not a success.
The friends tried to have a nap and while away their time in gambling. George
told them how a man in a damp boat caught rheumatic fever and died. Harris
told about a man who slept under a canvas one night and woke up a cripple for
life. A pleasant talk about diseases followed. George played ‘Two Lovely Black
Eyes’ on his banjo. His friends liked the tune. They became quite sentimental.
The rain continued to pour down. The friends decided to continue to pull on to
Pangbourne. Then George suggested that a train leaves Pangbourne after five,
which would take them to the town in time to get a chop in the restaurant
mentioned by the narrator earlier. Having agreed to the suggestion, the friends
left the boat with a boatman at Pangbourne and walked stealthily to the railway
station.

(j) Write the character sketch of Harris.
Harris is an important character. He is quite pretentious in so far as his cooking
is concerned. He makes tall claims about preparing scrambled eggs which his
friends must not have eaten in their lifetime. The way he makes mess of
everything while preparing these eggs is quite amusing. He burns his fingers,
curses everything and dances about in confusion. He is also whimsical. Once
at Datchet he along with his friends came to an inn named the Manor House. He
rejected the inn simply because he did not like the looks of a man stooping
there. Once he gets drunk and forgets that he is to bring his friends back to the
island. In his drunkenness he makes a funny tale of his fights with ‘swans’.
When he regains his senses he asks his friends “What swans?” He is
somewhat suspicious. He slips into a gully covered with grass and comes out
in a very bad state. He is in an irritable mood. He blames his friends for the
mishap.

(k) What impression of George do you form after reading the novel? Support with
examples.
George is an important member of the rowing party. He learnt rowing quite late
and has had some bad experiences. He loves to get up late to enjoy his sleeps.
Whenever he gets early he feels very irritable. Once he had a very bad
experience of getting up early at Mrs. Gippings. He went out at 3 a.m. thinking that
it was about to be 9 a.m. He became a suspect in the eyes of the
policemen. He is not as jolly as the narrator. When the narrator wets his shirt
accidentally, he gets angry and does not view it as a funny incident. He is fond
of playing the banjo. The narrator and Harris do not have good opinion about
his ability to play the banjo well. However, they become sentimental when
George plays ‘Two Lovely Black Eyes’. In a country inn he deliberately goads a
man to make a story about the trout in the glass-case. It reveals his
mischievous nature. He is also practical. He knows that rowing in a continuous
rain may prove to be harmful. So he suggests abandoning the boat and
reaching their destination by train.

(l) What do you think of Montmorency, the dog, in the novel ‘Three Men in a Boat’?
Support with examples.
Montmorency is not portrayed as a mere dog. In fact, he is treated at par with
the human members of the rowing party. He is a fox-terrier who are clever,
adventurous and fighters. Montmorency does not like cats. Once he saw a big
black cat. He began to run after the poor cat. The cat showed no hurry. It sat
down in the middle of the road. The look of the cat was such that Montmorency
had to stop and look back at the cat. After a while, the cat went away.
Montmorency came back, embarrassed. If anybody now says “cats” to
Montmorency, he shrinks and looks up piteously at him as if to say “please
don’t”. Montmorency is adventurous. Whenever he saw the boiling kettle, it
seemed to challenge him. He got an opportunity once to seize it by the spout.
With a loud yelp it left the boat and took a round of the island, running and
stopping every now and then to bury his nose in cool mud. From that day he
began to dread the kettle. Montmorency is a fighter by nature. At Oxford he had
eleven fights on the first day and fourteen on the second. He was so happy that
he thought he had got to Heaven.

Tuesday, 9 January 2018

10th std Helen Keller- some extra questions.

QUESTIONS ON THEME AND PLOT

Q1. Evaluate Helen Keller’s ‘The Story of My Life’ as an autobiography, describing the struggles and achievements of her life.
