Prasanna

JAC Board Class 10th English Solutions First Flight Chapter 4 From the Diary of Anne Frank

JAC Class 10th English From the Diary of Anne Frank Textbook Questions and Answers

Activity (Page – 49)

Question 1.
Do you keep a diary? Given below under ‘A’ are some terms we use to describe a written record of personal experience. Can you match them with their descriptions under ‘B’? (You may look up the terms in a dictionary if you wish.)

Answer:

Question 2.
Here are some entries from personal records. Use the definitions above to decide which of the entries might be from a diary, a journal, a log or a memoir.
(i) I woke up very late today and promptly got a scolding from Mum! I can’t help it – how can I miss the FIFA World Cup matches?
Answer:
Diary

(ii) 10 : 30 a.m. Went to the office of the Director 01 : 00p.m. Had lunch with Chairman 05 : 45 p.m. Received Rahul at the airport 09 : 30p.m. Dinner at home
Answer:
Log

(iii) The ride to Ooty was uneventful. We rested for a while every 50 km or so, and used the time to capture the magnificent landscape with my HandyCam. From Ooty we went on to Bangalore. What a contrast! The noise and pollution of this once-beautiful city really broke my heart.
Answer:
Journal

(iv) This is how Raj Kapoor found me all wet and ragged outside R. K. Studios. He was then looking for just someone like this for a small role in Mera Naam Joker, and he cast me on the spot. The rest, as they say, is history!
Answer:
Memoir

Oral Comprehension Check (Page – 51)

Question 1.
What makes writing in a diary a strange experience for Anne Frank?
Answer:
Writing in a diary was really a strange experience for Anne Frank. This was only because she had never written anything before. She also thought that nobody would be interested in the musings of a thirteen – year – old schoolgirl.

Question 2.
Why does Anne want to keep a diary?
Answer:
Anne wanted to keep a diary because she did not have a real friend. Although she had loving parents, a sixteen – year – old sister and about thirty people whom she could call her friends. She thought that paper had more patience than people. However, she did not have that one true friend. That is why she decided to keep a diary.

Question 3.
Why did Anne think she could confide more in her diary than in people?
Answer:
Anne did not have a true friend. Although she had many friends, but she only talked to them about day – to – day things. She did not seem to get any closer to them. She felt that maybe it was her fault that she could not confide in them. She knew that paper had more patience than people. So she decided to write and confide in a diary.

Oral Comprehension Check (Page – 51)

Question 1.
Why does Anne provide a brief sketch of her life?
Answer:
Anne provides a brief sketch of her life because no one would understand a word of her musings without knowing her whereabouts.

Question 2.
What tells you that Anne loved her grandmother?
Answer:
Anne’s grandmother had fallen seriously ill. Therefore, Anne’s birthday was not celebrated with much enthusiasm. Her grandmother died the next year. She missed her a lot. Anne wrote in her diary that no one knew how often she thought of her grandmother and still loved her.

Oral Comprehension Check (Page – 54)

Question 1.
Why was Mr Keesing annoyed with Anne? What did he ask her to do?
Answer:
Mr Keesing was annoyed with Anne because she talked too much in the class. He assigned her an extra homework and also asked her to write an essay on the subject, ‘A Chatterbox’.

Question 2.
How did Anne justify her being a chatterbox in her essay?
Answer:
In her essay, Anne wanted to come up with convincing arguments to prove the necessity of talking. She argued that talking was a student’s trait. She had inherited this trait from her mother. She would do her best to keep it under control. She further wrote that she would never be able to cure herself of this habit. This was how she justified her being a chatterbox in the essay.

Question 3.
Do you think Mr Keesing was a strict teacher?
Answer:
Mr Keesing was a strict teacher. He maintained discipline and silence in the class. He did not allow students to talk. He punished Anne by asking her to write an essay on ‘A Chatterbox However, when Anne continued with her talking, he punished her again by asking her to write another essay. This time the topic was ‘An Incorrigible Chatterbox ’. Even after this, when she continued talking, he asked her to write on the topic “Quack, Quack, Quack, Said Mistress Chatterbox”. He was trying to play a joke on her. However, she came up with a poem acknowledging its content. Therefore, Mr Keesing cannot be entirely called a strict teacher. He was fun – loving too.

Question 4.
What made Mr Keesing allow Anne to talk in the class?
Answer:
Anne was able to justify her talkative nature every time she was punished by Mr Keesing. As a punishment, the teacher gave her topics to write essays on three occasions. However, on each occasion, he was impressed by the manner in which she presented her arguments. Finally, Mr Keesing accepted the fact that Anne would always be that way. Hence, she was allowed to talk in the class.

Thinking about the Text

Question 1.
Was Anne right when she said that the world would not be interested in the musings of a thirteen-year – old girl?
Answer:
Anne was not absolutely right in her approach at this point. Her diary was published under the name ‘The Diary of a Young Girl’. In due course of time, it became one of the world’s most widely read books. It also gained more popularity.

Question 2.
There are some examples of diary or journal entries in the ‘Before You Read’ section. Compare these with what Anne writes in her diary. What language was the diary originally written in? In what way is Anne’s diary different?
Answer:
Anne’s diary was originally written in the Dutch language. Her diary is different from the others in many aspects. She thought her diary, Kitty, as her only true friend whom she could confide in. She wrote all her stories and day – to – day experiences in it. She started by writing ‘Dearest Kitty’ and ended the account by writing, ‘Yours, Anne’. It might be called a memoir.

Question 3.
Why does Anne need to give a brief sketch about her family? Does she treat ‘Kitty’ as an insider or an outsider?
Answer:
Anne gave a brief sketch about her family because no one would understand a word of her stories to her diary. She, therefore, wrote a brief sketch of her life, even though she disliked doing so. She treated ‘Kitty’ as an insider because she called it her best friend.

Question 4.
How does Anne feel about her father, her grandmother, Mrs. Kuperus and Mr Keesing? What do these tell you about her?
Answer:
Anne gave due respect to her father, grandmother, Mrs. Kuperus and Mr Keesing. She had much affection to her grandmother. She also remembered her after her death. She wrote in her diary that no one knew how often she thought of her grandmother and still loved her. While she was in her sixth standard at Montessori Nursery School, her teacher was Mrs. Kuperus, who was also the headmistress.

While giving heartbreaking farewell to Mrs. Kuperus, both were in tears. Mr Keesing was her Maths teacher. He was annoyed with her because she talked too much in the class. However, Anne justified her talkative nature every time she was punished by Mr Keesing. On each occasion, he was too much impressed by the manner in which she presented her arguments.
All these incidents show how lovable and smart Anne was. Everybody was attached to her.

Question 5.
What does Anne write in her first essay?
Answer:
In her first essay, titled ‘A Chatterbox’ Anne laid more emphasis on the trait of talking. She started thinking about the subject. She wrote three pages and was satisfied. She argued that talking was a student’s trait. She would not be able to control it because she had inherited this quality from her mother. It is beyond her capacity to overcome this problem. Mr Keesing too had a good laugh reading her arguments.

Question 6.
Anne says teachers are most unpredictable. Is Mr Keesing unpredictable? How?
Answer:
Anne felt that teachers are the most unpredictable creatures on the earth. Anne was very
talkative. The way Anne talked continuously while the class was in progress, any teacher would naturally lose his temper. However, after several warnings, Mr Keesing assigned her extra homework. She was told to write an essay on ‘A Chatterbox’.

In this manner, he tried to play a joke on her. While he asked her to write such essays, she wrote very well. She kept countering his jokes. One could not have predicted that he would take all the jokes in the right spirit. Ultimately, he accepted her talkative nature and also allowed her to talk in the class. In this way, it can be said that Mr Keesing was unpredictable.

Question 7.
What do these statements tell you about Anne Frank as a person?
1. We don’t seem to be able to get any closer, and that’s the problem. Maybe it’s my fault that we don’t confide in each other.
2. I don’t want to jot down the facts in this diary the way most people would, but I want the diary to be my friend.
3. Margot went to Holland in December, and I followed in February, when I was plunked down on the table as a birthday present for Margot.
4. If you ask me, there are so many dummies that about a quarter of the class should be kept back, but teachers are the most unpredictable creatures on earth.
5. Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking.
Answer:

1. Anne had no true friend whom she could confide in. She even did not feel hesitation in taking fault on hers.
2. Anne considered her diary as her true and trusted friend. She did not just want a diary in which she could write down the facts like other fellows.
3. It shows her witticism and sense of humour.
4. Teachers are the most unpredictable creature on the earth. Nobody could say which students they would fail and which students would be promoted to the next class.
5. Anne knew a lot about writing. While she was given a topic for writing, she took it seriously and attempted with full vigour. She did not want to write like others who merely left big spaces between the words to make the essay look voluminous. Her trick was to come up with a convincing argument to prove the necessity of talking. She was different in her approach from everybody else.

Thinking about Language

I. Look at the following words. headmistress long – awaited homework notebook stilf – baeked outbursts These words are compound words. They are made up of two or more words.
Compound words can be:

• nouns: headmistress, homework, notebook, outbursts
• adjectives: long – awaited, stiff – backed
• verbs: sleep – walk, baby-sit

Match the compound words under ‘A’ with their meanings under ‘B’ Use each in a sentence.

Answer:

II. Phrasal Verbs

A phrasal verb is a verb followed by a preposition or an adverb. Its meaning is often different from the meaning of its parts. Compare the meanings of the verbs get on and run away in (a) and (b) below. You can easily guess their meanings in (a) but in (b) they have special meanings.
(a)

• She got on at Agra when the bus stopped for breakfast.
• Dev Anand ran away from home when he was a teenager.

(b)

• She’s eager to get on in life, (succeed)
• The visitors ran away with the match, (won easily)

Some phrasal verbs have three parts: a verb followed by an adverb and a preposition.
(c) Our car ran out of petrol just outside the city limits.
(d) The government wants to reach out to the people with this new campaign.

Question 1.
The text you’ve just read has a number of phrasal verbs commonly used in English. Look up the following in a dictionary for their meanings (under the entry for the italicised word).
1. plunge (right) in
2. ramble on
3. kept back
4. get along with
Answer:

1. plunge (right) in – dive into
2. kept back – to not allow (someone) to go near something
3. ramble on – talking for a long time in a boring way
4. get along with – have a good understanding with others

Question 2.
Now find the sentences in the lesson that have the phrasal verbs given below. Match them with their meanings. (You have already found out the meanings of some of them.) Are their meanings the same as that of their parts?
(Note that two parts of a phrasal verb may occur separated in the text.)
(i) plunge in – speak or write without tõcus
(ii) kept back – stay indoors
(iii) move up – make (them) remain quiet
(iv) ramble on – have a good relationship with
(y) get along with – give an assignment (homework) to a person authority (the teacher)
(vi) calm down – compensate
(vii) stay in – go straight to the topic
(viii) make up for – go to the next grade
(ix) hand in – not promoted
Answer:
(i) plunge in – go straight to the topic Since no one would understand a word of my stories to Kitty if I were to plunge right in, I’d better provide a brief sketch of my life, much as I dislike doing so.

(ii) kept back – not promoted The reason, of course, is the forthcoming meeting in which the teachers decide who’ll move up to the next form and who’ll be kept back,

(iii) move up – go to the next grade The reason, of course, is the forthcoming meeting in which the teachers decide who’ll move up to the next form and who’ll be kept back,

(iv) ramble on – speak or write without focus Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking,

(v) get along with – have a good relationship with I get along pretty well with all my teachers,

(vi) calm down – make (them) remain quiet Even G.’s pleading glances and my angry outbursts can’t calm them down.

(vii) stay in – stay indoors I thought of this saying on one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or go out.

(viii) make up for – compensate This birthday celebration in 1942 was intended to make up for the other.

(ix) hand in – give an assignment (homework) to a person in authority (the teacher) I handed it in, and Mr Keesing had nothing to complain about for two whole lessons.

III. Idioms

Idioms are groups of words with a fixed order, and a particular meaning, different from the meanings of each of their words put together. (Phrasal verbs can also be idioms; they are said to be ‘idiomatic’ when their meaning is unpredictable.) For example, do you know what it means to ‘meet one’s match’ in English? It means to meet someone who is as good as
oneself, or even better, in some skill or quality. Do you know what it means to ‘let the cat out of the bag’? Can you guess?

Question 1.
Here are a few sentences from the text which have idiomatic expressions. Can you say what each means? (You might want to consult a dictionary first.)
1. Our entire class is quaking in its boots………………..
2. Until then, we keep telling each other not to lose heart ……………..
3. Mr Keesing was annoyed with me for ages because I talked so much ………………
4. Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him………………
Answer:

1. Shaking with fear and nervousness
2. Not to lose hope
3. For a long time
4. He was outwitted by her.

Question 2.
Here are a few more idiomatic expressions that occur in the text. Try to use them in sentences of your own.
1. caught my eye
2. he’d had enough
3. laugh ourselves silly
4. can’t bring myself to
Answer:

1. caught my eye: The beautiful diamond necklace in the shop caught my eye.
2. he’d had enough: He’d had enough of the bullying that he faced everyday.
3. laugh ourselves silly: John and I laugh ourselves silly at the new cartoon show.
4. can’t bring myself to: I can’t bring myself to eat anything but sweets.

IV. Do you know how to use a dictionary to find out the meanings of idiomatic expressions? Take, for example, the expression caught my eye in the story. Where under which word would you look for it in the dictionary? Look for it under the first word. But if the first word is a ‘grammatical’ word like a, the, for, etc., then take the next word. That is, look for the first ‘meaningful’ word in the expression. In our example, it is the word caught.

But you won’t find caught in the dictionary, because it is the past tense of catch. You’ll find caught listed under catch. So you must look under catch for the expression caught my eye. Which other expressions with catch are listed in your dictionary? Note that a dictionary entry usually first gives the meanings of the word itself, and then gives a list of idiomatic expressions using that word. For example, study this partial entry for the noun ‘eye’ from the Oxford Advanced Learner’s Dictionary, 2005.
Eye

• Noun
• Part of Body 1 [C] either of the two organs on the face that you see with: The suspect has
  dark hair and green eyes.
• Ability to See 3 [sing.] the ability to see: A surgeon needs a good eve anda steady hand.
• Way of Seeing 4 [C] usually sing a particular way of seeing sth: He looked at the design
  with the eve of an engineer
• Of Needle 5 [C] the hole in the end of a needle that you put the thread through.

IDM be all eyes to be watching sb/sth carefully and with a lot of interest before/in front of sb’s (veiy) eyes in sb’s presence; in front of sb: He had seen his life work destroyed before his very eyes. Be up to your eyes In sth to have a lot of sth to deal with: We ‘re up to our eyes in work.

You have read the expression ‘not to lose heart’ in this text. Now find out the meanings of the following expressions using the word ‘heart’. Use each of them in a sentence of your own.
1. break somebody’s heart
2. close/dear to heart
3. from the (bottom of your) heart
4. have a heart
5. have a heart of stone
6. your heart goes out to somebody
Answer:

1. break somebody’s heart – to upset somebody deeply It has unfortunately become very easy these days to break somebody’s heart.
2. close/dear to heart – something or someone who is near and close The drawing given to me by my little daughter is very close to my heart.
3. from the (bottom of your) heart – sincere and deep feeling He loved his son from the bottom of his heart.
4. have a heart – to show pity The poor beggar asked the rich man to have a heart and give him something to eat.
5. have a heart of stone – cruel nature The landlady has a heart of stone as she beats up her children.
6. your heart goes out to somebody – to sympathise with someone My heart goes out to the little girl who lost both her parents in a car accident.

V. Contracted Forms
When we speak, we use ‘contracted forms’ or short forms such as these: can’t (for can not or cannot) I’d (for I would or I had) she’s (for she is) Notice that contracted forms are also written with an apostrophe to show a shortening of the spelling of not, would, or is as in the above example. Writing a diary is like speaking to oneself. Plays (and often, novels) also have speech in written form. So we usually come across contracted forms in diaries, plays and novels.

Question 1.
Make a list of the contracted forms in the text. Rewrite them as full forms of two words.
For example:
I’ve = I have
(i) I’ve = I have
(ii) Doesn’t = does not
(iii) Won’t = would not
(iv) I’m =Iam
(v) Don’t =donot
(vi) Can’t = cannot
(vii) it’s = it is
(viii) That’s = that is
(ix) I’d = I would
(x) Didn’t = did not
(xi) Who’ll = who will
(xii)You’re = You are
(xiii) We’ll = We will
(xiv)There’s = there is
(xv) He’d = he had
(xvi) Who’s = who is
(xvii) Haven ‘t = have not

Question 2.
We have seen that some contracted forms can stand for two different full forms:
I’d = I had or I would
Find in the text the contracted forms that stand for two different full forms, and say what these are.
Answer:
(i) I’d = I had or I would
(ii) He’d = He had or he would

Speaking

Here is an extract adapted from a one-act play. In this extract, angry neighbours Who think Joe the Inventor’s new spinning machine will make them lose their jobs come Joe’s model of the machine. You’ve just seen how contracted forms can make a written text sound like actual speech. try to make this extract sound more like a real conversation by changing some of the verbs
into contracted forms. Then speak out the lines.
[The door is flung open, and several men tramp in. They carry sticks, and one of them, HOB, has a hammer]
HOB : Now where is your husband, mistress’?
MARY : In his bed. He is sick, and weary. You would not harm him!
HOB : We are going to smash his evil work to pieces. Where is the machine?
SECOND MAN : On the table yonder.
HOB : Then here is the end of it! [HOB smashes the model. MARY screams.]
HOB : And now for your husband!
MARY : Neighbours, he is a sick man and almost a cripple. You would not hur
HOB : He is planning to take away our daily bread… We will show him what of him and his ways!
Answer:
MARY : You have broken his machine… You have done enough
HOB : Now where’s your husband, mistress’?
MARY : In his bed. He’s sick, and weary. You won’t harm him!
HOB : We’re going to smash his evil work to pieces. Where’s the machine?
SECOND MAN : On the table yonder.
HOB : Then here’s the end of it; [HOB smashes the model. MARY screams.]
HOB : And now for your husband!
MARY : Neighbours, he’s a sick man and almost a cripple. You won’t hurt him!
HOB : He’s planning to take away our daily bread.., we’ll show him what we think of him and his ways!
MARY : You’ve broken his machine… You’ve done enough…

Writing

Now you know what a diary is and how to keep one. Can you keep a diary for a week recording the events that occur? You may share your diary with your class, if you wish to. Use the following hints to write your diary.

• Though your diary is very private, write as if you are writing for someone else.
• Present your thoughts in a convincing manner.
• Use words that convey your feelings, and words that ‘paint pictures’ for the reader. Be brief.

‘Diary language’ has some typical features such as subjectless sentences (Got up late in the morning), sentence fragments without subjects or verbs (…too bad, boring, not good), contracted forms (they’re, I’ve, can’t, didn’t, etc.), and everyday expressions which people use in speech. Remember not to use such language in more formal kinds of writing.
Answer:
Do it yourself.

Listening

Your teacher will read out an extract from The Diary of Samuel Pepys (given on the next page) about the great fire of London. As you listen complete this summary of the happenings.
Answer:
Summary
This entry in the diary has been made on 2nd September by Samuel Pepys. The person who told Pepys about the fire was called Jane. She called at three in the morning. Pepys went back to sleep because the fire was on the backside of the Marke – Lane. Pepys rose again at seven in the morning. By then about three hundred houses had been burned down. The fire had spread to Fish street by London Bridge. Pepys then walked to the Tower along with Sir J. Robinson’s little son.

JAC Class 10th English From the Diary of Anne Frank Important Questions and Answers

I. Short Answer Type Questions (20 – 30 words & 2 marks each)

Question 1.
How was Mr Keesing a kind but strict teacher?
Answer:
Mr Keesing was a kind but strict teacher. He was annoyed with Anne as she used to talk a lot. He had warned her many times but she refused to comply. Hence, he punished her by giving her an essay to write.

Question 2.
Where did Anne live after her parents had left for Holland?
Answer:
After Anne’s parents had migrated to Holland, she lived with her grandmother for some months.

Question 3.
Why was Anne in tears when she left the Montessori school?
Answer:
In her sixth form in Montessori school, Mrs Kiiperus was the headmistress. Anne loved her profoundly. Mrs Kuperus also showed great affection towards Anne. That’s why she was in tears while leaving the Montessori school.

Question 4.
‘Grandma had a significant place in Anne’s heart’. Explain.
Answer:
Anne loved her grandma very much. She died in January 1942. Her death was all the more troublesome to Anne. Grandma played a significant role in shaping the life of Anne Frank. At Anne’s birthday, a separate candle was lit for grandma.

Question 5.
Why were the classmates of Anne Frank shaking with fear and nervousness?
Answer:
The classmates of Anne Frank were shaking with fear and nervousness because it was time to move to the next class. The students were quite ignorant who would be kept back and who would be promoted.

Question 6.
What did Anne write in her first essay?
Answer:
Anne wrote that talking is a student’s trait. So, she would not stop talking because her mother talked a lot. She had inherited this trait from her mother.

Question 7.
How did Sanne help Anne Frank in writing the third essay?
Answer:
Sanne was one of Anne Frank’s friends. She suggested Anne to write the essay in verse form. She also advised her to put up the example of a duck and a swan and their ducklings in it.

II. Short Answer Type Questions (40 – 50 words & 3 marks each)

Question 1.
How did Anne feel about her father, grandmother, Mrs Kuperus and Mr Keesing?
Answer:
Anne loved her father very much. He was adorable to her. She also loved her grandmother
and often remembered her with reverence after her death. She was deeply attached to her teacher, Mrs Kuperus and was in tears when she left her. Anne did not have a good impression of Mr Keesing, her maths teacher and often called him ‘old fogey’.

Question 2.
In what manner did Anne want her diary to be different?
Answer:
Anne did not want to follow the conventional use of a diary like people jotting down the facts in their diaries. She wished the diary to be her friend. She called it a Kitty. She would write about her feelings and experiences in it. It was a mature piece of work, reflecting profound insight.

Question 3.
‘Teachers are the most unpredictable creature on the earth’. What does it mean?
Answer:
Anne and her classmates thought that teachers were the most unpredictable creature the on
earth as it was hard to know or even guess what was going in their minds and what kind of step they would take regarding something.

Question 4.
Why did Anne feel alone?
Answer:
Anne had loving parents, her sixteen-year-old sister and around thirty-people whom she could call her friends. She had a loving aunt, family and a good home. Notwithstanding, she felt kind of hollow deep inside as she did not have a friend to whom she could confide herself. And she found such friend in the form of a diary.

Question 5.
Why did Anne Frank feel suffocated?
Answer:
Anne Frank was a very sensitive girl. She was cut off from the mainstream of life, her friends and her people. She was living in a hiding to escape being arrested by the Nazis. Moreover, she could not share her intimate and personal feelings with so-called friends. In this way, she felt suffocated. And to cope up with this, she resolved to write in a diary. She had named her diary ‘Kitty’.

Question 6.
‘Paper has more patience than people’. Elucidate this on the basis of the lesson.
Answer:
People are not always interested in listening to what you tell them. They get bored, feel monotonous and lose patience. But this does not happen with paper. You can write whatever you like and how long as you like. Sometimes people do not want to share their personal feelings with anyone. They just jot down their feelings on paper. That is why Anne also kept her feelings on pages and told that paper has more patience than people.

Question 7.
Who taught Anne Frank maths? Why did the maths teacher always get annoyed with her?
Answer:
Mr Keesing taught her maths. He always got annoyed with her because she talked too much in the class. To stop this practice, he also gave her to write an essay on ‘An Incorrigible Chatterbox’ as punishment. Even then she did not stop talking. That is why Mr Keesing always got irritated.

Question 8.
Why was the whole class quacking in boots?
Answer:
There was much tension in the class. All the students were waiting for the examination results and the teachers were busy in preparing their results. Students were quite apprehensive about their result. That is why the whole class was quacking in boots.

III. Long Answer Type Questions (100 – 120 words & 5 marks each)

Question 1.
Give an account of Anne’s life.
Answer:
Anne Frank lived with her parents in Germany. She was a Jewish girl. Hitler’s Nazi party was against the Jews. The Nazis used to either kill them or force them to work in the concentration camps. The Frank family emigrated from Germany in 1933 and took shelter in the Netherlands. But, Germany attacked Netherlands and captured it in 1940. Then the Nazis started to arrest the Jews and send them to concentration camps.

To avoid the Nazis, Frank family went into a hiding secretly. They hid there for twenty – five months. Anne had started writing diary before going to hiding. Eater they were arrested and sent to the concentration camps. Soon, Anne, her sister Margot and her mother died there. Her father survived and published a part of Anne’s diary. In this diary, Anne had given a moving and tragic account of the difficulties faced by her family and the other Jews.

Question 2.
Was Anne Frank far more intelligent, mature and witty than her age? Explain.
Answer:
Anne Frank was far more intelligent, mature and witty than her age. She started writing diary when she was thirteen. She also knew that not many people would be interested in her musings. Being a sensitive girl, she knew the difference between a true friend and so – called crowd of friends. Her diary was not about facts and figures, instead she opened out her suppressed self. Being an intelligent girl, she knew that paper has more patience than people.

Being aware of the difference between true friend and crowd of friends, she confided herself in ‘Kitty’, her diary. She considered it her true friend. Anne knew how to defeat people in their own games. This is evident from the argument she gave in support of talking in her first essay. Mr Keesing’s prank on Anne to write an essay on a ridiculous subject was reciprocated well by her. He acknowledged the message of Anne in the right spirit and her writing changed him. Mr Keesing then allowed her to talk and didn’t give her extra work anymore.

Question 3.
Why did Anne Frank think that she could confide more in her diary than in the people?
Answer:
Anne felt alone, bored and depressed. Although she had loving parents, a sister and thirty ‘ other people with whom she could share her feelings. She was a shy, introvert type of girl. She did not have any friend. She had a happy family but somehow, she could not confide in them. She wanted someone with whom she could share her secrets. She found a real friend ‘ in her diary ‘Kitty’. Moreover, she realized the truth lying in the fact that paper had more patience than people. So, she could confide more ideas in her diary than in people because people were not always interested in listening to us.

Question 4.
How did Anne respond to the punishment by Mr Keesing? What light does it throw on her nature?
Answer:
Anne Frank was of talkative nature. When Mr Keesing punished Anne for her talkativeness again and again and asked her to write essay, one after the other, she composed a poem on ‘The Incorrigible Chatterbox’ and gave a message through it to the teacher. The teacher was so impressed by her little poem that he decided not to punish her again. It shows that she was capable of writing good essays and poems and to win the heart of Mr Keesing and make him realize his mistake. It also reflects her fearlessness, critical thinking, unbiased approach as well as her creativity and humorous approach to deal with her strict teacher.

