Category: English

  • Extra Questions Of The Browning Version Class 11th Chapter 7

    The Browning Version Extra Questions and Answers Short Answer Type

    Question 1.
    Where does Taplow meet Frank? What does Taplow feel about being there?
    Answer:
    Taplow meets Frank at Mr Crocker-Harris’s office, at school. Taplow had been given extra work to do as he had missed a day of school the previous week when he was ill. It was the last day of school and he wished to play golf instead.

    Question 2.
    What subjects does Taplow want to opt for and why?
    Answer:
    Taplow wishes to opt for science if he manages good grades. He claims to be really interested in science and feels it is more interesting than studying classics such as ‘The Agamemnon’, which he calls “muck” it had a lot of Greek words, and Mr Crocker-Harris punished them for not getting them right.

    Question 3.
    Why does Taplow feel that Mr Harris is “hardly human”?
    Answer:
    Taplow feels that putting in extra work would make no difference to Mr Harris. He had told Taplow that he had got what he deserved. Taplow suspects he might be awarded with fewer marks to make him do extra work. He feels Mr Harris is unfeeling worse than a sadist, and thus calls him “hardly human”.

    Question 4.
    What does Frank suggest to Taplow about waiting for Mr Harris?
    Answer:
    When Taplow tells Frank that he was supposed to meet Mr Crocker-Harris at six-thirty, Frank tells Taplow that Mr Crocker-Harris was already ten minutes late. He suggests that Taplow could go and play golf. But Taplow is shocked and expresses his apprehension if Mr Crocker-Harris should know. He was certain that nobody had ever done that with Mr Crocker-Harris.

    Question 5.
    Why does Taplow feel that Mr Harris has no feelings?
    Answer:
    Taplow calls Mr Harris worse than a sadist. One is required to admit to feelings if considered a sadist. Mr Harris’s inside, feels Taplow, is like a nut and he seems to hate people liking him. He did not appreciate Taplow appreciating his jokes and embarrassed him in return.

    Question 6.
    How did Taplow try to express his liking for Mr Harris? What was the outcome?
    Answer:
    Taplow admits to liking Mr Harris and realized he felt uncomfortable about people liking him. He recalls an episode, in class, where Mr Crocker-Harris made one of his jokes to which nobody laughed. Taplow knew that it was meant to be funny, and laughed. To which, Mr Crocker-Harris teased Taplow about his knowledge of Latin and asked him to explain the joke to the class.

    Question 7.
    Who was Millie Crocker-Harris? What was she like?
    Answer:
    Millie Crocker-Harris was the young wife of Mr Crocker-Harris. She was a thin woman in her late thirties, and was more smartly dressed than the other schoolmasters’ wives.

    Question 8.
    How does Millie Crocker-Harris send Taplow away?
    Answer:
    Millie learns from Taplow that he was waiting for her husband and suggests he leaves for quarter of an hour since Mr Harris might be a while. Taplow is hesitant; Millie assures him she would take on the blame if Mr Harris arrives before that. She finally sends Taplow off to the chemist.

    The Browning Version Extra Questions and Answers Long Answer Type

    Question 1.
    Write a brief character sketch of Frank Hunter.
    Answer:
    Frank Hunter was the popular, young science teacher. He is liked by the students who feel he can understand them better than Mr Crocker-Harris. He is also popular because he teaches science which the students find easier to comprehend than Classics which they think is “muck”. He, however, feels students who take up science are slackers and don’t take much interest in the subject.

    He is easy to talk to and approachable. His attitude puts them at their ease. Taplow finds he can confide his troubles to him. In fact, he forgets himself enough to refer to his teacher Mr Crocker-Harris as “the Crock”.

    However, he encourages students to talk ill of other teachers. He probes the details of the relationship between Mr Crocker-Harris and Taplow. He also encourages Taplow to disobey the teacher’s orders and go off before meeting Mr Crocker-Harris.

    Question 2.
    What idea do you form of Taplow after reading the play ‘The Browning Version’?
    Answer:
    Taplow is a young boy of seventeen, studying in the lower fifth grade. He is an obedient and hard-working student. He has great liking for science. He was summoned for extra work by Mr Crocker-Ha Types 11 and 13 Questions rris for missing school for a day. the week before. Though he wishes to play golf on the last day before school closes, he obediently turns up to wait .for his teacher. He is devoted to Mr Crocker-Harris.

    When Taplow comes across Mr Frank, the science teacher, Mr Frank, gets Taplow to discuss Mr Crocker- Harris and also encourages him to leave. Taplow replies that he cannot “cut” as Mr Harris would probably follow him home.

    When Mr Frank insinuates that his teacher might award him with a fine result for doing extra work, Taplow refutes it calling Mr Harris a man of principles. He reiterates that Mr Crocker-Harris had told him that he had given him exactly what he deserved. Taplow is a sincere student who respected his teachers.

    Content

  • NCERT Solutions of The Browning Version Class 11th Chapter 7

    Question 1:
    Comment on the attitude shown by Taplow towards Crocker-Harris.
    Answer:
    Taplow is respectful towards Mr. Crocker-Harris and likes him for his principles. He criticises him for being a feelingless person yet regards him an extraordinary master. He is mortally afraid of him and dare not cut the extra work even on the last day of the term.

    Question 2:
    Does Frank seem to encourage Taplow’s comments on Crocker-Harris?
    Answer:
    Yes, Frank seems to encourage Taplow’s comments on Crocker-Harris. He shows appreciation for Taplow’s imitation of Mr Crocker-Harris and asks him to repeat it. On smother occasion, Frank tells Taplow not to keep a good joke (narrated in the style of Mr Crocker Harris) to himself but to tell it to others.

    Question 3:
    What do you gather about Crocker-Harris from the play?
    Answer:
    Mr Crocker-Harris appears as a stem master who is a man of principles and stickler to the rules. He believes in fair assessment of his students and is not swayed by emotions, as the man is hardly human. He is not a sadist, but strict in performance of his duties. Even on his last day at school, when he is over-busy in his own affairs, he does not neglect his duty towards his students.

    Talking About the Text

    Discuss with your partners.
    Question 1:
    Talking about teachers among friends.
    Answer:
    Commenting on their teachers is something that most students do. Students are quite intelligent and keen observers. Teachers are their role models and the students judge their performance not only on the basis of their mastery over the subject hut also by their method of teaching, communication skills, interaction with students and their general nature and behaviour. Teachers must not feel offended to learn the nick name their dear students have showered upon them. Teachers may sometimes think that the boys don’t understand anything, but this is wrong. Talking about teachers among friends is a favourite pastime of students. They appreciate their virtues and condemn their shortcomings. Even strict persons win the love and admiration of students if they are men of principles.

    Question 2:
    The manner you adopt when you talk about a teacher to other teachers.
    Answer:
    We should be respectful and polite when we talk about a teacher to other teachers.
    Normal courtesy requires that we should add ‘Mr’ ‘Miss’ or ‘Mrs’ before the name of the teacher and use his/her full name. A teacher should never be mentioned by the nick name he/she has been given. In other words, our approach should be quite formal. The dignity of a teacher should not be lowered before another, even if the person being talked about lacks some qualities you like most. Our remarks should never be derogatory or rude. It is bad manners to run down our teachers and specially so if it is done in the presence of other teachers. We are judged by our actions as well as words. The other teachers may form a very low and unfavourable opinion about us on the basis of a lapse on our part. Hence we must be extra cautions during our interactions with our teachers.

    Question 3:
    Reading plays is more interesting than studying science.
    Answer:
    Science is based on the study of some facts, concepts, principles and their application. It demands cool reasoning and concentration of mind to solve numerical problems and to balance complicated equations. One has to be alert, regular, systematic and punctual. If we miss one class, we miss the link. On the other hand, reading plays provides us more amusement. Most of the plays contain a beautiful plot and a number of characters with diverse traits. Their actions, reactions and interactions provide a lot of fun and laughter and make the reading of the play quite interesting. Witty dialogues, irony of situations and intricacies of plots make the plays full of humanity and quite absorbing. We never feel bored while reading a play. Every dialogue or action unfolds something new and we eagerly wait for what is to follow next. The study of science proves dull and cold as compared to the interesting reading of plays.

    C. Working with Words

    A sadist is a person who gets pleasure out of giving pain to others.

    Given below are some dictionary definitions of certain kinds of persons. Find out the words that fit these descriptions:

    1. A person who considers it very important that things should be correct or genuine e.g. in the use of language or in the arts: P…
    2. A person who believes that war and violence are wrong and will not fight in a war: P…
    3. A person who believes that nothing really exists: N…
    4. A person who is always hopeful and expects the best in all things: O….
    5. A person who follows generally accepted norms of behaviour: C ….
    6. A person who believes that material possessions are all that matter in life: M…

    Answer:

    1. purist
    2. pacifist
    3. nihilist
    4. optimist
    5. conformist
    6. materialist

    II. Notice the following words in the text. Guess the meaning from the context.
    NCERT Solutions For Class 11 English Hornbill The Browning Version 1
    Answer:

    • remove: a form/class or division (in a school)
    • slackers: persons who are lazy and avoid work
    • muck: dirt/mud : something very unpleasant
    • kept in: made to study in classroom after school hours
    • got carried away: got very excited; lost control of feelings
    • cut: miss class
    • sadist: a person who gets pleasure out of giving pain to others.
    • shrivelled up: squeezed up

    MORE QUESTIONS SOLVED

    A. Short Answer Type Questions

    Question 1:
    What do you learn about Tap low from the initial conversation between him and Mr Frank?
    Answer:
    Tap low is a boy of sixteen. He is still in the lower fifth. He can’t specialise until the next term if he gets his form/division all right. Since his master, Mr Crocker-Harris has not told him the result, he will have to wait till the next day to learn his fate.

    Question 2:
    “You know that he’s like, sir” says Tap low. What leads him to say so? What light does this throw on the man talked about?
    Answer:
    Taplow does not know if he has got his form. It is because, his master, Mr Crocker-Harris does not tell them the results like the other masters. He is a bit different. When Frank says that a rule says that form results should only be announced by a headmaster on the last day of term, Tap low says that none else except Mr Crocker-Harris pays attention to it. This shows that the man is a stickler to the rules.

    Question 3:
    Which course of study does Tap low prefer and why?
    Answer:
    Tap low prefers science to literature. He finds it a good deal more exciting than his play which he considers quite unpleasant.

    Question 4:
    How does Tap low react to Mr Frank’s query? ‘And you considered view is that the Agamemnon is muck?’
    Answer:
    Tap low modifies his stand. He says that he doesn’t think the play is a muck. It has a good plot in fact, a wife murdering her husband and all that. His opinion is based on the way it is taught to them—just a lot of Greek words strung together and fifty lines if one gets them wrong. Thus Taplow draws a fine distinction between the study of science and literature.

    Question 5:
    For whom is Tap low waiting and why? How does he feel?
    Answer:
    Tap low is waiting for his master, Mr Crocker-Harris. He has come in to do extra work on the last day of term because he missed a day last week when he was ill. Since the weather is quite fine, he feels quite unhappy to be confined in a room. He might as well be playing golf.

    Question 6:
    How according to Tap low Mr Crocker-Harris is unlike other masters?
    Answer:
    Other masters would certainly give a chap, a form after his taking extra work, but Mr Crocker-Harris is unlike them. When Taplow asked him about his form, he told the boy that he had given him exactly what he deserved: no less; and certainly no more. Taplow is afraid that he might have marked him down, rather than up for taking extra work.

    Question 7:
    How does Tap low react to Frank’s suggestion, “Why don’t you cut? You could still play golf before lock-up”?
    Answer:
    Taplow is really shocked at this suggestion. He reacts strongly and says that he couldn’t cut Mr. Crocker-Harris. It has never been done during his stay there. If he did so, nobody could predict the consequences. Perhaps he would follow Tap low home or do some such extraordinary thing.

    Question 8:
    Why do you think, Frank envies Mr Crocker-Harris’? What possible reasons make him so unique?
    Answer:
    Frank envies Mr Crocker-Harris for the effect he seems to have on the boys in the form. They all seem scared to death of him. He wants to know what he does: whether he beats them all or does something else which is awe inspiring. Taplow informs Mr Frank that Mr Crocker-Harris is not a sadist.

    Question 9:
    How according to Taplow does Mr Crocker-Harris differ from other masters in his reactions towards others?
    Answer:
    Mr Crocker-Harries is not a sadist like some other masters. He does not get pleasure out of giving pain. If he were a sadist, he would not be so frightening. It would show he has some feelings, but he hasn’t any. He’s all dry like a nut. He seems to hate people to like him, but other masters like being liked.

    Question 10:
    What leads Mr Frank to comment “I’m sure you’re exaggerating”?
    Answer:
    Tap low says that Mr Crocker-Harris seems to hate people to like him. Yet, in spite of everything, Taplow does rather like him. He can’t help him. He thinks that sometimes Mr crocker-Harris notices it and that seems to shrivel him up even more. This observation of Tap low seems far-fetched. So Mr Frank remarks that he is exaggerating.

    Question 11:
    How does Tap low refute the charge that he is exaggerating?
    Answer:
    Tap low says that the other day Mr Crocker-Harris made one of his classical jokes in the class. Nobody understood it, so no one laughed. At last Tap low laughed because he knew the master had meant it as funny. He did so out of ordinary common politeness. Secondly he felt a bit sorry for him for having made a poor joke. Mr Crocker-Harris did not praise Tap low for it.

    Question 12:
    How did Mr Crocker-Harris react to Tap low’s action of laughing at his joke?
    Answer:
    He noticed that Tap low had laughed at his little joke. He confessed that he was pleased at the progress Taplow had made in his Latin. It was clear from the fact that he had understood so readily what the rest of the form did not. Then he asked Tap low to explain the joke to the rest of the class.

    Question 13:
    How do Tap low and Frank react to Millie‘s arrival?
    Answer:
    Frank seems infinitely relieved to see Millie. On the other hand Taplow is nervous. He is unable to control his emotions and whispers to Frank if he thinks she has heard their conversation. He is afraid that if she did so and tells her husband, he’ll lose his form.