Ans. Helen Keller’s famous autobiography ‘The Story of My Life’ explores the challenges she faced as a deaf and dumb child and her struggles of communicating with the world. The autobiography was dedicated to Alexander Graham Bell. He had taken a personal interest in Helen’s blindness and deafness. Helen Keller also shows her gratitude to her wonderful teacher Miss Sullivan. Helen Keller was born on a plantation in Tuscumbia, Alabama, on June 27, 1880 to Captain Keller. She contracted an illness which left her deaf and blind. By the age of seven, Helen had over sixty home signs to communicate with her family. In 1886, Helen Keller’s mother sent her to Dr. Chisolm and Graham Bell. Bell advised her parents to contact Perkins Institute for the Blind. The advent of Miss Sullivan was the most important event in her life. Anne Sullivan arrived in Keller’s house in March, 1887. She immediately began to teach Helen to communicate by spelling words into her hand. Gradually, she learnt from Miss Sullivan the names of all the familiar objects in her world. The autobiography describes graphically Helen’s herculean efforts to get an education. She entered The Cambridge School for Young Ladies before gaining admittance to Radcliffe College in 1990. She graduated from Radcliffe at the age of 24, in 1904. She was the first person to earn a Bachelor of Arts degree. One of Keller’s earliest pieces of writing was ‘The Frost King’ (1891) at the age of eleven. There were allegations that the story had been plagiarised from Margaret Canby’s ‘The Frost Fairies’. At the age of 22, Keller published ‘The Story of My Life (1903), written during her time in college. Keller depended on books for pleasure and wisdom. She started with ‘Little Lord Fauntleroy’. She went on to read ‘‘Greek Heroes’’, La Fontaine’s ‘‘Fables’’, Howthorne’s ‘‘Wonder Book’’, ‘‘Bible Stories’’, Lamb’s Tales from Shakespeare, ‘‘The Arabian Nights’’ and ‘‘Robinson Crusoe. In ‘The Story of My Life’ Helen also writes about her pleasures and amusements. Swimming, rowing, canoeing on moonlight nights and sailing were her favourite amusements. Helen Keller had a sixth sense – ‘a soul sense’ which could see, hear, feel all in one. She loved to visit museums and art stores. Music and theatre thrilled her. In the end, the autobiography describes the important persons whom she valued more than anything else in life. They were Bishop Brooks, Henry Drummond, Dr. Everett Hale, Dr. Alexander Graham Bell, Mrs. Hutton, Dean  Howell’s and of course, Mark Twain. These were the persons and friends who had made the story of her life. They turned her limitations into beautiful privileges and achievements.
Q2. Describe the theme of Helen Keller’s ‘The Story of My Life’.
Ans. ‘The Story of My Life’ is based on the value of perseverance. It also glorifies the tireless and undying spirit of overcoming insurmounting  hurdles and obstacles in life. Due to sheer perseverance, a deaf and dumb child Helen Keller learnt to communicate and interact with the outerward in a meaningful way. There is no doubt that at moments she felt helpless and frustrated but Helen was determined to succeed. She was a wonderful fighter. Helen Keller overcame the seemingly insurmountable obstacles and blindness. She became an icon of perseverance and untiring struggle throughout the world. The autobiography ‘The Story of My Life’ was written when she was only 22 years old. Her autobiography ‘The Story of My Life’ still motivates and guides thousands of those unfortunate blind and deaf children for whom there is only darkness and silence in the world. She lived in her isolated world until Miss Sullivan came to open up a world of communication to her. Anne taught her manual sign language, braille and lip-reading. Helen’s achievements are awesome. She had a thirst for knowledge and her love for learning and books was intense. It is quite amazing how she could lead a productive and purposeful life with all her handicaps. Another important theme of the autobiography is the message that even the blind and the deaf can lead a wholesome, purposeful and exciting life. Helen Keller set an example for all the physically challenged, especially the deaf and the dumb. She became the first blind and deaf to earn a bachelor degree. She enjoyed reading Shakespeare, Dickens and had good grounding in Greek and Latin. She read almost all the leading French and German writers. She loved swimming, sailing, canoeing, visiting mountains and beaches. She had an inner eye that could feel the beautiful sights, sounds, inner and smells of Nature. She loved the company of the famous and great personalities of her times such as Alexander Graham Bell and Mark Twain.
Q3. Describe the plot or the structure of Helen Keller’s ‘The Story of My Life’.