Question 5.
“No one will take interest in the musings of a thirteen-year-old child”. Is it right? Elaborate this statement in the light of Anne’s Diary and also write the values related with it.
Answer:
According to Anne, it is the common perception of people that the elders do not take much interest in the thought or musings of youngsters. People think that the teenagers are hardly mature. They have little exposure to the practical aspects of the world. Teenagers are taken seriously because of their wisdom and practical knowledge or if they are prodigy. When we see it in the light of Anne’s opinion and her life we find that the perception and her statement do not hold true.

Though Anne had not been taken seriously by any grown ups including her parents during their stay in the Secret Annexe yet, we cannot doubt her maturity and intelligence when we read her diary. She kept on writing in her diary in the beginning. Later, with the passage of time, her views were accepted by elders, particularly by her father. Hence, we can say that Anne might have her own experience while saying about this but the whole world has appreciated the musings of the same girl, Anne Frank.

Question 6.
“Writing in a diary is a really strange experience for someone like me. Not only because I’ve never written anything before, but also because it seems to me that later on neither I nor anyone will be interested in the musings of a thirteen-year old school girl.”
On the basis of the passage given above write why the author gives so much importance to diary.
Answer:
In diary, one writes down one’s thoughts and feelings. He/She jots down his/her day – to – day activities in diary. It is really the remembrance of one’s life long journey. A person grows old with the passing of each year and when he takes a glance at his past journey, at that moment a diary plays an important role. It makes him aware about his past life. So far the importance of dairy in the case of Anne Frank is concerned, it really played a significant role in her life. Since her childhood, she developed the habit of diary writing. It was really a strange experience for her.

This thing was always prevalent in her mind that if she spoke to anybody about anything, nobody would take interest in it. Either people will not agree with his views or they will ignore it. She will have to convince all the people. Even if a thirteen – year old girl says something, no body will take interest in her musings. So, diary is the best way or medium to jot down one’s thoughts, memories, experiences, etc. It is such a thing through which everybody can be convinced. That is why the author gives so much importance to diary. It makes not only the narrator but also the reader convinced about one’s happenings in life.

Question 7.
Yes, paper does have more patience and since I’m not planning to let anyone else read this stiff – backed notebook grandly referred to as a ‘diary’, unless I should ever find a real friend, it probably won’t make a bit of difference. Why does the author give much importance to paper than a friend? Discuss.
Answer:
According to Anne Frank, paper has more patience than people. She was adamant on this view. She really found a real friend in the form of dairy whose name was ‘kitty’. She gave it more importance than to any of her friends. She considered it her real friend with whom she could talk to, share her feelings, happiness, misery, and all the day to day activities pertaining to her life. In it, she could jot down her feelings with pen and pencil. Anne also did not have a true friend. Although she had many friends, she only talked to them about day – to – day things, she was not closer to them.

It might be her fault that she could not confide in them. She knew that paper had more patience than people. So, she decided to write and confide in a diary. Because people are not always interested in listening to what you tell them. They get bored, feel monotonous and lose patience. But this does not happen with paper. Sometimes people do not want to share their personal feelings with anyone. They just jot down their feelings on paper. That is why Anne kept her feelings on paper as it has more patience than people.

Reference To Context

Read the extracts given below and answer the questions that follow:

Question 1.
WRITING in a diary is a really strange experience for someone like me. Not only because I’ve never written anything before, but also because it seems to me that later on neither I nor anyone else will be interested in the musings of a thirteen – year – old schoolgirl. Oh well, it doesn’t matter. I feel like writing, and I have an even greater need to get all kinds of things off my chest.

Choose the correct option:
(a) What is really a strange experience for Anne?
(i) Reading a novel
(ii) Writing in a diary
(iii) Work on project
(iv) Gossipping with friends
Answer:
(ii) Writing in a diary

(b) What is the age of the girl?
(i) Twelve – year – old
(ii) Ten – year – old
(iii) Thirteen – year – old
(iv) Fourteen – year – old
Answer:
(iii) Thirteen – year – old

(c) Nobody will be interested in the girl.
(i) alertness
(ii) musings
(iii) naughtiness
(iv) both (i) and (ii)
Answer:
(ii) musings

(d) Did the narrator write anything before?
(i) No
(ii) Yes
(iii) Perhaps
(iv) All of these
Answer:
(i) No

(e) Find out a word from the passage similar in meaning to ‘thought.’
(i) fallacy
(ii) thoughtless
(iii) musings
(iv) attentive
Answer:
(iii) musings

Question 2.
‘Paper has more patience than people.’ I thought of this saying on one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or go out. I finally stayed where 1 was, brooding Yes, paper does have more patience, and since I’m not planning to let anyone else read this stiff – backed notebook grandly referred to as a ‘diary’, unless I should ever find a real friend, it probably won’t make a bit of difference.

Choose the correct option:
(a) What has more patience than people?
(i) Writing
(ii) Reading
(iii) Paper
(iv) Pen
Answer:
(iii) Paper

(b) Who was feeling a little depressed?
(i) Anne
(ii) Margo
(iii) Anne’s father
(iv) Anne’s mother
Answer:
(i) Anne

(e) Anne finally stayed where she was .
(i) talking
(ii) brooding
(iii) writing
(iv) walking
Answer:
(ii) brooding

(d) The stiff – backed notebook has been referred to as a
(i) Log
(ii) Diary
(iii) Memoir
(iv) None of these
Answer:
(ii) Diary

(e) Find out a word from the passage similar in meaning to ‘unenthusiastic.’
(i) listless
(ii) enthusiastic
(iii) powerful
(iv) anxious
Answer:
(i) listless

Question 3.
I have loving parents and a sixteen-year-old sister, and there are about thirty people I can call friends. I have a family, loving aunts and a good home. No, on the surface I seem to have everything, except my one true friend. All I think about when I’m with friends is having a good time. I can’t bring myself to talk about anything but ordinary everyday things. We don’t seem to be able to get any closer, and that’s the problem. Maybe it’s my fault that we don’t confide in each other. In any case, that’s just how things are, and unfortunately they’re not liable to change. This is why I’ve started the diary.

Choose the correct option:
(a) Whom did Anne call her friends?
(i) Her parents
(ii) Sixteen – year old sister
(iii) About thirty people
(iv) All of these
Answer:
(iv) All of these

(b) What did Anne find on the surface?
(i) Anne found everything on the surface.
(ii) Anne did not find anything on the surface.
(iii) Anne found everything on the surface except her true friend.
(iv) All of these
Answer:
(iii) Anne found everything on the surface except her true friend.

(c) Anne can’t bring herself to talk about anything but ………… everyday things.
(i) extraordinary
(ii) unique
(iii) ordinary
(iv) none of these
Answer:
(iii) ordinary

(d) What was the good time for her?
(i) When she was busy in gossiping.
(ii) When she was busy in cooking.
(iii) When she was busy in painting.
(iv) When she was with her friends.
Answer:
(iv) When she was with her friends.

(e) Find out a word from the passage similar in meaning to ‘reveal’.
(i) hide
(ii) confide
(iii) liable
(iv) change
Answer:
(ii) confide

Question 4.
That evening, after I’d finished the rest of my homework, the note about the essay caught my eye. I began thinking about the subject while chewing the tip of my fountain pen. Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking. I thought and thought, and suddenly I had an idea. I wrote the three pages Mr Keesing had assigned me and was satisfied. I argued that talking is a student’s trait and that I would do my best to keep it under control, but that I would never be able to cure myself of the habit since my mother talked as much as I did if not more, and that there’s not much you can do about inherited traits.

Choose the correct option:
(a) What had Anne finished that evening?
(i) The rest of her homework
(ii) The rest of her household chores
(iii) The rest of her painting
(iv) She did not finish anything
Answer:
(i) The rest of her homework

(b) About whom did Anne think while chewing the tip of her fountain pen?
(i) About morning breakfast
(ii) About her friends
(iii) About the subject of the essay
(iv) About playing games
Answer:
(iii) About the subject of the essay

(c) Anne argued that …………… is a student’s trait.
(i) talking
(ii) walking
(iii) writing
(iv) running
Answer:
(i) talking

(d) What did Anne want to prove?
(i) Anne wanted to prove her talent.
(ii) Anne wanted to prove the necessity of talking.
(iii) Anne wanted to prove her credentials.
(iv) All of these
Answer:
(ii) Anne wanted to prove the necessity of talking.

(e) Find out a word from the passage similar in meaning to ‘logic’.
(i) argument
(ii) philosophy
(iii) ramble
(iv) wit
Answer:
(i) argument

Question 5.
Mr Keesing had a good laugh at my arguments, but when I proceeded to talk my way through the next lesson, he assigned me a second essay. This time it was supposed to be on ‘An Incorrigible Chatterbox. ’ I handed it in, and Mr Keesing had nothing to complain about for two whole lessons. However, during the third lesson he’d finally had enough. “Anne Frank, as punishment for talking in class, write an essay entitled ‘Quack, Quack, Quack, Said Mistress Chatterbox’.”
Choose the correct option:
(a) Who made a good laugh at Anne’s arguments?
(i) Mr Keesing
(ii) Sanne
(iii) Margot
(iv) None of these
Answer:
(i) Mr Keesing

(b) What did Mr Keesing assign to Anne?
(i) To write a poem
(ii) To write the second essay
(iii) To solve the maths problem
(iv) None of these
Answer:
(ii) To write the second essay

(c) Anne was given to write an essay as punishment on the topic in the class.
(i) A Chatterbox
(ii) An Incorrigible Chatterbox
(iii) Quack, Quack, Quack, Said Mistress Chatterbox
(iv) None of these
Answer:
(iii) Quack, Quack, Quack, Said Mistress Chatterbox

(d) For how many lessons did Keesing not complain?
(i) One lesson
(ii) Two lessons
(iii) Three lessons
(iv) None of these
Answer:
(ii) Two lessons

(e) Find out a word from the passage similar in meaning to ‘logic.’
(i) arguments
(ii) reason
(iii) admiration
(iv) pretension
Answer:
(i) arguments

From the Diary of Anne Frank Summary

From the Diary of Anne Frank About the Author

• Anne Frank was bom on 12 June, 1929 in Frankfurt, Germany.
  She was a German bom diarist.
• Otto Frank and Edith Frank were her father and mother respectively.
  Margot Frank was her sister.
• She moved to Aachen with her elder sister at the age of four and half to stay with their grandmother when the Nazis gained control over Germany.
• She lost her German citizenship in 1941 and became stateless.
• She got acclaim and popularity with the publication of “The Diary of a Young Girl’’ in which she narrated about her life in hiding from 1942 to 1944.
• She died in February 1945.

From the Diary of Anne Frank Gist of the Lesson

This is the story of a young girl, Anne Frank. Anne Frank wrote her diary in hiding with her family. The diary was written at the ime of World War II. It was really a unique experience for her while writing a diary. In the initial stage while she started writing diary, she was quite depressed and , dej ected. She was thinking about her family, parents and sister. In spite of all these, she wanted a true friend which she found in the form of a diary. There were thirty people around her whom she could consider as friends. In 1933, her parents went to Holland.

She only stayed with their grandmother at Aachen. Anne was sent to Montessori School where she studied till six years of her age. While she was in sixth standard, the examinations were held. On the day of declaration of result, the entire class was in tense mood and all students were nervous. Mr Keesing was her maths teacher. Anne was very talkative. As a punishment, the teacher gave her to write a topic on “A Chatterbox” which she could not write properly. She thought that talking was a student’s trait. Seeing this, Mr Keesing laughed loudly.

Now he gave another topic to her to write on, i.e., “An Incorrigible Chatterbox”. For the third time, she was given a topic “Question uack, Question uack, Question uack”, said Mistress Chatterbox. At this topic, not only Anne but also the entire class laughed loudly. Now with the help of her friend Sanne, she wrote in verse. The poem was about a mother duck, father swan along with three baby ducklings. The baby ducklings quacked too much so the father swan took them to death. It was a joke on Mr Keesing’s part. Thus, the story provides a vivid description of day – to – day life under Nazi occupation. Most importantly, it depicts the truth as described by Anne Frank – ‘Paper has more patience than people’.

From the Diary of Anne Frank Summary

1. Diary writing-a strange experience: Diary writing is really a strange experience for the author. It was her perception that nobody would take interest in the musings of a thirteen – year – old school girl. But it hardly matters. Apart from all these things, she jotted down all her personal experiences in a diary.

2. Family details of Anne: Anne had loving parents and a sixteen-year-old sister. She made diary her personal friend and named it ‘Kitty’. Her father was most adorable. Her sister, Margot was bom in Frankfurt (Germany) in 1926. Anne was bom on 12 June 1929. Her father emigrated to Holland in 1933 along with mother. Anne’s grandmother took her care at Aachen. Her grandmother died in January 1942.

3. Anne’s education: She was admitted to Montessori nursery school and stayed there until six. Mrs Kuperus was her headmistress at the school.

4. The atmosphere of class: There was the atmosphere of fear and nervousness in the class. All the students were in fear whether they would move to the next class or would remain in the same. Each one was guessing about each other. They were in the apprehension that about a quarter of the class should be kept back. But teachers are the most unpredictable creature on the earth.

5. Punished by the teacher: Mr Keesing, the maths teacher was annoyed with Anne because she talked too much in the class. Getting irritated from her, he assigned her extra work. And she was told to write an essay on the subject, ‘A Chatterbox’. After thinking a lot about the topic, convincing thoughts came into her mind. She argued that talking is a student’s trait and she would do her best to keep it under control.

6. Reaction of Mr Keesing: After going through the essay, Mr Keesing laughed a lot and assigned her the second topic, ‘An Incorrigible Chatterbox’ to write. Anne completed this essay also. She was given another essay entitled ‘Quack, Quack, Quack, said mistress chatterbox.

7. The class laughed loudly: The entire class roared loudly. Her friend, Sanne who was good at poetry helped her a lot in writing the essay in verse form. In was really a beautiful poem about a mother duck and a father swan with three ducklings who were bitten to death by the father because they quaked too much. It really made the class happy.

From the Diary of Anne Frank Lesson at a Glance

1. Writing in a diary is a strange experience for Anne Frank.
2. Anne, a young girl of thirteen wanted to have a very close friend. But she could not make one.
3. ‘Kitty,’ the diary was her true friend.
4. Paper has more patience than people.
5. In diary, she writes about all her memories and happenings around her.
6. Anne was bom on 12 June 1929 in Frankfurt.
7. Anne’s father emigrated to Holland in 1933.
8. She stayed at the Montessori nursery school till she was six.
9. The entire class was quaking in its boot.
10. Mr Keesing, the old fogey taught her maths.
11. Anne talked too much. So, as a punishment, she was given to write an essay on ‘A Chatterbox’.
12. According to her, talking is a student’s trait.
13. Mr Keesing laughed at the arguments given in favour of talking.
14. During the third lesson, she was given to write an essay entitled “Quack, Quack, Quack, said chatterbox.”
15. Her friend, Sanne helped her to write the essay from beginning to end in verse form.
16. The poem was about a mother duck, a father swan with three baby ducklings who were bitten to death by the father because they quacked too much.

From the Diary of Anne Frank Character Sketch

Anne Frank: Anne Frank was a very sensitive girl. She was bom on 12 June 1929. She belonged to Jew family. So her family was tortured by the Nazis. To escape persecution, she and her family migrated to Amsterdam. Anne wanted a true friend. So, she started writing in diary named ‘Kitty’ and made it her true friend. She was very talkative in nature. So her teacher Mr Keesing gave her one topic after another as a punishment. Her joke pleased Mr Keesing very much.

From the Diary of Anne Frank Word – Meanings

JAC Class 10 English Solutions

JAC Board Class 10th English Solutions First Flight Chapter 5 The Hundred Dresses Part 1

JAC Class 10th English The Hundred Dresses Part 1 Textbook Questions and Answers

Oral Comprehension Check (Page – 65)

Question 1.
Where in the classroom does Wanda sit and why?
Answer:
Wanda sits in the seat next to the last seat, in the last row, in Room Thirteen. She sits in the comer of the room where the rough boys who do not get good marks sit. She sits there quietly.

Question 2.
Where does Wanda live? What kind of a place do you think it is?
Answer:
Wanda lives at Boggins Heights. This place is far away from the school. There is also a lot of dirt and mud there.

Question 3.
When and why do Peggy and Maddie notice Wanda’s absence?
Answer:
Peggie and Maddie notice Wanda’s absence after three days, on Wednesday. They wait for her in order to have some fun, but she does not turn up.

Question 4.
What do you think “to have fun with her” means?
Answer:
It means that Peggy and Maddie would have made fun of Wanda and teased her for their own pleasure.

Oral Comprehension Check (Page – 67)

Question 1.
In what way was Wanda different from the other children?
Answer:
Wanda was different from the other children in many ways. She did not have any friend. She
came to school alone and went home alone. She always wore a faded blue dress that did not fit her properly. She did not talk to anybody.

Question 2.
Did Wanda have a hundred dresses? Why do you think she said she did?
Answer:
Wanda did not have a hundred dresses because she was poor. She only wore the same faded blue dress to school everyday. That’s why girls always made fun of her. The other children used to make fun of her poverty and laughed at her whatever she might have said.

Question 3.
Why is Maddie embarrassed by the questions Peggy asks Wanda? Is she also like Wanda, or she is different?
Answer:
Maddie is embarrassed by the questions Peggy asks Wanda because she is very poor. She usually wears old clothes, which were handed down by someone else. She does not feel sorry for Wanda. She is worried that perhaps later, everyone will start teasing her too. She is different from Wanda in the sense that she will never claim that she has a hundred dresses. She is not as poor as Wanda. Even then she does not mock at anybody.

Oral Comprehension Check (Page – 70)

Question 1.
Why didn’t Maddie ask Peggy to stop teasing Wanda? What was she afraid of?
Answer:
Maddie tried to tell Peggy to stop teasing Wanda by writing a note to her. Maddie herself was very poor. She did not have the courage to speak to Peggy about this matter. She thought Peggy might ask her where she got the dress she had and she would have to say that it was one of Peggy’s old ones. That is why she was afraid of.

Question 2.
Who did Maddie think Peggy would win the drawing contest? Why?
Answer:
Maddie thought that Peggy would win the drawing contest because Peggy drew better than anyone else. She could copy a picture in a magazine, or some film star’s face in a beautiful manner.

Question 3.
Who won the drawing contest? What had the winner drawn?
Answer:
Wanda won the drawing contest. She had drawn a hundred dresses, which were dazzling with colours. They had beautiful designs too. Drawings were drawn on sheets of wrapping paper. All the boys and girls of the class applauded her.

Thinking about the Text

Question 1.
How is Wanda seen as different by the other girls? How do they treat her?
Answer:
Wanda is different from other girls. She does not have any friends. She comes to school alone and goes home alone. She always wears a faded blue dress that does not fit her properly. She does not talk to anybody. The other girls tease her and also make fun of her. They surround her. Peggy asks how many dresses she has. Wanda replies that she has a hundred dresses and they will continue teasing her. Before she could go very far, they would burst into laughter. All of them mock her and make fun of her.

Question 2.
How does Wanda feel about the dresses game? Why does she say that she has a hundred dresses?
Answer:
Wanda does not feel good about the dresses game. She gets hurt if somebody discusses regarding her dresses. The children of the class make fun about her dresses. To counter their remark, she says that she has a hundred dresses.

Question 3.
Why does Maddie stand by and not do anything? How is she different from Peggy? (Was Peggy’s friendship important to Maddie? Why? Which lines in the text tell you this?)
Answer:
Maddie always stands by but cannot muster up courage to say anything against Peggy. She is poor. She feels that if she speaks against the others, they will target her next. Unlike her, Peggy is a rich girl. This is why Maddie could think from Wanda’s point of view, but Peggy could not. Maddie was Peggy’s best friend. It seemed as if she were in awe of Peggy. She admired her quite a lot as she said that Peggy was the most liked girl in the room and that she drew better than anyone else. Following lines from the text show that Peggy’s friendship was important to Maddie:

1. Peggy, who had thought up this game, and Maddie, her inseparable friend, were always the last to leave.
2. She was Peggy’s best friend, and Peggy was the best-liked girl in the whole room.
3. Peggy could not possibly do anything that was really wrong, she thought.
4. Oh, Maddie was sure Peggy would win.

Question 4.
What does Miss Mason think of Wanda’s drawings? What do the children think of them? How do you know?
Answer:
Miss Mason said that Room Thirteen should be proud of Wanda’s drawings as she had drawn one hundred designs of dresses. They were too beautiful and different. In the opinion of the judges, any one of the drawings was worthy of winning the prize. She was very happy to announce Wanda as the winner. Wanda was absent that day.

Miss Mason hoped that she would be back the next day. She then asked the entire class to look at Wanda’s beautiful drawings. Boys and girls of the class appreciated the drawings. They whistled and clapped. Peggy and Maddie entered the room. They stopped there and gasped. Later they recognized the designs as those which Wanda had described to them.

Thinking about Language

I. Look at these sentences.
(a) She sat in the comer of the room where the rough boys who did not make good marks sat, the comer of the room where there was most scuffling of feet,…
(b) The time when they thought about Wanda was outside of school hours ……. These italicised clauses help us to identify a set of boys, a place, and a time. They are answers to the questions ‘What kind of rough boys?’ ‘Which comer did she sit in?’ and ‘What particular time outside of school hours?’ They are ‘defining’ or ‘restrictive’ relative clauses. (Compare them with the ‘non-defining’ relative clauses discussed in Unit 1.)

Combine the following to make sentences like those above.
1. This is the bus (what kind of bus?). It goes to Agra, (use which or that)
2. I would like to buy (a) shirt (which shirt?). (The) shirt is in the shop window, (use which or that)
3. You must break your fast at a particular time (when?). You see the moon in the sky. (usewhen).
4. Find a word (what kind of word?). It begins with the letter Z. (use which or that).
5. Now find a person (what kind of person?). His or her name begins with the letter Z. (use whose)
6. Then go to a place (what place?). There are no people whose name begins with Z in that place, (use where)
Answer:

1. This is the bus which goes to Agra.
2. I would like to buy the shirt that is in the shop window.
3. You must break your fast when you see the moon in the sky.
4. Find a word that begins with the letter Z.
5. Now find a person whose name begins with the letter Z.
6. Then go to a place where there are no people whose name begins with Z.

II. The Narrative Voice

This story is in the ‘third person’ that is, the narrator is not a participant in the story. But the narrator often seems to tell the story from the point of view of one of the characters in the story. For example, look at the italicised words in this sentence Thank goodness, she did not live up on Boggins Fleights or have a funny name.  Whose thoughts do the words ‘Thank goodness’ express? Maddie’s, who is grateful that although she is poor, she is yet not as poor as Wanda, or as ‘different’. (So she does not get teased; she is thankful about that.)

Question 1.
Here are two other sentences from the story. Can you say whose point of view the italicised words express?
1. But on Wednesday, Peggy and Maddie, who sat down front with other children who got good marks and who didn’t track in a whole lot of mud, did notice that Wanda wasn’t there.
2. Wanda Petronski. Most of the children in Room Thirteen didn’t have names like that. They had names easy to say, like Thomas, Smith or Allen.
Answer:

• It expresses the point of view of Peggy and Maddie.
• It expresses the point of view of the narrator.

Question 2.
Can you find other such sentences in the story? You can do this after you read the second part of the story as well.
Answer:
Goodness! Wasn’t there anything she could do? If only she could tell Wanda she hadn’t meant to hurt her feelings.

III. Look at this sentence.

The italicised adverb expresses an opinion or point of view. Obviously, the only dress Wanda had was the blue one she wore every day. (This was obvious to the speaker.) Other such adverbs are apparently, evidently, surprisingly,possibly, hopefully, incredibly, luckily. Use these words appropriately in the blanks in the sentences below. (You may use a word more than once, and more than one word may be appropriate for a given blank.)
1. ……………. , he finished his work on time.
2. ……………. , it will not rain on the day of the match.
3. ……………. , he had been stealing money from his employer.
4. Television is …………. to blame for the increase in violence in society.
5. The children will ………… learn from their mistakes.
6. I can’t ………….. lend you that much money.
7. The thief had ………… been watching the house for many days.
8. The thief …………. escaped by bribing the jailor.
9. ……………, no one had suggested this before.
10. The water was …………… hot.
Answer:

1. Surprisingly, he finished his work on time.
2. Hopefully, it will not rain on the day of the match.
3. Evidently, he had been stealing money from his employer.
4. Television is evidently to blame for the increase in violence in society.
5. The children will hopefully learn from their mistakes.
6. I can’t possibly lend you that much money.
7. The thief had apparently been watching the house for many days.
8. The thief possibly escaped by bribing the jailor.
9. Surprisingly, no one had suggested this before.
10. The water was incredibly hot.

JAC Class 10th English The Hundred Dresses Part 1 Important Questions and Answers

I. Short Answer Type Questions (20 – 30 words & 2 marks each)

Question 1.
Write in brief about the two dresses of Wanda Petronski.
Answer:
Each dress designed by Wanda was distinct. One of the hundred dresses was in a brilliant jungle green colour and the other one was red sash. Every dress was beautiful enough to win a prize separately.

Question 2.
Who were the winners in each category?
Answer:
In boys’ category, Jack Beggles who drew a motorboat won the prize. In girls’ category, Wanda Petronski who drew hundred dresses won the girls’ medal.

Question 3.
What was unusual about the dress of Wanda?
Answer:
Wanda always wore a faded blue dress that didn’t fit her well. It was neat but was wrinkled all over and required a good ironing. She always wore the same dress.

Question 4.
What shows that Peggy was not really cruel?
Answer:
Peggy was not really cruel. She protected small children from bullies. Not only this, she cried fof hours if she saw an animal being mistreated.

Question 5.
Why was Maddie sure Peggy would win the dress designing contest?
Answer:
Peggy drew very attractive designs. These designs were better than anyone else and could copy a picture of film star’s head with such precision that no one could recognize it.

Question 6.
How can you say that Maddie was different from Peggy?
Answer:
Maddie belonged to a poor family. She always wore old clothes. She also had sympathy with Wanda. Maddie did not like Peggy when she made fun of Wanda.

Question 7.
What moral lesson does the story convey to us?
Answer:
The story teaches that no one is recognised by his/her appearance or dress. But the quality of the person matters more.