    Question 14:
    What does Millie tell Tap low about her husband? What assignment does she offer the young boy?
    Answer:
    She tells Tap low that her husband is at the Bursar’s and might be there quite a long time. If she were him, she would go. Tap low remarks that Mr Crocker-Harris had especially asked him to come. She then asks him to run to the chemist and bring medicine according to the prescription. Thus he could do a job for him. She would take the blame if he came before Tap low returned.

    B. Long Answer Type Questions

    Question 1:
    What do you learn about the system of education in old British schools from the play ‘The Browning Version’?
    Answer:
    1° old British schools much stress was laid on the study of classical languages—Latin and Greek. Students of the lower fifth form were made to learn a classic play like the Agamemnon. Since the stress was on the acquisition of language, the students found it dis-interesting and very unpleasant. They could specialise only after completing fifth form.
    There was a system of punishment. For a simple error one had to repeat fifty lines. Students were also “kept in’ or called for ‘Extra work’. They were mortally afraid of teachers like Mr Crocker-Harris who would abide by rules and show no human feelings. At the same time, the school had teachers who were sadists and others who would break the rules and tell results to the students. Students like Tap low were afraid of hard masters like Mr Crocker-Harris, still they liked him.

    Question 2:
    What impression do you form about Mr Crocker-Harris on the basis of reading the play ‘The Browning Version’?
    Answer:
    Whatever we learn about Mr Crocker-Harris is through reactions of other characters and their comments on him. Even this method of indirect presentation helps us to gather a fair picture of the strict and stem middle-aged master. He is in a class by himself and is totally unlike the other teachers. He is a man of principles and sticks to the rules. Unlike other teachers, he does not divulge the results of the form to the students, since it is the domain of the headmaster. He is not a sadist. He does not beat the students. Even then the students are mortally afraid of him. It is because he is quite strict and shows no emotion, even of anger. He remains calm and composed. He teaches classical languages Greek and Latin. Even his jokes are classical. Students fail to understand them. He is duty conscious. He is leaving the school at the end of term and is quite busy on the last day in his own affairs, still he asks Tap low to come in for ‘extra work’. In short, he impresses us with his fine qualities of head and heart.

    Question 3:
    “This humorous piece is an extract from a play.” What according to you makes this extract humorous?
    Answer:
    The play presents a funny situation. Frank, a young science teacher, finds sixteen year old Tap low waiting for his master Mr Crocker-Harris. This lower fifth form student has been asked to come in to do extra work on the last day of the school. Mr Crocker-Harris is leaving the school for good the next day. Being quite busy in settling his own affairs, he has not yet arrived there. Tap low’s fears of adverse remarks about his result make us smile.
    The interaction between Mr Frank and Tap low is quite amusing. The young science teacher encourages Tap low’s comments on Crocker-Harris. The manner is which Tap low imitates his master’s voice, manner of speaking and diction are quite amusing. The sudden arrival of Millie Crocker Harris in the midst of an imitation of a joke surprises Frank and makes Tap low nervous. Their reactions are quite amusing. Tap low’s unwillingness to leave the place and his fears of consequences in case his master returns before his arrival seem genuine but funny. He feels relieved only when Millie offers to take the blame. All these actions seen exaggerated and funny.

    Content

  • Summary of The Browning Version Class 11th Chapter 7

    “The Browning Version” is a play written by Terence Rattigan that tells the story of a middle-aged school teacher named Andrew Crocker-Harris. Crocker-Harris is a disillusioned and unhappy man who has been teaching classics at a boys’ school for many years. He is widely respected by his colleagues, but is unloved by his students and has a strained relationship with his wife.

    The play opens on the day of Crocker-Harris’ retirement, and as he says goodbye to the school, he is given a copy of the “Browning Version” – a translation of Aeschylus’ play “Agamemnon” – by one of his students as a farewell gift. This small act of kindness touches Crocker-Harris deeply, and he begins to reflect on his life and the choices he has made.

    Throughout the play, Crocker-Harris is visited by several characters who help shed light on his past and present circumstances. His wife, Millie, is revealed to be having an affair with a fellow teacher, and their relationship is further strained when Crocker-Harris discovers this. He also has an encounter with his former student, Taplow, who reveals that the other students did not respect Crocker-Harris because they could see that he was unhappy in his own life.

    As the play progresses, Crocker-Harris begins to see the beauty and meaning in the “Browning Version,” and this newfound appreciation of literature helps him to come to terms with the mistakes he has made in his own life. He finally finds a sense of peace and closure as he moves towards a new chapter in his life.

    “The Browning Version” is a poignant and thought-provoking play that explores themes of loneliness, regret, and the search for meaning in life. Through the character of Crocker-Harris, Rattigan shows how even the most respected and successful individuals can still feel unfulfilled and disconnected from the world around them. The play is a powerful reminder of the importance of finding meaning and purpose in life, and of the transformative power of art and literature.

    Content

  • Summary of The Browning Version Chapter in Hindi Class 11th Chapter 7

    “द ब्राउनिंग वर्जन” टेरेंस रैटिगन द्वारा लिखित एक नाटक है जो एंड्रयू क्रोकर-हैरिस नाम के एक मध्यम आयु वर्ग के स्कूल शिक्षक की कहानी कहता है। क्रोकर-हैरिस एक मोहभंग और दुखी आदमी है जो कई सालों से लड़कों के स्कूल में क्लासिक्स पढ़ा रहा है। उनके सहयोगियों द्वारा उनका व्यापक रूप से सम्मान किया जाता है, लेकिन उनके छात्रों द्वारा उन्हें पसंद नहीं किया जाता है और उनकी पत्नी के साथ तनावपूर्ण संबंध हैं।

    नाटक क्रोकर-हैरिस की सेवानिवृत्ति के दिन शुरू होता है, और जैसे ही वह स्कूल को अलविदा कहता है, उसे “ब्राउनिंग संस्करण” की एक प्रति दी जाती है – एशेकिलस के नाटक “एगेमेमोन” का अनुवाद – उसके छात्रों में से एक के रूप में एक विदाई उपहार। दयालुता का यह छोटा सा कार्य क्रोकर-हैरिस को गहराई से छूता है, और वह अपने जीवन और अपने द्वारा किए गए विकल्पों पर विचार करना शुरू कर देता है।

    पूरे नाटक के दौरान, क्रोकर-हैरिस के पास कई पात्र आते हैं जो उसके अतीत और वर्तमान परिस्थितियों पर प्रकाश डालने में मदद करते हैं। उनकी पत्नी, मिल्ली का एक साथी शिक्षक के साथ संबंध होने का पता चला है, और जब क्रोकर-हैरिस को यह पता चलता है तो उनका रिश्ता और तनावपूर्ण हो जाता है। उसका अपने पूर्व छात्र टैपलो से भी सामना होता है, जो बताता है कि अन्य छात्र क्रोकर-हैरिस का सम्मान नहीं करते थे क्योंकि वे देख सकते थे कि वह अपने जीवन में नाखुश था।

    जैसे-जैसे नाटक आगे बढ़ता है, क्रोकर-हैरिस को “ब्राउनिंग वर्जन” में सुंदरता और अर्थ दिखाई देने लगता है, और साहित्य की यह नई सराहना उन्हें अपने जीवन में की गई गलतियों के संदर्भ में आने में मदद करती है। जैसे ही वह अपने जीवन में एक नए अध्याय की ओर बढ़ता है, उसे अंत में शांति और बंद होने का एहसास होता है।

    “द ब्राउनिंग वर्जन” एक मर्मस्पर्शी और विचारोत्तेजक नाटक है जो अकेलेपन, अफसोस और जीवन में अर्थ की खोज के विषयों की पड़ताल करता है। क्रोकर-हैरिस के चरित्र के माध्यम से, रैटिगन दिखाता है कि कैसे सबसे सम्मानित और सफल व्यक्ति अभी भी अपने आसपास की दुनिया से अतृप्त और डिस्कनेक्ट महसूस कर सकते हैं। नाटक जीवन में अर्थ और उद्देश्य खोजने के महत्व और कला और साहित्य की परिवर्तनकारी शक्ति का एक शक्तिशाली अनुस्मारक है।

    Content

  • Class 9th English Grammer Notes

    English Grammer Notes For Class 9th study materila PDF download

    VERB FORMS

    The best way to know verb forms at a glance.

    PRESENT

    TENSE

    SIMPLE PRESENT

    PRESENT CONTINUOUS

    PRESENT PERFECT

    PRESENT PERFECT CONTINUOUS

    I/you/they play, He/she/It plays

    I am playing, they are playing. He/she/It is playing.

    I/we/you/they have played. He/she/it has played

    I/we/you/they have been playing. He/she/It has been playing.

    PAST TENSE

    SIMPLE PAST

    PAST CONTINUOUS

    PAST PERFECT

    PAST PERFECT CONTINUOUS

    I/we/you/he/she/It/ they played

    I/he/she/It was playing. We/you/they were playing.

    I/we/you/he/she/It/they had played.

    I/we/you/he/she/It/the y had been playing.

    FUTURE

    TENSE

    SIMPLE FUTURE

    FUTURE CONTINUOUS

    PRESENT PERFECT

    PRESENT PERFECT CONTINUOUS

    I/we/you/he/she/It/ they will/shall play.

    I/we/you/he/she/It/they will/shall be playing.

    I/we/you/he/she/It/they will/shall have played.

    I/we/you/he/she/It/the y will/shall have been playing.

    We use simple present tense

    • To talk about things in general, not about something happening now, but about something happening all the time:

    I play the flute.

    • To express scientific facts or permanent truths:

    Water boils at 100 degree centigrade.

    Sun rises in the East

    We use present continuous tense

    • to express an action taking place at the time of speaking: someone is knocking at the door.

    We use present perfect tense

    • to express an action that has just been completed:

    I have just got the letter from him.

    • to express an action completed sometime in the past but connected with the present.

    The Police have closed the road today.

    We use present perfect continuous tense

    • to express an action that began in the past and has been in the progress till the time of speaking.

    It has been raining for fifteen minutes.

    We use simple past tense

    to express actions finished before the time of speaking: We saw a suspense movie last night.

    We use past continuous tense

    • to express an action in progress at some moment before the time of speaking:

    It was raining hard at 5 o’clock last night.

    We use past perfect tense

    • To express an action completed before a given moment in the past:

    The message came after he had left the office.

    We use past perfect continuous tense

    • to express an action that began in the past and has been in the progress till the time of speaking:

    I have been waiting for the bus since 7 o’clock.

    We use simple future tense

    • to decide to do something at the time of speaking:

    I will go and take a cup of tea.

    • to express the speakers view:

    I think I will consult a doctor

    We use future continuous tense

    • to express an action which will be in the progress at a given moment in the future: tomorrow at 7 o’clock he will be flying to New York.

    We use future perfect tense

    • to express an action completed before a given moment in the future:

    But tomorrow he will have changed his profile.

    We use future perfect continuous tense

    • to express an action which will begin before a definite moment in the future, will continue up to that moment and will be in progress even at that moment:

    By 4 o’clock, baba ramdev will have been sitting in meditation for two hours.

    DETERMINERS

    Are the words which identify or specify a noun in some way. They do not describe a noun; they determine it; they point it out. eg-the best boy, that tree and my brother etc.

    KINDS OF DETERMINERS

    We have the following kinds of determiners;

    1. Articles (a, an, the )
    2. Demonstratives (this, that, these, those)
    3. Possessives (my, your, his, her, etc.)
    4. Distributives (either, neither, each, every)
    5. Quantifiers (some, any, much, several, etc.)
    6. Interrogatives (what, which, whose, etc.)

    Articles

    We already know that there are three articles in English: a, an, and the. Of these a and an are indefinite articles while the is the definite article.

    Uses of article A and An :

    • before countables in the singular number:

    A train, A question, An uncle, An umbrella

    • A before a countable in the singular number beginning with a consonant sound:

    A lecture, A one-eyed man (w sound)

    • An before a countable noun in the singular number beginning with vowel sound:

    An invention, An M.A. (here M is sounded as em; so it begins with vowel sound)

    Uses of article The

    • Before a noun whenever we want to make it particular: the train by which I came, the books I usually read
    • This article can be used with both countable (train, book) and uncountable (mercy, information). And also can be used with the countables both in the singular number (train) and the plural number (books).
    • With a noun that has already been mentioned:

    I got a watch as a gift.

    The watch is beautiful.

    • When it is clear from the situation which people or things we mean:

    The principal is taking round of the school.

    • With superlatives:

    The brightest star

    DEMONSTRATIVES

    • This and These refer to persons or objects close by. This is used before singular nouns and These before plural nouns:

    This book contains all information.

    These flowers are for you.

    • That and Those refer to persons or objects at a distance. That is used before singular nouns and Those before plural nouns:

    That car belongs to my father.

    Those cars are for sale.

    • This and
    • That can be used before the uncountables also:

    This food is not good.

    That rose is beautiful.

    POSSESSIVES

    Possessives can be used both before singular and plural nouns:

    My book, My books Your purse, Your purses.

    DISTRIBUTIVES

    Either

    It has two meanings

    • any of the two different persons or things:

    You can take either bus. (any of the two buses)

    • the both

    Restaurants have come up on either sides of the road. (on both the sides)

    Neither

    • It means opposite to either or it means not the one nor the other:

    Neither candidate deserves our support.

    Each, every

    • Each is used when we think of things separately, one by one:

    Talk to each child.

    • Every is used when we think of things as a group. The meaning is without exception:

    Every child needs love and protection.

    QUANTIFIERS

    • many and several suggest number, they are used with countables: many pens, several trees
    • some and any can be used with both countables and uncountables: some books, some tea

    any shirts, any bread

    • Much is generally used before the uncountables. It means: a large quantity of.

    Much labour, much loss

    • Many is used before the countables in the plural number. It means a large number of:

    Many students, many artists

    INTERROGATIVES

    • Determiners that helps to ask questions may be described as interrogatives like what, which, whose, etc.