Ans.Helen Keller’s ‘The Story of My Life’ was published in 1903 when she was at the age of twenty two. It includes the story of her life and was written during her time in Redcliffe College. The story of Keller’s ability to communicate despite of her insurmountable handicaps immediately fascinate people. Her story gives us an idea of what it means to be both deaf and blind. She faces extraordinary difficulties, limitations and handicaps with courage and grace. The plot or the storyline of ‘The Story of My Life’ covers only her childhood and young womanhood. The story of Helen Keller’s life is incomplete as she had more than sixty years yet to live. Her story serves as a model for what the physically disabled can accomplish. The storyline starts with the mysterious illness that left her deaf and dumb when she was just one and a half years old. The advent of Miss Sullivan changed the very course of her life. The first five chapters describe how Miss Sullivan taught her words by spelling them into her hands. In this way, she learnt words like ‘‘d-o-l-l’’, ‘‘s-i-t’’, ‘‘p-i-n’’, ‘‘h-a-t’’, ‘‘c-u-p’’, etc. The next important step in her education was learning to read. She learnt to speak in 1890. The winter of 1890 was darkened by the charge of plagiarism against her for writing ‘The Frost King’.Chapters XVI to XXI describe Helen’s struggle to read various subjects and languages and to get an education. She became the first deaf and blind to earn a university degree.
‘The Story of My Life’ devotes Chapter XXII to describe Helen’s pleasures and amusements. Swimming, rowing, canoeing, sailing were her thrilling pastimes. Blindness and deafness couldn’t rob her of her sixth sense—a soul sense which would see, hear, feel, all in one. The last chapter XXIII is devoted to great men of letters and friends like Bishop Brooks, Dr. Hale, Dr. Graham Bell, Mr. & Mrs. Hutton and of course, Mark Twain. They made the story of Helen’s life and transcended her limitations to new privileges and opportunities.
Q4. Describe Helen Keller’s early life before the advent of her teacher Miss Sullivan.
Ans. Helen Keller was born on a plantation in Tuscumbia, Alabama on June 27, 1880 to Captain Arthur Keller. Her father was a former officer of the Confederate Army. Helen was the first baby in the family. The happy days didn’t last long. In the month of February came the illness that closed her eyes and ears. Except for some fleeting memories, all seemed like a nightmare. But during the first nineteen months of her life she had caught faint glimpses of green fields, sky, trees and flowers. The darkness that followed could not wholly blot them out. Her hands started feeling every object and observed every motion. She started making crude signs to communicate with others. A shake of head meant ‘‘No’’ and a nod, meant ‘‘Yes’’. A push meant ‘‘Go’’ and a pull meant ‘‘Come’’. At five, she learned and understood a good deal of what was going on about her. She could fold her clothes  and wear them. She began to realise that she was different from other people. Her mother and friends didn’t use signs as she did but talked with their mouths. In those days, a little coloured girl, Martha, the daughter of her cook understood her signs. They spent a great deal of time kneading dough balls and feeding the hens and turkeys. Belle, her dog was her other companion. The family consisted of her father and mother, two older half-brothers, and afterwards, a little sister, Mildred. For a long time she regarded her sister an intruder as she had ceased to be her mother’s only darling.
Helen’s desire to express herself grew. Her failures to make herself understood was followed by outbursts of passion. Her mother’s only ray of hope came from Dickens’s ‘‘American Notes’’. She had read an account of Laura Bridgman who had been educated instead of being deaf and blind. At the age of six, Dr. Alexander Graham Bell advised her father to contact Mr. Anagnos, the director of the Perkins Institute for the Blind in Boston. Within a few weeks Mr. Anagnos gave a comforting assurance that a teacher, Miss Sullivan had been found to teach Helen. Naturally, the most important day in all her life was the one on which her teacher, Anne Mansfield Sullivan came. It was the third of March, 1887. And ‘the light of love shone’ on her in that very hour.
Q5. How was the advent of Anne Mansfield Sullivan, the most important day in her life? Describe the ‘immeasurable contrasts’ between the two lives which it connects’. How did Helen Keller react at her first meeting with Miss Sullivan?
Ans. Certainly, the advent of Anne Mansfield Sullivan was the most important day in Helen Keller’s life. Helen was filled with wonder when she considered the immeasurable contrasts before and after her arrival in her life. On that day she stood on the porch, dumb and expectant. She was like a ship at sea in a dense fog before her education began. ‘‘Light, give me light !’’ was the wordless cry of her soul. And the light of love shone on her in that very hour. She felt approaching footsteps and stretched out her hand. She was caught up and held close in the arms of her teacher. She had come to reveal the light of knowledge and above all, to love her.