II. Short Answer Type Questions (40 – 50 words & 3 marks each)

Question 1.
In what way did Peggy and Maddie try to amend their behaviour towards Wanda?
Answer:
Both Peggy and Maddie felt guilty for their behaviour towards Wanda. Maddie was very
sad to know that Wanda and her family were leaving the town. They both wrote a letter to her conveying that she had won the contest. They asked her if she liked her new place and wanted to apologise for their past behaviour.

Question 2.
How did Peggy make fun of Wanda?
Answer:
Peggy used to wait for Wanda at school to ask her how many dresses she had in her closet. Then she would deliberately ask her of which material her dresses were made to make fun of her in a sarcastic way. Wanda would run away out of shame and Peggy used to laugh at her.

Question 3.
What opinion did the judges make about Wanda?
Answer:
Wanda had drawn one hundred dresses which had different designs and each of the dresses was beautiful. In judges’ opinion, every dress was worth winning a prize. Hence, she was declared the winner of the drawing competition.

Question 4.
In what way was Wanda different from other children?
Answer:
Wanda was an immigrant. She did not talk too much. She was quiet, calm and laughed rarely. She was a talented and skilled girl. She used to wear dull and faded dress. In this way, she was entirely different from other children.
Question 5.
Why did Wanda sit in the corner of the room?
Answer:
Wanda used to go to school with American children daily. She sat daily in the last row in Room Thirteen. She did not talk too much, so she sat in the seat next to the last seat. She always wore muddy shoes and faded blue dress because she belonged to the poor locality.

Question 6.
What kind of a girl was Peggy?
Answer:Peggy was the most popular and pretty looking girl. She always made fun of other girls. But she was kind also. She was a good artist. She protected other children from bullies, cried when animals were ill-treated, but made fun of Wanda.

Question 7.
How did Wanda win the drawing competition? Did anyone expect her victory?
Answer:
Wanda won the drawing competition as she had drawn hundred dresses. They were of different colours and quite exquisite. All of them deserved a prize though nobody expected her victory because in routine, she used to wear the same wrinkled dress.

Question 8.
Why did Maddie feel guilty of herself?
Answer:
Maddie felt guilty of herself because she always supported Peggy for fun. She never stopped Peggy for making fun of Wanda. Later, she was quite ashamed to see the beautiful dresses gifted by Wanda.

Question 9.
Why did Wanda’s house remind Maddie of Wanda’s blue dress?
Answer:
Maddie was reminded of Wanda’s blue dress after looking at her house. Her house and the sparse little yard looked shabby but it was clean like Wanda’s blue dress. The dress Wanda wore was always clean but not ironed, simple and humble.

III. Long Answer Type Questions (100 – 120 words & 5 marks each)

Question 1.
Describe the character of Wanda Petronski.
Answer:
Wanda Petronski was a Polish girl who had shifted to America from Poland with her parents. She was a poor girl who lived at Boggins Heights. She was very shy and quiet. She did not like to talk to anyone. She used to sit in the last row of the class so that nobody would notice her. She wore the same faded blue dress which was not ironed but clean everyday.

All other students teased her in the class making fun of her. in anger, she would also say that she had one hundred dresses and sixty pair of shoes at home. She was very determined and showed her determination in the drawing competition by showcasing her hundred designs of dresses that she claimed to own. Each one of them was so beautiful that she won the girls’ medal in the drawing competition. Even the judges opined that each design was worth winning a prize separately.

Question 2.
It disturbs you that Peggy and Maddie make fun of Wanda. You don’t like it. You decide to speak about this as weak, ugly or poor. Write a speech to express your thoughts.
Answer:
My dear friends, I would like to opine my notions about the issue of making fun of the students who are weak, ugly or poor by those who are rich and dominating. I want to assert that being poor or ugly is not a personal choice. God has created all of us with different qualities and special purposes. We must see these qualities in everyone. One may be poor or physically less attractive but he/she may have better qualities and skills than others, like Wanda Petronski in the story. I believe everyone should be treated with love and respect without considering their caste, monetary and social status. Let each one of us strive towards the upliftment of humanity and make this world a lovely place to be at.

Question 3.
Describe the scene in which Peggy made fun of Wanda.
Answer:
Peggy often mocked at Wanda due to her only one dress that she always wore. It was never ironed properly. It was a faded blue dress. She often made fun of her by asking her questions about the number of dresses Wanda had. Wanda, though a quiet girl, spoke a lot about her 100 dresses. She told the girls that her dresses were made of velvet or silk. At this remark all the girls burst into laughter.

Question 4.
Wanda had no friends. Children did not like her. Nobody liked to talk to her. Do you think that such attitude of children is justified?
Answer:
Wanda belonged to poor background. She was quite, calm and serene. She did not have any friend. She always came and went school alone. She had a funny name. That is why all the children made fun of her. She always wore faded blue dress. She did not have the actual dresses. She had the drawings of the dresses on papers. All were of different colours and designs. She submitted a hundred drawings of dresses in the drawing and painting competition of her school. As far as school is concerned, nobody should be judged on social or economic background but by his/her inner quality. Children should not have such sort of feeling. This type of feeling is quite unjustified.

Question 5.
‘Appearance could be misleading’. Support this statement with reference to the story ‘The Hundred Dresses-I’.
Answer:
Wanda was a poor Polish girl. She used to sit in a lonely comer of the Room No. Thirteen where the noisy rough boys sat. She always wore pale blue dress that was never ironed properly. She did not take cognizance of anybody’s remark. Despite all that, she was too intelligent and dignified. She was a talented artist and had drawn a hundred dresses for the drawing competition which she ultimately won. She won the heart of her classmates, when she gave those drawing pieces to them.

Question 6.
“Wanda did not have any friends. She came to school alone and went home alone. She always wore a faded blue dress that didn’t hang right. It was clean, but it looked as thought it had never been ironed properly. She didn’t have any friends, but a lot of girls talked to her.” What type of character traits of Wanda have been reflected here?
Answer:
Wanda was entirely different from the other children in many ways. She did not have any tme friend. She came to school alone and went home alone. Because the locality of Boggins Heights in which she lived was a muddy place. She had no neighbourhood friends with whom she could talk or express her feelings. She always remained mum. She only spoke whenever the need arose. Her economic condition was very poor. She did not have much dresses.

That is why she always wore a faded blue dress. Although it was clean but it had never been ironed properly. That is why girls always made fun of her. All these things show that Wanda was a shy girl. She was well-behaved girl and never let her poverty come in her way. She was friendly, hardworking and honest girl. She did like to talk to anyone. She was also a determined girl. Through this, we come to the conclusion that Wanda was a gentle girl and she did not care much for the criticism of other. All the traits of a good natured girl were prevalent in her.

Question 7.
“The children burst into applause, and even the boys were glad to have a chance to stamp on the floor, put their fingers in their mouths and whistle, though they were not interested in dresses.” On the basis of the passage, discuss why did the children burst into applause?
Answer:
Wanda belonged to a very poor family. She did not talk too much. She was quiet, calm and laughed rarely. But she was a talented girl. She used to wear dull and faded blue dress. It did not fit her well. It was never ironed properly. She always wore the same dress. But whenever anybody asked how many dresses she had, she replied that she had hundred dresses. A competition was organised in the school for girls and boys separately. Girls participated in the drawing competition and boys participated in motorboats competition. Wanda was a hardworking and determined girl.

She participated in the competition by showcasing her hundred designs of dresses that she claimed her own. Each one of them was beautifully prepared. That is why she won the girls medal in the drawing competition. Her drawing was appreciated even by the judges. The day when the result was declared wanda was not present in the school. When the judges declared her winner, all the children burst into applause, put their fingers in their mouths and whistled. It was done by them to show their respect to Wanda. From this sort of admiration it seems that she was quite popular even among girls.

Reference To Context

Read the extracts given below and answer the questions that follow:

Question 1.
TODAY, Monday, Wanda Petronski was not in her seat. But nobody, not even Peggy and Madeline, the girls who started all the fun, noticed her absence. Usually Wanda sat in the seat next to the last seat in the last row in Room Thirteen. She sat in the comer of the room where the rough boys who did not make good marks sat, the comer of the room where there was most scuffling of feet, most roars of laughter when anything funny was said, and most mud and dirt on the floor.

Choose the correct option:
(a) On which day, was Wanda not in her seat?
(i) Tuesday
(ii) Sunday
(iii) Monday
(iv) Saturday
Answer:
(iii) Monday

(b) In which room did Wanda use to sit?
(i) Room Thirty
(ii) Room Forty
(iii) Room Ten
(iv) Room Thirteen
Answer:
(iv) Room Thirteen

(c) She sat in the corner of the room where the ……….. boys sat.
(i) rough
(ii) studious
(iii) naughty
(iv) peace – loving
Answer:
(i) rough

(d) What was audible in the corner of the room?
(i) The roaring of boys
(ii) The sound of loud speaker
(iii) The scuffling of feet
(iv) All of these
Answer:
(iii) The scuffling of feet

(e) Find out a word from the passage similar in meaning to ‘loud noise.’
(i) roar
(ii) silence
(iii) peace
(iv) pain
Answer:
(i) roar

Question 2.
Wanda did not sit there because she was rough and noisy. On the contrary, she was very quiet and rarely said anything at all. And nobody had ever heard her laugh out loud. Sometimes she twisted her mouth into a crooked sort of smile, but that was all.
Nobody knew exactly why Wanda sat in that seat, unless it was because she came all the way from Boggins Heights and her feet were usually caked with dry mud. But no one really thought much about Wanda Petronski, once she sat in the comer of the room.

Choose the correct option:
(a) How was the nature of Wanda?
(i) Irritating
(ii) Cruel
(iii) Question uiet and calm
(iv) Aggressive

(b) What had nobody ever heard about Wanda?
(i) Wanda never laughed out loudly.
(ii) Wanda never talked to anybody.
(iii) Wanda never played with anybody.
(iv) All of these

(c) Wanda’s feet were usually caked with …………..
(i) Cow dung
(ii) wet mud
(iii) dry mud
(iv) rotten clothes

(d) Where did Wanda come from?
(i) Paris
(ii) Boggins Heights
(iii) Sweden
(iv) China

(e) Find out a word from the passage similar in meaning to ‘generally’.
(i) rarely
(ii) seldom
(iii) usually
(iv) unusually

Question 3.
Wanda didn’t have any friends. She came to school alone and went home alone. She always wore a faded blue dress that didn’t hang right. It was clean, but it looked as though it had never been ironed properly. She didn’t have any friends, but a lot of girls talked to her. Sometimes, they surrounded her in the school yard as she stood watching the little girls play hopscotch on the worn hard ground.

Choose the correct option:
(a) With whom did Wanda go to school?
(i) With friends
(ii) With brother
(iii) With parents
(iv) Alone
Answer:
(iv) Alone

(b) What kind of dress did Wanda wear?
(i) Yellow dress
(ii) Black dress
(iii) Red dress
(iv) Faded blue dress
Answer:
(iv) Faded blue dress

(c) Wanda did not have any …………
(i) brothers
(ii) sisters
(iii) friends
(iv) relatives
Answer:
(iii) friends

(d) Which game did the little girls play?
(i) Football
(ii) Kabaddi
(iii) Snake & ladder
(iv) Hopscotch
Answer:
(iv) Hopscotch

(e) Find out a word from the passage opposite in meaning to ‘bright’
(i) shiny
(ii) faded
(iii) glowing
(iv) attractive
Answer:
(ii) faded

Question 4.
Sometimes, when Peggy was asking Wanda those questions in that mocking polite voice, Maddie felt embarrassed and studied the marbles in the palm of her hand, rolling them around and saying nothing herself. Not that she felt sorry for Wanda, exactly. She would never have paid any attention to Wanda if Peggy hadn’t invented the dresses game. But suppose Peggy and all the others started in on her next? She wasn’t as poor as Wanda, perhaps, but she was poor. Of course, she would have more sense than to say she had a hundred dresses. Still she would not like for them to begin on her. She wished Peggy would stop teasing Wanda Petronski.

Choose the correct option:
(a) Who was not as poor as Wanda?
(i) Maddie
(ii) James
(iii) Peggy
(iv) Thomas
Answer:
(i) Maddie

(b) How did Peggy use to ask questions from Wanda?
(i) In a polite manner
(ii) In a harsh manner
(iii) In a commanding voice
(iv) In a mocking polite voice
Answer:
(iv) In a mocking polite voice

(c) Maddie wished Peggy should stop ………… Wanda.
(i) harassing
(ii) teasing
(iii) taunting
(iv) none of these
Answer:
(ii) teasing

(d) How many dresses did Wanda have?
(i) Ten dresses
(ii) Fifty dresses
(iii) Sixty dresses
(iv) Hundred dresses
Answer:
(iv) Hundred dresses

(e) Find out a word from the passage similar in meaning to ‘harassed.’
(i) irritated
(ii) embarrassed
(iii) annoyed
(iv) rough
Answer:
(ii) embarrassed

Question 5.
As for Wanda, she was just some girl who lived up on Boggins Heights and stood alone in the school yard. She scarcely ever said anything to anybody. The only time she talked was in the school yard about her hundred dresses. Maddie remembered her telling about one of her dresses, pale blue with coloured trimmings. And she remembered another that was brilliant jungle green with a red sash. “You’d look like a Christmas tree in that,” the girls had said in pretended admiration.

Choose the correct option:
(a) Where did Wanda stand alone?
(i) In the courtyard
(ii) At the bus stand
(iii) In the school yard
(iv) In the playground
Answer:
(iii) In the school yard

(b) What did she talk about in the school yard?
(i) About her hundred dresses
(ii) About her lessons
(iii) About her attitudes
(iv) About her style
Answer:
(i) About her hundred dresses

(c) Wanda scarcely said anything to………….
(i) Maddie
(ii) her father
(iii) her sister
(iv) anybody
Answer:
(iv) anybody

(d) What had the girls said wanda in pretended admiration?
(i) You’d look like a Christmas tree.
(ii) You’d look like a fairy.
(iii) You’d look like a doll.
(iv) You’d look like a teacher.
Answer:
(i) You’d look like a Christmas tree.

(e) Find out a word from the passage similar in meaning to ‘praise’.
(i) contempt
(ii) unreal
(iii) ugly
(iv) admiration
Answer:
(iv) admiration

Question 6.
Thinking about Wanda and her hundred dresses all lined up in the closet, Maddie began to wonder who was going to win the drawing and colouring contest. For girls, this contest consisted of designing dresses and for boys, of designing motorboats. Probably Peggy would win the girls’ medal. Peggy drew better than anyone else in the room. At least, that’s what everybody thought. She could copy a picture in a magazine or some film star’s head so that you could almost tell who it was. Oh, Maddie was sure Peggy would win. Well, tomorrow the teacher was going to announce the winners. Then they’d know.

Choose the correct option:
(a) Where were Wanda’s hundred dresses lined up?
(i) In a room
(ii) In a box
(iii) In a closet
(iv) In a trunk
Answer:
(iii) In a closet

(b) What did the contest consist of for girls and boys?
(i) Designing dresses and motorboats respectively
(ii) Designing motorboats and curtain respectively
(iii) Designing embroidery and making chairs respectively
(iv) Designing curtains and drawing maps respectively
Answer:
(i) Designing dresses and motorboats respectively

(c) Maddie was sure that Peggy would ……………
(i) lose
(ii) win
(iii) do nothing
(iv) do everything
Answer:
(ii) win

(d) Who announced the name of the winner?
(i) Teacher
(ii) Principal
(iii) Director
(iv) None of these
Answer:
(i) Teacher

(e) Find out a word from the passage similar in meaning to ‘proclaim.’
(i) deny
(ii) announce
(iii) debar
(iv) decline
Answer:
(ii) announce

Question 7.
“As for the girls,” she said, “although just one or two sketches were submitted by most, one girl and Room Thirteen should be proud of her this one girl actually drew one hundred designs all different and all beautiful. In the opinion of the judges, any one of the drawings is worthy of winning the prize. I am very happy to say that Wanda Petronski is the winner of the girls’ medal.

Choose the correct option:
(a) How many sketches were submitted by most of the girls?
(i) Only one
(ii) Just one or two
(iii) Only three
(iv) All of these
Answer:
(ii) Just one or two

(b) Who drew one hundred designs of the dresses?
(i) Miss Mason
(ii) Jack Beggles
(iii) Wanda Petronski
(iv) Peggy
Answer:
(iii) Wanda Petronski

(c) Ail dresses were different and………..
(i) shabby
(ii) beautiful
(iii) tom
(iv) unique
Answer:
(ii) beautiful

(d) Whom did the judges declare the winner of the girls’ medal?
(i) Wanda Petronski
(ii) Miss Mason
(iii) Maddie
(iv) Peggy
Answer:
(i) Wanda Petronski

(e) Find out a word from the passage opposite in meaning to ‘unreliable’.
(i) beautiful
(ii) cruel
(iii) destmctive
(iv) worthy
Answer:
(iv) worthy

The Hundred Dresses Part 1 Summary

The Hundred Dresses Part 1 About the Author

• She was bom on May 9, 1906 in West Haven, Connecticut, America. She was an American children’s author.
• She did her graduation from the Pratt Institute Library School.
• Her first book, ‘The Middle Moffat’ published in 1941 gave her much acclaim and honour. ‘The Hundred Dresses’ is also one of her important works.
• She was awarded many times, but the most prestigious award was John Newbery Medal for ‘Ginger Pyre’
• She died when she was 82 years old.

The Hundred Dresses Part 1 Gist of the Lesson

The story ‘The Hundred Dresses-V is based on the experiences of the author about a girl. Wanda Petronski, a girl comes from the poor social background. She comes from the remote area of the town. She is the only student in her class with a ‘funny’ Polish name. She is very quiet. She always wears the faded blue dress and goes to school everyday. Maddie, who is the best friend of the main character, i.e., Wanda also taunts and teases her. Wanda is absent for a few days.

Her classmates leam that her family has moved away to the big city where nobody will mistreat her. Maddie begins to wonder about the girl she and her friends used to constantly tease, and realizes that she knows very little about her. She wonders why they started teasing her in the first place and is overcome with guilt for making fun of her simply because she is poor. She has a funny name and is different from them. Maddie knows that she should have stood up to her friends and defended Wanda.

She feels guilty for not speaking up, for standing by and allowing her friends to tease Wanda. Wanda proves her talent by designing one hundred dresses. Maddie and her friends later know that Wanda is a very talented artist. Her drawing of one hundred beautiful dresses has won the school’s art contest. The girls realize that they misjudged Wanda. They feel guilty for this act.

The Hundred Dresses Part 1 Summary

1. Introduction to Wanda: Wanda Petronski was a Polish girl whose family had immigrated to America. She was very poor. She wore the same blue faded dress to school daily.

2. Wanda and her classroom: Wanda used to sit in the comer of Room Thirteen in the last row, where notorious students sat. She was very quiet and introvert. No one had ever heard her laugh.

3. Students made fun of Wanda: Nobody thought of Wanda inside the classroom. After the class, the students used to wait for Wanda to make fun of her.

4. Peggy and Maddie: Peggy and Maddie used to sit in front where children who scored good marks would sit. Peggy was the most popular girl in the school. Maddie was Wanda’s closest friend. They also made fun of Wanda but were not as bad as other children.

5. Wanda’s hundred dresses: In the schoolyard, children would surround Wanda and ask her how many dresses she had in her closet. Wanda replied that she had hundred dresses of different colours and designs.

6. Peggy mocking Wanda: Peggy would deliberately ask Wanda if her dresses were of velvet or silk. Wanda said that she had both velvet and silk dresses and also had sixty pairs of shoes. Then everyone would laugh behind her back.

7. Maddie sympathetic towards Wanda: Maddie herself was a poor girl but not as poor as Wanda. She was always sympathetic to Wanda and never liked Peggy and other students making fun of Wanda.

8. Wanda absent in school: Wanda did not come to school on Monday, Tuesday and Wednesday. Nobody noticed her absence but Peggy and Maddie noticed it on Wednesday.

9. Drawing contest: A drawing contest was going on in the school. The categories for girls and boys were designing dresses and designing motorboats, respectively.

10. Result of the contest: Next day, the results of the drawing contest were announced. To everybody’s surprise, Wanda won the girls’ medal for designing dresses. She was absent on that day also. Jack Beggles won in the boys’ category.

The Hundred Dresses Part 1 Lesson at a Glance

1. In ‘ The Hundred Dresses’, the main character Wanda Petronski usually sat in the seat next to the last seat in the last row in Room Thirteen.
2. Wanda usually sat in the comer of the room where only the rough boys sat.
3. At that space, there was scuffling of feet.
4. Wanda was quiet and peaceful. She rarely said anything at all.
5. She lived in Bogging Heights where her feet were usually smeared with dry mud.
6. On Monday, Wanda did not come in school. But nobody noticed her absence.
7. Peggy was the most popular girl in school. She was attractive in look and she had several pretty dresses.
8. Wanda Petronski’s name was very peculiar.
9. Wanda did not have any friends. She always wore a faded blue dress.
10. One day Peggy asked Wanda how many dresses did she have hanging in her closet.
11. When Wanda told that she had hundred dresses all the girls exclaimed, “A hundred!”.
12. She also told that she had sixty pairs of shoes,
13. Peggy always protected small children from bullies.
14. One day, Miss Mason announced about the annual drawing contest in which the girls would draw dresses and the boys will draw, motor boats.
15. A boy and a girl will be chosen as winners of the contest.
16. When it was time to turn in the drawings, the children were amazed to find that Wanda had turned in 100 drawings.
17. All the dresses were beautiful. That is why she claimed that hundred dresses were lined up in her closet at home.
18. When the result was announced, Jack Beggles had won for the boys and Wanda had won for the girls.

The Hundred Dresses Part 1 Character Sketch

Maddie: Maddie was a poor girl. She usually wore somebody’s hand-me-down clothes. Although she did not like Peggy making fun of Wanda, she did not say anything because she was afraid that Peggy would start making fun of her. Peggy’s friendship was important to her as Peggy was the most liked girl in the room. Maddie was not really a cruel girl, she only lacked courage.

Wanda: Wanda Petronski was a Polish girl. She was a poor girl who lived at Boggins Height. She did not like to talk to anyone. She was very shy and quiet. She wore the same faded blue dress which was not ironed properly. All other students teased her in the classroom. She showed her determination in the drawing competition by showcasing her hundred designs of dresses. She also won the girls medal in the drawing competition.

The Hundred Dresses Part 1 Word – Meanings

JAC Class 10 English Solutions

JAC Board Class 10th English Solutions First Flight Chapter  6 The Hundred Dresses Part 2

JAC Class 10th English The Hundred Dresses Part 2 Textbook Questions and Answers

Oral Comprehension Check (Page – 74)

Question 1.
What did Mr Petronski’s letter say?
Answer:
Mr Petronski’s letter said that Wanda would not come to school anymore. They would now shift to a big city. Now, nobody would ask them why they had funny names. There are a number of funny names in the big city.

Question 2.
Is Miss Mason angry with the class, or is she unhappy and upset?
Answer:
Miss Mason is quite unhappy and upset with the class. She preferred to think what was said was said in thoughtlessness. What happened was really unfortunate and it should not be repeated again.

Question 3.
How does Maddie feel after listening to the note from Wanda’s father?
Answer:
After listening to the note from Wanda’s father, Maddie feels sorry for Wanda. She could not concentrate on her lessons. She had not enjoyed listening to Peggy ask Wanda how many dresses she had in her closet. However, she had always stood by silently and that was as bad as what Peggy had done.

Question 4.
What does Maddie want to do?
Answer:
Maddie wants to tell Wanda that she does not want to hurt her feelings. She wants to inform her about winning the contest. She also praises her beautiful and attractive hundred dresses.

Oral Comprehension Check (Pages 76 – 77)

Question 1.
What excuses does Peggy think up for her behaviour? Why?
Answer:
The excuse that Peggy thinks up for her behaviour is that she never called Wanda a foreigner or made fun of her name. She never thought Wanda had even the sense to know that they were making fun of her. She appreciated the fact that Wanda could draw so well. She was making such excuses because she was feeling bad about what had happened.

Question 2.
What are Maddie’s thoughts as they go to Boggins Heights?
Answer:
Maddie thought that they would find Wanda at the Boggins Heights. She wanted to say sorry to her and beg apology for her remark. She also thought of requesting her not to leave the school.

Question 3.
Why does Wanda’s house remind Maddie of Wanda’s blue dress?
Answer:
Wanda’s house reminds Maddie of Wanda’s blue dress because it was also very shabby and faded, but clean.

Question 4.
What does Maddie think hard about? What important decision does she come to?
Answer:
Maddie did not find Wanda at her home. She gets deeply hurt. She thought about Wanda, her
faded blue dress, and the little house she lived in. After thinking for a long time, she reached at an important decision that she would never make fiin of anybody only because of having his/her funny or strange names.

Oral Comprehension Check (Page – 79)

Question 1.
What did the girls write to Wanda?
Answer:
The girls wrote a friendly letter to Wanda and told her that she had won the drawing competition. They also wrote about her beautiful drawings. They also asked her if she liked the place where she was living and if she liked her new teacher.

Question 2.
Did they get a reply? Who was more anxious for a reply, Peggy or Maddie? How do you know?
Answer:
No, they did not get a reply. Maddie was more anxious for a reply as she thought a lot about it. Before Wanda could press her lips together in a tight line, which she did before answering, Maddie would cry out and ask everybody to stop and then, everybody would feel ashamed the way she felt. Peggy, on the other hand, had begun to forget about the whole affair. It shows that Maddie was more anxious for a reply than Peggy.

Question 3.
How did the girls know that Wanda liked them even though they had teased her?
Answer:
After getting letter from Wanda, the girls came to know that Wanda liked them even though they had teased her. She had asked Miss Mason to give the green dress to Peggy and the blue one to Maddie. When Maddie looked at the drawing very minutely, she realized that the dress had a face and a head, which looked like her own self. That is why the girls knew that Wanda liked them even though they had teased her.

Thinking about the Text

Question 1.
Why do you think Wanda’s family moved to a different city? Do you think life there was going to be different for their family?
Answer:
Children teased Wanda due to her funny name, that is why Wanda’s family moved to a big city. In the big city everybody had funny names, so they would not face as much trouble in this regard. Yes, their life could still be different for them as they could be teased about various other things.

Question 2.
Maddie thought her silence was as bad as Peggy’s teasing. Was she right?
Answer:
Yes, Maddie was right when she thought that her silence was as bad as Peggy’s teasing. She did not have courage. She was right because even though she felt bad about it and never teased Wanda herself, she did not say anything to stop it. Maddie was too afraid to say anything because she did not want to lose Peggy’s friendship. Also, she was poor herself, so she feared that everybody would make fun of her too.