    What train, which basket, whose bats

    MODALS

    Modals are verbs used to express the mood or attitude of the speaker. They are used to give advice, seek or give permission, make suggestions, make polite requests, give invitations, etc. The most commonly used modals are:

    • can, could, may, might, will, would, shall, should, must, ought to, need, dare
    • Asking for and giving permission:

    May, can, and could

    Preeti: Mummy, I ‘am awfully hungry. Can I eat these butter biscuits?

    Mother: Why not? You can eat all of them if you like.

    • Vinay: Could I use your phone please?

    Mr Bhushan: Yes of course.

    Ritu: May I go to the medical room madam? I “am feeling giddy.

    Madam: Yes please do.

    • To ask or give permission we use Can, could or may.

    Can is informal; could is very polite; may is formal. All of them are correct. The choice depends on the situation and the speaker’s relation to the listener.

    • Asking for things:

    Can, could, may, will

    • To ask for things we normally use can or could Can I have those pillow covers, please?

    Could you pass on the salt, please?

    • May is also possible, but being very formal is not preferred. However, we can use will if we like:
    • Will you pass on the salt, please?
    • Possibility:

    May, might

    Both may might are used to suggest possibility. But might suggests a lesser possibility than may.

    In these sentences, could is also possible:

    He could be in his office.

    But could suggests still lesser possibility.

    • Must doesn’t have a past tense form. So we can use must to talk about the present or the

    future:

    We must phone Sathish now {present}

    We must phone Sathish tomorrow {future}

    • Should is not as strong as must or have to. Look at this example:

    You should wear a helmet while driving a motor bike.

    • Ought to conveys the same sense as should. But it carries with it a sense of moral duty.

    You ought to take care of your old parents.

    ACTIVE AND PASSIVE VOICE

    • We can begin a sentence either with the subject or object. This fact decides whether a sentence is active or passive.
    • In other words, it is possible for us to recognise the active and the passive voice. For example, if a sentence has one of the helping verbs such as am, is, are, was, were, been, being, be and past participles of the verb like eaten, broken, spent, learnt, incented, discovered, it is passive voice.
    • Voice: Voice is the form of the verb which indicates whether a person or a thing does something or something has been done to a person or a thing.Kinds of voice: there are two kinds of voice, namely:
    • Active voice
    • Passive voice
    • Active Voice: When a verb form shows that the subject has done something, it is known as active voice.

    Ex: Madhavi wrote a letter.

    • Passive voice: when a verb form shows that something has been done to the subject, it known as passive voice.

    Ex: A letter was written by Madhavi.

    NOTE: we can turn active voice into passive voice by using some guide lines. It is not much difficult for us to change the voice of the verb.

    BASIC RULES

    -A sentence can be separated into subject(S), verb(V) and object(O).

    eg: MADHAVI S

    WROTE

    V

    A LETTER O

    -The object of the sentence must be turned into subject.

    eg: MADHAVI S

    WROTE

    V

    A LETTER O

    A LETTER WAS WRITTEN BY MADHAVI

    O

    V

    S

    -The ‘be’ form must be used according to the tense of the verb. eg: A letter ‘was’.

    TENSE

    FORM

    • Present Simple
    • Continuous Tense (Present)
    • Present Perfect Tense
    • Simple Past Tense
    • Past Continuous Tense
    • Past Perfect Tense
    • Simple Future Tense
    • Future Perfect Tense

    am/is/are + Past Participle am/is/are + being + Past Participle have/has + been + Past Participle was/were + Past Participle was/were + being + Past Participial had + been + Past Participle will/shall + be + Past Participle will/shall + have been + Past Participle

    -Past participle of the verb must be used. eg: A letter was written.

    -Preposition ‘by’ must be added. eg: A letter was written by

    -The subject must be made the object. eg: A letter was written by Madhavi.

    ACTIVE AND PASSIVE VOICE TABLE

    -An easy way to find out to change the active voice to passive voice and vice versa.

    DIRECT AND INDIRECT SPEECH

    Akshay said, “I am really sorry for the mistake.” (1)

    Akshay said that he was really sorry for the mistake (2)

    -There are two ways of reporting, what some body said.

    We produce the exact words of the speaker, as in above. This is called direct speech.

    Or, we can express the speech in our own words, as in (2) above. This is called indirect or reported speech.

    Direct speech is set off by inverted commas (” “) indirect speech usually begins as:

    Miru said that

    Shashank asked Dhanshree if

    Kiran told Puneet to

    We do not normally report someone’s words as soon as they are spoken, or at the place where they are spoken. Besides, the reporter is usually different from the actual speaker. So the reported speech differs from the direct speech in certain respects:

    Sushmita said, “I ‘am not free today, for somebody is coming to interview me.”

    Sushmita said that she was not free that day, for somebody was coming to interview her.

    -Besides dropping inverted commas and using some conjunctions(that, if, etc.), we have to take care of three things while reporting speeches:

    Tenses. Most of the times, the reported speech is in the past tense. (she was not free

    Somebody was coming )

    Personal pronouns like I, we, you, etc. And possessives like my, our, your, etc. , which change according to the situation. (she was , coming to interview her)

    Words detonating nearness of time and place are changed. (not free today- not free that day)

    DIRECT SPEECH

    INDIRECT SPEECH

    this/that

    these/those

    here

    there

    now

    then*

    Ago

    Before

    Today/tonight

    That day/that night

    Yesterday

    The day before/the previous day

    Tomorrow

    The next day/the following day

    The day before yesterday

    The day before the previous day

    The day after tomorrow

    The day after the next day

    Last week/year, etc.

    The previous week /year, etc.

    Next week/year, etc.

    The following week/year, etc.

    (*But then is very often omitted from the indirect speech)

    REPORTING VERB IN THE PRESENT OR FUTURE TENSE – THE TENSES IN THE REPORTED SPEECH UNCHANGED

    Prakhar says, “Arunima is not keeping well”.

    Prakhar says that Arunima is not keeping well.

    He will say, “Good music makes a good film.”

    He will say that good music makes a good film.

    REPORTING VERB IN A PAST TENSE

    THE TENSES IN THE REPORTED SPEECH CHANGE INTO A CORRESPONDING PAST TENSE

    IS/ARE/AM

    WAS/WERE

    WAS/WERE

    HAD BEEN

    HAD BEEN

    NO CHANGE

    HAS/HAVE

    HAD

    HAD

    NO CHANGE

    DO

    DID

    DID

    HAD DONE

    HAD DONE

    NO CHANGE

    WILL/SHALL

    (IN CERTAIN CASES, SHALL MIGHT BE CHANGED INTO SHOULD)

    WOULD

    MAY/CAN

    MIGHT/COULD

    WOULD/SHOULD/MIGHT/COULD /OUGHT TO/USED TO

    NO CHANGE

    MUST

    HAD TO

    There are situations in which even if the reporting verb is in the past tense, we leave the tenses in the reported speech unchanged:

    -The reported speech expresses a universal truth or a habitual fact:

    Our science teacher said, “The pole star does not change it’s position in the sky.”

    (The reported speech is a universal truth.)

    Our science teacher told us that the pole star does not change its position in the sky.

    I said to the tourist, “the Indian summer is usually very hot.”

    (This reported speech is habitual fact)

    I told the tourist that the Indian summer is usually very hot.

    -The reported speech describes a situation which still exists when the speech is reported :

    The station master said, “All the trains are running late because heavy rains have damaged some parts of the track.” (The situation continues to be unchanged at the time of reporting.) The station master said that all the trains are running late because heavy rains have damaged some parts of the track.

    -The reported speech contains two clauses, both in the past:

    Neeraj said to me, “Abhilash was unwell so she didn’t go to the school.”

    Neeraj told me that Abhilash was unwell so she didn’t go to the school.

    -However, in this case it would also be correct to say:

    Neeraj told me that Abhilash had been unwell, so she hadn’t gone to the school.

    PREPOSITION

    • A preposition is used to show the relationship of a noun or pronoun to another word in the sentence. Here are some common prepositions :

    About, above, after, at, behind, below, between, down, during, for, from, in, inside, of, off, on, through, to, under, with.

    • A prepositional phrase is made up of a preposition, its object, and all the words in between. The object of the preposition is the noun or pronoun that follows the preposition.

    The pirates buried their treasure under (preposition) a tree (object).

    1. kicked the ball between (preposition) the goalposts (object).
    • Examples of prepositional phrases –

    In the front, of cake, at the park, down the hill, across the street, under the bridge, from my big brother, behind the counter, after school, for breakfast, of the tree, during summer vacation.

    • Adjective phrases tell what kind or which one.

    She lives in a house with a red door. (What kind)

    The boy in the backseat was yelling loudly. (Which one)

    • Adverbial phrases tell how, when, or where.

    Tell the story in your own words. (How)

    Mr Raj jogs in the afternoon. (When)

    She ran behind the house. (Where)

  • The Invisible Man Chapter Wise Summary & Notes Class 12th English

    The Invisible Man

    Protagonist and Antagonist

    The story contains both external and internal conflict. In either case, both the protagonist and the antagonist is Griffin himself as he has made himself his own worst enemy. The external conflicts that Griffin causes are between Griffin and various members of the town as his invisibility is gradually discovered. People react with fear and then with terror as Griffin aggravates the situation by lashing out against people as soon as they figure him out. The people accept his existence with surprising lack of suspicion about the possibility of such an occurrence, which may be a lack on the author’s part. Once they believe that he exists, the primary goal is to apprehend and imprison him. Although motives are not elaborated upon, it would seem that different people in the town have different notions of what they might do when and if they could capture the man. Griffin also ultimately sees Kemp as an enemy although he had at first believed that Kemp would be both sympathetic and cooperative.

    The most important conflict is internal as Griffin himself struggles to live with his situation. He rationalizes his crimes rather than making any sane attempt to get people to understand his predicament. He uses force to get people to help him and goes from bad to worse in his attempts to replenish his research materials for experiments in reversing the process that rendered him invisible. There is no real depth of character. Griffin simply runs from place to place trying to survive by increasingly decadent methods.

    Climax

    The climax occurs when Griffin returns to Kemp’s house intending to make an example of Kemp for having betrayed him. Kemp escapes out the window but is soon followed by Griffin who can see him although he can’t see Griffin. The entire town is soon involved in the chase.

    Outcome

    The resolution is the death of Griffin. Once Kemp realizes what is happening he slows down and allows Griffin to catch him. Although Kemp is buffeted about a good bit for his efforts, Griffin is weaker than usual due to his injuries. Some of the men of the town are able to grasp invisible wrists and ankles and hold him down until the effort is no longer necessary.

    Synopsis

    The plot is simple and straightforward. Griffin, having rendered himself invisible with an earlier experiment, enters a town and sets up a lab in an inn where he works night and day to come up with a formula that will reverse his invisibility. When he slips up and accidentally reveals himself, he engages in immature and violent actions until he is forced

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    to run and find a new hiding place. As more people become aware of his existence, his situation becomes more perilous. Finally, he stumbles into the home of a former college professor whom he assumes will be interested in his experiments and willing to help him. The doctor, Mr. Kemp, however, reads newspaper accounts of Griffin’s insane actions against people in the town and betrays his trust. Griffin is hunted down, caught and killed, whereupon he becomes visible again. The little, inconspicuous victim of some of Griffin’s behavior is left with the stolen money and the documents that explain Griffin’s experiments. The story closes with the suggestion that Marvel himself might try the experiments if only he could figure them out.

    CHAPTER 1 The Strange Man’s Arrival

    A stranger arrives in Bramblehurst railway station. He is bundled from head to foot with only the tip of his nose showing. He enters the Coach & Horses Inn and demands a room and a fire. Mrs. Hall, the owner prepares a supper for him and offers to take his coat and hat, but he refuses to take them off. When he finally removes the hat, his entire head is swathed in a bandage. Mrs. Hall thinks he has endured some accident. She tries to get him to talk about himself, but he is taciturn with her, although not particularly rude.

    Notes – This introduction to the Invisible Man through the eyes of the town people is actually about midway through his own story. He has already gone from place to place trying to keep his cover and has committed two acts of violence, one against his own father and the other against the proprietor of a costume shop whom he tied and gagged in order to be able to steal clothing and money. Nevertheless, his intention at this point is simply to find a quiet place and work as quickly as possible to find an antidote to the invisibility. The primary thread of the story-that of the growing rumors and suspicions, which eventually contribute to his exposure-is begun.

    CHAPTER 2 Mr. Teddy Henfrey’s First Impressions

    Teddy Henfrey, a clock repairman, comes to the inn for tea. Mrs. Hall asks him to “repair the clock” in the stranger’s room. Teddy deliberately takes as long as he can with the clock, taking it apart and reassembling it for no reason. The stranger finally gets him to hurry up and leave. Offended, Teddy talks himself into believing that the stranger is someone of a suspicious nature, perhaps even wanted by the police and is wrapped up to conceal his identity. Teddy runs into Mr. Hall and warns him about the stranger, informing him that a “lot of luggage” will be coming. It would seem that the stranger intends to stay awhile.

    Mr. Hall goes home intending to investigate the stranger, but is put off by the short- tempered demeanor of his wife.

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    Notes – Mrs. Hall, although not a major character, is revealed as rather devious in a harmless sort of way. She really wants to know what the man’s disfigurement is; she assumes he has been in a horrible accident, and the motherly side of her wants to know how to express sympathy. She is a very good innkeeper under the circumstances. While she is not above using Teddy to pry for information, she does not contribute to the spread of rumors. In fact, we are told later that she defends him as long as he is faithful about paying his bill. Teddy is a character typical of the other people of the town. He wants to know the man’s story, and when he is rebuffed for his persistence, he begins to imagine all sorts of things. His imagination soon becomes fact to him, and he spreads his new knowledge to anyone who will listen.