Miss Sullivan gave her a doll sent by the little blind children at Perkins Institute. She spelled into her hand the word ‘‘d-o-l-l’’. Helen was at once interested in the finger play and tried to imitate it. When she was able to spell the words correctly, she was filled with childish pride and pleasure. In the days that followed she learnt to spell ‘pin’, ‘hat’, ‘cup’ and a few verbs like ‘sit’, ‘stand’ and ‘walk’. She understood that everything had a name. Gradually she came to know that a wordless sensation was called a ‘thought’. Somehow the mystery of language was revealed to her. She knew that ‘‘w-a-t-e-r’’ meant something cool that was flowing over her hand. The living word ‘awakened’ her soul. Each name gave birth to a thought. Helen learned a great many new words that day. These words made the world blossom for her, ‘like Aaron’s rod, with flowers.’’ For the first time Helen longed for a new day to come.
Q6. Describe the ‘slow and often painful process’ through which the deaf and blind child Helen Keller acquired the ‘key to all language’? How did she learn to spell and read words?
Ans.  It was really ‘a slow and often painful process’ through which the deaf and blind child Helen Keller acquired the key to ‘all language’. Children who can hear can acquire language without any special effort. The first word that her teacher, Miss Sullivan spelled into her hand was ‘‘d-o-l-l’’. In the days that followed she learned to spell many words like ‘‘pin’’, ‘‘hat’’, ‘‘cup’’ and a few verbs like ‘‘sit’’, ‘‘stand’’ and ‘‘walk’’. At that time she even didn’t know that everything has a name. Then she realised that a wordless sensation was called a ‘thought’. She understood that everything had a name and each name gave birth to a new thought. Miss Sullivan had taught her to find beauty in the fragrant woods and in every blade of grass. She linked Helen’s earliest thought with nature. She made her feel that ‘birds and flowers’ and she herself were ‘happy peers’.
Helen Keller’s ideas were vague and her vocabulary was inadequate. But as she learned more and more words her field of inquiry broadened. One morning she asked Miss Sullivan the meaning of the word ‘‘love’’. Miss Sullivan put her arm gently round her and spelled into her hand, ‘‘I love Helen’. ‘‘What is love?’’ she asked. Miss Sullivan drew her closer and pointing to her heart said, ‘‘It is here’’. Once Helen was finding difficulty in stringing beads of different sizes. She was puzzled. Miss Sullivan touched her forehead and spelled the word with decided emphasis, ‘‘Think’’. In a flash Helen knew that the word was the name of the process that was going in her head. Miss Sullivan had a wonderful faculty for description. Helen was not interested in the science of numbers. But Helen learnt from life itself. When Miss Sullivan came, everything about her breathed of love and joy and full of meaning.
Q7. Describe Helen Keller’s stay at the Perkins Institute for the Blind in Boston.
Ans.  It was Alexander Graham Bell who advised Helen’s parents to contact the Perkins Institute for Blind for her education. It was the institute where Laura Bridgman, a deaf and blind child had been educated. It was located in South Boston. Michael Anaganos, the director, asked former student Anne Sullivan to become Keller’s instructor. Miss Sullivan herself was visually impaired.
Helen made friends with the litle blind children. It was a unique pleasure to talk with other blind children in her own language. Until then she had been speaking through an interpreter like a foreigner. All the eager and loving children gathered round her and joined heartily in her frolics. They could read the books with their fingers. They were so happy and contented that she lost all sense of pain in the pleasure of their companionship. With the blind children she felt thoroughly at home in her new environment.
Helen learnt to speak in the spring of 1890. The impulse to utter audible sounds had always been strong within her. Mrs. Lamson, who had been one of Laura Bridgeman’s teachers came to see Helen. She had taught a deaf and blind child to speak in Norway. Helen resolved that she would learn to speak. Miss Fuller offered to teach her and gave eleven lessons in all. Her first connected sentence was, ‘‘It is warm.’’
Q8. When and how did Helen Keller learn to speak? How did she feel when she spoke to her mother and little Mildred after arriving home in Tuscumbia?