Question 3.
Peggy says, “I never thought she had the sense to know we were making fun of her anyway. I thought she was too dumb. And gee, look how she can draw!” What led Peggy to believe that Wanda was dumb? Did she change her opinion later?
Answer:
Peggy believed that Wanda was dumb. But that was not true. She could not understand why Wanda said she had a hundred dresses, even when everybody knew that she was poor. She knew everybody was laughing at her. Even then, she kept giving the same answer. She even described the dresses she said she had. That is why Peggy thought Wanda was dumb. She changed her opinion later when she saw the hundred dresses Wanda had talked about. She saw the drawings and was highly impressed by seeing their fanciful dresses. She realized that Wanda was a very good artist.

Question 4.
What important decision did Maddie make? Why did she have to think hard to do so?
Answer:
Maddie said that she would never make fun of anybody’s name or dress. She would not make
anybody unhappy again in the future. After returning from Wanda’s house, Maddie was very unhappy. She thought about Wanda’s house, her faded blue dress, etc. She also thought about the hundred attractive pictures all lined up in a queue in the classroom. Lastly, she reached at the conclusion that she would not co-operate with those who do wrong. It is quite unethical.

Question 5.
Why do you think Wanda gave Maddie and Peggy the drawings of the dresses? Why are they surprised?
Answer:
Maddie and Peggy always made fun of Wanda’s dresses. That is why she gave Maddie
and Peggy the drawings of dresses. They were surprised because she had gifted her those beautiful designs.

Question 6.
Do you think Wanda really thought the girls were teasing her? Why or Why not?
Answer:
Wanda definitely knew that girls were teasing her. It might be due to her poverty or poor economic condition for which her mockery had been made by the girls.

Thinking about Language

I. Here are thirty adjectives describing human qualities. Discuss them with your partner and put them in the two word webs (given below) according to whether you think they show positive or negative qualities. You can consult a dictionary if you are not sure of the meanings of some of the words. You may also add to the list the positive or negative ‘pair’ of a given word.
kind, sarcastic, courteous, arrogant, insipid, timid, placid, cruel, haughty, proud, jealous, intrepid, sensitive, compassionate, introverted, stolid, cheerful, contented, thoughtless, vain, friendly, unforgiving, fashionable, generous, talented, lonely, determined, creative, miserable, complacent
Answer:

What adjectives can we use to describe Peggy, Wanda and Maddie? You can choose adjectives from the list above. You can also add some of your own.
1. Peggy …………………..
2. Wanda ………………..
3. Maddie ……………….
Answer:

1. Peggy: arrogant, thoughtless, haughty, sarcastic
2. Wanda: sensitive, compassionate, talented, courteous, forgiving
3. Maddie: generous, kind, sensitive, determined, friendly

III. Find the sentences in the story with the following phrasal verbs.

Answer:
(i) lined up
(ii) thought up
(iii) took off
(iv) stood by
And she thought of the glowing picture of those hundred dresses made – all lined up in the classroom. Peggy who had thought up this game. Miss Mason took off her glasses. She stood by silently.

Question 2.
Look up these phrasal verbs in a dictionary to find out if they can be used in some other way. (Look at the entries for line, think, take and stand in the dictionary.) Find out what other prepositions can go with these verbs. What does each of these phrasal verbs mean?
Answer:

1. lined up : Passengers were lined up to buy tickets at railway station.
2. thought up : We must thought up a good plan.
3. took off : The aircraft took off into the clear horizon.
4. stood by : He stood by me when I was in trouble.

Verbs with Other Prepositions

1. Line (Line up) : He has lined up a number of projects for him.
2. Think (Think about) : Also think about other people.
3. Take (Take up) : We will take up new project from tomorrow,
4. Stand (Stand up) : Stand up on the bench.

Question 3.
Use at least five such phrasal verbs in sentences of your own.
Answer:
Five Phrasal Verbs

1. Abide by : Always abide by the rules and regulations.
2. Bring in : It is a golden opportunity to bring in new talent.
3. Call off : The director called off the meeting.
4. Get in : He got in very late last night.
5. Follow up : The police followed np my complaint promptly.

IV. Colours are used to describe feelings, moods and emotions. Match the following ‘colour expressions’ with a suggested paraphrase.
1. the Monday morning blues – feel embarrassed/angry/ashamed
2. go red in the face – feel very sick, as if about to vomit
3. look green – sadness or depression after a weekend of fun
4. the red carpet – the sign or permission to begin an action
5. blue – blooded – a sign of surrender or acceptance of defeat; a wish to stop fighting
6. a green belt – in an unlawful act; while doing something wrong
7. a blackguard – a photographic print of building plans; a detailed plan or scheme
8. a grey area – land around a town or city where construction is prohibited by law
9. a white flag – an area of a subject or a situation where matters are not very clear
10. a blue print – a dishonest person with no sense of right or wrong
11. red – handed – a special welcome
12. the green light – of noble birth or from a royal family
Answer:

1. the Monday morning blues – sadness or depression after a weekend of fun
2. go red in the face – feel embarrassed/angry/ashamed
3. look green – feel very sick, as if about to vomit
4. the red carpet – a special welcome
5. blue – blooded – of noble birth or from a royal family
6. a green belt – land around a town or city where construction is prohibited by law
7. a blackguard – a dishonest person with no sense of right or wrong
8. a grey area – an area of a subject or a situation where matters are not very clear
9. a white flag – a sign of surrender or acceptance of defeat; a wish to stop fighting
10. a blueprint – a photographic print of building plans; a detailed plan or scheme
11. red – handed – in an unlawful act while doing something wrong
12. the green light – the sign or permission to begin an action

Speaking
Role Play The story of Wanda Petronski presents many characters engaged in many kinds of behaviour (teasing, playing, sitting in class…)* Form groups. Choose an episode or episodes from the story. Assign roles to each member of the group from that episode, and try to act it out like a play, using the words in the story.
Answer:
Do it yourself.

Writing

Question 1.
Look again at the letter which Wanda’s father writes to Miss Mason, Wanda’s teacher. Mr Petronski is not quite aware how to write a formal letter in English. Can you rewrite it more appropriately? Discuss the following with your partner before you do so.
The format of a formal letter: How to begin the letter and how to end it; the language of the letter needs to be formal. (Avoid informal words like “holler” and fragments like “No more ask why funny name.”) Write complete sentences.
Answer:
Boggins Heights
America 2nd Jan, 20xx
Rev. Madam
This is to inform you that Wanda, my daughter, has made a complaint about some students of her class. They tease her and make fun of her taking her name. They also remark about her dress. It is really harassing for a child of her age. In school, such type of things should not happen. It distracts her from her study and she is mentally tortured. It should be stopped at any cost. Now I have taken a decision to shift her to another school if this problem is not solved. This is for your kind information and necessary action.
Thanking you
Yours sincerely
Jan Petronski

Question 2.
Are you interested in drawing and painting? Ritu Kumar, one of India’s best known dress designers, has no formal training in designing. She started by sketching ideas for her own dresses, and getting them stitched by a tailor. Ritu’s friends liked her dresses so much that they asked her to design clothes for them, and even paid her for it! Imagine you are going to make a career out of your hobby. What sort of things will you need to learn? Write a paragraph or two on this topic after consulting an expert or doing reference work on your chosen area.
Answer:
Each individual has a hobby. First, he adopts it in his life and later converts it into his profession. I have hobby for painting. Since my childhood, I have made so many paintings. Later on, I adopted it into my life and made it a profession. A number of paintings are kept in my drawing room. I have got many awards from state to national level. I have also taken some training from the painting school and later on did a lot of hard work. Now, I am an acclaimed painter.

Question 3.
Rewrite a part of the story as if Wanda is telling us her own story.
Answer:
Do it yourself.

JAC Class 10th English The Hundred Dresses Part 2 Important Questions and Answers

I. Short Answer Type Questions (20 – 30 words & 2 marks each)

Question 1.
Why did Peggy and Maddie go to Boggins Heights?
Answer:
Peggy and Maddie went to Boggins Heights to meet Wanda as they wanted to apologise to her for teasing her. They also wanted to tell her that she had won the girls’ medal for her hundred dresses in the drawing competition.

Question 2.
Why did Wanda not come to school?
Answer:
Wanda never complained to anyone against the misbehaviour of her friends. But due to insult she faced, she decided not to come to school anymore. It was very mature of her age to teach them lesson without any argument.

Question 3.
Why did Maddie rush to Peggy’s house while gazing at the drawing?
Answer:
Maddie rushed to Peggy’s house while gazing at the drawing because she had seen her face in the drawing and wanted to confirm the same to Peggy.

Question 4.
Why did Peggy and Maddie assume that Wanda had received their letter?
Answer:
Peggy and Maddie assumed that Wanda had received their letter because in her letter to Miss Mason, Wanda requested her to gift her drawings to both Maddie and Peggy.

Question 5.
Why did Maddie spend sleepless nights?
Answer:
Maddie spent sleepless nights because she was very upset about what all had happened. She couldn’t amend her behaviour towards Wanda because the latter had shifted to some other city along with her family.

Question 6.
What did the children of Room Thirteen do on the Christmas eve?
Answer:
The children of Room Thirteen decorated their room with great love and affection. They decorated it with Christmas bells and a Chirstmas tree.

Question 7.
Why was there no reply of the letter written to Wanda by the girls?
Answer:
Maddie and Peggy didn’t get any reply from Wanda. It may be due to two reasons (i) her anger towards them or (ii) because they wrote the address of her old house in Boggins Heights and not of her new house.

Question 8.
What did Peggy say to Maddie when they did not find Wanda at Boggins Heights?
Answer:
Peggy told Maddie that Wanda had won because of her teasing that inspired her to draw such beautiful dresses, otherwise she would not have been able to win the contest.

II. Short Answer Type Question uestions (40 – 50 words & 3 marks each)

Question 1.
At what conclusion did Maddie reach?
Answer:
While feeling guilty and deeply troubled for teasing Wanda, Maddie reached at a conclusion that if she ever heard anyone picking on somebody because they were funny looking or because they had strange names, she would speak up. She decided that from then on she would never make anybody else unhappy again.

Question 2.
What did Miss Mason get from the Principal’s office? Why did she read it many times thoughtfully?
Answer:
Miss Mason got a letter from the Principal’s office, which was sent by Wanda’s father. The content of the letter deeply affected Miss Mason. She read it several times to understand the concern which was related with Wanda when she was there. Somewhere, she might have felt that being a teacher she could not do anything to prevent the treatment meted out to Wanda by her classmates.

Question 3.
What did Miss Mason call unfortunate and sad? Why?
Answer:
Miss Mason called the moving of Wanda Petronski to big city; an unfortunate and sad incident. She called that so because the reason of Wanda’s leaving the school and moving to big city was the teasing and making fun of her by fellow students.

Question 4.
How did Wanda’s house look and what did it remind Maddie of?
Answer:
Wanda lived in a little white house. The pathway leading to her house was stuck up with the wisps of old grass like thin kittens. The house and its sparse little yard looked shabby but clean. It reminded Maddie of Wanda’s faded blue dress shabby but clean, that she used to wear everyday.

Question 5.
What did Wanda write in the letter to Miss Mason?
Answer:
Wanda Petronski wrote a letter to Miss Mason telling her that in her new house, she had hundred new dresses in the closet. She further wrote that she would like to give away her one drawing of the green dress with the red trimming to Peggy and another blue drawing to her friend Maddie.

Question 6.
What did Maddie and Peggy notice about the designs given by Wanda to them?
Answer:
After hanging the design drawn by Wanda in the bedroom, Maddie became very surprised to see the resemblance of the face in the drawing to her face. She looked at it carefully and found that it was her face in that dress. Maddie went to Peggy to tell about this and got to know that she had also found the same thing in her drawing.

Question 7.
How did Miss Mason react after reading the letter of Jan Petronski?
Answer:
After reading the letter of Jan Petronski, Miss Mason became very sad and got upset. She ‘ looked at the class and spoke in a low voice. She said that none of the students in that class would hurt anyone knowingly just because someone’s name sounded funny. She called the incident of Wanda leaving the school unfortunate and sad.

Question 8.
How did Peggy and Maddie try to amend for their behaviour towards Wanda?
Answer:
Both Peggy and Maddie decided to change their behaviour as Peggy had tried to justify that it was not her dress for which she teased her. Maddie decided not to be a mute spectator and promised herself that she would try to protect if anyone would be mocked down.

Question 9.
What kind of a girl was Wanda Petronski?
Answer:
Wanda Petronski was a Polish girl. She was very simple. She used to keep herself calm and quiet in every condition. She never reacted when Peggy teased her and took it lightly. She always replied everyone with a smile. She even gifted her drawings to Peggy and Maddie which showed her innocence, nobility and love to her friends.

III. Long Answer Type Questions (100 – 120 words & 5 marks each)

Question 1.
How did Maddie and Peggy react when they received the drawings made by Wanda?
Answer:
Wanda Petronski had offered her designs of one hundred dresses to the girls of Room Thirteen. She wrote that the green dress with red trimming be given to Peggy and the blue one to her friend Maddie. On the way, both Maddie and Peggy held their drawings carefully. Peggy told Maddie that Wanda really liked them. She thought that everything was all right now. However, Maddie felt very sad that she would never see Wanda again. She became very emotional while looking at the drawing. She was in tears. She further got to know that the face in Wanda’s drawing was that of hers. Peggy too had the resembling face in her red dress drawing. Peggy again affirmed that Wanda Petronski did like the girl Peggy who would always pester her with embarrassing questions. Maddie was truly and deeply moved by this gesture of Wanda whereas such was not the case with Peggy.

Question 2.
What can you say about the character of Miss Mason on the basis of your story reading?
Answer:
Miss Mason appears to be a caring lady. She is sensitive towards human issues. She under¬stands the gist of her students’ sayings. Her students too love and respect her. In fact Wanda takes it to the extent that even her new teacher in big city can not equalise Miss Mason. Miss Mason is a benevolent person who feels sad when Wanda, the winner of the drawing competition, is not present to receive the girls’ medal. When Jan Petronski, father of Wanda, sends her letter, she gets upset regarding the reason of Wanda leaving the school and moving to big city, after reading it. She finds herself not able to believe that any boy or girl can hurt someone’s feelings purposely or knowingly. After reading the letter to the students, she leaves an indelible effect on them without using any warning or punishment. Miss Mason becomes very happy when she reads the letter sent by Wanda to the students.

Question 3.
Suppose you are Wanda. You get deeply hurt by the behaviour of your classmates. Express your feelings in the form of a diary entry.
Answer:
30th March 20XX
10 : 00 AM
Dear Diary
I am totally disturbed by the derogatory words of Peggy and Maddie. Both of them have left no stone unturned to look me down. Being a Polish girl, I feel helpless to pay them back in the same coin. Peggy is incorrigible. She teases me by asking about my dress and funny name. She asks me how many dresses, shoes, hats, etc. I have. When I reply that I have a 100 dresses and sixty pairs of shoes they ask whether all of them are of different colours and designs. Maddie always remains calm.

It supports Peggy in doing so. She lacks courage to state what is right and what is wrong. I never react and try to smile at their irritating questions. know, there will be no difference, between me and them if I too turn the table to their side in the same way. My father has now come to know what I am going through, he has decided to shift to another city in order to avoid confrontation. But such type of thing should be avoided.

Question 4.
Write the character sketch of Wanda Petronski,
Answer:
Wanda Petronski is a Polish girl. She is very kind and simple-hearted. She never behaves badly with anyone. She only feels disturbed when Peggy teases her. But she replies confidently and courageously to what Peggy says to her. She wears the same blue faded dress everyday but she never complains about anything. She is very talented. She is an expert in drawing. She also wins the drawing contest and thus shows her creative side. She is forgiving and generous. So, it can be said that she is a mature, sensible and loving girl who cares about everyone.

Question 5.
How can you say that Maddie is an emotional girl? Compare and contrast Maddie and Peggy.
Answer:
Maddie is an emotional girl. She was a close friend of Peggy. She remains by her side when Peggy teases Wanda but she feels bad for her. She decides to write a note to Peggy to stop teasing Wanda. She doesn’t want to be the next target of fun. Lastly, she decides to stand against anyone who teases others even if she has to lose her friend, which shows her emotional attribute.
In comparison to Maddie, Peggy is an arrogant girl. She teases Wanda by asking her about dresses, but she is not cruel as she helps children from bullies and cries when she sees an animal being hurt. But she tries to make fun of Wanda everytime and defends herself. Both the girls have different personalities and attributes which can be directed by their actions.

Question 6.
What moral lesson does “The Hundred Dresses – II” convey to us? Write the values related with it.
Answer:
Wanda Petronski’s letter highlights her greatness. It gives us a glimpse of her nature as a simple, loving, caring, and friendly human being. She gifts her drawings to Peggy and Maddie though they tease her a lot. It shows how great she is. It requires a lot of courage and patience to do so. An ordinary person cannot do that and would definitely hate them but Wanda shows polite and peaceful traits of her character. In our society, it is very difficult to find such a character. Such traits are a must to be a good human being. In our society, people tease others with such remarks. It is not a sign of good culture. Wanda displays to be a humble person. These traits should be inherent in our character.

Question 7.
“I am sure that none of the boys and girls in Room Thirteen would purposely and deliberately hurt anyone’s feelings because his or her name happened to be a long, unfamiliar one. I prefer to think that what was said in thoughtlessness.” Why did the teacher say what was said in thoughtlessness? Explain this on the basis of the passage.
Answer:
After leaving Boggins Heights, Wanda shifted to another town along with her family. They were quite ignorant of that place. Everybody teased Wanda. After shifting to that place, her father wrote a letter to the class teacher in which he mentioned that now Wanda would never attend the school. Nobody would tease or scorn Wanda about her funny name and appearance. After knowing the content of the letter, the entire class got awestruck and strained. The class teacher told that none of the boys and girl in Room Thirteen would have deliberately or purposely hurt Wanda’s feelings because of her long and unfamiliar name. Even if some – one had done or said so then that must have been in thoughtlessness. The teacher thought that such thing would not have happened to Wanda intentionally. It was really a sad state of affair. Nobody should make anybody’s mockery either due to his /her name or economic condition. Wanda’s friends should not have made such remarks.

Question 8.
Tears blurred her eyes and she gazed for a long time at the picture. Then hastily she rubbed her eyes and studied it intently. The colours in the dress were so vivid that she had scarcely noticed the face and head of the drawing. But it looked like her, Maddie!
On the basis of above passage what does the author want to say?
Answer:
After the school was over, both Maddie and Peggy went to the residence of Wanda at Boggins Heights to meet her. But their visit was worthless. They wrote a friendly letter to Wanda regarding winning the contest. But Wanda did not respond to the letter. On the Christmas eve, Wanda wrote a letter to Miss Mason and stated that these hundred dresses should be gifted to the girls especially blue one to Maddie and green one to Peggy.

Tears blurred Maddie’s eyes and for the long time she gazed at the picture. She found that the face in the drawing was resembling to her own. Then she ran to Peggy’s house to see her drawing also. Peggy was also happy to find the same in the drawing. Through this, the author wants to say that nobody should be condemned for their name or appearance. Wanda liked Maddie and Peggy from the core of her heart. She did not care about the comments that were made at her. She liked her friends very much. Although she belonged to a poor family, even then she was superb in all the spheres of life in comparison to her friends.

Reference To Context

Read the extracts given below and answer the questions that follow:

Question 1.
WHILE the class was circling the room, the monitor from the principal’s office brought Miss Mason a note. Miss Mason read it several times and studied it thoughtfully for a while. Then she clapped her hands. “Attention, class. Everyone back to their seat.”
When the shuffling of feet had stopped and the room was still and quiet, Miss Mason said, “I have a letter from Wanda’s father that I want to read to you.”
(a) Who brought a note to Miss Mason from the principal’s office?
(i) The peon
(ii) The head clerk
(iii) The monitor
(iv) Maths teacher
Answer:
(iii) The monitor

(b) Who wrote a note to Miss Mason?
(i) Wanda’s mother
(ii) Wanda’s friend
(iii) Wanda’s father
(iv) Wanda’s brother
Answer:
(iii) Wanda’s father

(c) Miss Mason read the note …………. times.
(i) two
(ii) three
(iii) four
(iv) several
Answer:
(iv) several

(d) What happened after the stopping of the shuffling of feet?
(i) The room was a little bit noisy
(ii) The room was still and quiet.
(iii) Nothing happened
(iv) All of these
Answer:
(ii) The room was still and quiet.

(e) Find out a word from the passage similar in meaning to ‘calm.’
(i) quiet
(ii) noisy
(iii) rigorous
(iv) unknown
Answer:
(i) quiet

Question 2.
Miss Mason stood there a moment and the silence in the room grew tense and expectant. The teacher adjusted her glasses slowly and deliberately. Her manner indicated that what was coming this letter from Wanda’s father was a matter of great importance. Everybody listened closely as Miss Mason read the brief note.

Choose the correct option:
(a) Who stood there for a moment?
(i) Miss Mason
(ii) Wanda Petronski
(iii) Peggy
(iv) None of these
Answer:
(i) Miss Mason

(b) How was the atmosphere of the room?
(i) Calm and quiet
(ii) Tense and expectant
(iii) Glorious
(iv) All of these
Answer:
(ii) Tense and expectant

(c) Miss Mason …………….. the brief note.
(i) wrote
(ii) read
(iii) deleted
(iv) tore
Answer:
(ii) read

(d) What did the teacher do?
(i) The teacher chided all the students.
(ii) The teacher told them to be silent.
(iii) The teacher adjusted her glasses slowly and deliberately.
(iv) The teacher did nothing.
Answer:
(iii) The teacher adjusted her glasses slowly and deliberately.

(e) Find out a word from the passage similar in meaning to ‘knowingly’.
(i) deliberately
(ii) heedlessly
(iii) thoughtlessly
(iv) systematically
Answer:
(i) deliberately

Question 3.
A deep silence met the reading of this letter. Miss Mason took off her glasses, blew on them and wiped them on her soft white handkerchief. Then she put them on again and looked at the class. When she spoke her voice was very low. “I am sure that none of the boys and girls in Room Thirteen would purposely and deliberately hurt anyone’s feelings because his or her name happened to be a long, unfamiliar one. I prefer to think that what was said was said in thoughtlessness. I know that all of you feel the way I do, that this is a very unfortunate thing to have happened – unfortunate and sad, both. And I want you all to think about it.”
Choose the correct option:
(a) How were the students?
(i) Happy
(ii) Sad
(iii) Both (i) and (ii)
(iv) None of these
Answer:
(ii) Sad

(b) Who spoke with low voice?
(i) Miss Mason
(ii) Wanda
(iii) Peggy
(iv) None of these
Answer:
(i) Miss Mason

(c) Miss Mason put off her glasses, blew on them and wiped them on her white……………..
(i) slippers
(ii) dress
(iii) handkerchief
(iv) none of these
Answer:
(iii) handkerchief

(d) What happened when Miss Mason was reading the letter before the class?
(i) Students started making a noise.
(ii) There was deep silence in the classroom.
(iii) Students were talking among themselves.
(iv) All of these
Answer:
(ii) There was deep silence in the classroom.

(e) Find out a word from the passage opposite in meaning to ‘known.’
(i) familiar
(ii) introduce
(iii) unfamiliar
(iv) aware
Answer:
(iii) unfamiliar

Question 4.
Maddie turned this idea carefully over in her head, for if there were anything in it she would not have to feel so badly. But that night she could not get to sleep. She thought about Wanda and her faded blue dress and the little house she had lived in. And she thought of the glowing picture those hundred dresses made — all lined up in the classroom. At last Maddie sat up in bed and pressed her forehead tight in her hands and really thought. This was the hardest thinking she had ever done. After a long, long time, she reached an important conclusion.

Choose the correct option:
(a) What did Maddie think about?
(i) Maddie thought about her studies.
(ii) Maddie thought about the economic condition of Wanda.
(iii) Maddie thought about Wanda, her faded blue dress and the little house in which she lived.
(iv) All of these
Answer:
(iii) Maddie thought about Wanda, her faded blue dress and the little house in which she lived.

(b) What happened with Maddie that night?
(i) She could not sleep properly.
(ii) She could not read properly.
(iii) She was afraid of the ghost.
(iv) Her mother chided her bitterly.
Answer:
(i) She could not sleep properly.

(c) Those – hundred ………………. were lined up in the classroom.
(i) cushions
(ii) glasses
(iii) slippers
(iv) dresses
Answer:
(iv) dresses

(d) Who reached at an important conclusion after a long time?
(i) Wanda
(ii) Peggy
(iii) Maddie
(iv) Both (i) and (ii)
Answer:
(iii) Maddie

(e) Find out a word from the passage similar in meaning to ‘conclusion’.
(i) outcome
(ii) preface
(iii) prelude
(iv) introduction
Answer:
(i) outcome

Question 5.
When school was dismissed in the afternoon, Peggy said, with pretended casualness, “Hey, let’s go and see if that kid has left town or not.” So Peggy had had the same idea! Maddie glowed. Peg was really all right. The two girls hurried out of the building, up the street toward Boggins Heights, the part of town that wore such a forbidding air on this kind of a November afternoon, drizzly, damp and dismal.

Choose the correct option:
(a) When was the school dismissed?
(i) Morning
(ii) Afternoon
(iii) Night
(iv) Evening
Answer:
(ii) Afternoon

(b) Where did the two girls hurry towards?
(i) School
(ii) Playground
(iii) Boggins Heights
(iv) Classroom
Answer:
(iii) Boggins

(c) Peggy also had the same …………. as that of Maddie.
(i) idea
(ii) certainty
(iii) Fact
(iv) thing
Answer:
(i) idea

(d) What did Peggy say with pretended casualness?
(i) If that kid has eaten or not.
(ii) If that kid has left town or not.
(iii) It that kid has read or not
(iv) If that kid has completed his homework or not
Answer:
(ii) If that kid has left town or not.

(e) Find out a word from the passage similar in meaning to ‘gloomy.’
(i) bright
(ii) happy
(iii) cheerful
(iv) dismal
Answer:
(iv) dismal

Question 6.
At last Maddie sat up in bed and pressed her forehead tight in her hands and really thought. This was the hardest thinking she had ever done. After a long, long time, she reached an important conclusion. She was never going to stand by and say nothing again. If she ever heard anybody picking on someone because they were funny looking or because they had strange names, she’d speak up. Even if it meant losing Peggy’s friendship. She had no way of making things right with Wanda, but from now on she would never make anybody else that unhappy again.