    CHAPTER 3 The Thousand and One Bottles

    A stranger arrives in Bramblehurst railway station. He is bundled from head to foot with only the tip of his nose showing. He enters the Coach & Horses Inn and demands a room and a fire. Mrs. Hall, the owner prepares a supper for him and offers to take his coat and hat, but he refuses to take them off. When he finally removes the hat, his entire head is swathed in a bandage. Mrs. Hall thinks he has endured some accident. She tries to get him to talk about himself, but he is taciturn with her, although not particularly rude.

    The stranger’s luggage arrives at the inn. Numerous crates fill the deliveryman’s cart, some of them containing bottles packaged in straw. Fearenside, the cartman, owns a dog that starts to growl when the stranger comes down the steps to help with the boxes. The dog jumps for the stranger’s hand, but misses and sinks his teeth in a pant leg. The dog tears open the trouser leg, whereupon the stranger goes quickly back into the inn and to his room.

    Concerned about the possibility of injury, Mr. Hall goes to the stranger’s room. He gets a glimpse of what seems like a white mottled face before he is shoved by an unseen force back through the door. The stranger soon reappears at the door, his trousers changed, and gives orders for the rest of his luggage. The stranger unpacks 6 crates of bottles, which he arranges across the windowsill and all the available table and shelf space in the inn’s parlor-a space he seems to have commandeered for himself.

    Mrs. Hall enters later to tend to his needs and catches a quick glimpse of him without his glasses. His eyes seem hollow; he quickly puts his glasses on. She starts to complain about the straw on the floor, but he tells her to put it on the bill and to knock before entering his rooms. She points out that he could lock his door if he doesn’t want to be bothered, advice that he takes. He then works behind the locked door all afternoon. At one point, Mrs. Hall hears him raving about not being able to “go on.” She hears a sound like a bottle being broken. Later she takes him tea and notes the broken glass and a stain on the floor. He again tells her to “put it on the bill.”

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    Meanwhile Fearenside talks in the beer shop of Iping Hangar. Fearenside says that the stranger is a “black man,” an assumption derived from the absence of “pink flesh” when the trouser leg was ripped open. When reminded of the pink nose, Fearenside claims that the man must therefore be a “piebald,” or a part white, part black creature.

    Notes – Fearenside is more observant than even he realizes. Of course, Griffin knows that a close look at his torn pant leg will reveal a “missing” leg, but he also needs to get away from the dog until they can get the animal under control. Subtle differences among characters of the town are beginning to be revealed. Mrs. Hall notices a “hollow” look to the guest’s eyes, an appearance masked by the dark glasses he usually wears. His frustration is over the failure of his experiments; she notes the mess he makes but cleans up after him with minimal complaint when he gives her extra money. Fearenside, on the other hand, liberally discusses the “discoveries” he has made as a result of the brief encounter. Fearenside refers to horses as an example of the “patchy” color that can happen when black and white are mixed.

    CHAPTER 4 Mr. Cuss Interviews the Stranger

    The stranger works diligently in his room until the end of April with only occasional skirmishes with Mrs. Hall. Whenever she disapproves of anything he does, he quiets her with additional payment. He rarely goes out during the day, but goes out nearly every night, muffled up regardless of the weather.

    His identity becomes a topic of speculation in the town. Mrs. Hall defends him, repeating his own words that he is an “experimental investigator.” The view of the town is that he is a criminal trying to escape justice. Mr. Gould, the probationary assistant imagines that the man must be an “anarchist” who is preparing explosives.

    Another group of people believe he is a piebald and could make a lot of money if he chose to show himself at the fairs. All agree, however, that due to his habits of secrecy, they dislike him. The young men begin to mock his bearing; a song called “Bogey Man” becomes popular and children follow at a distance calling out “Bogey Man.”

    The curiosity of a general practitioner named Cuss is aroused, and he contrives for an interview. During the interview the stranger accidentally removes his hand from his pocket. Cuss is able to see down the empty sleeve to the elbow. Cuss questions him about “moving an empty sleeve.” The stranger laughs, then extends the empty sleeve toward Cuss’s face and pinches his nose. Cuss leaves in terror and tells his story to Bunting, the vicar.

    Notes – In spite of Hall’s defense, Griffin will be the cause of his own destruction. Perhaps it is the frustration of always having to guard his secret that causes him to act offensively when challenged, but in any case, he could have handled the situation differently. The deliberate pinching of Cuss’s nose is not only an unnecessary

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    affront, but is also a mark of Griffin’s immaturity. Bringing pain upon others for the sake of his own amusement, however, will soon deteriorate to performing criminal acts. In fact, although Bunting is about to become Griffin’s new victim, Griffin has already been foraging at night for places that he could rob in order to maintain his materials and keep up with his rent.

    This chapter nudges the plot forward a bit by bringing in Bunting the vicar. The actions which will follow begin to bring the town together in an awareness of a stranger in their midst.

    CHAPTER 5 The Burglary and the Vicarage

    Mrs. Bunting, the vicar’s wife, wakes up at the sound of bare feet walking through her house. She wakes her husband and the two watch and listen as a candle is lit and papers are rustled in the study. When they hear the telltale clink of money, Rev. Bunting rushes into the study with a raised poker, but the room appears to be empty. Their money disappears and at one point they hear a sneeze in the hallway but are unable to locate or see the intruder.

    Notes – Due to the necessity of running about naked, Griffin has caught a cold, which he is unable to completely hide. His sneezes begin to give him away even though people don’t yet understand what they are hearing. In robbing the Buntings, Griffin also sets himself up for accusations and criminal charges. Thus when his presence is discovered, it is inevitable that people will begin to expect the worst and will be concentrating on apprehending him rather than helping him.

    CHAPTER 6 The Furniture that Went Mad

    The Halls arise very early in the morning on Whit-Monday in order to take care of some private business having something to do with their wine cellar. In passing by the guest’s room, Mr. Hall notices that the door is ajar. A few minutes later, he sees that the bolts on the front door of the house are unlocked although he remembers shutting them on the previous night. The guest is not in his room, but his clothes, shoes, and even his hat are scattered about. As the Halls are investigating, the bed-clothes suddenly gather themselves into a bundle and toss themselves over the bottom rail. Then a chair flies toward Mrs. Hall. The legs of the chair are brought to rest against her back, propelling her out of the room. The door slams and is locked behind them. The Halls decide that the stranger is a spirit.

    They send for Sandy Wadgers, the blacksmith who is also supposed to be an exorcist. Wadgers is joined by Huxter, and together they ponder the likelihood of witchcraft and contemplate the propriety of breaking through the door in order to examine the situation more closely. However, before they can carry out any such action, the door opens and the stranger emerges, wrapped and bundled as usual. He distracts them long enough to enter

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    the parlor and slam the door against them. When Mr. Hall raps on the door and demands an explanation, the stranger tells him to “go to the devil” and “shut the door after you.”

    Notes – The panic is building for Griffin, while characterization is enhanced for the people in the town. Wadgers delays “breaking” into the room, using the excuse of propriety when the real and very human reason is apprehension. While they may talk of spirits and witchcraft in their leisure, it is clear that they have no real experience with such. The growing impression is that the Invisible Man is something evil. Griffin helps the idea along with his continued offenses.

    CHAPTER 7 The Unveiling of the Stranger

    The stranger remains locked in the parlor all morning. He rings his bell for Mrs. Hall several times, but she does not answer it. About noon, he emerges and demands to know why his meals have not been brought to him. Mrs. Hall tells him that his bill has not been paid in five days. She refuses to accept the excuse that he is waiting for a remittance. When he produces some money, she refuses it, saying she first wants to know why he doesn’t enter by doorways and move about like normal people.

    For his answer, the stranger removes all his head wrappings, including his nose and moustache. He thus looks like a person with a missing head. At the sound of screams a crowd of people run toward the inn. “Eye-witnesses” suddenly babble hysterical stories of the man attacking the servant girl, and brandishing a knife. Bobby Jaffers, the village constable, appears with a warrant.

    The stranger slaps Jaffers with his glove, but then says he will surrender. He will not accept handcuffs, however. As the constable, Halls and others watch, the man removes the rest of his clothes, becoming invisible before them. He tells them that he is invisible. Jaffers wants to take him in for questioning on suspicion of robbing the Bunting home. A scuffle ensues, and the stranger, now known as the “Invisible Man,” escapes.

    Notes – This is the last chapter in which Mrs. Hall has a significant presence, but the reader is left with the image of a very courageous, and spunky lady. She has, just a day before, been shoved out of one of her own rooms with a floating chair; she knows the man has entered and left by some mysterious means and yet she rejects his money and demands an explanation. Griffin’s own actions are quickly becoming offensive, violent and deliberately geared toward creating reactions of fear and terror in his victims. There seems to be no sense of humanity left in him; everything he does is first for survival, then for the sheer thrill of striking terror-simply because he can. He is like an evil schoolboy who enjoys pulling the legs off of flies just to see them squirm. It never occurs to him to try to solve his problem by any means other than violence and terror.

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    CHAPTER 8 In Transit

    An amateur naturalist named Gibbins is relaxing out on the downs and hears someone coughing, sneezing and swearing. Frightened, Gibbins gets up and runs home.

    Notes – This chapter simply indicates the passage of the Invisible Man through the countryside.

    CHAPTER 9 Mr. Thomas Marvel

    Marvel is an eccentric bachelor and local tramp who likes to be comfortable and take his time about things. He has come across a pair of boots in a ditch. He has tried them on and found them too big, and is occupied in contemplating the boots when he hears a voice nearby. Marvel talks about boots with the voice for several minutes before turning to see his visitor and finding no one there.

    First Marvel tells himself that he has had too much to drink, then that his imagination has played some sort of trick on him. The Invisible Man begins throwing things at Marvel to convince him that he is not just imagining the presence. Eventually the Man convinces Marvel that he is real and is in need of an accomplice who will first give him food, water and shelter. He delivers an unfinished threat of what he will do if Marvel betrays him.

    Notes – Marvel appears eccentric, unassuming and something of a loner, which would be bait to Griffin. He has no family, and apparently little money as he is first found contemplating whether or not he wants to keep a set of cast-off boots. He is fat, red faced, slow moving and doesn’t seem terribly bright, but that is merely the effect of Griffin having the advantage over him. As soon as he realizes his predicament, he begins to look for any possible means of escape. As for Griffin, he is “making use” of Marvel in the same way that he did the Halls, the stray cat, and even his own father. Whatever means he deems necessary to his purpose is enacted without thought or conscience.

    CHAPTER 10 Mr. Marvel’s Visit to Iping

    Iping has nearly recovered its earlier holiday atmosphere. As only a few people had actually made contact with the Invisible Man, the general population is soon able to reason him away as some trick of an overactive, holiday imagination.

    Around 4:00, Mr. Marvel enters town and is observed by Huxter to behave rather strangely. He makes his way down the street almost reluctantly. He stops at the foot of the steps to the Coach & Horses and seems to undergo a great struggle before finally entering. A few minutes later, he re-emerges, apparently having had a drink, and walks as if he is trying

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    to act nonchalant. Soon he disappears into the yard and re-emerges with a bundle wrapped in a tablecloth. Huxter thinks some robbery has taken place and tries to follow Marvel when he is tripped in a mysterious fashion and sent sprawling.

    Notes – Griffin has used Marvel to attempt to get his belongings out of the Coach & Horses. Marvel’s resistance manages to get attention, but not the attention he wants. Huxter thinks that Marvel has committed the robbery.

    CHAPTER 11 In the Coach Horses

    The narrator backtracks to explain what happened inside the Coach & Horses. Mr. Cuss and Mr. Bunting were in the parlor going through the belongings of the Invisible Man. Three large books labeled “Diary” are written in a cipher or code they do not understand.

    Suddenly the inn door opens and Mr. Marvel enters. They disregard him and begin studying the books again when an unseen force grabs each of them by the neck and begins pounding their heads on the table between questions about what they are doing with his things. The man demands his belongings, saying he wants his books and some clothes.

    Notes – Griffin is on the verge of insanity. He is probably terrified on two counts. One would be lest someone tamper with his notes or other belongings related to his experiments. The other would be lest someone should actually be able to decipher his records.

    CHAPTER 12 The Invisible Man Loses His Temper

    Mr. Hall and Teddy Henfrey are involved in a discussion behind the hotel bar when they hear a thump on the parlor door. They hear strange sounds as of things being thrown against the door and some bizarre conversation. Doors open and shut and they see Marvel taking off with Huxter trying to follow him. Suddenly Huxter executes a complicated leap in the air. Seconds later, Hall lands on the ground as if he had been attacked by a football player.

    Several other individuals are shoved aside or sent sprawling in the streets. Mr. Cuss calls for help, telling people that the “Man” has all of the vicar’s clothes. After breaking all the windows in the Coach & Horses and thrusting a chair through the parlor window of another citizen’s house, the Invisible Man disappears from Iping.

    Notes – Marvel has taken advantage of the situation, and rather than carrying Griffin’s material for him, has run off with it. The intervention of Huxter and the other individuals almost enables Marvel to get away with the precious books. Cuss quickly catches on to the fact that Griffin will be visible so long as he is carrying the bundle, but he is unaware of the existence of Marvel. The narrator tells us that “perhaps” the Invisible Man only intended to use the vicar’s clothes to cover his

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    retreat, but that at some chance blow he has “gone completely over the edge.” He throws or upends benches, chairs and boards, along with breaking windows. Eventually he catches up with Marvel and they head for the next town.

    CHAPTER 13 Mr. Marvel discusses His Resignation

    Mr. Marvel, propelled by the unrelenting shoulder grip and vocal threats of the Invisible Man, arrives in Bramblehurst. Marvel tries to reason his way out of the situation to no avail. The Invisible man needs a normal person to carry his books and is determined to make use of the fat, red-faced little man.

    Notes – This brief chapter serves to track Griffin’s movement to the next location and to show his crude behavior toward Marvel. Marvel tries reasoning, whining, and even suggesting that he may in the long run be a failure and thus “mess up” Griffin’s plans. Nothing works. For the moment, Griffin needs Marvel. If Marvel should drop in accordance with his professed heart condition, it would mean nothing to Griffin.