Ans.It was in the spring of 1890 that Helen Keller learned to speak. The impulse to utter audible sounds had always been strong within her. She used to make noises. She kept one hand on her throat while the other hand felt the movements of her lips. She was pleased with anything that  made a noise. It was her urge to feel the cat purr and the dog bark. She was entirely dependent on the manual alphabet. But she was determined to use her lips and voice. Friends discouraged her. But the story of Ragnhild Kaata inspired her to succeed. In 1890, Mrs. Lamson returned from Norway and came to see Helen Keller. She told her of a deaf and blind girl named Ragnhild Kaata. Mrs. Lamson had taught her to speak. Helen resolved that she too would  learn to speak. Miss Sullivan took Helen to Miss Sarah Fuller. She offered to teach her herself. Miss Fuller passed Helen’s hand over her face and let her feel the position of her tongue and lips when she made a sound. She was eager to imitate every motion and in an hour had learned six elements of speech: M, P, A, S, T, I. Miss Fuller gave eleven lessons in all. She was filled with delight and surprise when she uttered her first connected sentence. She uttered ‘‘It is warm.’’ They were broken and stammering syllables. But they were parts of a human speech. Miss Sullivan’s untiring patience and devotion helped her to progress towards natural speech.
Helen had leant to speak. At last, the happiest moment of her life arrived. The train stopped at the Tuscumbia station. The whole family stood at the platform. Her mother pressed her close to her trembling with  delight. Every syllable that Helen uttered delighted her. The little Mildred seized, kissed her hand and danced. Seeing his daughter uttering audible sentences, he expressed his pride and affection in a big silence.
Q9. How did Helen write a little story called ‘The Frost King’ and how was it received by Mr. Anagnos of the Perkins Institute for the Blind? Why did Helen call the incident a dark ‘cloud’ in her ‘childhood’s bright sky?’ Was Helen guilty of plagiarism?
Ans.  A little story, ‘The Frost King’ which Helen Keller wrote and sent to Mr. Anagnos, created a lot of trouble for her. It was like a dark cloud in her childhood’s bright sky’. For a long time she lived in anxiety, doubt, fear and shame. She was accused of plagiarism.
Helen Keller wrote the story when she was at home. Miss Sullivan described to her the beauties of the late foilage. Her descriptions revived the memory of a story which must have been read to her. Helen must have retained that story unconsciously. When the story was finished, she read it to her teacher. At dinner the story was read to the assembled family. They were surprised that Helen could write so well. It was her story and she had written it for Mr. Anagnos. She sent it to him on his birthday. Mr. Anagnos was delighted  with ‘‘The Frost King’’ and published it in one of the Perkins Institute reports. It was discovered that a story similar to ‘‘The Frost King’’ called ‘The Frost Fairies’ by Miss Margaret T. Canby had already appeared. Actually it was published in a book called ‘‘Birdie and His Friends’ even before Helen was born. The two stories were very much alike in thought and language. It was evident that Miss Canby’s story had been read to Helen. Helen’s story, ‘The Frost King’ was a plagiarism.
Mr. Anagnosis thought that he had been deceived. Helen tried to explain her position. But he turned a deaf ear to the pleadings of love and innocence. He suspected that Helen Keller and Miss Sullivan had deliberately stolen the bright story of Miss Canby. Helen was brought before a court of investigation. She was questioned and cross-questioned. As she lay in her bed that night, she wept and her spirit was broken. In her trouble she received many messages of love and sympathy. Miss Canby herself wrote kindly.‘‘Someday you will write a great story out of your own head,……’’
Q10. Describe Helen Keller’s visit to Niagara in 1893 and her visit to the World’s Fair with Dr. Alexander Graham Bell.
Ans.  The chief events of the year 1893 were Helen Keller’s visits to Niagara and the World’s Fair. She went to Niagara in March, 1893. It was a unique experience for her. It was difficult to describe her emotions when she stood on the point which overhangs the American Falls. She felt air vibrate and the earth tremble.
It might seem strange to many people that a blind and deaf girl should be impressed by the wonders and beauties of Niagara. What could that beauty and music meant to her? How could a blind and deaf girl see the waves rolling up the beach or hear their roar? To Helen Keller visiting Niagara was an uplifting experience.