Choose the correct option:
(a) Where did Maddie sit?
(i) Kitchen
(ii) Drawing room
(iii) Bed
(iv) Bathroom
Answer:
(iii) Bed

(b) Who decided that she would not make anybody unhappy again?
(i) Wanda
(ii) Peggy
(iii) Teacher
(iv) Maddie
Answer:
(ii) Peggy

(c) This was the hardest ……………. she had ever done.
(i) feeling
(ii) thing
(iii) approach
(iv) thinking
Answer:
(iv) thinking

(d) At what did Maddie reach after a long time?
(i) Logic
(ii) An important conclusion
(iii) An idea
(iv) None of these
Answer:
(iv) None of these

(e) Find out a word from the passage similar in meaning to ‘unique.’
(i) casual
(ii) routine
(iii) strange
(iv) popular
Answer:
(i) casual

Question 7.
Weeks went by and still Wanda did not answer. Peggy had begun to forget the whole business, and Maddie put herself to sleep at night making speeches about Wanda, defending her from great crowds of girls who were trying to tease her with, “How many dresses have you got?” And before Wanda could press her lips together in a tight line, the way she did before answering, Maddie would cry out, “Stop!” Then everybody would feel ashamed the way she used to feel. Now it was Christmas time and there was snow on the ground. Christmas bells and a small tree decorated the classroom. On the last day of school before the holidays, the teacher showed the class a letter she had received that morning.
(a) On which day did the teacher show a letter to the class?
(i) Last day of school before the holidays
(ii) First day of school before the holidays
(iii) Not shown
(iv) None of these
Answer:
(i) Last day of school before the holidays

(b) Which occasion has been discussed in the extract?
(i) Easter
(ii) Christmas
(iii) Both (i) and (ii)
(iv) None of these
Answer:
(ii) Christmas

(c) It was Christmas time and there was …………. on the ground.
(i) water
(ii) filth
(iii) snow
(iv) none of these
Answer:
(iii) snow

(d) What did the teacher show the class?
(i) A letter
(ii) A dress
(iii) A pen
(iv) A map
Answer:
(i) A letter

(e) Find out a word from the passage similar in meaning to ‘embellished.’
(i) scattered
(ii) decorated
(iii) tidy
(iv) degraded
Answer:
(ii) decorated

Question 8.
Tears blurred her eyes and she gazed for a long time at the picture. Then hastily she rubbed her eyes and studied it intently. The colours in the dress were so vivid that she had scarcely noticed the face and head of the drawing. But it looked like her, Maddie! It really looked like her own mouth. Why it really looked like her own self! Wanda had really drawn this for her. Excitedly, she ran over to Peggy’s.
Choose the correct option:
(a) Who gazed for a long time at the picture?
(i) Wanda
(ii) Maddie
(iii) Peggy
(iv) No body
Answer:
(ii) Maddie

(b) What had Maddie scarcely noticed?
(i) The colours in dress were vivid.
(ii) The colours in the dress were only pink and blue.
(iii) The colours in the dress were only red.
(iv) None of these
Answer:
(i) The colours in dress were vivid.

(c) …………… had really drawn this drawing.
(i) Peggy
(ii) Maddie
(iii) Wanda’s teacher
(iv) Wanda
Answer:
(iv) Wanda

(d) How did the drawing look like?
(i) It looked like the mouth of Maddie.
(ii) It looked like the head of Wanda.
(iii) It looked like the hair of Peggy.
(iv) All of these
Answer:
(i) It looked like the mouth of Maddie.

(e) Find out a word from the passage similar in meaning to ‘stared’.
(i) scorned
(ii) disliked
(iii) gazed
(iv) abhorred
Answer:
(iii) gazed

The Hundred Dresses Part 2 Summary

The Hundred Dresses Part 2 Gist of the Lesso

‘The Hundred Dresses – IF begins with a letter received by the principal from Wanda’s father. In this letter, he informed the teacher that they were moving to a big city where nobody would tease or scorn Wanda about her funny name and appearance. After knowing about the content of the letter, the entire class got awestruck and stunned. They realized their remarks. Maddie was disappointed. She couldn’t concentrate on her studies after knowing the facts. She just wanted to meet Wanda personally to clarify her stand that she never meant to hurt her feelings. When the school was over Maddie and Peggy both went to the residence of Wanda at Boggins Heights to meet her. But their visit was fruitless.

They wrote a friendly letter to Wanda telling her about winning the contest. But Wanda did not respond to the letter. On Christmas, Miss Mason, their teacher, received a letter from Wanda. She informed that she was now not in need of those hundred dresses as she had new hundred dresses in her new house. Therefore, those dresses should be gifted to the girls especially blue one to Maddie and green one to Peggy.Tears blurred her eyes and Maddie gazed for a long time at the picture and found that the face in the drawing was resembling to her own. Then she ran to Peggy’s house to see her drawing also. Peggy was also happy to find the same in the drawing. Peggy consoled herself saying that Wanda really liked them very much. Maddie agreed and blinked away the tears which came every time she thought of Wanda Petronski.

The Hundred Dresses Part 2 Summary

1. Wanda’s father sent a letter: Miss Mason got a note from the principal’s office. It was a letter written by Wanda’s father. She read the letter before the entire class that Wanda and her brother would never come to school and nobody would be able to call them with funny names and insult them, as they had moved to the big city and new school.

2. Miss Mason’s lecture: Miss Mason told the students in Room Thirteen that they might have behaved indecent out of thoughtlessness and they never meant to hurt anyone. She declared this incident to be unfortunate and sad. Maddie got

3. disturbed: Maddie got deeply disturbed after knowing the content of the letter. She could not put her mind to work. She was repenting that she did not take a stand for Wanda even after having a feeling of sympathy for her.

4. Journey to Boggins Heights: Both Maddie and Peggy decided to go to Boggins Heights, where Wanda lived. While on the way, Peggy told Maddie that she never called Wanda a foreigner and nor did she make fun of her name. After reaching Wanda’s house, they found out that there was nobody.

5. Maddie made a resolution: After thinking deeply, Maddie decided that she would never forgive anyone making fun of someone. She would take a stand and speak up.

6. Letter to Wanda from Maddie and Peggy: Maddie and Peggy wanted to tell Wanda how beautiful her drawings were. So, they wrote her a letter and also asked about the new place and her new teacher. They wanted to apologise to Wanda but wrote a friendly letter instead.

7. Wanda’s letter to Miss Mason: On the last day of the school before the holiday, Miss Mason received a letter from Wanda. She had written that her drawings of hundred dresses could be given to the students in Room Thirteen. She mentioned Maddie to have the drawing of blue dress and Peggy the drawing of green dress.

8. Maddie and Peggy saw themselves: After reaching home, Maddie and Peggy noticed that it was their faces in their respective drawings which were made by Wanda.

The Hundred Dresses Part 2 Lesson at a Glance

1. Miss Mason received a letter from Wanda’s father.
2. She informed the class in a sad voice that Wanda and Jake would not come to the school anymore.
3. When Wanda was in the school, Maddie did not like the manner in which Peggy talked to her.
4. Maddie was repenting on the fact that she never took a stand for Wanda when she was picked on by others.
5. She wanted to convey Wanda the message that her hundred dresses were beautiful.
6. Both Maddie and Peggy hurried towards Boggins Heights, where Wanda lived.
7. Nobody answered when they knocked at Wanda’s door as she and her family had already left.
8. They decided to write a letter to Wanda informing her that her drawings were magnificent. They further asked about her new place and school.
9. They also mentioned that she won the girls’ medal.
10. The day before the holidays, Miss Mason announced that she had received a letter from Wanda.
11. Wanda conveyed the message that her drawings be distributed to the girls of Room Thirteen, with green dress given to Peggy and the blue one to Maddie.
12. Both Maddie and Peggy noticed themselves in Wanda’s drawing, upon which Peggy asserted that Wanda must have liked them.

The Hundred Dresses Part 2 Character Sketch

Miss Mason: Miss Mason is not only a good teacher but also a sensitive human being. She is also admired and respected by her teachers. She gets upset when Wanda, the winner of the drawing competition is not present to receive the girls’ medal. Even Wanda Petronski admits in her letter that her new teacher in the city can not equalise Miss Mason. She is really a good teacher. new teacher in the city can not equalise Miss Mason. She is really a good teacher.

The Hundred Dresses Part 2 Word – Meanings

JAC Class 10 English Solutions

JAC Board Class 10th English Solutions First Flight Chapter 3(i) His First Flight

JAC Class 10th English His First Flight Textbook Questions and Answers

Thinking about the Text

Question 1.
Why was the young seagull afraid to fly? Do you think all young birds are afraid to make their first flight, or are some birds more timid than others? Do you think a human baby also finds it a challenge to take its first steps?
Answer:
The young seagull was afraid to fly because it was his first flight. His wings were not supporting him to fly. It is a well – known fact that doing something for the first time is challenging. Therefore, all young birds must be afraid to make their first flight. In the similar way, a human baby would also find it tough or challenging to take its first step.

Question 2.
“The sight of the food maddened him.” What does this suggest? What compelled the young seagull to finally fly?
Answer:
It is a truth that the young seagull was very hungry. He just wanted to get food anyhow. It was his hunger that ultimately compelled him to fly. His hunger only got intensified when he saw his mother tearing a piece of fish that lay at her feet. When his mother came towards him with food in her beak, he screamed with joy. But she stopped midway. He wondered why she did not come nearer. The young seagull could not control his hunger any longer, and dived at the food in his mother’s beak. At that moment, his hunger overpowered his fear of the great expanse of sea beneath the cliff. Ultimately, the young seagull flew.

Question 3.
“They were beckoning to him, calling shrilly”. Why did the seagull’s father and mother threaten him and cajole him to fly?
Answer:
The young seagull was afraid to fly. The young seagull’s brothers and sister had already flown and parents were helping them a lot. But the young seagull could not gather enough courage to make the first flight. That is why his parents were calling it shrilly and scolding him. They threatened to let him starve on his ledge if he did not fly. They did so because they wanted him to leave his fear behind and learn to fly.

Question 4.
Have you ever had a similar experience, where your parents encouraged you to do something that you were too scared to try? Discuss this in pairs or groups.
Answer:
Of course, yes. I had a similar experience when my parents encouraged me to do something that was too scary to try. When I was in standard – VIII, I was asked to speak something. I had more hesitation in speaking before the audience. When I went on the stage, my feet trembled with fear. I could not express myself even after knowing the topic in a better way.

But, my parents always helped me. They told me to speak alone before the mirror in a room again and again. After a month I gathered much courage and gained confidence. Now I can speak fluently before the audience. Few days ago, 1 also won prize for my speech in the school. {Note: Answer may vary.)

Question 5.
In the case of a bird flying, it seems a natural act, and a foregone conclusion that it should succeed. In the examples you have given in answer to the previous question, was your success guaranteed, or was it important for you to try, regardless of a possibility of failure?
Answer:
While we start doing a new work, we face a lot of difficulties in the initial phase. But in due course of time, our endeavour, perseverance and commitment lead us to attain our goal. As in my case, my success was not guaranteed. It could all be possible due to my efforts and commitment.

Speaking

We have just read about the first flight of a young seagull. Your teacher will now divide the class into groups. Each group will work on one of the following topics. Prepare a presentation with your group members and then present it to the entire class.

• Progression of Models of Airplanes
• Progression of Models of Motorcars
• Birds and Their Wing Span
• Migratory Birds – Tracing Their Flights

Answer:
Do it yourself seeking the help of your teachers.

Writing

Write a short composition on your initial attempts at learning a skill. You could describe the challenges of learning to ride a bicycle or learning to swim. Make it as humorous as possible.
Answer:
While I started riding a bicycle, I faced a lot of difficulties. Initially, I fell on the ground two to three times. I also got injured. But my friend, Ajay helped me a lot. He told me how to learn cycling. He balanced the handle of the cycle and took me to ride. He told me how to apply the brake or place feet on pedal. I did the things as told by him again and again. After 15 days, I was able to ride the cycle. Now I do cycling frequently. For this, the credit goes to Ajay, who helped me get skilled in cycling.

JAC Class 10th English His First Flight Important Questions and Answers

I. Short Answer Type Questions (20 – 30 words & 2 marks each)

Question 1.
Flying is a natural instinct in birds. Why was the young seagull exhausted by this peculiar exercise?
Answer:
The young seagull lacked courage to fly. Therefore, he used to give excuses for not flying. He was sure that his wings were too weak to support him while flying. He did not have the audacity to flap his wings and failed to gather courage to take plunge.

Question 2.
How did the young seagull’s parents try to make him fly?
Answer:
The young seagull’s parents tried everything to make him fly. They screamed, scolded and threatened to let him starve on the ledge unless he flew away.

Question 3.
What did the young seagull watch his parents doing the day before?
Answer:
The young seagull watched his parents flying about with his brothers and sister the day before. They were making them perfect in the art of flying and teaching them how to skim the waves and how to dive for fish.

Question 4.
What was the young seagull’s mother doing before him?
Answer:
The young seagull’s mother was standing on the plateau and her white breast thrust forward. She tore a piece of fish that lay at her feet, then she scrapped each side of her beak on the rock.

Question 5.
How was the young seagull’s expression when he saw his mother with food?
Answer:
The young seagull uttered a joyful scream because he thought that his mother was bringing food for him. He tried to come nearer to her as she flew across.

Question 6.
Why did the young seagull feel miserable on the ledge?
Answer:
The young seagull felt very miserable on the ledge as he was alone and his family had already flown away. He was feeling very hungry and had nothing to eat. His condition was getting worse because he could not even dive for fish.

Question 7.
How did the young seagull and his family celebrate his first flight?
Answer:
When the young seagull started flying and got over his fear, his family screamed around him out of joy. They praised and offered him scraps of dog – fish out of delight as he made a successful attempt.

II. Short Answer Type Questions (40 – 50 words & 3 marks each)

Question 1.
When did the young seagull’s flight start and where did it end?
Answer:
The young seagull’s flight started when he dived to snatch the piece of fish from his mother’s beak. He fell down but instinctively opened up his wings and gradually started to fly. His flight ended after half an hour when he landed on the Green sea along with his family.

Question 2.
Where did the young seagull sit alone? What did he watch from there?
Answer:
The young seagull sat on the ledge alone. He was the only one in the family, who did not know how to fly. Just a day before, his brothers and sister had flown away with their parents. When he tried to flap his wings, he was overcome by fear. So, he sat on the ledge watching his family fly.

Question 3.
Did the upbraiding and threatening of his parents help him in flying?
Answer:
The young seagull’s parents did try to teach him flying but he wouldn’t simply move from the ledge. They would fly around him encouraging and challenging him to fly. When he did not respond to their encouragement, they would scold and threaten to let him starve unless he flew away.

Question 4.
What did the maddening hunger result in?
Answer:
Maddened by the hunger, the young seagull dived at the fish in his mother’s beak. Screaming loudly, he fell outwards and downwards into space. The fear seized him completely but it lasted for a minute and the very next moment he spread his wings and began to fly. Indeed the hunger motivated him to fly.

Question 5.
What lesson does the story ‘His First Flight’ teach us?
Answer:
The story ‘His First Flight’ teaches us never to take success for granted. One has to strive hard to get it. The story of the young seagull teaches us to overcome hesitations, fears and inhibitions that impede our thinking to achieve success.

Question 6.
How did the young seagull get over his fear of flying over the sea?
Answer:
The young seagull was afraid of flying over the sea because he thought that he would drown. His family decided to teach him a lesson. They left him unattended. The mother tore a piece of fish that lay at her feet now and then in his front. Since the seagull was too much hungry, he was compelled to attempt his first flight in order to get food. He was successful in his attempt. That is why he got over his fear of flying over the sea.

Question 7.
Describe the first flight of the young seagull.
Answer:
The young seagull was too hungry. So he dived at the fish due to hunger and fell outwards and downwards into the space. He thought of getting drowned but his wings spread outwards automatically. He moved downwards and outwards but landed safely on the sea and floated on it without any fear.

III. Long Answer Type Questions (100 – 120 words & 5 marks each)

Question 1.
How was the young seagull in the beginning and the end of the story? Compare and contrast the two facets of the same seagull.
Answer:
Initially, the young seagull used to live alone on the ledge. His siblings had flown away the day before. He was afraid of flying with them. Whenever he tried to spread and flap his wings, he was seized with fear. He fell as if his wings would never support him in flying. His parents flew around calling to him shrilly. They were constantly scolding and taunting. They threatened to let him starve on the ledge unless he flew away. However, in the end, the young seagull was more confident and sure of his success. Maddened by hunger, he dived at the fish held by his mother and finally flew in the air forgetting all his hesitations and overcoming his inhibitions. He was able to float on the ocean now. Now his achievement was welcomed by his family.

Question 2.
How did the mother make the young seagull come out of his fear and teach him the art of flying?
OR
How did the seagull family help the young seagull overcome his fear and fly?
OR
Why was the young seagull afraid of flying? What compelled the seagull to finally fly?
Answer:
The young seagull was afraid of flying because he thought that his wings won’t support him and he would drown. When his family left him alone on the ledge, he felt lonely and was very hungry. They tried hard to make him fly but he never showed the courage to try. His mother knowingly tore at a piece of fish near him and flew across to him with it. She came close to him but did not go nearer. Maddened by hunger, he dived at the fish but fell into the space. After sometime, his wings spread outwards and he began to fly. His . family landed on the sea ahead of him. They beckoned him so he landed on the sea and began to sink into water but when his belly touched the water, he floated without any fear and difficulty.

Question 3.
Do you think that the seagull’s family loved him? Justify their attitude towards him.
Answer:
The young seagull had two brothers and a sister. His parents flew with them to leave him alone on the ledge as he could not muster up the courage to fly with them. His parents could have fed him. But, they refused to give him any food. They wanted him to fly and dive for his food. They threatened to let him starve. They did so because they loved him. The parents were right in their approach. They did so because they wanted to teach him the importance of confidence and self-reliance. One can’t depend on one’s parents for one’s sustenance for the whole life. Thus, it was important for him to learn to fly, dive and search his own food. Thus, the attitude the seagull family showed to him was actually their love, care and concern for him.

Question 4.
Why was the young seagull pretending to be asleep? What did he actually observe while doing so?
Answer:
The young seagull came to the brink of the ledge. He stood there on one leg with the other hidden under his wing. He closed his one eye, then the other, and pretended to be falling asleep. He did so because he wanted to know whether they were interested in him or not but he observed that his family was not noticing him. He saw his brothers and sister lying on the plateau. They were dozing. His father was preening the feathers on his white back. Only his mother was looking at him. Now and then, she tore at a piece of fish that lay at her feet. Then she scrapped each side of the back on the rock.

Question 5.
How did the young seagull get over his fear of seawater and what was his family’s reaction on it?
Answer:
The young seagull had made his maiden flight successfully. When he was near the sea, he was flying straight over it. He observed a vast Green sea all around him. He turned his beak sideways and cawed amusedly. His family was very happy to see the achievement of the young seagull. They beckoned to him. When he landed on the sea, he began to sink but he tried in despair and his belly touched the water and he sank no further. He was floating on water. This way he got over his fear of seawater and his family praised him a lot.

Question 6.
Fear and lack of confidence stop one from learning new things. Do you agree? How did these two traits of the young seagull make him coward? How did he overcome these shortcomings?
Answer:
Yes, it is true that fear and lack of confidence stop one from learning new things. In the story, the young seagull lacked the value of courage and confidence. He was too scared of flying. His family tried hard to make him fly but he refused to do so because of his fear of sinking in the seawater.

They even scolded him for his cowardice. They tried to tempt him with food but he was not willing to learn flying. Once he dived, his fear disappeared and he enjoyed his first flight. It is a fact that unless we try to do something and overcome our fear, we can’t leam. Confidence and motivation are the two most important traits that make learning possible.

Question 7.
“The day before, all day long, he had watched his parents flying about with his brother and sister, perfecting them in the art of flight, teaching them how to skim the waves and how to dive for fish.” What does the author want to say through this? Discuss it with reference to the lesson “His First Flight.”
Answer:
The young seagull had not enough courage to fly. He was always afraid of flying. He did not even know how to fly. Even after a lot of persuasion by his parents, he could not gather courage to fly. If one has no courage and will to do something, one cannot succeed in one’s mission. This was also the case with the young seagull.

Seeing his unwillingness to fly, even the parents of the young seagull left him to his fate. Because if you have no inner feeling to do any thing, nobody to this earth can motivate you. So, inner feeling to do something is a must. The parents of the young seagull were training their brothers and sister. They were making them perfect in the art of flying, how to skim the waves and how to earn their livelihood (how to dive for fish). All these thing are the peculiar traits of a bird.

Through this, the author wants to highlight that one must develop one’s skill to sustain in this world. If you have to survive, then you must be bold and courageous. In the case of young seagull, he did not do hard work to learn his skill and was always afraid to fly. That is why he felt negligence from all the members of his family. Nobody paid much care to him. He had no option and ultimately dived for the fish.

Reference To Context

Read the extracts given below and answer the questions that follow:

Question 1.
The great expanse of sea stretched down beneath, and it was such a long way down miles down. He felt certain that his wings would never support him; so he bent his head and ran away back to the little hole under the ledge where he slept at night. Even when each of his brothers and his little sister, whose wings were far shorter than his own, ran to the brink, flapped their wings, and flew away, he failed to muster up courage to take that plunge which appeared to him so desperate. His father and mother had come around calling to him shrilly, upbraiding him, threatening to let him starve on his ledge unless he flew away. But for the life of him he could not move.

Choose the correct option:
(a) Who felt certain that his wings would never support him?
(i) The young seagull
(ii) The parents of the young seagull
(iii) The brothers and sister of young seagull
(iv) All of these
Answer:
(i) The young seagull

(b) Why did the young seagull bend his head?
(i) Because his brothers and sisters teased him.
(ii) Because he felt that his wings would never support him.
(iii) Because his friends made remarks upon him.
(iv) All of these
Answer:
(ii) Because he felt that his wings would never support him.

(c) The young seagull failed to muster up .
(i) obedience
(ii) loyalty
(iii) courage
(iv) all of these
Answer:
(iii) courage

(d) What did the young seagull’s father and mother threaten him of?
(i) Letting him fly
(ii) Letting him starve on his ledge
(iii) Letting him search for his food himself
(iv) Abandoning him
Answer:
(ii) Letting him starve on his ledge

(e) Find out a word from the passage similar in meaning to ‘scolding.’
(i) upbraiding
(ii) pleasing
(iii) freedom
(iv) dejection
Answer:
(i) upbraiding

Question 2.
He had, in fact, seen his older brother catch his first herring and devour it, standing on a rock, while his parents circled around raising a proud cackle. And all the morning the whole family had walked about on the big plateau midway down the opposite cliff taunting him with his cowardice. The sun was now ascending the sky, blazing on his ledge that faced the south. He felt the heat because he had not eaten since the previous nightfall.

Choose the correct option:
(a) What did the young seagull see?
(i) His older brother was sleeping.
(ii) His older brother was catching his first herring.
(iii) His older brother was sitting idle.
(iv) None of these
Answer:
(ii) His older brother was catching his first herring.

(b) Where did the whole family walk all the morning?
(i) On the big plateau
(ii) On the small plateau
(iii) On the shore of the sea
(iv) Nowhere
Answer:
(i) On the big plateau

(c) The ………. was now ascending the sky.
(i) moon
(ii) sun
(iii) earth
(iv) None of these
Answer:
(ii) sun

(d) Why did the young seagull feel the heat?
(i) Because he had not eaten since the previous nightfall.
(ii) Because he had not eaten since a long time.
(iii) Because he had not eaten for the last ten days.
(iv) All of these
Answer:
(i) Because he had not eaten since the previous nightfall.

(e) Find out a word from the passage opposite in meaning to ‘descending.’
(i) assemble
(ii) scatter
(iii) ascending
(iv) proud
Answer:
(iii) ascending

Question 3.
He stepped slowly out to the brink of the ledge, and standing on one leg with the other leg hidden under his wing, he closed one eye, then the other, and pretended to be falling asleep. Still they took no notice of him. He saw his two brothers and his sister lying on the plateau dozing with their heads sunk into their necks. His father was preening the feathers on his white back. Only his mother was looking at him. She was standing on a little high hump on the plateau, her white breast thrust forward. Now and again, she tore at a piece of fish that lay at her feet and then scrapped each side of her beak on the rock.

Choose the correct option:
(a) Where was the young seagull’s mother standing?
(i) On the seashore
(ii) On the plateau
(iii) In the mid – way
(iv) On the outer path
Answer:
(ii) On the plateau

(b) Who tore at a piece of fish that lay at her feet?
(i) Father seagull
(ii) Mother seagull
(iii) Sister seagull
(iv) Brother seagull
Answer:
(ii) Mother seagull

(c) was preening the feathers on his white back.
(i) His father
(ii) His mother
(iii) His brother
(iv) His sister
Answer:
(i) His father

(d) What did the young seagull pretend him to be?
(i) Sitting idle
(ii) Only walking in the imaginary world
(iii) Falling asleep
(iv) All of these
Answer:
(iii) Falling asleep

(e) Find out a word from the passage similar in meaning to ‘cleaning up feathers.’
(i) preening
(ii) disarray
(iii) disturb
(iv) jumble
Answer:
(i) preening

Question 4.
The sight of the food maddened him. How he loved to tear food that way, scrapping his beak now and again to whet it. “Ga, ga, ga,” he cried begging her to bring him some food. “Gaw-col-ah,” she screamed back derisively. But he kept calling plaintively, and after a minute or so he uttered a joyful scream. His mother had picked up a piece of the fish and was flying across to him with it.

Choose the correct option:
(a) What did the sight of the food do to the young seagull?
(i) The sight of the food maddened the young seagull.
(ii) The sight of the food did not affect the young seagull.
(iii) The sight of the food pleased him.
(iv) None of these
Answer:
(i) The sight of the food maddened the young seagull.

(b) What did the young seagull beg from her mother?
(i) Some toys
(ii) Some twigs
(iii) Some food
(iv) Some water
Answer:
(iii) Some food

(c) The young seagull uttered a scream.
(i) plainful
(ii) joyful
(iii) disdainful
(iv) none of these
Answer:
(ii) joyful

(d) What had the mother of the young seagull picked up?
(i) A piece of fish
(ii) Apiece of banana
(iii) A piece of grain
(iv) All of these
Answer:
(i) A piece of fish

(e) The word similar in meaning to ‘cry’ in the given extract is
(i) whet
(ii) preen
(iii) scream
(iv) scrap
Answer:
(iii) scream

Question 5.
With a loud scream he fell outwards and downwards into space. Then a monstrous terror seized him and his heart stood still. He could hear nothing. But it only lasted a minute. The next moment he felt his wings spread outwards. The wind rushed against his breast feathers, then under his stomach, and against his wings. He could feel the tips of his wings cutting through the air. He was not falling headlong now. He was soaring gradually downwards and outwards. He was no longer afraid. He just felt a bit dizzy.