    CHAPTER 14 At Port Stowe

    Marvel arrives in Port Stowe and is seen resting on a bench outside of town. He has the books with him, but the bundle of clothing has been abandoned in the woods. As he sits there, an elderly mariner, carrying a newspaper, sits down beside him. Citing the paper, the mariner brings up the topic of an Invisible man.

    According to the newspaper, the man afflicted injuries on the constable at Iping. Certain evidence indicates that he took the road to Port Stowe. The mariner ponders the strange things such a man might be able to do-trespass, rob or even slip through a cordon of policeman.

    Marvel begins to confide in the mariner, saying he knows some things about this Invisible Man. Suddenly Marvel is interrupted by an attack of some kind of pain. He says it is a toothache, then goes on to say that the Invisible Man is a hoax. Marvel begins to move off, walking sideways with violent forward jerks.

    Later the mariner hears another fantastic story-that of money floating along a wall in butterfly fashion. The story is true, however. All about the neighborhood, money has been making off by the handful and depositing itself in the pockets of Mr. Marvel.

    Notes – Marvel tries to take advantage of a short respite to let someone else know about the Invisible Man, but he is caught by Griffin before he can complete his story. This chapter gives us a little insight as to how Griffin has been surviving to this point. He has been stealing money wherever he could find it. Now that he is obliged to remain invisible, however, he has to use Marvel as a repository for his ill-gotten gain. The irony is that although Griffin can steal unlimited amounts, he has no way to use the

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    money in his invisible condition. And Marvel, who is for a time nothing more than a helpless victim, will be the one to benefit in the end.

    CHAPTER 15 The Man Who Was Running

    Dr. Kemp happens to be day-dreaming out his window when he spots a short, fat man running down the hill as fast as he can go. The doctor notices that the man is running “heavy” as if his pockets are “full of lead.” Kemp’s reaction is one of contempt, but the people on the street who see him approaching react a bit differently. The running man is Marvel; his expression is one of terror. A short distance behind him, people hear the sound of panting and a pad like hurrying bare feet. Soon cries of “The Invisible Man is coming” are heard in the streets along with the slamming of doors as people bolt into their houses.

    Notes – This chapter simply introduces Kemp into the story. Kemp’s attitude is representative of the average established, self-confident, and self-sufficient individual. He sees a man in trouble, but his reaction in contemptuous instead of concern. He has heard warning cries about an Invisible Man, but clearly doesn’t believe any of it. He is a man who keeps himself apart form the concerns of the general public, is buried in his work, interested only in what award it will ultimately bring him.

    CHAPTER 16 In the lolly Cricketers

    The Jolly Cricketers is a tavern. The barkeep, a cabman, an American and an off-duty policeman are engaged in idle chat when marvel bursts through the door. Marvel begs for help, claiming the Invisible Man is after him.

    A pounding begins at the door and then a window is broken in. The Invisible Man doesn’t come in immediately, however. The barman checks the other doors, but by the time he realizes the yard door is open, the Invisible Man is already inside. Marvel, who is hiding behind the bar, is caught and dragged into the kitchen. The policeman rushes in and grips the invisible wrist of the hand that holds onto Marvel, but is abruptly hit in the face.

    People stumble over and into each other as all try to catch the Invisible Man. He yelps when the policeman steps on his foot, then flails wildly about with his Invisible fists and finally gives them the slip. The American fires five cartridges from his gun, sweeping his gun in a circular pattern as he fires. The chapter ends with the men feeling around for an invisible body.

    Notes – Griffin is injured in this chapter. He is thus forced to find shelter and help in the nearest possible place. But now, enough people have been involved in Griffin’s mayhem that it will be relatively easy to round up a posse of believers when the time comes to do so.

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    CHAPTER 17 Doctor Kemp’s Visitor

    Doctor Kemp is still working in his study when he hears the shots fired in the Cricketers. He opens his window and watches the crowd at the bottom of the hill for a few minutes, then returns to his writing desk. A few minutes later, he hears his doorbell ring, but his housekeeper says it was only a “runaway” ring.

    The doctor is at his work until 2 AM when he decides to go downstairs for a drink. On the way, he notices a spot of drying blood on his linoleum floor. Then he finds more blood on the doorknob of his own bedroom. In his room, his bedspread is smeared with blood, his sheet is torn, and bedclothes are depressed as if someone has been sitting there.

    The Invisible Man introduces himself to Kemp. He is Griffin, of University College. He explains that he made himself Invisible, but is wounded and desperately in need of shelter, clothes and food.

    Kemp loans him a dressing gown along with some drawers, socks and slippers. Griffin eats everything Kemp can rustle up and finally asks for a cigar. He promises to tell Kemp the story of his bizarre situation but insists that he must sleep first as he has had no sleep in nearly three days.

    Notes – Kemp’s reaction is in stark contrast to Marvel’s original reaction to Griffin. Although he finds the story hard to believe, he is too well educated and too intelligent to deny the evidence of his own eyes. Nor is he prey to hysterics or to working class superstitions. The idea of a spirit or witchcraft doesn’t even occur to him. His cool demeanor as he helps Griffin to the things he needs could be an indication of hope for the Invisible Man.

    CHAPTER 18 The Invisible Man Sleeps

    Griffin examines the windows of the room, then exacts a promise from Kemp that he will not be betrayed in his sleep and finally locks the door, barring Kemp from his own room.

    Kemp retires to his dining room to speculate upon the strange events. There he sees the day’s newspaper, which he had ignored earlier. He reads it eagerly, but assigns the more terrifying elements of the stores to “fabrication.” In the morning, he sends his housekeeper for all available papers and reads those as well. The papers contain stories of the previous evening’s events at the Cricketers along with a rather badly written account of Marvel’s experience. Marvel doesn’t tell how he came upon the money in his pockets, nor does he mention the location of the three books. Kemp becomes alarmed at the possibilities of what Griffin could do and writes a note to Colonel Adye at Port Burdock.

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    Notes – Kemp experiences his first apprehension because of what his own intelligence reveals to him rather than from the hysterical reports in the papers. He is motivated, however, from personal interest. When he recalls the behavior of Marvel, he realizes that Marvel-a mere tramp-was being pursued by Griffin. He suddenly realizes that Griffin is insane to the point of being homicidal.

    CHAPTER 19 Certain First Principles

    Griffin explains how he became invisible. He had been a medical student, but had dropped medicine and taken up physics. He discovered a formula of pigments that lowers the refractive index of a substance, allowing light to pass through it rather than being reflected or refracted. After experimenting with pigments for three years, he came upon the secret whereby animal tissue could be rendered transparent. He was continuously trying to hide his work from another professor. He was finally brought to a halt in his experimenting by a lack of funds, a problem he solved by robbing his own father. Because the money did not belong to him, his father shot himself.

    Notes – From this chapter through XXIII, the point of view changes as Griffin tells his own story. He explains how he became invisible and tells the story up to the time when he had first entered the Coach & Horses. He explains his use of and contempt for Marvel, justifying his own behavior as necessary to his survival.

    CHAPTER 20 Doctor Kemp’s Visitor

    Griffin explains how he had found lodging in a boarding house on Great Portland Street. After his father’s funeral, he went to his apartment to continue with his experiments. He successfully made a piece of cloth disappear, then he tried his process on a stray cat. The cat was not entirely successful, as the animal’s eyes and claws never completely disappeared.

    Later the next day he had a minor altercation with the landlord who brought reports of Griffin tormenting a cat in the night. The landlord wanted to know what Griffin was doing in the room and what all the paraphernalia was for. The two argued and Griffin shoved the landlord out of the room. Griffin knew he would have to act quickly, so he made arrangements to have his belongings stored, then he drank some of his own potion. In the evening the landlord returned with an ejection notice, but was too terrified at the stone white face of Griffin to serve it. In spite of extreme illness and pain, Griffin finished his treatment and watched himself gradually disappear.

    In the morning, the landlord, his stepsons and the elderly neighbor lady who had complained about the cat enter Griffin’s apartment and are astonished to see no one. A day later, afraid, lest his equipment reveal too much information, Griffin smashes the items and sets fire to the house. Believing that he has covered his tracks with impunity, he begins to

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    imagine all sorts of “wild and wonderful” things he will be able to do under the cover of invisibility.

    Notes – Griffin’s explanations are completely absent of any sense of humanity or conscience. His intentions suggest anarchy or lawlessness resulting from an absence of social restriction. Killing his own father seems to have killed his conscience, and the novelty of invisibility highlights his immaturity and seems to divorce him from a normal sense of responsibility.

    CHAPTER 21 In Oxford, Street

    Griffin continues to explain his experiences with invisibility. He soon discovered that being invisible had as many drawbacks as advantages. People ran into him and stepped on him. He had to be continually on guard as to the movements and positions of others in order to avoid accidental contact. To make matters worse, although people could not see him, dogs could detect him with their keen sense of smell. As he had to remain naked, he was soon uncomfortable. Also, he could not eat, as food was visible until it was fully assimilated into his system.

    At one point, he had run up the steps of a house in order to avoid a unit of a marching Salvation Army band. While he waited, two youngsters spotted the prints of his bare feet in the mud. Soon a crowd of people had gathered to look at the “ghost prints.” He leapt over the railing and ran through a bunch of back roads to avoid the press. Fortunately for him, his escape at that time was aided with the distraction created by conflagration engulfing his former dwelling.

    Notes – Griffin’s initial error was that he became so obsessed with a single scientific notion that he failed to take consequences into consideration. No doubt, he was not concerned about people reacting to him as though he were some kind of mutation or monster. As an albino human, he was already a marginalized individual who did not fit into ordinary society. College was the perfect place for him, but he was so concerned about the possibility of any one getting credit for his discovery that he failed to take advantage of collaboration and more mature knowledge that he might have had access to.

    CHAPTER 22 In the Emporium

    Griffin explains his first attempts to get clothing and render his situation more tolerable. He had gone into the Omniums, a large apartment type store where one could buy everything from groceries to clothing. He made his way to an area of bedsteads and mattresses, hoping that once the store closed for the night, he would be able to sleep on the mattresses and steal some clothes with which to mask his condition.

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    In the night, he procured a complete set of clothes for himself, helped himself to food in a refreshment department, and then slept in a pile of down quilts. He failed to awaken before the morning crew had entered, however, and was unable to escape as long as they could see him. Thus, he was forced to shed the clothing and run, naked, back out into the cold.

    Notes – Griffin was preoccupied with getting his food and clothes by illicit means. His plans are continually evil even as the reactions of other people are consistently behaviors of suspicion and rejection. At no point, does he consider trying to get anyone to understand his situation. His imagination drives him only toward evil, as if the grotesque and the evil are natural partners.

    CHAPTER 23 In Drury Lane

    Griffin’s peril increased daily. He had no clothes or shelter and dared not eat. Also, he soon realized that walking through the streets of London was going to result in an accumulation of dirt on his skin- which would make him visible in a grotesque way.

    He made his way into a costume shop, hoping to make way with some clothes and dark glasses after the proprietor had gone to bed. In the shopkeeper’s room, he had to stand and watch the man eat his breakfast. Furthermore, the man had exceptionally acute hearing and nearly discovered Griffin several times. When evening came, he was finally able to explore the house and found a pile of old clothes. In his excitement, he forgot about the noise he was making and was nearly caught when the shopkeeper investigated the noise. Unable to see the source, but positive someone was in the house, the proprietor went about locking all the doors in the house and pocketing the keys. In desperation, Griffin struck the old man on the head, then gagged and tied him with a sheet. Then he put together a costume of old clothes, stole all the money he could find and went out into the street.

    Believing his troubles were over, Griffin went into a restaurant and ordered a meal, but soon realized he couldn’t eat it without exposing his invisible face. He ordered the lunch and left, telling the proprietor that he would be back in ten minutes.

    Griffin went to “another place” (which happens to be the Coach & Horses Inn) and demanded a private room, explaining that he was “badly disfigured.” Thus, he had set himself up at Iping, hoping to find a way to reverse the process of invisibility. Here he was finally discovered.

    Notes – This chapter brings us current with events in the first chapter of the book.

    CHAPTER 24 In Oxford, Street

    Griffin tells how his original plan, after being discovered by the people of Iping, had been to get his books and get out of the country, but that plan had changed upon meeting

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    Kemp. He thinks that Kemp can work with him. Together they can set up a “reign of terror” to take full advantage of the Invisibility. Griffin does not realize that Kemp has already betrayed him and is only trying to keep him talking until the police arrive. Kemp stands in front of the window to keep Griffin from seeing the police, but Griffin soon hears them on the stairs and realizes he has been deceived.

    Griffin quickly begins to disrobe even as Kemp springs to the door and attempts to lock him in. A dropped key spoils the effort as the now invisible Griffin shoves him aside, then hurls his weight at Colonel Adye, the chief of the Burdock Police who is approaching on the stairs. Griffin escapes past two more policemen in the hall; they hear the front door of the house slam violently.

    Notes – In assuming that he can make demands and others will simply capitulate to him, Griffin has misjudged Kemp. Kemp is self-centered, but is not a murderer. As for Griffin himself, he appears to have abandoned any intention of searching for an antidote and is only interested in trying to terrorize as much of the country as he can. He wants to set himself up as a vindictive god with Kemp as his personal henchman.

    CHAPTER 25 The Hunting of the Invisible man

    Kemp explains the situation to the police, informing them of Griffin’s intentions to cause general mayhem. They talk of using dogs to sniff him out and of putting powdered glass in the streets.

    Notes – The narrator tells us that if he had used his time more wisely, Griffin may have been able to escape during the 24 hours it took the countryside to organized. He slept instead, however, and by the time he had awakened there was no escape possible.

    CHAPTER 26 The Wicksteed Murder

    By 2:00 in the afternoon, the entire countryside around Burdock has been mobilized. Men set out with guns, clubs and dogs, and the police warn the village people to lock their doors and stay inside. Griffin manages to evade his pursuers for a 24-hour period except for one encounter with a middle-aged man who had apparently cornered him. Griffin kills the man by beating him with an iron rod.