During the summer of 1893, Helen Keller visited the World’s Fair with Miss Sullivan and Dr. Alaxander Graham Bell. She recalled those days when her childish fancies became beautiful realities. She saw many wonders from different parts of the world. All the marvels of invention, industry and the activities of human life actually passed under her finger tips. There she could feel the glories of India with its ‘Shivas and elephant gods’. There was the land of the Pyramids with long processions of camels. The President of the World’s Fair gave her the permission to touch the exhibits. Everything fascinated her, especially the French  bronzes. Dr. Bell went everywhere with them. He in his own delightful way described to Helen the objects of greatest interest. All these experiences added a great many new words in Helen’s vocabulary. It matured her to appreciate ‘the real and the earnest in the workaday world.’
Q11. Describe Helen Keller’s struggle at the Cambridge School to be prepared for Radcliffe College. How did she succeed in her mission?
Ans.   In October, 1896, Helen Keller entered the Cambridge School for Young Ladies. Her mission was to get herself prepared for Radcliffe. Even when she was a little child, she surprised her friends with an announcement. She declared that someday she would go to college—to Harvard. It was decided that she should go to Cambridge so that she could get to Harvard. At Cambridge her plan was to have Miss Sullivan attend the classes with her and interpret to her the instruction given. Her studies for the first year were English history, English literature,  German, Latin, Arithmetic, Latin composition and occasional themes.
There were serious drawbacks to her progress. Miss Sullivan could not spell into her hands all that books required. She had another difficulty. She couldn’t get textbooks embossed in time. Each day Miss Sullivan went to the classes with her and spelled into her hand all that the teachers said with patience. She took a specialdelight in Schiller’s wonderful lyrics and Goethe. She read  Shakespeare, Burke and the ‘Life of Samuel Johnson’. She took her preliminary examinations for Radcliffe in July 1897. She passed in everything, and received ‘‘honours’’ in German and English. In the second year at the Gilman school she confronted unforseen difficulties. The books in mathematics were not embossed in time. Little by little, difficulties began to disappear. For eight months she received coaching at home and the preparation for the college went on without interruption. She took her final examination on 30th June, 1899 but her dream of entering Radcliffe was fulfilled only in the fall of 1900.
Q12. Describe Helen Keller’s experience at Radcliffe. Why did she say, ‘But college is not the universal Athens I thought it was?’
Ans. The first day at Radcliffe was very exciting. She had looked forward to it for years. She  started her studies with eagerness and hope. She felt within her the capacity to know all things. The lecture-halls seemed filled with the spirit of the great and the wise. The professors were the embodiment of wisdom. But soon Helen Keller realised that ‘college was not quite the romantic lyceum’ she had imagined. Many of her dreams ‘‘faded into the light of common day.’’ Gradually she began to realise that there were disadvantages in going to college.
Helen soon realised that one goes to college to ‘learn’ and not to ‘think’. In the college, there was no time to communicate with one’s thoughts. In the classroom she was practically alone. The professors were as remote as they were speaking through a telephone. The lectures were spelled in her hand as rapidly as possible. The significance and meaning of the lecturer got lost in her effort to keep in the race. Very few of the books required in the various courses were printed for the blind. She was obliged to have them spelled into her hand. As a result, she took more time to prepare her lessons than other girls. But there were exceptions too. Scholar like Kittredge would loving back Shakespeare ‘‘as if new sight were given to the blind.’’ She felt like the proverbial bull in the china shop. ‘A thousand odds and ends of knowledge came crashing about her head like hailstones.’ Helen discovered that ‘college is not the universal Athens’ she thought it was. There one doesn’t meet the great and wise face to face. One does not even feel their living touch. They seem mummified. But Helen never gave up the precious science of patience. She took her education as she would take a walk in the country, leisurely.
Q13. Helen Keller ‘depended on books not only for pleasure and for the wisdom they bring to all who read, but also for that knowledge which comes to others through their eyes and ears.’ Justify the statement highlighting her interest in various authors and their books.