Choose the correct option:
(a) Where did the young seagull fall with a loud scream?
(i) Into the water
(ii) On the earth
(iii) Into the space
(iv) On the bank of the seashore
Answer:
(iii) Into the space

(b) Who could hear nothing?
(i) The young seagull
(ii) His brothers and sister
(iii) His mother and father
(iv) All of these
Answer:
(i) The young seagull

(c) The wings of the young seagull spread .
(i) inwards
(ii) outwards
(iii) both sides
(iv) nowhere
Answer:
(ii) outwards

(d) How did the young seagull feel?
(i) Perplexed
(ii) Confused
(iii) Elated
(iv) Dizzy
Answer:
(iv) Dizzy

(e) Find out a word from the passage similar in meaning to ‘slowly’.
(i) suddenly
(ii) abruptly
(iii) gradually
(iv) casually
Answer:
(iii) gradually

Question 6.
His parents and his brothers and sister had landed on this green flooring ahead of him. They were beckoning to him, calling shrilly. He dropped his legs to stand on the green sea. His legs sank into it. He screamed with fright and attempted to rise again flapping his wings. But he was tired and weak with hunger and he could not rise, exhausted by the strange exercise. His feet sank into the green sea, and then his belly touched it and he sank no farther. He was floating on it, and around him his family was screaming, praising him and their beaks were offering him scraps of dog – fish.

Choose the correct option:
(a) The seagull’s feet sank into the
(i) Red sea
(ii) Green sea
(iii) Both (i) and (ii)
(iv) Nowhere

(b) The young seagull was applauded by his
(i) friends
(ii) relatives
(iii) family members
(iv) none of these

(c) His family was offering him scraps of .
(i) dog – fish
(ii) star – fish
(iii) gold – fish
(iv) none of these

His First Flight Summary

His First Flight About the Author

• Liam o’ Flaherty, (bom August 28, 1896 – September 7, 1984), was an Irish novelist and short-story writer.
• He was considered to be a leading figure of the Irish Renaissance. He was educated at the Junior Seminary at Rockwell, Blackrock College, and Holy Cross College in Dublin.
• His books include Thy Neighbour’s Wife (1923), his first successful novel; The Black Soul (1924), the story of a tormented former soldier who seeks tranquillity on a remote western isle; The
• Informer (1925; adapted as an Oscar-winning film by John Ford,
  1935), ‘Skerretf and ‘Civil War’ are considered to be his best novels. ‘The Pedlar’s Revenge’ is his best known short story collection. His autobiography, ‘Shame the Devil,’ was published in 1934.
• ‘The Informer’ is his best selling novel. With this, he got much honour.

His First Flight Gist of the Lesson

In ‘His First Flight’ the author has tried to show the need for courage and self-confidence to overcome fears in life. In this story, the young seagull seems to be a coward. His other three elder brothers and sister had already flown. The family members encouraged him to fly, but of no avail. One day, he mustered up his courage to fly but all went in vain. For this, he was harshly punished by his parents. He was left all alone on the ledge starving for 24 hours.

Even then, he could not dare to fly. He cried with hunger. Mother took final decision to put before him bait. This idea worked; he dived for a scrap of fish. Mother was high up in the sky and the young seagull was in the open air falling down and down. He opened his wings and found himself flying. This way he was taught to make his first flight. Hence, it can be said that parental encouragement and discipline play a pivotal role in shaping the destiny of the young children.

His First Flight Summary

1. The young seagull afraid of flying: The young seagull was sitting alone on his ledge. He was afraid of flying with his siblings who had flown away. He believed that his wings would not support him.

2. Parents’ warning: To encourage the young seagull to fly, his parents threatened to let him starve unless he flew away. It had been twenty – four hours that he did not eat anything.

3. His siblings and parents flying: The young seagull, a day before, watched his parents perfecting his brothers and sister in the art of flying. He saw his older brother catch his first fish while his parents were feeling proud.

4. The young seagull getting mad by hunger: The young seagull came out of his ledge and pretended to be asleep to his parents and siblings in order to help him bring some food. But no one noticed him except his mother.

5. The mother came up with a plan: The mother seagull flew across to him with a piece of fish. Just before coming to the young seagull, she stopped. The piece of fish was almost in reach of the young seagull. Out of hunger, he dived at the fish and fell into space.

6. The young seagull finally flew: The young seagull felt his wings cutting through the air. He flew away with loud screams and forgot his fear of flying. Finally, he made his first flight.

His First Flight Lesson at a Glance

1. The young seagull was sitting alone on his ledge. His two brothers and one sister had learnt flying the day before.
2. He was scared of flying as he felt that his wings would not support him.
3. His sister and brothers had shorter wings but they were flying. He could not gather up the courage to fly.
4. His parents taunted, scolded and even threatened him to leave him starving unless he flew away.
5. The young seagull watched his parents perfecting his siblings in the art of flying. They were teaching them how to skim the waves and dive for fish.
6. His mother picked a piece of fish and flew across to him with it. She took the piece very near to him and maddened by hunger, the young seagull dived at the fish.
7. He fell outwards and downwards into space with a loud scream. His mother flew past him and saw his siblings flying around him.
8. The seagull forgot that he could not fly and dived, soared and curved at will. He was shrieking shrilly.
9. He saw a green sea beneath him. All his family members were beckoning to him calling shrilly. He was hungry and weak.
10. He landed on to the green sea but did not sink. His family praised him and offered him pieces of fish. This way he made his first flight.

His First Flight Character Sketch

Young Seagull: The young seagull was afraid of flying. Although his brothers and sister had shorter wings but they were flying. In due course of time, he gathered courage and strength and made constant efforts for flying. Ultimately, he succeeded in his mission and made his first flight. All the family members were quite happy with him.

His First Flight Word – Meanings

JAC Class 10 English Solutions

JAC Board Class 10th English Solutions First Flight Chapter 2 Nelson Mandela: Long Walk to Freedom

JAC Class 10th English Nelson Mandela: Long Walk to Freedom Textbook Questions and Answers

Activity (Page – 17)

In Column A are some expressions you will find in the text. Make a guess and match each expression with an appropriate meaning from Column B.

Answer:

Oral Comprehension Check (Pages 18 – 19)

Question 1.
Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstone?
Answer:
The ceremonies took place in the amphitheatre of the Union Buildings in Pretoria. The Rashtrapati Bhavan and the Supreme Court of India in New Delhi, the Red Fort of Delhi and Madras High Court in Chennai are some of the examples of Indian public buildings that are made of sandstone.

Question 2.
Can you say how 10 May is an ‘autumn day’ in South Africa?
Answer:
10 May is an ‘ autumn day ’ in South Africa because on this day there was the largest gathering of international leaders on the South African soil for the swearing in ceremony of South Africa’s first democratic, non – racial government.

Question 3.
At the beginning of his speech, Mandela mentions “an extraordinary human disaster”. What does he mean by this? What is the “glorious … human achievement” he speaks of at the end?
Answer:
The ‘extraordinary human disaster’ that Mandela mentioned at the beginning of his speech refers to the inhuman practice of apartheid, i.e., the racial discrimination suffered by the blacks at the hands of whites in South Africa. At the end, the ‘glorious human achievement’ that he spoke of refers to the establishment of South Africa’s first democratic, non-racial government.

Question 4.
What does Mandela thank the international leaders for?
Answer:
Mandela thanked all the international leaders for their support in establishing the first anti – racial government. Since this event could be considered as a common victory for justice, peace and human dignity to common people.

Question 5.
What ideals does he set out for the future of South Africa?
Answer:
Mandela had high hopes for the future of South Africa. He pledged to liberate all South Africans from the continuing bondage of poverty, deprivation, suffering, gender and other discrimination. He also stressed that the beautiful land of South Africa would never ever experience racial discrimination again.

Oral Comprehension Check (Page – 21)

Question 1.
What do the military generals do? How has their attitude changed, and why?
Answer:
The military generals of the South Africa do their duties with loyalty and commitment to their nation. Now their attitude has completely changed. After taking oath as the President of South Africa, they salute and honour the President in a proper way.

Question 2.
Why were two national anthems sung?
Answer:
On the day of the swearing ceremony, two national anthems like ‘Nkosi Sikelel – iAfrika’ and ‘Die Stem’, were sung, by the whites, and the blacks respectively. This symbolized the equality of blacks and whites.

Question 3.
How does Mandela describe the systems of government in his country (i) in the first decade and (ii) in the final decade, of the twentieth century?
Answer:

1. In the first decade of the twentieth century, the white – skinned people of South Africa erected a system of racial domination against the dark – skinned people of their own land.
2. In the final decade of the twentieth century, the system of apartheid had been uprooted and recognized the rights and freedoms of all peoples, regardless of the colour of their skin.

Question 4.
What does courage mean to Mandela?
Answer:
According to Mandela, courage means not the absence of fear, but the triumph over it.

Question 5.
What does he think is natural, to love or to hate?
Answer:
For Mandela, love comes more naturally to the human heart than hate.

Oral Comprehension Check (Page – 24)

Question 1.
What “twin obligations” does Mandela mention?
Answer:
According to Mandela, every man has twin obligations. The first obligation is to his family, parents, wife and children; the second obligation is to his people, his community and his country.

Question 2.
What did being free mean to Mandela as a boy, and as a student? How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”?
Answer:
For Mandela, as a boy, freedom meant to run in the field near his mother’s hut, to swim freely in the stream, to roast mealies under the stars and ride the broad backs of slow moving bulls. As a student, freedom meant to stay out at nights and to do free things. Fie then talked about certain “basic honourable freedoms” such as achieving his potential of earning his living and of marrying and having a family. He built the contrast between these two freedoms by stating that the transitory freedoms he wanted were limited to him, whereas the honourable freedoms had to do more with his and his people’s position in the society.

Question 3.
Does Mandela think the oppressor is free? Why/Why not?
Answer:
Mandela does not feel that the oppressor is free because according to him, an oppressor is a prisoner of hatred, who is locked behind the bars of prejudice and narrow – mindedness. He feels that both the oppressor and the oppressed are robbed of their humanity.

Thinking about the Text

Question 1.
Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of?
Answer:
South Africa was in the grip of apartheid for centuries. When Mandela became the President, a large number of International leaders attended the inauguration. They just attended because it was a historic moment in the history of South Africa because the non – racial government was established in the country.

Question 2.
What does Mandela mean when he says he is “simply the sum of all those African patriots” who had gone before him?
Answer:
It implies that he could identify with the unimaginable sacrifices of all those noble and courageous men who fought for the collective freedom of the African people. He was pained that he could not thank them and that they could not see what their sacrifices had wrought.

Question 3.
Would you agree that the “depths of oppression” create “heights of character”? How does Mandela illustrate this? Can you add your own examples to this argument?
Answer:
Yes, I agree that the “depths of oppression” create “heights of character”. Mandela thought that the decades of brutality and oppression had an unintended effect of creating many African patriots with unimaginable heights of character. Thus, he felt that the greatest wealth of South Africa is its people. In similar manner, Bhagat Singh, Chandra Shekhar Azad, etc., were courageous while facing utmost cruelty at the hands of British.

Question 4.
How did Mandela’s understanding of freedom change with age and experience?
Answer:
Mandela’s understanding of freedom changed with age and experience in due course of time.
As a boy, Mandela did not have a hunger for freedom because he thought that he was bom free. He would run freely in the field, swim in the stream and enjoy roasted mealies under the stars. He believed that as long as he obeyed his father and abided by the customs of his tribe, he was free in every possible manner.

He had certain needs as a teenager as well as a young man. Gradually, he realized that he was selfish during his boyhood. He gradually understood that it was not just his freedom that was being curtailed, but the freedom of all blacks. It is after attaining this understanding that he developed a hunger for the freedom of his people.

Question uestion 5.
How did Mandela’s ‘hunger for freedom’ change his life?
Answer:
Mandela realized in his youth that it was not just his freedom that was being curtailed, but the freedom of all blacks. The hunger for his own freedom became the hunger for the freedom of his people. This desire of a non – racial society transformed him into a virtuous and self – sacrificing man. Thus, he joined the African National Congress and this changed him from a frightened young man into a bold man.

Thinking about Language

I. There are nouns in the text (formation, government) which are formed from the corresponding verbs (form, govern) by suffixing – (at)ion or ment. There may be change in the spelling of some verb – noun pairs: such as rebel, rebellion; constitute, constitution.

Question 1.
Make a list of such pairs of nouns and verbs in the text.

Answer:

Question 2.
Read the paragraph below. Fill in the blanks with the noun forms of the verbs in brackets.
Martin Luther King’s …………. (contribute) to our history as an outstanding leader began when he came to the …………. (assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean ……………. (subjugate) and (humiliate) by the police and the legal system. Beatings, …………… (imprison) and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non – violent ………….. (resist) to racial injustice.
Answer:
Martin Luther King’s contribution to our history as an outstanding leader began when he came to the assistance of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean subjugation and humiliation by the police and the legal system. Beatings, imprisonment and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non – violent resistance to racial injustice.

II. Using the Definite Article with Names

You know that the definite article ‘the’ is not normally used before proper nouns. Nor do proper nouns usually occur in the plural. (We do not say: *The Nelson Mandela, or *Nelson Mandelas.) But now look at this sentence from the text: … the decades of oppression and brutality … produced the Oliver Tambos, the Walter Sisulus, … of our time. Used in this way with the and/or in the plural, a proper noun carries a special meaning. For example, what do you think the names above mean?
Choose the right answer.
(a) for example Oliver Tambo, Walter Sisulu, ………..
(b) many other men like Oliver Tambo, Walter Sisulu ………. many men of their type or kind, whose names may not be as well known.
Did you choose option (b)? Then you have the right answer!
Here are some more examples of ‘the’ used with proper names. Try to say what these sentences mean. (You may consult a dictionary if you wish. Look at the entry for ‘the’.)
1. Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties.
2. Many people think that Madhuri Dixit is the Madhubala of our times.
3. History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of ordinary people as well.
Answer:

1. This means that Mr Singh regularly invites famous personalities like Amitabh Bachchan and Shah Rukh Khan to his parties.
2. This means that Madhuri Dixit is compared to a landmark in acting in the form of legendary actress Madhubala.
3. This means that history is not only the story of the great fighters and leaders such as Alexander, Napoleon and Hitler, but also of ordinary people.

III. Idiomatic Expressions

Question 1.
Match the italicised phrases in Column A with the phrase nearest in meaning in Column B. {Hint: First look for the sentence in the text in which the phrase in column A occurs.)

Answer:

Speaking

Question 1.
In groups, discuss the issues suggested in the box below. Then prepare a speech of about two minutes on the following topic. (First make notes for your speech in writing.)
True liberty is freedom from poverty, deprivation and all forms of discrimination.

• causes of poverty and means of overcoming it
• discrimination based on gender, religion, class, etc.
• constitutionally guaranteed human rights

Answer:
Hon’ble Director, Principal, teachers and my friends! Today we have been given a topic ‘True liberty is freedom from poverty, deprivation and all forms of discrimination’. Liberty does not merely mean the freedom from any bondage or dictatorial rule. But it should be in all spheres of life whether it is life, education, thought, action, etc.A number of people do not get two square meals a day. It is all due to poverty. They are not even able to fulfil the basic needs of their lives.

Casteism plays an important role in Indian society. There is a big hiatus between the rich and the poor. People are even discriminated on the basis of gender, religion, class, etc. This sort of practice should be stopped at all costs. They should enjoy the rights as enshrined in our constitution. If we get freedom from poverty, deprivation and discrimination then only can we enjoy true liberty. Thanks

Writing

I. Looking at Contrasts
Nelson Mandela’s writing is marked by balance: many sentences have two parts in balance. Use the following phrases to complete the sentences given below.
(i) they can be taught to love.
(ii) I was born free.
(iii) but the triumph over it.
(iv) hut lie u ho conquers that fear.
(v) to create such heights ol character.
It requires such depths of oppression …………………
Courage was not the absence of fear ………………
1. The brave man is not he who does not feel afraid
2. If people can learn to hate …………….
3. I was not bom with a hunger to be free.
It requires such depths of oppression to create such heights of character. Courage was not the absence of fear but the triumph over it.
Answer:

1. The brave man is not he who does not feel afraid but he who conquers that fear.
2. If people can learn to hate they can be taught to love.
3. I was not bom with a hunger to be free. I was born free.

II. This text repeatedly contrasts the past with the present or the future.

We can use coordinated clauses to contrast two views, for emphasis or effect. Given below are sentences carrying one part of the contrast. Find in the text the second part of the contrast, and complete each item. Identify the words which signal the contrast. This has been done for you in the first item.
1. For decades the Union Buildings had been the seat of white supremacy, and now ……..
2. Only moments before, the highest generals of the South African defence force and police ……. saluted me and pledged their loyalty………… not so many years before they would not have saluted……………….
3. Although that day neither group knew the lyrics of the anthem …, they would soon …………….
4. My country is rich in the minerals and gems that lie beneath its soil, ……………….
5. The Air Show was not only a display of pinpoint precision and military force, but ……………..
6. It was this desire for the freedom of my people …………. that transformed …………….. into a bold one, that drove …………….. to become a criminal, that turned ……….. into a man without a home.
Answer:

1. it was the site of a rainbow gathering of different colours and nations for the installation of South Africa’s first democratic, non – racial government.
2. officials, but arrested me.
3. now, know the words by heart.
4. but its greatest wealth is its people.
5. a demonstration of the military’s loyalty to democracy.
6. a frightened young man, a law-abiding attorney, a family – loving husband

III. Expressing Your Opinion

Do you think there is colour prejudice in our own country? Discuss this with your friend and write a paragraph of about 100 to 150 words about this. You have the option of making your paragraph a humorous one.
(Read the short verse given below.)
When you were bom you were pink
When you grew up you became white
When you are in the sun you are red
When you are sick you are yellow
When you are angry you are purple
When you are shocked you are grey
And you have the cheek to call me ‘coloured’.
Answer:
Absolutely not. There is no colour prejudice in our country. In Indian Constitution all people have been provided equal status. There is no discrimination on the basis of caste, colour and creed. We all are human beings. In our country, only one thing prevails, i.e., humanity. It binds us together. A few years ago, colour prejudice was prevalent in South Africa. The white people tortured the black people. They were also meted out barbarous treatment that was against the humanity.

The same was the case of India while the Britishers ruled over India. But after independence, this practice does not prevail with constitutional safeguards and in our country this sort of thing does not happen. All people enjoy equal rights and also equal opportunity as enshrined in our Constitution.

JAC Class 10th English Nelson Mandela: Long Walk to Freedom Important Questions and Answers

I. Short Answer Type Questions (20 – 30 words & 2 marks each)

Question 1.
What sort of impact was created on Nelson Mandela by the decades of oppression?
Answer:
The decades of oppression made Mandela a strong person. He aimed to liberate the South Africans from the continuing bondage of poverty, deprivation, suffering and other kinds of discrimination. He decided to have freedom and justice for everyone.

Question 2.
What is the importance of 10th May 1994 for South Africa?
Answer:
On 10th May 1994, the first democratic non – racial government was formed in South Africa. Nelson Mandela became the first black president of the country.

Question 3.
What did Nelson Mandela pledge when he took oath of presidency of South Africa?
Answer:
Nelson Mandela pledged to uphold the constitution of his country and devote himself to
liberate his people from the bondage of poverty, suffering, gender and other discriminations. There would be freedom and justice for all.

Question 4.
What is the greatest wealth a country has, according to Nelson Mandela?
Answer:
South Africa is rich in mineral and gems but these are not the greatest wealth of a nation. According to Mandela, the greatest wealth of a nation is its people. They are purer and truer than any diamond or jewel.

Question 5.
What are the ideals which Mandela set for the future of South Africa in his swearing – in ceremony?
Answer:
Mandela emphasised to liberate all the people from poverty, deprivation, suffering, gender and other discriminations in his swearing – in ceremony.

Question 6.
What did Mandela think for the oppressor and the oppressed?
Answer:
Mandela always thought that both the oppressor and the oppressed are deprived of their humanity. Oppressor is a prisoner of hatred while oppressed has no confidence in humanity. So both of them need to be liberated.

Question 7.
How is courage related to the brave man, according to the author of the lesson?
Answer:
The author believes that courage is not the absence of fear, but the triumph over it. The brave man is not the one who does not feel fear of any kind but is the one who has the courage to conquer it.

II. Short Answer Type Question uestion uestions (40 – 50 words & 3 marks each)

Question 1.
What thought pestered Nelson Mandela on becoming the president of South Africa?
Answer:
After becoming the president of South Africa, Nelson Mandela was sad as he found himself
unable to thank all those African patriots who had fought and sacrificed their lives for independence. The thought that they were no more to see what their sacrifices had brought, pained him a lot.

Question 2.
Why is the gathering of various leaders and dignitaries said to be a gathering of different colours and nations?
Answer:
The end of apartheid regime was a common victory for peace, justice and human dignity. Leaders and dignitaries of nations across the world, irrespective of their colour, race and religion had gathered to celebrate that victory. And such a site presented a rainbow gathering of different colours and nations.

Question 3.
What resulted from the experience of an extraordinary human disaster and why should humanity be proud of it?
Answer:
The apartheid regime was an absolute human disaster for the blacks of South Africa. End of the apartheid led to the foundation of a democratic non – racial regime in the country. This government based on human equality and dignity would be an ideal one which all humanity would be proud of.

Question 4.
What did the display of jets and military salute represent?
Answer:
It was a splendid show of South African jets and troop carriers over the Union Buildings. The top brass of the military and the police saluted President Mandela. It was a vivid demonstration of the allegiance of the military and the police to a free and fairly elected government.

Question 5.
How did Mandela describe ‘true freedom’?
Answer:
When Mandela was a kid, running freely in the fields and swimming in the streams were freedom to him. As a young man, he wanted basic and honourable freedom, i.e., to earn his living and nourish a family. According to him, true freedom is something that allows a person to lead a lawful life without any obstruction.

Question 6.
What promise does Mandela make in the beginning of his oath-taking speech?
Answer:
In his oath – taking speech, Mandela at first, thanks all the international leaders and guests as he calls it an occasion of joy and victory for justice. He promises that the country shall not again experience the oppression of one by another.

Question  7.
Why did inauguration ceremony take place in the amphitheatre formed by the Union Building in Pretoria?
Answer:
It was the first democratic, non – racial government that took oath in South Africa. The ceremony was attended by the dignitaries from more than 140 countries around the world and thousands of the people of South Africa of all the races to make the day memorable. So, it took place in the amphitheatre formed by the Union Building in Pretoria.

Question 8.
What do you understand by ‘Apartheid’ in the context of South Africa?
Answer:
‘Apartheid’ is a political system that divides people according to their race. In this system, black-coloured people in South Africa were not free even to discharge their personal and social obligations of being parents, sons and husbands, etc. This system of racial segregation existed in South Africa till the 1990s.

Question 9.
Describe the effect of the policy of apartheid on the people of South Africa.
Answer:
The policy of apartheid could not be considered fortunate for the people of South Africa. It created distance and a deep wound in the country and the people. Many great men like Oliver Tambo, Walter Sisulu, Yusuf Dadoo, Bram Fischer, etc., were produced due to the brutality and oppression. They were men of great character.

Question 10.
What did Mandela realise about his brothers and sisters?
Answer:
Mandela realised that his brothers and sisters were not free even in their own country due to their colour. The freedom of everyone in his society was curtailed. He joined the African National Congress and fought for the freedom of the people of his country.

III. Long Answer Type Questions (100 – 120 words & 5 marks each)

Question 1.
Why was Mandela overwhelmed with a sense of history? Elucidate the onset of apartheid regime and its end.
Answer:
Nelson Mandela was overwhelmed with a sense of history’ on the day of the inauguration of the Republic as it was natural for a person who had taught against the hated regime for decades. The white groups patched up their differences after the Anglo – Boer war and constituted a system of racial domination against the black peoples of their own land.

The birth of the apartheid was the birth of one of the harshest and the most inhuman regimes in the world. It was based on racial discrimination and oppression. This disparity in treatment produced thousands of black patriots who were ready to sacrifice their lives for the freedom of their fellow people. The determined struggle of these black heroes resulted in their victory. A democratically elected government by President Nelson Mandela was installed on 10th May, 1994.

Question 2.
What does Nelson Mandela refer to as “an extraordinary human disaster”?
Answer:
Nelson Mandela refers to the apartheid policy of the white race against the black people as “an extraordinary human disaster”. White people snatched freedom from the coloured people of South Africa to whom the country belonged. The black people were subjected to oppression for long. They were not even allowed to discharge their obligations to their own families, community and their country. White people had no compassion for them and oppressed their own people and put them in prison. If they had some freedom, it was curtailed. The black people lived the life of a slave.

Question 3.
Describe the views of Mandela for the black people who fought and sacrificed their lives for the country’s political independence.
Answer:
Mandela always said that the political freedom was the result of sacrifices of thousands of the black people who fought for that. He said that it could not be repaid. He thought himself as the sum of all of those African patriots. He regretted that he could not thank them. He cursed the policy of apartheid that wounded the people of his country, which would take centuries to heal. He also said that the oppression and brutality of the white people produced great freedom fighters like Oliver Tambo, Walter Sisulu, Luthuli, Dadoo, Fischer, Sobukwe and many more. They were the men of courage, wisdom and large heartedness. They really suffered a lot for the political freedom of the country.

Question 4.
What does Mandela mean to say that the oppressor and the oppressed alike are robbed of their humanity?
Answer:
Mandela is right in saying that the oppressor and the oppressed alike are robbed of their humanity. Both of them are actually the victims of hatred. Everyone is obliged to discharge their duties whether personal or social but without freedom a man cannot do so. The person who snatches this freedom of a man is really an oppressor and a prisoner of hatred. He lacks humanity. But this is the same with a person who is oppressed by the other.

Question 5.
Describe the obligations which the author is talking about and also his feelings for them.
Answer:
In the chapter, the author has talked about two obligations for every man. The first obligation is towards his family, parents, his wife and children. The second is towards his community and his country. Being a social person one has to fulfil both these obligations. But, being a black coloured person in South Africa, a man was not free to perform his obligations and got punished if he had tried to do that. Being a child, the author never thought of such obligations but after he did so, he fought for the people and the country to be free and enjoy the freedom of performing their duties; personal and social.