    CHAPTER 27 The Siege of Kemp’s House

    Kemp receives a letter telling him that the Reign of Terror is beginning and that Kemp himself will be the first execution for the sake of an example. Kemp decides that he himself will be the bait and that Griffin will be caught because he will have gone too far. A

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    knock at the door turns out to be Adye with news that Kemp’s housekeeper-who was carrying notes for the police-had been attacked and the notes taken from her.

    Griffin makes his presence known by smashing windows in Kemp’s house. During the battle that follows, Adye is shot. Griffin gets inside the house and tries to tell the police to “stand away” as he is after only Kemp. He swings an ax at them, but one of them manages to strike him with an iron poker. By this time Kemp has followed his housekeeper through a window and is nowhere to be found.

    Notes – The police express contempt for Kemp, believing he has run off and left them to face Griffin alone. The truth is, he has, because he knows Griffin will follow through on his threats. However, even though Kemp tries to escape, he does not forget his earlier idea of using himself as bait. It is ironic that he runs the same course he watched Marvel run just a couple days earlier. He, too, is white faced and terrified, but keeps his wits; whenever he finds a bit of uneven ground or a patch that is scattered with broken glass, he takes it, knowing it will slow down the invisible, barefooted Griffin.

    CHAPTER 28 The Hunter Hunted

    Griffin chases Kemp through the town. People begin to join in the chase. When Kemp realizes that the people are chasing Griffin, he stops running, which allows the Invisible Man to catch him. Even though people cannot see him, they are able to grab hold of him and keep him down. The effort is not needed for long as Griffin has been fatally injured and seems to have lost a lot of blood. As the town people watch, the effect of invisibility is gradually reversed, and soon, Griffin, now dead, is visible.

    Notes – When Griffin becomes visible, his albino condition is also revealed. It is interesting that the people are not horrified or even surprised. Nor is there any speculation about how this bizarre incident could have happened. The people watch as his broken, battered body slowly becomes visible from his extremities to the center of his being. It is only when his white face and hair and staring garnet eyes are revealed that someone calls for them to “cover that face” before the children in the town can see it.

    EPILOGUE

    Mr. Marvel, formerly the tramp, has become the landlord of the little inn near Port Stowe and the “owner” of all the information about Griffin. He has been able to keep all the money Griffin stole because lawyers could not identify the sources accurately. The books seem to have disappeared entirely; at least whenever anyone asks Marvel about them, he denies knowing anything. However, when the inn is closed and he is alone, he takes the books out of their hiding place and tries to study the “wonderful secrets.”

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    Notes – The epilogue implies that the people, represented by the tramp-turned-innkeeper, not only have learned very little from the experience of the invisible man, but that they would not be above trying the invisibility themselves if only they knew how to do it. Regardless of the horrors perpetrated by Griffin, it seems to be part of human nature to want to be able to cause chaos and commit obscenities with impunity. While Marvel says that he would not do the same things Griffin did, there is little doubt that anyone, given such advantage over others, would resist the temptation to dabble in behaviors that are unacceptable in normal civilized society.

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  • Summary of The Rattrap Class 12th Flamingo

    Summary in detail The Rattrap

    A rattrap peddler went around selling small rattraps. His clothes were in rags. His cheeks were hollow. He had the look of a starved man. He made wire traps. He begged the material from stores and big farms. Sometimes he resorted to begging and a little stealing to survive. The world had never been kind to him. He had no home, no shelter.

    The peddler led a lonely life. One day while he was thinking about his rattraps, an idea struck him. He thought that the world itself was a rattrap. As soon as anybody touched it, the trap closed on them. He was amused to think of some people who were already trapped, and some others who were trying to reach the bait in the trap.

    It was a cold evening in December. He reached a cottage on the roadside. He knocked at the door and asked for a night’s shelter. The owner of the cottage was a lonely old crofter. He wanted someone to talk to. He welcomed the peddler. He gave the peddler hot porridge to eat, and tobacco to smoke. Then they played cards. The crofter was generous as well as trustful. He told the peddler that he had a cow and sold her milk to a creamery. He also told him that he received thirty kronors as payment the previous month. Then he took down a pouch and showed him the money. Then he put the money back i
    n the pouch and hung it on a nail in the window frame. Next morning the peddler left. The crofter locked his cottage, and went away.

    The peddler came back to the cottage. He had been tempted to steal the money that hung like a bait in the window frame. He smashed the pane and stole the money. Now he thought it was not safe to walk along the public highway. So he went into the woods. There he walked and walked but could not get out. He moved in circles. He was tired. He looked upon the forest as a rattrap in which he was caught. He thought his end was near. He lay down to die.

    After a while he heard regular thumping of a hammer’s strokes. He knew the sound was coming from Ramsjo Ironworks. He stood up and walked in the direction of the sound. He opened the gate of the ironworks and went into the forge. The owner came on his nightly rounds and noticed the ragged wretch near the furnace. The ironmaster looked intently at the peddler’s face. He felt sure that the peddler was one of his old regimental comrades, Captain von Stable who had fallen on evil days. He invited the peddler to go home with him for Christmas. But the peddler was alarmed. He thought it was risky for him to accept the offer. He firmly declined it. The ironmaster went home.

    The ironmaster sent his daughter Edla to persuade the peddler to come home. She spoke gently to him. The peddler felt confidence in her and agreed to go with her. On the way he was sorry to have stolen the crofter’s money that had put him in a trap.

    The ironmaster was happy to have his old regimental comrade under his roof. He planned to feed him well and give him some respectable work. The servant cut the peddler’s hair, shaved him ad bathed him. The peddler appeared wearing one of the ironmaster’s fine suits. But when the ironmaster looked at him in daylight, he felt that he had made a mistake. The peddler was not captain von Stable. He thought that the man had deceived him. He even thought of handing him to the sheriff.

    The peddler said that he had not pretended to be what he was not. He had not been willing to go to the ironmaster’s house. Even then he was willing to put on his rags and leave. He also told the ironmaster that the world was a rattrap, and he himself might one day be tempted by a big bait and get caught in the trap. The ironmaster told him to leave at once.

    Edla did not like her father’s asking the poor peddler to leave. She thought it was unfair to turn away the man whom they had invited. She wanted to have the joy of entertaining a homeless wanderer on Christmas Eve. She stopped the peddler and her father agreed to it.

    Edla served food to the peddler. He was given Christmas presents which he thankfully received. Edla told him that her father’s suit that the peddler was wearing was also a Christmas present. She assured him that he would be welcomed again if he liked to spend the next Christmas Eve with them.

    Next morning the ironmaster and his daughter went to church. There they learned that the peddler was a thief. He had robbed the crofter. The ironmaster was sure that the peddler must have made away with their silver. Edla was dejected. But when they reached home they learned that the peddler had left. But he had taken away nothing. On the other hand he had left a Christmas present for Edla.

    Edla opened the present. It was a tiny rattrap. Edla was happy to see that the peddler had left the crofter’s money behind. There was a letter also. It was addressed to Edla. He thanked her for her kindness. He wanted to repay her kindness. So he had left the crofter’s money and had requested her to return it to the crofter. He said he had been raised to captain. That was why he could come out of the rattrap in which he had been caught. He signed the letter Captain von Stable.

    Main points

    1. ‘The Rattrap’ is a story that underlies a belief that essential goodness in human beings can be aroused through sympathy, understanding and love.

    2. Once a man went around selling small rattraps but he took to begging and thievery to keep his body and soul together.

    3. One day he was struck with the idea – the whole world is a big rattrap and it offers riches as bait.

    4. People let themselves be tempted to touch the bait then it closes in on them bringing an end to everything.

    5. One dark evening the rattrap peddler sought shelter in an old crofter’s roadside cottage.

    6. The old man gave him food, tobacco they enjoyed the card game too.

    7. Next morning the peddler stole away his thirty kroners.

    8. The rattrap peddler escaped into a big confusing forest and got lost.

    9. While resting on the ground he recollected his idea that the world is a rattrap and thought his end was near.

    10. Hearing a thumping sound he reached Ramsjo ironworks for a night shelter.

    11. The owner came on his nightly rounds and noticed the ragged wretch near the furnace.

    12. He took him as an old acquaintance ‘Nils Olof.’

    13. He invited him to stay with them for Christmas but the stranger declined the offer.

    14. His daughter Edla Willmansson persuaded to go home with him.

    15. She requested him to stay for Christmas Eve only.

    16. On his way to the Manor House the peddler thought that he had thrown himself into the lion’s den.

    17. The next day in broad day light the iron master realized the stranger was not captain and threatened to call the sheriff.

    18. Edla pleaded for him and asked him to stay back.

    19. Christmas Eve at Ramsjo was as usual and the stranger slept and slept.

    20. She made him understand that if he wanted rest and peace he would be welcome next Christmas also. This had a miraculous effect on him.

    21. Next morning they went for early church service leaving behind the guest who was asleep.

    22. They learnt at church that a rattrap peddler had robbed an old crofter.

    23. Edla becomes very upset.

    24. They reach home immediately and learn that the peddler had already left but had not taken anything at all with him. Instead, he had left a small packet for the young girl as a Christmas present.

    25. She opens the packet and finds a rattrap, three wrinkled ten-Kronor notes and also a letter with a request to return the Kroners to the crofter.

  • Introduction of The Rattrap Class 12th Flamingo

    Theme

    The story is about an old disheartened peddler who is taken in and shown generosity by a young woman. Her generosity and kindness change his bitter attitude towards life. The peddler is a man who has fallen upon misfortune and now resorts to selling rattraps, begging, and thievery. He is very pessimistic about the world around him and sees the world as merely a “rat trap”. He believes that society tempts us with riches and fine things, and when we accept, we are caught in the trap and are left with nothing.

    The story conveys a universal message that the essential goodness in a human being can be awakened through love, respect, kindness and understanding. It highlights the human predicament. Material benefits are the traps that most human beings are prone to fall into. Human beings do have a tendency to redeem themselves from dishonest ways as does the peddler at the end of the story.

    Setting

    This story is set amidst the mines of Sweden, rich in iron ore which figure large in the history of that country. The story is told somewhat in the manner of a fairy tale.

    Characters

    1.    A peddlar with rattraps.
    2.    An Oldman: A crofter
    3.    Master Smith in the Ramsjo Iron Mill in Sweden
    4.    Helpers in the Mill: blacksmiths
    5.    Iron mill owner
    6.    Edla Willmansson – daughter of the Iron Mill owner.

  • NCERT Solution of Deep Water Class 12th Flamingo

    Deep Water NCERT Solution Class 12th 

    QUESTIONS FROM TEXTBOOK SOLVED

    THINK AS YOU READ 
    Q1. What is the “misadventure ” that William Douglas speaks about?
    Ans. William O. Douglas had just learnt swimming. One day, an eighteen year old big bruiser picked him up and tossed him into the nine feet deep end of the Y.M.C.A. pool. He hit the water surface in a sitting position. He swallowed water and went at once to the bottom. He nearly died in this misadventure.

    Q2. What were the series of emotions and fears that Douglas experienced when he was thrown into the pool? What plans did he make to come to the surface? 
    Ans. Douglas was frightened when he was thrown into the pool. However, he was not frightened out of his wits. While sinking down he made a plan. He would make a big jump when his feet hit the bottom. He would come to the surface like a cork, lie flat on it, and paddle to the edge of the pool.

    Q3. How did this experience affect him?
    Ans. This experience revived his aversion to water. He shook and cried when he lay on his bed. He couldn’t eat that night. For many days, there was a haunting fear in his heart. The slightest exertion upset him, making him wobbly in the knees and sick to his stomach. He never went back to the pool. He feared water and avoided it whenever he could.

    THINK AS YOU READ
    Q1. Why was Douglas determined to get over his fear of water?
    Ans. His fear of water ruined his fishing trips. It deprived him of the joy of canoeing, boating, and swimming. Douglas used every way he knew to overcome this fear he had developed ’since childhood. Even as an adult, it held him firmly in its grip. He determined to get an instructor and learn swimming to get over this fear of water.

    Q2. How did the instructor “build a swimmer” out of Douglas?
    Ans. The instructor built a swimmer out of Douglas piece by piece. For three months he held him high on a rope attached to his belt. He went back and forth across the pool. Panic seized the author everytime. The instructor taught Douglas to put his face under water and exhale and to raise his nose and inhale. Then Douglas had to kick with his legs for many weeks till these relaxed. After seven months the instructor told him to swim the length of the pool.

    Q3. How did Douglas make sure that he conquered the old terror?
    Ans. Douglas still felt terror-stricken when he was alone in the pool. The remnants of the old terror would return, but he would rebuke it and go for another length of the pool. He was still not satisfied. So, he went to Lake Wentworth in New Hampshire, dived off a dock at Triggs Island and swam two miles across the lake. He had his residual doubts. So, he went to Meade Glacier, dived into Warm Lake and swam across to the other shore and back.Thus, he made sure that he had conquered the old terror.

    UNDERSTANDING THE TEXT 
    Q1. How does Douglas make clear to the reader the sense of panic that gripped him as he almost drowned? Describe the details that have made the description vivid.
    Ans. Douglas gives a detailed account of his feelings and efforts to save himself from getting drowned. He uses literary devices to make the description graphic and vivid. For example,
    ‘Those nine feet were more like ninety’, ‘My lungs were ready to burst.’ ‘I came up slowly,
    I opened my eyes and saw nothing but water….. I grew panicky1 ‘I was suffocating. I
    tried to yell, but no sound came out!’ ‘

    Q2. How did Douglas overcome his fear of water?
    Ans. When Douglas grew up, he took the help of an instructor to learn swimming. His training went on from October to April. For three months he was taken across the pool with the help of a rope. As he went under, terror filled him and his legs froze. The instructor taught him to exhale under water and inhale through raised nose. He made him kick his legs to make them relax. Then he asked him to swim. He continued swimming from April to July. Still all terror had not left. He swam two miles across Lake Wentworth and the whole length to the shore and back of Warm Lake. Then he overcame his fear of water.