Ans. Helen Keller had a passion for books. She started reading when she was just seven years old. From that age she had constantly ‘devoured’ every printed page that came within her reach. She didn’t study regularly nor according to rule. At first she read a few books like ‘Our World’ in raised print. She preferred reading herself to being read to. She began to read in good earnest during her first visit to Boston. She wandered from bookcase to bookcase in the library to pick up books of her choice. The words themselves fascinated her. Her true interest in books started from ‘Little Lord Fauntleroy’. Then she read ‘Greek Heroes’, ‘‘Fables’’, ‘‘Bible stories’’, Lamb’s ‘Tales from Shakesperare’, ‘The Arabian Nights’, ‘The Pilgrim’s Progress’, ‘Robinson Crusoe’, ‘Little Women’ and ‘Heidi’. The stories in which animals were made to talk like human beings never appealed to her. But she loved ‘The Jungle Book’ and ‘Wild Animals’ because they were real animals and not caricatures of men. She loved antiquity and ancient Greece with pagan gods and goddesses fascinated her. Greek poetry suited her responsive heart. Her admiration for ‘The Aenid’ was not so great as for Homer’s ‘Iliad’. The stories of the Greeks were full of charm for her and the stories of the Bible didn’t interest her so much. Shylock and Satan were her favourite characters. Next to poetry she loved history. Her favourites were: Green’s ‘History of English People’, Freeman’s ‘History of Europe’ and Swinton’s ‘World History’. She loved to read German literature for its strength, beauty and truth. Goethe’s ‘Faust’ fascinated her. Of all the French writers she loved to read Moliere and Racine best. She loved to read Mark Twain and Scott. In a word, literature was her ‘utopia’. No barriers of senses could shut her out from the sweet and gracious discourse of her book-friends.
Q14. Reading was not the only pleasure of Helen Keller; her pleasures and amusements were many and varied. Describe her favourite amusements and pleasures as mentioned in Chapter XXII of ‘The Story of My Life’.
Ans. No doubt, books fascinated Helen Keller but books were not the only pleasure for her. Right from her childhood she had special love for the country and out-of-door sports. She learned to row and swim at a young age. She liked to contend with wind and wave. She enjoyed canoeing, especially on moonlight nights. Sailing was her favourite amusement. The memories of it was a joy forever. She discovered that every man has a subconscious memory of the green earth and murmuring waters. Even blindness and deafness can’t rob him of the inherited capacity of the sixth sense. There is ‘a soul-sense that sees, hears, feels, all in one.’ All sensations reached her not through the eye and the ear but her whole body was alive to them.
Next to a leisurely walk in the countryside she enjoyed a ‘‘spin’’ on her bicycle. She loved her dog companions, particularly her bull tarriers. Her dog friends understood her limitations and always kept close to her when she was alone. Rainy days kept her indoors. She liked to knit and crochet. She loved to frolick with children. She could manage to read their lips. Museums and art stores were also sources of her pleasure and inspiration. Going to the theatre was a rare pleasure. It was her privilege to meet a few great actors and actresses. No doubt, sometimes a sense of isolation enfolded her like a cold mist. But then, all of a sudden came hope with a smile and whispers. So she tried to make the light in others’ eyes, her sun, the music in others’ ears, her symphony and the smile on others’ lips her happiness.
Q15. Who were the people, acquaintances and public figures who had helped and guided Helen Keller to transcend her limitations giving her a new purpose and happiness in her life? How did she show her indebtedness to them?
Ans. In the last chapter of ‘The Story of My Life’ Helen Keller sketches the names of all her friends, and public figures who contributed in making her life happy and purposeful. Their influences sweetened and ennobled her life. Helen disliked hypocrisy in human relations. A heart handshake or a friendly letter gave her genuine pleasure. Helen Keller counted it one of the sweetest privileges of her life to have known and conversed with many men of genius. She enjoyed the joy of Bishop Brooks’ friendship. As a child She loved to sit on his knee and clasp his great hand. He impressed upon her mind two great ideas—the fatherhood of God and the brotherhood of man. She remembered meeting Dr. Oliver Wendell Holmes. She saw Holmes many times and learned to love the man as well as the poet. His gentle courtesy won her heart. Dr. Edward Everett Hale was one of her very oldest friends. She had known him since she was eight and her love for him increased with her years. He had been a prophet and the inspirer of men.