Question 6.
Describe the value of freedom for the human beings and how it is important for the growth of civilisation and humanism as described in the lesson ‘Nelson Mandela: Long Walk to Freedom’.
Answer:
Everybody wants to live free, because freedom is natural to all living beings. The value of freedom is better known to that human being who has not tasted it till he gets it. A person who is chained with the limits and not allowed to perform his duties freely, values freedom more than anyone else.

For instance, the value of freedom is known better to Mandela who remained behind the bars most of his life. Think about birds or animals who are caged as they have the habit of living with full freedom but in the cage they are not free and their conditions are very pitiable. Similarly, life becomes a hell if we are deprived of freedom. There is no growth of civilisation as it grows only when one has freedom. Similarly, humanism grows in the atmosphere of freedom.

Question 7.
“I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear.” Discuss it with reference to the context and also how courage is related to the brave man.
Answer:
In this chapter, the author has defined the brave as the one who has the courage to conquer fear. Say that if you are courageous you can achieve whatever you want. Fear should not come in your way. As in the case of Mandela, although he belonged to the black community and faced a lot of problems even then he achieved the feat of freedom. Fie was brave in real sense of the term.

It was also his thought that the brave man does not feel fear but he conquers that fear. If you feel afraid then you can’t overcome fear. He had not adequate resources. So, we can say that through this, he became such an acclaimed and popular leader at international level. But it was his courage, determination and willpower that he led the Apartheid Movement at such a large scale and led the country to freedom.

Question 8.
“No one is born hating another person because of the colour of his skin or his backgraound or his religion people must learn to hate and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.”
How does Mandela defined hatred? Explain it with reference to the lesson.
Answer:
According to Mandela, every one is bom free, whether the black or the white. It does not matter which race, skin, colour, background, or religion he belongs to. So far in the case of Nelson Mandela, he was also born free. Initially he was quite ignorant about the complexities of life or freedom. He also swam into the river, played in the open sky and enjoyed his childhood days well. But in due course of time, as he grew up, the scenario completely changed. It was also his thinking that people must leam to hate.

If they leam to hate, they can also be taught to love, only hatred, grudge or ill – will is not good for a person. All these traits may be good to certain extent, but not always. People must leam to love and also leam how to inculcate and spread love among the people. Love comes more naturally to the human heart. It comes from within. It is not a thing to be taught or leam. It is a spontaneous overflow. Nelson Mandela was also an embodiment of love. He also told the white people to love the blacks and vice versa. Through his love and sense of sacrifice, he achieved freedom and led the country towards it.

Reference To Context

Read the extracts given below and answer the questions that follow:

Question 1.
Tenth May dawned bright and clear. For the past few days I had been pleasantly besieged by dignitaries and world leaders who were coming to pay their respects before the inauguration. The inauguration would be the largest gathering ever of international leaders on South African soil. The ceremonies took place in the lovely sandstone amphitheatre formed by the Union Buildings in Pretoria. For decades this had been the seat of white supremacy, and now it was the site of a rainbow gathering of different colours and nations for the installation of South Africa’s first democratic, non – racial government.

Choose the correct option:
(a) Where did the ceremonies take place?
(i) The Castle of Good Hope, Cape Town
(ii) Robben Island, Cape Town
(iii) Union Buildings, Pretoria
(iv) None of these
Answer:
(iii) Union Buildings, Pretoria

(b) How did Pretoria look like at the time of installation of South Africa’s first democratic government?
(i) It looked like a rainbow gathering of different colours and nations.
(ii) It was not very beautiful.
(iii) Both (i) and (ii)
(iv) None of these
Answer:
(i) It looked like a rainbow gathering of different colours and nations.

(c) A non – racial government was installed in South Africa on .
(i) 8th of May
(ii) 9th of May
(iii) 10th of May
(iv) 12th of June
Answer:
(iii) 10th of May

(d) What happened in the inauguration ceremony?
(i) The national leaders gathered on the African soil.
(ii) The international leaders gathered on the African soil.
(iii) No body turned up on the occasion.
(iv) Only a few police officials were present on the occasion.
Answer:
(ii) The international leaders gathered on the African soil.

(e) Find out a word from the passage similar in meaning to ‘surrounded.’
(i) unenclosed
(ii) unfenced
(iii) freed
(iv) besieged
Answer:
(iv) besieged

Question 2.
On that lovely autumn day I was accompanied by my daughter Zenani. On the podium, Mr de Klerk was first sworn in as second deputy president. Then Thabo Mbeki was sworn in as first deputy president. When it was my turn, I pledged to obey and uphold the Constitution and to devote myself to the well – being of the republic and its people.

Choose the correct option:
(a) Who pledged to devote himself to the well-being of the republic and its people?
(i) Nelson Mandela
(ii) F.W. de Klerk
(iii) Zenani
(iv) None of these
Answer:
(i) Nelson Mandela

(b) What did Mandela pledge for?
(i) Not to do anything
(ii) To disobey the constitution
(iii) To obey and uphold the constitution
(iv) All of these
Answer:
(iii) To obey and uphold the constitution

(c) On that day, Mandela was accompanied by his.
(i) daughter
(ii) wife
(iii) brother
(iv) mother
Answer:
(i) daughter

(d) Mandela devoted himself to the well – being of the
(i) family and friends only
(ii) republic and its people
(iii) villages and its people only
(iv) none of these
Answer:
(ii) republic and its people

(e) Find out a word from the passage similar in meaning to ‘taken oath.’
(i) obey
(ii) sworn in
(iii) gathering
(iv) uphold
Answer:
(ii) sworn in

Question 3.
It was not only a display of pinpoint precision and military force, but a demonstration of military’s loyalty to democracy, to a new government that had been freely and fairly elected. Only moments before, the highest generals of South African defence force and police, their chests bedecked with ribbons and medals from days gone by, saluted me and pledged their loyalty. I was not unmindful of the fact that not so many years before they would not have saluted but arrested me. Finally a chevron of Impala jets left a smoke trail of the black, red, green, blue and gold of the new South African flag.

Choose the correct option:
(a) Who saluted Mandela and pledged their loyalty?
(i) The white people
(ii) The students
(iii) The generals of South African defence force and police
(iv) None of these
Answer:
(iii) The generals of South African defence force and police

(b) What was he not unmindful of?
(i) That they would have told him nothing.
(ii) That they would have saluted him.
(iii) That they would not have saluted but arrested him.
(iv) Both (ii) and (iii)
Answer:
(iii) That they would not have saluted but arrested him.

(c) The display by African jets was the demonstration of military’s .
(i) royalty
(ii) peace
(iii) confidence
(iv) loyalty
Answer:
(iv) loyalty

(d) What was the specialty of the occasion?
(i) No government had been elected.
(ii) A new government had been freely and fairly elected.
(iii) It was the occasion of get together of a few people.
(iv) None of these
Answer:
(ii) A new government had been freely and fairly elected.

(e) Find out a word from the passage opposite in meaning to ‘initially.’
(i) beginning
(ii) finally
(iii) starting
(iv) limited
Answer:
(ii) finally

Question 4.
On the day of the inauguration, I was overwhelmed with a sense of history. In the first decade of the twentieth century, a few years after the bitter Anglo-Boer war and before my own birth, the white-skinned peoples of South Africa patched up their differences and erected a system of racial domination against the dark-skinned peoples of their own land. The structure they created formed the basis of one of the harshest, most inhumane societies the world has ever known. Now, in the last decade of the twentieth century, and my own eighth decade as a man, that system had been overturned for ever and replaced by one that recognised the rights and freedoms of all peoples, regardless of the colour of their skin.

Choose the correct option:
(a) When was the old system overturned for ever?
(i) In the first decade of 20th century
(ii) In the last decade of 20th century
(iii) In the beginning of 19th century
(iv) None of these
Answer:
(ii) In the last decade of 20th century

(b) What did the new system recognise?
(i) Rights and freedoms of limited people
(ii) Rights and freedoms of all peoples
(iii) Both (i) and (ii)
(iv) None of these
Answer:
(ii) Rights and freedoms of all peoples

(c) On the day of the inauguration, Mandela was overwhelmed with a sense of …………
(i) history
(ii) literature
(iii) polity
(iv) economy
Answer:
(i) history

(d) After which war did the white-skinned peoples of South Africa patched up their differences?
(i) Algerian War
(ii) Anglo – Boer War
(iii) Belgian Revolution
(iv) Palestine War
Answer:
(ii) Anglo – Boer War

(e) Find out a word from the passage similar in meaning to ‘established.’
(i) erected
(ii) dissimilar
(iii) crumbled
(iv) unstable
Answer:
(i) erected

Question 5.
That day had come about through the unimaginable sacrifices of thousands of my people, people whose suffering and courage can never be counted or repaid. I felt that day, as I have on so many other days, that I was simply the sum of all those African patriots who had gone before me. That long and noble line ended and now began again with me. I was pained that I was not able to thank them and that they were not able to see what their sacrifices had wrought.

Choose the correct option:
(a) How did the special day come?
(i) Through the tremendous efforts of a few people
(ii) Through the tremendous efforts and unimaginable sacrifices of a lot of people
(iii) Through the efforts and sacrifices of the police officials
(iv) All of these
Answer:
(ii) Through the tremendous efforts and unimaginable sacrifices of a lot of people

(b) Whose suffering and courage can never be counted or repaid?
(i) The courage and suffering of a lot of people
(ii) The courage and suffering of a few people
(iii) The courage and suffering of women and children only
(iv) None of these
Answer:
(i) The courage and suffering of a lot of people

(c) The author was pained because he was not able to thank the African ………. who had gone before him.
(i) police
(ii) officials
(iii) patriots
(iv) students
Answer:
(iii) patriots

(d) Who does ‘I’ refer to in the given extract?
(i) Walter Sisulu
(ii) Nelson Mandela
(iii) Zenani
(iv) Bram Fischer
Answer:
(ii) Nelson Mandela

(e) Find out a word from the passage opposite in meaning to ‘imaginable’.
(i) tremendous
(ii) effort
(iii) unimaginable
(iv) perseverance
Answer:
(iii) unimaginable

Question 6.
I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear. No one is bom hating another person because of the colour of his skin or his background or his religion. People must leam to hate and if they can leam to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite. Even in the grimmest . times in prison, when my comrades and I were pushed to our limits, I would see a glimmer of humanity in one of the guards, – perhaps just for a second, but it was enough to reassure me and keep me going. Man’s goodness is a flame that can be hidden but never extinguished.

Choose the correct option:
(a) Whose goodness is a flame that can be hidden but never extinguished?
(i) Animal
(ii) Man
(iii) Both (i) and (ii)
(iv) None of these
Answer:
(ii) Man

(b) How did Mandela define the brave?
(i) One who have courage to conquer fear.
(ii) One who have no courage to conquer fear.
(iii) One who have courage to beat the people.
(iv) One who have courage to beat and humiliate the people.
Answer:
(i) One who have courage to conquer fear.

(c) Love comes more naturally to the than its opposite.
(i) animal heart
(ii) human heart
(iii) both (i) and (ii)
(iv) none of these
Answer:
(ii) human heart

(d) In whom did Mandela see a glimmer of humanity?
(ii) human heart
(ii) One of the friends
(iii) One of the govt, employees
(iv) None of these
Answer:
(ii) human heart

(e) Find out a word from the passage similar in meaning to ‘sufficient.’
(i) scanty
(ii) enough
(iii) fruitful
(iv) worthless
Answer:
(ii) enough

Question 7.
I was not bom with a hunger to be free. I was bom free – free in every way that I could know. Free to ran in the fields near my mother’s hut, free to swim in the clear stream that ran through my village, free to roast mealies under the stars and ride the broad backs of slow – moving bulls. As long as I obeyed my father and abided by the customs of my tribe, I was not troubled by the laws of man or God.

Choose the correct option:
(a) Who was not born with a hunger to be free?
(i) Nelson Mandela
(ii) The African Police
(iii) The African officials
(iv) None of these
Answer:
(i) Nelson Mandela

(b) What did Mandela do in his childhood?
(i) Only ran in the field
(ii) Only swam in the clear stream
(iii) Only roasted mealies in the fields
(iv) All of these
Answer:
(iv) All of these

(c) Mandela was born in every way that he could know.
(i) handicapped
(ii) free
(iii) both (i) and (ii)
(iv) none of these
Answer:
(ii) free

(d) Till what time did Mandela not feel troubled by the laws of man or God?
(i) As long as he obeyed his father and abided by the customs of his tribe.
(ii) As long as he did not obey his father.
(iii) As long as he obeyed his mother.
(iv) As long as he obeyed his relatives.
Answer:
(i) As long as he obeyed his father and abided by the customs of his tribe.

(e) Find out a word from the passage similar in meaning to ‘starvation’.
(i) thirst
(ii) hunger
(iii) freedom
(iv) slavery
Answer:
(ii) hunger

Question 8.
It was only when I began to learn that my boyhood freedom was an illusion, when I discovered as a young man that my freedom had already been taken from me, that I began to hunger for it. At first, as a student, I wanted freedom only for myself, the transitory freedoms of being able to stay out at night, read what I pleased and go where I chose. Later, as a young man in Johannesburg, I yearned for the basic and honourable freedoms of achieving my potential, of earning my keep, of marrying and having a family the freedom not to be obstructed in a lawful life.

Choose the correct option:
(a) What type of freedom did Mandela want for himself when he was a student?
(i) Permanent freedom
(ii) Transitory freedom
(iii) No freedom at all
(iv) All of these
Answer:
(i) Permanent freedom

(b) What type of freedom did Mandela want for himself when he was a young man?
(i) Basic and honourable freedom
(ii) Transitory freedom
(iii) Freedom of all types
(iv) None of these
Answer:
(iv) None of these

(c) Mandela’s boyhood freedom was a/an …………
(i) honour
(ii) illusion
(iii) dishonour
(iv) none of these
Answer:
(ii) illusion

(d) From which lesson has this extract been taken?
(i) A Letter to God
(ii) First Flight
(iii) Nelson Mandela : A Long walk to Freedom
(iv) The Glimpses of India
Answer:
(i) A Letter to God

(e) Find out a word from the passage opposite in meaning to ‘bondage’.
(i) slavery
(ii) illusion
(iii) freedom
(iv) dejection
Answer:
(ii) illusion

Question 9.
But then I slowly saw that not only was I not free, but my brothers and sisters were not free. I saw that it was not just my freedom that was curtailed, but the freedom of everyone who looked like I did. That is when I joined the African National Congress, and that is when the hunger for my own freedom became the greater hunger for the freedom of my people. It was this desire for the freedom of my people to live their lives with dignity and self – respect that animated my life, that transformed a frightened young man into a bold one, that drove a law – abiding attorney to become a criminal, that turned a family – loving husband into a man without a home, that forced a life – loving man to live like a monk.

Choose the correct option:
(a) Whose freedom was curtailed?
(i) The freedom of Mandela
(ii) The freedom of his brothers and sisters
(iii) The freedom of his father and mother
(iv) The freedom of everyone
Answer:
(iv) The freedom of everyone

(b) Where did Nelson Mandela join?
(i) The Indian National Congress
(ii) The African National Congress
(iii) The League of Nations
(iv) None of these
Answer:
(ii) The African National Congress

(c) What was the desire of the African people?
(i) To live their lives with dignity and self – respect
(ii) To live their lives with indignity and disrespect
(iii) To live their lives with more enthusiasm
(iv) None of these
Answer:
(i) To live their lives with dignity and self – respect

(d) The desire for freedom transformed a frightened young man into a one.
(i) mean
(ii) bold
(iii) literate
(iv) none of these
Answer:
(ii) bold

(e) Find out a word from the passage similar in meaning to ‘changed’. v
(i) transformed
(ii) unchanged
(iii) unvaried
(iv) permanent
Answer:
(i) transformed

Nelson Mandela: Long Walk to Freedom Summary

Nelson Mandela: Long Walk to Freedom About the Author

• Nelson Rolihlahla Mandela (July 18, 1918 to December 5,2013) was a non – violent, anti-apartheid activist, politician and philanthropist.
• Mandela joined the African National Congress in 1942 when he was in his 20s.
• He campaigned against the South African government and its racist policies.
• Mandela spent 27 years in prison for political offenses.
• Mandela became South Africa’s first Black President from 1994 to 1999
• In 1993, Mandela and South African President F.W. de Klerk were jointly awarded the Nobel Peace Prize for their efforts to dismantle the country’s apartheid system.
• ‘Long Walk to Freedom ’ is an autobiography of Nelson Mandela.
• Nelson Mandela died on December 5, 2013 at the age of 95 in Johannesburg.

Nelson Mandela: Long Walk to Freedom Gist of the Lesson

This lesson has been taken from the autobiography of Nelson Mandela’s ‘Long Walk to Freedom’. Nelson Mandela, the first Black President of South Africa, after more than 3 centuries of white rule, celebrated the grand ceremony of the first democratic non-racial government. The African National Congress won 252 out of 400 seats in the first democratic election in South Africa. Such type of victory was really a glorious moment for the people of this country. In his swearing ceremony, he said, “Never, never again shall it be that this beautiful land will again experience the oppression of one by another.”

It was the largest gathering on African soil. He pays homage to the freedom fighters like Oliver Tambo, Luthuli, Yusuf Dadoo, Walter Sisuleu, etc. They were men of courage, wisdom and generosity. He regards those people who sacrificed their lives for the cause of courage. It was not the absence of fear but the victory over it. The important leaders from the world gathered in the oath ceremony on the morning of 10th May, 1994. Two national anthems ‘Die-Stem’ and ‘NKOSi Sikelel-iAfrika’ were sung by the black and the white respectively. He says that every man has his duties to his family, to the community and the country to perform honestly.

Nelson Mandela: Long Walk to Freedom Summary

1. The view of the inauguration ceremony: On May 10th, 1994, the inauguration ceremony of the first non-racial government was held at the lovely amphitheatre in the Union Buildings in Pretoria. Politicians and dignitaries from more than 140 countries attended the ceremony.

2. Swearing – in ceremony: Mr de Klerk was sworn in as second deputy president, Thabo Mbeki as first deputy president and Nelson Mandela was sworn in as the President of South Africa.

3. Mandela’s ceremonial speech: On the podium, Mandela said that the presence of people from different nations confer glory and hope to liberty. The blacks were organising the ceremony for the world leaders on their soil. Their victory over apartheid was a common victory for justice, peace and human dignity. They would work to liberate all the people from poverty and diseases.

4. Display of military power: After a few moment, South African jets, helicopters and troop carriers displayed a spectacular show of pinpont precision and military prowess. It was a demonstration of military’s loyalty to the fairly elected government. Later, two national anthems were also played.

5. Overwhelmed with a sense of history: Nelson Mandela felt a sense of history on the inauguration day. Apartheid was introduced after a few years of Anglo – Boer war. Segregation of people according to their races was the most inhumane and the harshest. Now the system of equality had replaced the apartheid.

6. Apartheid regime: The apartheid regime created an indelible mark of horror on South Africa and its people. The years of oppression and brutality created the men of outstanding courage, wisdom and generosity, namely, Oliver Tambos, the Walter Sisulus, the Chief Luthulis, the Yusuf Dadoos, the Bram Fischers and the Robert Sobukwes.

7. People are greatest wealth: Nelson Mandela said that South Africa is rich in minerals and gems but then its greatest wealth is its people who are worth more than the purest diamonds.

8. Learning the meaning of courage: Nelson Mandela learnt the meaning of courage from his comrades during struggling times. He said that courage was not the absence of fear, but the triumph over it and the man who conquers his fear was a brave man.

9. Twin obligations in life: Nelson Mandela said that every man had two obligations in his life. One obligation to his family, parents, wife and children and second, to his people, community and country. A South African person was never able to fulfil these obligations.

10. Nelson Mandela joined the African National Congress: Nelson Mandela realised that he along with his brothers and sisters were also deprived of freedom. So, he joined the African National Congress. His desire for freedom of everyone changed him from a weak person to a strong one. He realised that the freedom is indivisible and both the oppressed and the oppressor must be liberated.

Nelson Mandela: Long Walk to FreedomLesson at a Glance

1. The inauguration ceremony of the first non – racial government in South Africa took place at the lovely sandstone amphitheatre in the Union Buildings in Pretoria on May 10, 1994.

2. Nelson Mandela was sworn-in as the first black’President of South Africa along with Thabo Mbeki and Mr de Klerk as the first and second deputy presidents respectively, in the presence of politicians and dignitaries from more than 140 countries.

3. Mandela delivered the speech on South Africa’s history that how white supremacy prevailed in the past when blacks were considered outlaws.

4. Victory over ‘apartheid’ was a common victory for justice, peace and human dignity. After the win of political freedom, people of South Africa would work to liberate their people from the bondage of poverty, deprivation and diseases.

5. Military showed its loyalty to democracy and the new government by presenting a spectacular display of South African jets and helicopters in the sky. Two national anthems were also played.

6. Apartheid was introduced in South Africa after a few years of Anglo-Boer war. It was a society based on racial – discrimination, considered to be the harshest and the most inhuman society in the world.

7. Apartheid created a deep and indelible scar in people’s lives. Moreover, the men of extraordinary courage, wisdom and generosity like Oliver Tambos and Sisulus were shaped by this society.

8. The greatest wealth of South Africa lied in such great men and not in its minerals and diamonds.

9. Nelson Mandela learned the meaning of courage from such brave patriots. He said that courage is the victory over fear. These people were ready to risk their lives for the idea of freedom and equality.

10. He thought that every man has twin obligations, viz., to his wife and children and to his people and country.

11. Any black who tried to live a free life, was either punished or forced to live an isolated life.

12. Nelson Mandela joined the African National Congress as he realised that he along with his brothers and sisters was deprived of freedom.

13. His desire for freedom of his people and their self-respect transformed him from a weak person to a bold one.

14. He realised that the freedom is indivisible and the oppressed must be liberated.

Nelson Mandela: Long Walk to Freedom Character Sketch

Nelson Mandela: Nelson Mandela was the first president of South Africa. He played an instrumental role in fight against the racial regime in South Africa and also installing the first democratically elected government. He never wavered in his devotion to democracy, equality and learning. His life is an inspiration to those who are oppressed and deprived. He changed the socio – political scenario of South Africa. Even after facing sufferings and tortures in prison, he led the country to the path of democracy.

Nelson Mandela: Long Walk to Freedom Word – Meanings

JAC Class 10 English Solutions

JAC Board Class 9th Science Solutions Chapter 8 Motion

JAC Class 9th Science Motion InText Questions and Answers

Page 100

Question 1.
An object has moved through a distance. Can it have zero displacement? If yes, support your answer with an example.
Answer:
Yes, an object can have zero displacement even after it has moved through a distance. We know that distance is just the length of path an object has covered irrespective of its direction or position with reference to a certain point, whereas the shortest distance measured from the initial to the final position of an object is known as displacement. For example, an object starts from point A and after covering a distance of say 50 metres, reaches at point B. Hereafter, it again moves back to point A.

Here the distance covered by an object is = AB + BA = 50 m + 50 m = 100 m
whereas displacement of object is = AB – BA = 50 m – 50 m = 0 m.
As initial position of object is same as that of its final position, hence its displacement, which is distance measured from the initial to the final position, is zero.

Question 2.
A farmer moves along the boundary of a square field of side 10 m in 40s. What will be the magnitude of displacement of the farmer at the end of 2 minutes 20 seconds from his initial position?
Answer:
Given, length of each side = 10 m
Distance covered in 1 lap = Perimeter of ABCD = 4 × 10 = 40 m
Time taken by farmer to cover 1 lap = 40s
Speed of farmer = \(\frac{40}{40 s}\) = 1m/s
Distance covered by farmer in 2 minutes 20s = Speed × Time = 1 × 140 s = 140 m
Number of laps covered = \(\frac{140}{40}\)
= 3.5 laps
After 140s, the farmer will be at position C (i.e., 3 and \(\frac{1}{2}\) laps)
Displacement = AC = (AB² + BC²)^1/2
= (100 + 100)^1/2
= 10√2 = 10 × 1.414 = 14.14m

Question 3.
Which of the following is true for displacement?
1. It cannot be zero.
2. Its magnitude is greater than the distance travelled by the object.
Answer:
Both of the statements are not true as:

1. Displacement can be zero.
2. Its magnitude is either less or equal to the distance travelled by the object

Page 102

Question 1.
Distinguish between speed and velocity.
Answer:

Question 2.
Under what conditions is the magnitude of average velocity of an object equal to its average speed?
Answer:
The magnitude of average velocity of an object is equal to its average speed only when it is moving in a straight line without turning back.

Question 3.
What does the odometer of an automobile measure?
Answer:
Odometer of an automobile measures the distance covered by the automobile.

Question 4.
What does the path of an object look like when it is in uniform motion?
Answer:
The path of an object looks like a straight line when it is in uniform motion.

Question 5.
During an experiment, a signal from a spaceship reached the ground station in five minutes. What was the distance of the spaceship from the ground station? The signal travels at the speed of light, that is, 3^1/2 ,10⁸ms^-1
Answer:
Time taken = 5 minutes = 5 × 60s = 300 seconds
Speed of signal u = 3 × 10⁸ m/s
Distance = ?
Speed = Distance / Time
∴ Distance = speed × time
Distance = 3 × 10⁸ × 300 = 9 × 10¹⁰ m

Page 103

Question 1.
When will you say a body is in
(a) uniform acceleration?
(b) non – uniform acceleration?
Answer:
(a) A body is said to be in uniform acceleration if it travels in a straight line and its velocity increases or decreases by equal amounts in equal intervals of time. Acceleration due to gravity is an example of uniform acceleration.

(b) A body is said to be in non – uniform acceleration if the rate of change of its velocity is not constant, Acceleration of a train running from one station to another is a nonuniform acceleration.