    Q3. Why does Douglas as an adult recount a childhood experience of terror and his conquering of it? What larger meaning does he draw from this experience?
    Ans. The experience of terror was a handicap Douglas suffered from during his childhood. His conquering of it shows his determination, will power and development of his personality.
    He drew a larger meaning from this experience. “In death there is peace.” “There is terror only in the fear of death.” He had experienced both the sensation of dying and the terror that fear of it can produce. So, the will to live somehow grew in intensity. He felt released- free to walk the mountain paths, climb the peaks and brush aside fear.

    TALKING ABOUT THE TEXT 
    Q1.“All ice have to fear is fear itself” Have you ever had a fear that you have now overcome? Share your experience with your partner.
    Ans. I must have been about eight or nine years old. It was the night of Diwali. All the houses were shining bright with the rows of candles, oil lamps and electric bulbs. Children were bursting crackers. Suddenly, a cracker went up and hit the thatched roof of a poor gardener. Soon the hut was in flames. His only son, a tiny infant had severe burns  before he could be rescued. I began to tremble with fear as the police questioned the boys exploding crackers. From then on I had a fear of crackers, fire and police. My parents and I had to work very hard to remove this blemish. It was adversely affecting
    my personality. By learning the safeguards against fire and safe handling of crackers, I
    gradually overcame my fear. However, I still get panicked at the sight of a policeman in uniform. The fear of police remained now; My uncle came to my rescue. He got me dressed as a police inspector in one of his plays, I commanded many policemen and scolded them for misbehaving with the common people. I learnt that policemen were also, humans and not demons. Police protect and help us to maintain law and order. Thank God, I have overcome all my fears now.

    Q2. Find and narrate other stories about conquest of fear and what people have said about courage. For example, you can recall Nelson Mandela’s struggle for freedom, his perseverance to achieve his mission, to liberate the oppressed and the oppressor as depicted in his autobiography. The story ‘We’re Not Afraid To Die,’ which you have read in Class XI, is an apt example of how courage and optimism helped a family survive under the direst stress.
    Ans. In his autobiography ‘Long Walk to Freedom’, Nelson Mandela tells the extraordinary story of his life. He brings vividly to life the escalating political warfare in the fifties between the African National Congress and the government, culminating in his dramatic escapades as an underground leader and the notorious Rivonia Trial of 1964, at which he was sentenced to life imprisonment. He recounts the surprisingly eventful twenty-seven years in prison and the complex, delicate negotiations that led both to his freedom and to the beginning of the end of apartheid. Mandela also struggled against the exploitation of labour and on the segregation of the universities. He persevered to achieve his mission and to liberate the oppressed and the oppressor. In 1990, he was freed from prison. The apartheid laws were relaxed. Mandela became the champion for human rights and racial equality. He also became the first non-white president of the Republic of South Africa.

    THINKING ABOUT LANGUAGE 
    If someone else had narrated Douglas’s experience, how would it have differed from this account? Write out a sample paragraph or paragraphs from this text from the point of view of a third person or observer, to find out which style of narration would you consider to be more effective? Why?
    Ans. The third person account or one from the point of view of an observer is detached and objective. Real-life personal account is subjective and focuses more on the person’s thoughts, feelings and emotional response. I would consider the first person narrative style more effective as it is quite authentic and depicts everything faithfully.

    SAMPLE PARAGRAPHS
    (From the point of view of a third personlobserver)
    A big bruiser of a boy, yelled, “Hi, Skinny! How’d you like to be ducked?” with that he picked up the 10 year old tiny boy and tossed him into the nine feet deep end of the Y.M.C.A. pool. The kid struck the surface in a sitting position, swallowed water and at once went to the bottom. .
    Watching all this from a distance filled me with anxiety for the kid. I rushed towards the side of the pool. By that time, the boy had risen twice to the surface but being unable to grab a rope or support on the side wall, he went down.
    Before I could bail him out he sucked in more water and went down third time. I at once jumped into the pool. The boy’s legs were limp. All efforts had ceased. I carried him on my shoulder and swam to the side of the pool.
    He was made to lie on his stomach. His back was slapped gently but firmly to make him vomit the water he had swallowed. He responded to the first-aid measures and soon regained consciousness.

    WRITING 
    Q1. Doing well in any activity, for example a sport, music, dance or painting, riding a motorcycle or a car, involves a great deal of struggle. Most of us are very nervous to begin with until gradually we overcome our fears and perform well.
    Write an essay of about five paragraphs recounting such an experience. Try to recollect minute details of what caused the fear, your feelings, the encouragement you got from others or the criticism.
    You could begin with the last sentence of the essay you have just read: “At last I felt released—free to walk the trails and climb the peaks and to brush aside fear.”
    Ans.                    MY FIRST EXPERIENCE OF RIDING A MOTORCYCLE
    At last I felt released, free to walk the trails and climb the peaks and to brush aside fear. This fear of injuries had been my old enemy and had thwarted me at crucial moments. I remember exactly when I started developing this fear. I was a toddler when I was given a tricycle. I would lose balance and the tricycle would fall over me.
    As I grew older, I was given dwarfer versions of cycles but my road fear persisted. I would hit someone or something and fall down. Sometimes the injuries took time to heal. I felt annoyed with myself and cursed my fear. But fern assumed monster like proportions.
    Now I had passed tenth class examination and joined the city school. My father gifted me a Hero Honda mobike on my birthday. My uncle volunteered to train me. After telling me in details the functions of various parts, he took me to the playground. He sat behind me and issued orders. He held me firmly at first. When I had learnt to start the vehicle,
    change gear, increase and decrease speed, turn the vehicle and come to a stop, he asked me to take a round. I perspired from head to foot. He reassured me and encouraged me. I regained my confidence.
    Then I took a short round of the playground. I still hesitated while tinning the comer. Uncle explained the mechanism and demonstrated how to handle the machine.
    Finally, I took three rounds of the playground. Then uncle and I came to the side road. He trained me how to avoid the vehicles and give them passage. I drove to the city and returned safe. I had conquered fear and learnt how to ride a motorcycle.

    Q2. Write a short letter to someone you know about your having learnt to do something new.
    Ans. 23, King John’s Lane
    Westbury (UK)
    12 March, 2007
    Dear Dolly,
    You will be pleased to learn that at last I have learnt playing tennis. You know how I dotted on the players taking part in Wimbledon and had cherished a dream to play on the centre court.
    Well, I have taken the first step in that direction. After years of perspiration and training I have learnt playing tennis. This year I am participating in the Junior County Championship.
    I must take this opportunity of thanking you for you have been a constant source of inspiration and support to me, both on and off the court.
    I am anxiously awaiting for the day when I’ll intimate to you my achievements in this newly learnt game.
    With best wishes
    Yours sincerely
    Angela

    THINGS TO DO 
    Q1. Are there any water sports in India? Find out about the areas or places which are known for water sports.
    Ans. India provides exciting opportunities for the following watersports:
    (i) White Water Rafting, (ii) Water Skiing, (iii) Canoeing and Kayaking,
    (iv) Scuba Diving, (u) Snorkelling, (vi) Angling and Fishing.
    Areas or places known for watersports:
    (i) White Water Rafting and Kayaking : The Ganges (from Rishikesh); the Beas (from
    Manali, the Indus (in Ladakh), Zanskar (in Zanskar), the Teesta (in Sikkim)
    (ii)Water Skiing:The Ganges, the Beas.
    (iii)Sailing, Yachting and Wind-surfing:Goa, Kovalam Beach in Kerala.
    (iv)Scuba Diving:Andaman and Lakshadweep, Goa.
    (v)Snorkelling:Andaman and Lakshadweep, Goa.
    (vi)Angling and Fishing:Balukpung (Assam) Beas (Kullu Valley)

    MORE QUESTIONS SOLVED

    SHORT ANSWER TYPE QUESTIONS
    Q1. When did Douglas decide to learn swimming? What options were available to him to swim in? Which one did he choose and why?
    Ans. Douglas was ten or eleven years old when he decided to learn swimming. He could swim in the Yakima River or the Y.M.C.A. pool at Yakima. The Yakima River was dangerous. Many persons had drowned in it. So, he chose the Y.M.C.A. pool. It was considered safe.

    Q2. Which factors led Douglas to decide in favour of the Y.M.C.A. pool?
    Ans. The Y.M.C.A. pool was safe. It was only two to three feet deep at the shallow end. It was nine feet deep at the other. Moreover, the drop was gradual. The Yakima River was treacherous and had drowned many. So, he decided in favour of the Y.M.C.A. pool.

    Q3. “I had an aversion to the water when I was in it?” says Douglas. When did he start having this aversion and how?
    Ans. The aversion started when Douglas was three or four years old. His father had taken him to the beach in California. They were standing together in the surf. He had held his father tightly, even then the waves knocked him down and swept over him. He was buried in water. His breath was gone. He was frightened. There was terror in his heart about the overpowering force of the waves.

    Q4. How did Douglas initially feel when he went to the Y.M.C.A. pool? What made him feel comfortable?
    Ans. Unpleasant memories of the past were revived and childish fears were stirred. In a little while he gathered confidence. He paddled with his new water wings. He watched the other boys and tried to imitate them. He did so two or three times on different days. He began to feel comfortable.

    Q5. What two things did Douglas dislike to do? Which one did he have to do and why?
    Ans. Douglas hated to walk naked, into the pool and show his very thin legs. Secondly, he was fearful about going in alone. So, he sat on the side of the pool to wait for others. But he had to go into water as one cannot learn swimming without going into water.

    Q6. In what connection does Douglas mention “a big bruiser of a boy ?”
    Ans. Douglas mentions him for his misadventure in the Y.M.C.A. swimming pool in which he had nearly died. It was this boxer boy who had picked up Douglas and tossed him into the deep end. Later on, when Douglas was rescued, the boy said, “I was only fooling.”

    Q7. Describe the boy who was responsible for the author’s misadventure?
    Ans. He was a big boy, a bruiser. He was probably eighteen year old. He had thick hair on his chest. He was a beautiful specimen. His legs and arms had rippling muscles. He was a fun loving fellow and enjoyed teasing the younger and weaker boys.

    Q8. How did the “misadventure” happen with Douglas?
    Ans. Douglas was sitting alone on the side of the pool, waiting for others. A big, boxer boy of eighteen came there. Mocking him as ‘skinny’ he enquired how he would like to be plunged in water. Saying so, he picked up Douglas and tossed him into the nine feet deep end. Douglas struck the surface of water, swallowed water and at once went to the bottom.

    Q9. “I was frightened, but not yet frightened out of my wits,” says Douglas. Which qualities of the speaker are highlighted here and how?
    Ans. Douglas was frightened when he went down into the pool and was about to be drowned. He had an aversion to water and now he was filled with terror. He had remarkable self¬control. He used his mind even in the crisis and thought of a strategy to save himself from being drowned.

    Q10. “On the way down I planned,” remarks Douglas. What plan had he devised and how far did it succeed?
    Ans. While going down to the bottom, he made a plan to save himself from being drowned. He decided to make a big jump as his feet hit the bottom. He hoped to move up to the surface of water like a cork. Then he would lie flat on it, and paddle to the edge of the pool. The plan was only partly successful. He rose to surface twice. But each time he swallowed water and went down.

    Q11. What did Douglas experience as he went down to the bottom of the pool for the first time ?
    Ans. Going down to the depth of nine feet was not quick. It seemed a long way down. For him those nine feet were more like ninety. Before he touched bottom his lungs were ready to burst. He did not lose his presence of mind. Using all his strength, he made a great jump upwards.

    Q12. How was the result of the ‘great spring upwards’ that Douglas made on hitting the bottom of the pool for the first time?
    Ans. Douglas rose to the surface very slowly. When he opened his eyes he saw nothing but water with a dirty yellow colour. He grew panicky. He tried to grab a rope but his hands clutched only at water. He was suffocating. He tried to shout, but no sound came out. Then his eyes and nose came out of the water but not his mouth.

    Q13. How did Douglas struggle before hitting the bottom of the pool for the second time? What was the outcome of his struggle?
    Ans. Douglas moved his arms and legs around without control. He swallowed water and choked. His legs hung as dead weights, paralysed and rigid. A great force was pulling him down. He struck at the water with full force as he went down. He had lost all his breath. His lungs ached and head throbbed. He was getting dizzy. He went down through dark water and was filled with fear.

    Q14. What sort of terror seized Douglas as he went down the ‘water with a yellow glow?’ How could he feel he was still alive?
    Ans. An absolute, rigid terror seized Douglas. It was a terror that knew no understanding or control and was beyond comprehension of anyone who had not experienced it. He was paralysed under water-stiff and rigid with fear. His screams were frozen. The beating of his heart and throbbing of mind made him feel that he was still alive.

    Q15. ‘In the midst of the terror came a touch of reason.’ How did the two forces work in opposite direction and how did Douglas fare?
    Ans. Reason told him to jump when he hit the bottom as he felt the tiles under him, he jumped with everything he had. But the jump made no difference. A mass of yellow water held him. Stark terror took an even deeper hold on him. He shook and trembled with fright. His arms and legs wouldn’t move. He tried to call for help, but nothing happened.

    Q16. 7 crossed to oblivion, and the curtain of life fell.’ How did Douglas experience the sensation of dying before he actually crossed to oblivion?
    Ans. As Douglas went down the pool the third time, he swallowed more water. All his efforts to jump up ceased. His legs felt limp. A blackness swept over his brain and it wiped out fear and terror. There was no more panic. It was quiet and peaceful. He felt drowsy and wanted to go to sleep.

    Q17. In what state did Douglas find himself on regaining consciousness?
    Ans. He found himself lying on his stomach near the pool. He was vomiting. The fellow who had thrown him in the pool was saying that he was only joking. Then someone remarked that the small boy had nearly died. He hoped that he would be all right then. Then he was carried to the locker room for change of clothes.