Helen Keller could never forget the contribution of Dr. Alexander Graham Bell in shaping her life. He had advised her parents to send Helen to the Perkins Institute for the Blind. She had spent many delightful hours listening to him about his experiments. He had a humorous and poetic side and loved children passionately. During her two years stay in New York she had many opportunities to talk with distinguished people. She met Laurence Hutton and Mrs. Hutton. He introduced Helen to his literary friends like William Dean Howells and Mark Twain. They were also gentle and sympathetic. Twain had his own way of thinking, saying and doing things. To sum up, Helen Keller remembered all those friends, acquaintances and public figures who made the story of her life. They turned her limitations into beautiful privileges and opportunities.

 QUESTIONS ON CHARACTERS

Q1. Give a character sketch of Helen Keller as it emerges out of her autobiography, ‘The Story of My Life’.
Ans. Helen Adams Keller was an American author, political activist and lecturer. She was the first deaf-blind person to earn a Bachelor of Arts degree from Harvard. She set an example for thousands of deaf and blind persons to conquer their handicaps and attain miraculous achievements.
Helen Keller was born on June 27, 1880 at a plantation called Ivy Green in Tuscumbia. It was in Alabama state of the United States of America. Her father Captain Arthur H. Keller was a former officer of the Confederate Army. Her mother, Kate Adams Keller, was a cousin of Robert E. Lee. The Keller family originated from Switzerland. Helen Keller was not born blind and deaf. A mysterious disease left her deaf and blind.
The advent of Anne Sullivan was the greatest moment in the life of Helen Keller. The desire to express herself grew in her. Before the arrival of Miss Sullivan she used to communicate through few signs. Helen was a great fighter. She started learning to spell simple words lode ‘‘d-o-l-l’’, ‘‘pin’’, ‘‘hat’’ and few verbs like ‘‘sit’’, ‘‘stand’’ and ‘‘walk’’. She was thrilled when the mystery of language was revealed to her. She realised that everything had a name and each name gave birth to a thought. Through a slow and often painful process she progressed from learning to read to acquiring the skill of speaking. It was Miss Sullivan’s genius and Helen’s untiring devotion and patience that brought miraculous results.
Nothing could stop the deaf and blind girl from earning a bachelor degree from Harvard. But she had to wage a long struggle to get admission in Radcliffe College. She surprised the world when she became the first blind and deaf person to earn a bachelor degree. Helen Keller had a passion for reading. She loved ancient Greeks, Homer, Virgil, Shakespeare, Dickens. She was equally comfortable in French and German literature. Her pleasures and amusements were many and varied. She loved swimming, rowing, sailing and walking leisurely in the countryside. She loved visiting places. Her visits to Washington, Niagara and the World’s Fair broadened her knowledge and vision. Helen was fortunate to have the company of many great persons like Alexander Graham Bell, Mark Twain, Father Brooks and many others who shaped and made the story of her life.
Q2. Draw a character sketch of Anne Mansfield Sullivan highlighting her monumental efforts and patience to teach a deaf and dumb girl to speak and write.
Ans. Miss Anne Mansfield Sullivan had the greatest influence on the life, character and achievements of Helen Keller. She gave a new direction, meaning and purpose to Helen’s dark life. Miss Sullivan inherited all those traits and characteristics that go in making a perfect teacher. She was a picture of tireless patience and unending devotion. It was her constant encouragement, help and guidance that made Helen Keller first deaf and blind in the world to earn a bachelor degree.
It was Graham Bell who advised the parents of Helen Keller to contact the Perkins Institute for the Blind. The director, Mr. Anagnos asked a former student Miss Anne Sullivan to become Keller’s instructor. Miss Sullivan was herself a visually impaired 20 years old lady. It was the beginning of a 49-year-long relationship. The relationship evolved into Miss Sullivan becoming Helen’s governess and then eventual companion. Anne Sullivan arrived at Keller’s house in March 1887. She immediately began to teach Helen to communicate by spelling words into her hand, beginning with ‘‘ d-o-l-l’’ for the doll. It was Miss Sullivan who unfolded and developed Helen’s skills and possibilities. It was Sullivan’s genius as a teacher, her sympathy and loving tact which made learning so beautiful and interesting for Keller. She felt that her being was inseparable from her student. All that was best in Helen Keller had been awakened by the loving touch of Miss Sullivan. Anne Sullivan stayed as a companion to Helen Keller long after she taught her. Anne Sullivan married John Macy in 1905. She remained a constant companion to Keller till she died in 1936.