    Q18. How did Douglas react to the frightening experience (i) that day and (ii) later when he came to know the waters of the Cascades?
    Ans. (i) He walked home after several hours. He was weak and trembling. He shook and cried when he lay on his bed. He couldn’t eat that night. A haunting fear was there in his heart. The slightest exertion upset him. His knees became wobbly. He felt sick to his stomach. (ii) Whenever he waded the Tieton or Bumping River or bathed in Warm Lake of Goat Rocks, the terror that had seized him in the pool would come back. This terror would take possession of him completely. His legs would become paralysed. Icy horror would grab his heart.

    Q19. “This handicap stayed with me as the years rolled by.” How did it affect his pursuits for pleasure?
    Ans. The haunting fear of water followed Douglas everywhere. He rowed in canoes on Maine lakes fishing for landlocked salmon. He went for bass fishing in New Hampshire, trout fishing on the Deschutes and Metolius in Oregon, fishing for salmon on the Columbia, at Bumping Lake in the Cascades. Fear ruined his fishing trips. It deprived him of the joy of canoeing, boating, and swimming.

    Q20. What efforts did Douglas make to get over his fear of water and why?
    Ans. Fear of water was a handicap Douglas developed during his childhood. It stayed with him as he grew older. It ruined his pursuits of pleasure such as canoeing, boating, swimming and fishing. He used every method he knew to overcome this fear. Finally, he determined to get an instructor and learn swimming.

    Q21. What was the first piece of exercise the Instructor gave Douglas? How long did it take to yield the desired result?
    Ans. The instructor made him go across the pool an hour a day for five days with the help of a rope attached to his belt. The rope went through a pulley that ran on an overhead cable. The instructor held on to the end of the rope. They went back and forth across the pool. A bit of panic seized him every time. Moreover, the old terror returned and his legs froze when the instructor loosened his grip on the rope and Douglas went under water. It was after three months that the tension began to decrease.

    Q22. Which other exercise did the Instructor prescribe for Douglas to make him shed the panic caused by water?
    Ans. He taught Douglas to put his face under water and exhale. Then he was to raise his nose
    and inhale. He repeated this exercise hundreds of time. Bit by bit he shed part of the panic that seized him when his head went under water.

    Q23. Which exercise helped Douglas to loosen his stiff legs and make them work as he desired?
    Ans. The Instructor held Douglas at the side of the swimming pool. Then he made Douglas kick vfith his legs. He did just that for weeks. At first his legs refused to work. But gradually they relaxed. Finally, he was able to command them.

    Q24. Why does Douglas say: ‘The Instructor was finished. But I was not finished?’ How did he overpower tiny vestiges of the old terror?
    Ans. The Instructor’s work was over when he built a swimmer out of Douglas piece by piece and then put them together into an integrated whole. However, Douglas was not satisfied
    as the remnants of the old terror would return when he swam alone in the pool. He would frown on terror go for another length of the pool.

    Q25. Why did Douglas go to Lake Wentworth in New Hampshire? How did he make his terror flee ?
    Ans. Douglas was not sure whether all the terror had left even after the training from October to April and practice till July. So, he went to Lake Wentworth and swam two miles. Terror returned only once when he was in the middle of the lake. He had put his face under and saw nothing but bottomless water. The old sensation returned in a smaller size. He laughed and rebuked terror. His terror fled away and he swam on.

    LONG ANSWER TYPE QUESTIONS
    Q1. “There was terror in my heart at the overpowering force of the waves.” When did Douglas start fearing water? Which experience had further strengthened its hold on his mind and personality’?
    Ans. The water waves which knocked down young Douglas and swept over him at the beach in California filled him with fear. He was then three or four years old. All this happened when he had clung to his father. He was buried under water. His breath was gone and he was frightened. His father laughed, but there was terror in his heart at the overpowering force of the waves.
    His introduction to the Y.M.C.A. swimming pool revived unpleasant memories and stirred childish fears. He had gathered some confidence when a misadventure happened as a big boy threw him at the nine feet deep end of the pool. His efforts to rise to the surface and paddle to the side failed twice. He would have drowned if he had not been rescued in time. This terror of water overpowered his limbs and made them stiff. His mind was haunted by fear of water. It was, in fact, a handicap to his personality.

    Q2. Give an account of the fears and emotions of Douglas as he made efforts to save himself from being drowned in the Y.M.C.A. swimming pool.
    Ans. Douglas was frightened as he was going down. His active mind suggested a strategy to save himself from being drowned in water. He knew that water has buoyancy. He must make a big jump as his feet hit the bottom. He hoped to rise up like a cork to the surface, lie flat on it and paddle to the edge of the pool.
    Before he touched bottom, his lungs were ready to burst. Using all his strength, he made a great jump. He rose up very slowly. He saw nothing but yellow coloured dirty water. He grew panicky and he was suffocated. He swallowed more water as he tried to shout. He choked and went down again. His stiff legs refused to obey him. He had lost all his breath.
    His lungs ached and head throbbed. He was getting dizzy. He went down through darkwater again. An absolute terror seized Douglas. He was paralysed under water. His reasoning power told him to jump again. He did so, but his aims and legs wouldn’t move. His eyes and nose came out of water, but not his mouth. He swallowed more water and went down third time. Now a blackness swept over his brain. He had experienced the terror that fear of death can produce as well as the sensation of dying.

    Q3. How did the misadventure in Y.M.C.A. swimming pool affect Douglas ? What efforts did he make to conquer his old terror? Did he succeed?
    Ans. Douglas had nearly died in the swimming pool. For days there was a haunting fear in his heart. The slightest exertion upset him. He avoided going near water as he feared it. The waters of the cascades, fishing for salmon in canoes, bass or trout fishing-all appeared attractive activities. However, the haunting fear of water followed Douglas everywhere and ruined his fishing trips? It deprived him of the joy of canoeing, boating and swimming.
    The fear of water became a handicap. He used every method he knew to overcome this fear. Finally, he decided to engage a trainer and learn swimming. In seven months the Instructor built a swimmer out of Douglas. However, the vestiges of the old terror would return when he was alone in the pool. He could now frown on terror and go for another length of the pool. This went on till July. Douglas was not satisfied.
    He went to Lake Wentworth and swam two miles. The terror returned only once when he had put his face under water and saw nothing but bottomless water. In order to remove his residual doubts he hurried west to Warm Lake. He dived into the lake and swam across to the other shore and back. He shouted with joy as he had conquered his fear of water. He finally succeeded in his effort.

    Q4. Comment on the appropriateness of the title ‘Deep Water’
    OR
    Do you think the title Deep Water’ is apt? Give reasons in support of your answer.
    Ans. The title ‘Deep Water’ is quite appropriate to this extract from ‘Of Men and Mountains’ by William O. Douglas. The title is highly suggestive and at once focuses our attention on the main theme—experiencing fear of death under water and the efforts of the author to overcome it.
    All the details in the essay are based on his personal experience and analysis of fear. The psychological analysis of fear is presented from a child’s point of view and centres round deep water and drowning.
    The overpowering force of the waves at the California beach stir aversion for water in Douglas. His mother warns him against swimming in the deep waters of the treacherous Yakima River. The nine feet deep water of the swimming pool appears more than ninety to Douglas. However, when he conquers fear he can dive and swim in the deep waters of Lake Wentworth and Warm Lake. :
    Thus the title is apt and suggestive.

    Q5. What impression do you form of William O. Douglas on the basis of reading Deep Water?’
    Ans. William Douglas leaves a very favourable impression on us. He appears quite truthful and courageous. He gives a detailed account of his fears and emotions as he struggles against deep water to save himself from being drowned. Confessing one’s faults and shortcomings is not easy. It needs courage, honesty and will power. Douglas has all these qualities.
    His efforts to overpower the fear of water show his firm determination, resolution and strong will power. He has an analytic mind which diagnoses the malady and prompts him to search the cure. He is frightened of deep water, but not yet frightened out of his wits.
    In his heroic struggle against fear, terror and panic, he rises to heroic stature. He becomes an idol, a living image of bravery and persistent efforts. He typifies the will not to surrender or yield. His indefatigable zeal is a source of inspiration for all and specially for the youth.
    In short, William Douglas impresses us as a frank, truthful, honest and determined person.

    VALUE-BASED QUESTIONS
    Q1. It is often said that ‘No Pains, No Gains’. One cannot get anything if one does not work hard. Write an article on the ‘topic, mentioned above, in not more than 120 words. You can take ideas from the following lines:
    “I went to a pool and practiced five days a week, an hour each day. A rope attached to the belt went through a pulley that fan on an overhead cable. He held on to the end of the rope, and we went back and forth, back and forth across the pool, hour after hour, day after day, week after week.”
    Ans.                                                   No Pains, no Gains
    The dictum implies that one can’t attain phenomenal success without making sincere efforts. There is no substitute to hard work. There is no short cut to success. All successful persons have emphasised the importance of hard work in life. Nobody achieved greatness overnight. The secret of their success was hard and systematic work. Destiny never obliges the shirkers. God helps those who help themselves. Rome was not built in a day. Man must comprehend the significance of doing hard labour. One must bum the midnight oil to succeed in this world of intense competition. Never forget that rest is rust and work is worship. A person who toils and work hard gets applause and recognition everywhere. Hard work is the only key to success. Those who work hard flourish and those who are passive rain their earthly existence. They lose their identity. Industrious people reach at their long cherished destinations. They lead their fellow human beings with politeness and humility.

    Q2. People say that failures are the stepping stones. They are the best teachers. Discuss the aphorism taking ideas from the following lines:
    “I feared water. I avoided it whenever I could. A few years later when I came to know the waters of Cascades, I wanted to get into them. And whenever I did … the terror that had seized me in the pool would come back… I decided to get an instructor and learn to swim. ”
    Ans.                                      Failures are the Pillars to Success
    It is rightly said that failure plays an important role in a man’s life. Failure in one field becomes the cause of exploring success in other fields. It is a sure key to many a riddle. Failures make us familiar with our weaknesses and flaws. They become the stepping stones and inspire us to fight against odd circumstances. Man should learn from his mistakes and strive hard to reach at his destination. Most of the successful peoples failed at any step but could get their target because failures guided them and encouraged them to try harder. One should never give up one’s target. Our duty is to do our ‘karma’. The result is in the hands of the Almighty. It is certain that failure inspires us to work with more strength and vigour. One should never get depressed and dejected. All leaders, fighters, businessmen, bureaucrats firmly say that failures are the pillars to success.

    Q3. The story “Deep Water” has made you realize that with determination and perseverance one can accomplish the impossible. Write a paragraph in about 100 words on how a positive attitude and courage will aid you to achieve success in life. [Delhi 2014]
    Ans. Will power plays a pivotal in the life of a human being. Determination and persistent hard work are the hallmarks of success. A person who has passionate desire to do something achieves his goals within the stipulated time. There are numerous ways which lead to the desirable goals. Will power of a human being gives him strength, energy, vigour and enthusiasm. It determines the fate of a human being. Absolute determination has the uncanny ability to face and overcome obstacles. No hindrance can defeat the will power. It is invincible and insurmountable. A man who lacks enthusiasm, will power and determination is like a ship which has no helm. It floats on the surface of water according to the wind. There is no problem in this world which has no solution. It has been proved by great personalities that all obstacles can be overcome by sheer determination. Man has the knack to achieve anything. Nothing is impossible in this world of science and technology. He must not be fatalist. He should not believe in destiny, but on karma. Man can accomplish every assignment if he desires. Strong desire is the prerequisite to success. There is no scope for disappointment in the life of a person who has iron will and dogged determination. He puts in tremendous efforts to achieve greatness.

    Q4. The significance of training cannot be underestimated. Saint Cyprian said, “The helmsman is recognised in the tempest; the soldier is proven in warfare’. Substantiate the words quoted above in your own words. You may take ideas from the given lines:
    “I decided to get an instructor and learn to swim… he taught me to put my face under water and exhale, and to raise my nose and inhale… Bit by bit I shed part of the panic that seized me when my head went under water.”
    Ans.                                     Training: An Essential Component of Success
    Training sharpens the consumate skills of trainees. Acquiring the profound knowledge of the work we do is of utmost importance. Nobody can refuse to accept and acknowledge the wider and potential significance of training. Soldiers receive training to overcome the greatest obstacles they can face in the battlefield. Doctors are given training so that they
    may not become the cause of a patient’s life. Teachers receive training to dispel the darkness of ignorance. Training keeps the trainees abreast of the latest developments in their specific fields. The trainers apprise them of all the fundamental and significant instructions. A fresher who joins any profession without receiving proper training may devastate everything. Experience matters a lot. It teaches us the way things are to be done. It is rightly said that ‘the best way really to train people is with an experienced mentor… and on the job’. The experienced advice of the trainer enlightens the trainees. They are made exceptionally skilled in the basic techniques. The overwhelming importance of training can be neglected at our own peril. This perception of beings would bring them perilously close to disaster.

    Q5. FD Roosevelt says in his Inaugural Address in 1933 that ‘The only thing we have to fear is fear itself.’ Write an article on this topic. You may take ideas from the given lines:

    “I used every way I knew to overcome
    this fear, but it held me firmly in its
    grip

    Ans. Fear
    Fear stifles innovation, erodes creativity and limits the exponential growth. It is said that Those who love to be feared, fear to be loved. Some fear them, but they fear everyone. Montaigne wrote that The thing I fear most is fear’. Fear is the principal source of superstition, and one of the primary sources of cruelly. To conquer fear is the beginning of wisdom. Seneca says that ‘If we let things terrify us, life will not be worth living. A person who is afraid of something cannot enjoy life in totality. Fear makes us weak, and cowardly. But it does not mean that one should become arrogant. A person of peevish nature cannot be called a brave fellow. Aijuna said that a warrior’s fear always helps him in understanding and analysing the potential of the opponent. Cervantes wrote in Don Quixote that ‘Fear has many eyes and can see things underground’. Man should not have unnecessary fear. It discourages him to achieve the lofty aspirations. Fear impedes action and it is a well known fact that those who do not act lose the battle of life. One has to face the challenges of life. They can never be ignored and neglected. They help us in honing our skills and tapping our untapped potential. Hence, one must shed fear.

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