Question 2.
A bus decreases its speed from 80 km h^-1 to 60 km h^-1 in 5s. Find the acceleration of the bus.
Answer:
Initial speed of the bus (u) = 80 km h^-1
\(\frac{80 \times 1000 \mathrm{~ms}^{-1}}{60 \times 60}\) = \(\frac{800 \mathrm{~ms}^{-1}}{36}\)
Final speed of the bus (v) = 60 km h^-1
= \(\frac{60 \times 1000 \mathrm{~ms}^{-1}}{60 \times 60}\) = \(\frac{600 \mathrm{~ms}^{-1}}{36}\)
Time in transition (t) = 5s
The acceleration of the bus (a)
\(\frac{\mathrm{v}-\mathrm{u}}{\mathrm{t}}\) = \(\frac{\left(\frac{800}{36}-\frac{600}{36}\right)}{5}\) = \(\frac{\left(\frac{-200}{36}\right)}{5}\)
\(\frac{5.55 \mathrm{~ms}^{-1}}{5 \mathrm{~s}}\) = 1.11 ms^-1

Question 3.
A train starting from a railway station and moving with uniform acceleration attains a speed 40 km h^-1 in 10 minutes. Find its acceleration.
Answer:
Initial speed of the train (u)
= 0 ms^-1
Final speed of the train (v) = 40 km h^-1
= \(\frac{40 \times 1000}{60 \times 60} \mathrm{~ms}^{-1}\) = \(\frac{400}{36} \mathbf{m s}^{-1}\)
Time in transition (t) = 10 minutes = 10 × 60s = 600s
The acceleration of the train (a) = \(\frac{\mathrm{v}-\mathrm{u}}{\mathrm{t}}\) = \(\frac{\left(\frac{400-0}{36}\right)}{600}\) = \(\frac{11.11}{600}\) ms^-2
= 0.0185 ms^-2

Page-107

Question 1.
What is the nature of the distance-time graphs for uniform and non-uniform motion of an object?
Answer:
(a) For uniform motion, the distance time graph is a straight line inclined with the time-axis.
(b) For non – uniform motion, the distance – time graph is a curved line.

Question 2.
What can you say about the motion of an object whose distance-time graph is a straight line parallel to the time axis?
Answer:
Motion of an object whose distance – time graph is a straight line parallel to the time axis is not moving at all and is in the state of rest.

Question 3.
What can you say about the motion of an object if its speed – time graph is a straight line parallel to the time axis?
Answer:
The motion of an object, if its speed – time graph is a straight line parallel to the time axis, indicates that the object is moving with a uniform speed.

Question 4.
What is the quantity which is measured by the area occupied below the velocity – time graph?
Answer:
Displacement covered by the body in the given time interval.

Page 110

Question 1.
A bus starting from rest moves with a uniform acceleration of 0.1 ms^-2 for 2 minutes. Find
(a) the speed acquired,
(b) the distance travelled.
Answer:
Here,
u = 0, a = 0.1 ms^-2, t = 2 min = 120s
(a) v = u + at = 0 + (0.1 × 120) = 12 ms^-1
(b) s = ut + \(\frac{1}{2}\) at²
= (0 × 120) + (\(\frac{1}{2}\) × 0.1 × (120)²)
= 720m.

Question 2.
A train is travelling at a speed of 90 km h^-1. Brakes are applied so as to produce a uniform acceleration of -0.5 ms^-2. Find how far the train will go before it is brought to rest.
Answer:
Here, u = 90 km h^-1 = 90 x \(\frac{5}{18}\) ms^-1 = 25 ms^-1
a = O.5 ms^-2
v= O
As v² – u² = 2as
O² – (25)² = 2 × (-0.5) × s
or s = \(\frac{-(25 \times 25)}{2 \times-0.5}\) = \(\frac{-625}{-1}\) = 265m.

Question 3.
A trolley, while going down an inclined plane, has an acceleration of 2 cm s^-2. What will be its velocity 3s after the start?
Answer:
Initial velocity of trolley (u) = 0 cm s^-1
Acceleration (a) = 2 cm s^-2
Time (t) = 3s
We know that final velocity (v) = u + at = 0 + (2 × 3) cm s^-1
∴ The velocity of train after 3 seconds = 6 cm s^-1

Question 4.
A racing car has a uniform acceleration of 4ms^-2. What distance will it cover in 10 s after start?
Answer:
Initial velocity of the car (u) = 0 ms^-1
Acceleration (a) = 4ms^-2
Time (t) = 10s
We know distance (s) = ut + \(\frac{1}{2}\) at²
∴ Distance covered by car in 10 s
=0 × 10 + \(\frac{1}{2}\) × 4 × 10²
= 0 + (\(\left(\frac{1}{2} \times 4 \times 10 \times 10\right)\)m
= \(\frac{1}{2}\) x 400 m = 200m.

Question 5.
A stone is thrown in a vertically upward direction with a velocity of 5 m s^-1. If the acceleration of the stone during its motion is 10 m s^-2 in the downward direction, what will be the height attained by the stone and how much time will it take to reach there?
Answer:
Given, initial velocity of the stone (u) = 5ms^-1, final velocity (v) = 0ms^-1
Downward or negative acceleration (a) = – 10ms^-2
We know that 2as = v² – u²
∴Height attained by the stone (s)
\(\frac{(0)^{2}-(5)^{2}}{2(-10)}\) = \(\frac{-25}{-20}\) = 1.25m
Also we know that final velocity (v) = u + at
Also, Time (t) = \(\frac{v-u}{a}\)
Time (t) taken by the stone to attain the height (s) = \(\frac{0-5}{-10}\) s = 0.5s.

JAC Class 9th Science Motion Textbook Questions and Answers

Question 1.
An athlete completes one round of a circular track of diameter 200 m in 40s. What will be the distance covered and the displacement at the end of 2 minutes 20s?
Answer:
Diameter of circular track (D) = 200m
Radius of circular track (r) = \(\frac{200}{2}\) =100m
Time taken by the athlete for one round (t) = 40s
Distance covered by athlete in one round
(s) = 2π r = 2 x \(\frac{22}{7}\) x 100m
Speed of theathlete (v) = \(=\frac{\text { Dis tan ce }}{\text { Time }}\)
\(\frac{2 \times 2200}{7 \times 40}\) = \(\frac{4400}{7 \times 40}\) ms^-1

∴ Distance covered in 2 minutes 20 seconds (s) or 140s = Speed (s) × Time (t) 4400
= \(\vec{a}\) × 4 = 2200 m
Number of rounds in 40s = 1 round
Number of rounds in 140s = \(\frac{140}{40}\) = 3.5
After taking start from position X, the athlete will be at position Y after 3.5 rounds as shown in the figure.
∴ Hence, displacement of the athlete with respect to initial position at X = XY
= Diameter of circular track = 200m.

Question 2.
Joseph jogs from one end A to the other end B of a straight 300 m road in 2 minutes 30 seconds and then turns around and jogs 100 m back to point C in another 1 minute. What are Joseph’s average speeds and velocities in jogging: (a) from A to B and (b) from A to C?
Answer:
(a) From A to B
Time for A → B = 2 min 30 s = (2 x 60) + 30 = 150s Average speed
\(\frac{Total distance}{Time taken}\) = \(\frac{300}{150}\) = 2m/s
Average velocity
\(\frac{\text { Displacement }}{\text { Time taken }}\) = \(\frac{300}{150}\) = 2m/s

(b) From A to C Total distance
= (A to B) + (B to C)
= (300 + 100) = 400m
Time taken= 150 + 60 = 210s
Average speed
\(\frac{Total distance}{Time taken}\)= \(\frac{400}{210}\) = 1.9m/s
Total displacement = AC
= 300 – 100 = 200m
Average velocity
\(\frac{Displacement}{Time taken}\) = \(\frac{200}{210}\) = 0.95 m/s.

Question 3.
Abdul, while driving to school, computes the average speed for his trip to be 20 km h^-1. On his return trip along the same route, there is less traffic and the average speed is 40 km h^-1. What is the average speed for Abdul’s trip?
Answer:
Average speed = \(\frac{Total distance}{Time}\)
Suppose the distance from Abdul’s home to school = x km
While driving to school:
Average speed = \(\frac{Distance}{Time}\)
20 km/h = \(\frac{x}{t_{1}}\)…………..(1)
While on his return trip

Average speed =\(\frac{Distance}{Time}\)
40 km/h = \(\frac{x}{t_{2}}\) ……………(2)
Total distance = x + x = 2x
Total time (t₁ + 1₂)
\(\frac{x}{20}\) = \(\frac{x}{40}\) = \(\frac{2 x+x}{40}\) = \(\frac{3 x}{40}\)
(∴from eq. (1) and (2))
Average speed = \(\frac{2 x}{\left(\frac{3 x}{40}\right)}\) = \(\frac{2 x \times 40}{3 x}\)
= 26.67 km/h.

Question 4.
A motorboat starting from rest on a lake accelerates in a straight line at a constant rate of 3.0 ms^-2 for 8.0s. How far does the boat travel during this time?
Answer:
Given initial velocity of the motorboat, u = 0 m s^-1
Acceleration of the motorboat, a = 3.0 m s^-2
Time under consideration, t = 8.0 s
We know that, Distance s = ut + \(\frac{1}{2}\) at²
∴ The distance travelled by the
motorboat = (0 × 8) + \(\frac{1}{2}\) × 3.0 × 8²
= \(\frac{1}{2}\) × 3 × 8 × 8m = 96m

Question 5.
A driver of a car travelling at 52 km h^-1 applies the brakes and accelerates uniformly in the opposite direction. The car stops in 5s. Another driver going at 3 km h^-1 in another car applies his brakes slowly and stops in 10s. On the same graph paper, plot the speed versus time graphs for the two cars. Which of the two cars travelled farther after the brakes were applied?
Answer:
Initial speed of the first driver
\(=\frac{52 \times 1000}{60 \times 60}\) =14.44 m/s
Initial speed of the second driver
\(\frac{3 \times 1000}{60 \times 60}\) = 0.833 m/s
Distance covered by the first driver
\(\frac{1}{2}\) × 14.44 × 5 = 36.5 m
Distance covered by the second driver
\(\frac{1}{2}\) × 0.8333 × 10
= 4.165m
Hence, distance travelled by the first car is more.

Question 6.
Figure shows the distance – time graph of three objects A, B and C. Study the graph and answer the following questions:
(a) Which of the three is travelling the fastest?
(b) Are all three ever at the same point
(c) How far has C travelled when B passes A?
(d) How far has B travelled by the time it passes C?

Answer:
(a) B is travelling the fastest.

(b) No. Because three lines do not meet at any point.

(c) When B passes A, C is at a distance of approximately 8 km from the origin.

(d) By the time B passes C, it has travelled 5.5 km.

Question 7.
A ball is gently dropped from a height of 20m. If its velocity increases uniformly at the rate of 10ms^-2 with what velocity will it strike the ground? After what time will it strike the ground?
Answer:
Let us assume that the final velocity with which the ball will strike the ground is V and the time it takes to strike the ground is ‘t’
Initial velocity of the ball, u = 0ms^-1
Distance or height of fall, s = 20m
Downward acceleration, a = 10ms^-2
As we know, 2as = v² – u²
v² = 2as + u² = (2 × 10 × 20) + 0 = 400ms^-1
∴ v = 20ms^-1
Final velocity of the ball, v = 20 ms^-1
∴ Time taken by the ball to strike,
t =\(\frac{\mathrm{v}-\mathrm{u}}{\mathrm{a}}\) = \(\frac{20-0}{10}\) = \(\frac{20}{10}\) = 2 seconds.

Question 8.
The speed – time graph for a car is shown in figure.

(a) Find how far the car travels in the first 4 seconds. Shade the area on the graph that represents the distance travelled by the car during the period.
(b) Which part of the graph represents uniform motion of the car?
Answer:
(a) In the given graph, 56 full squares and 12 half squares come under the slope for the time of 4 seconds.
Total number of squares = 56 + \(\frac{12}{2}\) = 62 squares The total area of the squares will give the distance travelled by the car in 4 seconds.
On the time axis, 5 squares
= 2s ∴ 1 square = \(\frac{2}{5}\)s
On the speed axis, 3 squares
= 2m/s ∴ 1 square = \(\frac{2}{3}\) m/s^-1
∴ area of 1 square = \(\frac{2}{3}\) s x \(\frac{2}{5}\)ms^-1
= \(\frac{4}{15}\)
∴ area of 62 squares
\(=\frac{4}{15}\) m × 62 = \(\frac{248}{15}\) m = 16.53 m
Therefore, car travels 16.53m in first 4 seconds. The shaded area under speed – time graph represents the distance which the car will travel in the first 4 seconds.

(b) The straight line part of graph, from point A to point B, represents uniform motion.

Question 9.
State which of the following situations are possible and give an example for each of these:
1. An obj ect with a constant acceleration but with zero velocity.
2. An object moving with an acceleration but with uniform speed.
Answer:

1. Possible. Object under free fall due to gravity.
2. Possible. Object moving in circular path.

Question 10.
An artificial satellite is moving in a circular orbit of radius 42250 km. Calculate its speed if it takes 24 hours to revolve around the earth.
Answer:
Let us assume an artificial satellite that is moving in a circular orbit of radius 42250 km and covers a distance ‘s’ as it revolves around earth with speed ‘v’ in given time ‘t’ of 24 hours.
Radius of circular orbit, r = 42250 × 1000m
Time taken by artificial satellite, t = 24 hours = 24 × 60 × 60s
Distance covered by satellite, s = circumference of circular orbit = 2πr
Speed of satellite, v = \(\frac{2 \pi \mathrm{r}}{\mathrm{t}}\)
= \(\frac{\left[2 \times \frac{22}{7} \times 42250 \times 1000\right]}{24 \times 60 \times 60}\)
= \(\frac{2 \times 22 \times 42250 \times 1000}{7 \times 24 \times 60 \times 60}\)ms^-1
= 3073.74 ms^-1

JAC Class 9 Science Solutions

JAC Board Class 9th Science Solutions Chapter 11 Work and Energy

JAC Class 9th Science Work and Energy InText Questions and Answers

Page 148

Question 1.
A force of 7N acts on an object. The displacement is, say 8m, in the direction of the force. Let us take it that the force acts on the object through the displacement. What is the work done in this case?
Answer:
When a force F acts on an object to displace it through a distance s in its direction, the work done, W on the body by the force is given by:
Work done = Force × Displacement
W = F × s
Where, F = 7N, and s = 8m Therefore, work done,
W = 7 × 8 = 56 Nm = 56J

Page 149

Question 1.
When do we say that work is done?
Answer:
Work is said to be done whenever the following two conditions are satisfied:

1. A force acts on the body.
2. There is a displacement in the body caused by the applied force along the direction of the force.

Question 2.
Write an expression for the work done when a force is acting on an object in the direction of its displacement.
Answer:
When a force ‘F’ displaces a body through a distance ‘s’ in the direction of the applied force, the work done, ‘W’ on the body is given by the expression:
Work done = Force × Displacement W = F × s

Question 3.
Define 1J of work.
Answer:
1J is the amount of work done by a force of 1N on an object that displaces it through a distance of 1m in the direction of the applied force.

Question 4.
A pair of bullocks exerts a force of 140N on the plough. The field being ploughed is 15m long. How much work is done in ploughing the length of the field?
Answer:
Work done by the bullocks is given by the expression:
Work done = Force × Displacement
W=F × s
Where,
Applied force, F = 140N
Displacement, s = 15 m
W= 140 × 15 = 2100J
Hence, 2100 J of work is done in ploughing the length of the field.

Page 152

Question 1.
What is the kinetic energy of an object?
Answer:
The energy possessed by a body by the virtue of its motion is called kinetic energy. It has various applications:
(a) Kinetic energy of flowing water is used to generate electricity.
(b) Kinetic energy of hammer is used in driving a nail into a log of wood.
(c) Kinetic energy of air is used to run windmills, etc.

Question 2.
Write an expression for the kinetic energy of an object.
Answer:
If a body of mass ‘m’ is moving with a velocity ‘v’ its kinetic energy K.E. is given by the expression,
K.E. = \(\frac{1}{2}\) mv²
Its SI unit is joule (J).

Question 3.
The kinetic energy of an object of mass, m moving with a velocity of 5 m s^-1 is 25J. What will be its kinetic energy when its velocity is doubled? What will be its kinetic energy when its velocity is increased three times?
Answer:
K.E. of the object = 25J
Velocity of the object, v = 5 m/s
∴ K.E. = \(\frac{1}{2}\) mv²
25 = \(\frac{1}{2}\)m(5)²
m = 2 kg

(a) If velocity is doubled, v = 10m/s, m = 2 kg
K.E. = \(\frac{1}{2}\) mv² = \(\frac{1}{2}\)(2) × (10)² = 100J.
K.E will become four times.

(b) If velocity is increased 3 times,
v = 15 m/s, m = 2 kg
K.E = \(\frac{1}{2}\) mv² = \(\frac{1}{2}\) × 2 × (15)² = 225J.
K.E will become nine times.

Page 156

Question 1.
What is power?
Answer:
Power is the rate of doing work or the rate of transfer of energy. If W is the amount of work done in time t, then power is given by the expression,
Power = \(\frac{Work}{Time }\) = \(\frac{w}{t}\)
It is expressed in watt (W).
watt = \(\frac{Joule}{Second}\)

Question 2.
Define 1 watt of power.
Answer:
A body is said to have a power of 1 watt if it does 1 joule work in 1 s, i.e.,
1W =\(\frac{1 \mathrm{~J}}{1 \mathrm{~s}}\)

Question 3.
A lamp consumes 1000J of electrical energy in 10s. What is its power?
Answer:
Power = \(\frac{Work done}{Time }\)
Work done = Energy consumed by the lamp = 1000J
Time = 10s
Power = \(\frac{1000}{10}\) = 100J s^-1 = 100W

Question 4.
Define average power.
Answer:
The average power is defined as the total work done or total energy consumed divided by the total time taken.
Average power = \(\frac{Total work done}{Total time taken }\)

JAC Class 9th Science Work and Energy Textbook Questions and Answers

Question 1.
Look at the activities listed below. Reason out whether or not work is done in the light of your understanding of the term ‘work’.
1. Suma is swimming in a pond.
2. A donkey is carrying a load on its back.
3. A windmill is lifting water from a well.
4. A green plant is carrying out photosynthesis.
5. An engine is pulling a train.
6. Foodgrains are getting dried in the sun.
7. A sailboat is moving due to wind energy.
Answer:
Work is done whenever the following two conditions are satisfied:

• A force acts on the body.
• There is a displacement of the body by the application of force.

1. While swimming, Suma applies a force to push the water backwards. Therefore, Suma swims in the forward direction under the influence of the forward reaction of water. Here, the force causes a displacement. Hence, work is done by Suma while swimming.
2. While carrying a load, the donkey has to apply a force in the upward direction. But, displacement of the load is in the forward direction. Since, displacement is perpendicular to force, the work done is zero.
3. A windmill works against the gravitational force to lift water. Hence, work is done by the windmill in lifting water from the well.
4. In this case, there is no displacement of the leaves of the plant. Therefore, the work done is zero.
5. An engine applies force to pull the train. This allows the train to move in the direction of force. Therefore, there is a displacement of the train in the direction of force. Hence, work is done by the engine on the train.
6. Foodgrains do not move in the presence of solar energy. Hence, the work done is zero when the foodgrains are getting dried in the sun.
7. Wind energy applies a force on the sailboat to push it in the forward direction. Therefore, there is a displacement in the boat in the direction of force. Hence, work is done by wind on the boat.

Question 2.
An object thrown at a certain angle to the ground moves in a curved path and falls back to the ground. The initial and the final points of the path of the object lie on the same horizontal line. What is the work done by the force of gravity on the object?
Answer:
Work done by the force of gravity on the object is zero. Force of gravity acts in the vertically downward direction and the distance covered by the object is in the horizontal direction. As there is no  displacement in the direction of force, hence the work done is zero.

Question 3.
A battery lights a bulb Describe the energy changes involved in the process.
Answer:
When a bulb is connected to a battery, the chemical energy of the battery is transformed into electrical energy. When the bulb receives this electrical energy, it converts it into heat and light energy. Hence, the transformation of energy in the given situation can be shown as:
Chemical Energy → Electrical Energy → Heat Energy + Light Energy

Question 4.
Certain force acting on a 20 kg mass changes its velocity from 5 ms^-1 to 2 ms^-1. Calculate the work force.
Answer:
Here,
m = 20 kg,
u = 5 m^-1,
v = 2 m^-1
Work done = Change in K.E.
W = \(\frac{1}{2}\) mv² – \(\frac{1}{2}\) mu²
= \(\frac{1}{2}\) × 20 × (2² – 5²)
= 10 × (4 – 25)
= – 10 × 21 = – 210J
The negative sign indicates that work is done against the applied force.

Question 5.
A mass of 10 kg is at a point A on a table. It is moved to a point B. If the line joining A and B is horizontal, what is the work done on the object by the gravitational force? Explain your answer.
Answer:
Work done by gravity depends only on the vertical displacement of the body. It does not depend upon the path of the body. Therefore, work done by gravity is given by the expression,
W = mgh
Where, vertical displacement, h = 0
∴ W = mg × 0 = 0
Hence, the work done by gravity on the body is zero.

Question 6.
The potential energy of a freely falling object decreases progressively. Does this violate the law of conservation of energy? Why?
Answer:
No. The process does not violate the law of conservation of energy. This is because when a body falls from a height, its potential energy progressively changes into kinetic energy. The decrease in potential energy is equal to the increase in kinetic energy of the body. During this process, the total mechanical energy of the body remains conserved. Therefore, the law of conservation of energy is not violated.

Question 7.
What are the various energy transformations that occur when you are riding a bicycle?
Answer:
While riding a bicycle, the muscular energy of the rider gets transformed into heat energy and kinetic energy of the bicycle. Heat energy heats the rider’s body. Kinetic energy provides velocity to the bicycle. The transformation can be shown as: Muscular Energy → Kinetic Energy + Heat Energy During this transformation, the total energy remains conserved.

Question 8.
Does the transfer of energy take place when you push a huge rock with all your might and fail to move it? Where is the energy you spend going?
Answer:
When we push a huge rock, there is no transfer of muscular energy to the stationary rock. Also, there is no loss of energy because muscular energy is transferred into heat energy which causes our body to become hot.

Question 9.
A certain household has consumed 250 units of energy during a month. How much energy is this in joules?
Answer:
1 unit of energy is equal to 1 kilowatt hour (kW h).
1 unit = 1 kW h
1 kWh = 3.6 × 10⁶J
Therefore, 250 units of energy
= 250 × 3.6 × 10⁶ = 9 × 10⁸J

Question 10.
An object of mass 40 kg is raised to a height of 5m above the ground. What is its potential energy? If the object is allowed to fall, find its kinetic energy when it is half – way down.
Answer:
Gravitational potential energy is given by the expression,
P_E= mgh Where,
h = Vertical displacement = 5 m
m = Mass of the object = 40 kg
g = Acceleration due to gravity = 9.8 ms^-2
P_E = 40 × 5 × 9.8= 1960J.
At half – way down, the potential energy of the object will be \(\frac{1960}{2}\) = 980J.
At this point, the object has an equal amount of potential and kinetic energy. This is due to the law of conservation of energy. Hence, half – way down, the kinetic energy of the object will also be 980J.

Question 11.
What is the work done by the force of gravity on a satellite moving round the earth? Justify your answer.
Answer:
Zero. When the satellite moves around the earth, the force of gravity acts on it along the radius of its orbit, while its direction of motion is along the tangent to the orbit at any point. Thus, the force acts perpendicular to the displacement. Hence, the work done on the satellite is zero.

Question 12.
Can there be displacement of an object in the absence of any force acting on it? Think. Discuss this question with your friends and teacher.
Answer:
Yes. For a uniformly moving object. Suppose an object is moving with a constant velocity. The net force acting on it is zero. But, there is a displacement along the motion of the object. Hence, there can be a displacement without a force.

Question 13.
A person holds a bundle of hay over his head for 30 minutes and gets tired. Has he done some work or not? Justify your answer.
Answer:
When a person holds a bundle of hay over his head, there is no displacement in the bundle of hay. Although, force of gravity is acting on the bundle, the person is not applying any force on it. Hence, in the absence of force and displacement, work done by the person on the bundle is zero.

Question 14.
An electric heater is rated 1500 W. How much energy does it use in 10 hours?
Ans.
Energy consumed by an electric heater can be obtained with the help of the expression,
P= \(\frac{\mathrm{W}}{\mathrm{t}}\)
Where, power rating of the heater,
P= 1500 W
Time for which the heater has operated, t = 10h
Work done = Energy consumed by the heater
Therefore, energy consumed
= P × t = 1500 W × 10 h
= \( \frac{15000}{1000}\) = 15kW h

Question 15.
Illustrate the law of conservation of energy by discussing the energy changes which occur when we draw a pendulum bob to one side and allow it to oscillate. Why does the bob eventually come to rest? What happens to its energy eventually? Is it a violation of the law of conservation of energy?

Answer:
The law of conservation of energy states that energy can neither be created nor destroyed. It can only be converted from one form to another. Consider the case of an oscillating pendulum. When a pendulum moves from its mean position P to either of its extreme positions A or B, it rises through a height ‘h’ above the mean level ‘P’. At this point, the kinetic energy of the bob changes completely into potential energy.

The kinetic energy becomes zero, and the bob possesses only potential energy. As it moves towards point P, its potential energy decreases progressively. Accordingly, the kinetic energy increases. As the bob reaches point P, its potential energy becomes zero and the bob possesses only kinetic energy. This process is repeated as long as the pendulum oscillates. The bob does not oscillate forever. It comes to rest because air resistance resists its motion.

The pendulum loses its kinetic energy to overcome this friction and stops after some time. The law of conservation of energy is not violated because the energy lost by the pendulum to overcome friction is gained by its surroundings. Hence, the total energy of the pendulum and the surrounding system remains conserved.

Question 16.
An object of mass, m is moving with a constant velocity, v. How much work should be done on the object in order to bring the object to rest?
Answer:
Work done on the object = Change in K.E. of the object.
W = \(\frac{1}{2}\) mv² – \(\frac{1}{2}\) m(0)² = \(\frac{1}{2}\) mv²
To bring the object to rest, \(\frac{1}{2}\) mv² amount of work is required to be done on the object.

Question 17.
Calculate the work required to be done to stop a car of 1500 kg moving at a velocity of 60 km/h?
Kinetic energy, KE = \(\frac{1}{2}\) mv²
Where,
mass of the car, m = 1500 kg and velocity of the car,
v = 60 km/h = \(\frac{60 \times 5}{18}\) ms^-1
KE = \(\frac{1}{2}\) × 1500 × \(\left(\frac{60 \times 5}{18}\right)^{2}\)
= 20.8 × 10⁴ J
Hence, 20.8 × 10⁴ J of work is required to stop the car.

Question 18.
In each of the following, a force, F is acting on an object of mass, m. The direction of displacement is from west to east shown by the longer arrow. Observe the diagrams carefully and state whether the work done by the . force is negative, positive or zero.

Answer:

1. In this case, the direction of force acting on the block is perpendicular to the displacement. Therefore, work done by force on the block will be zero.
2. In this case, the direction of force acting on the block is in the direction of displacement. Therefore, work done by force on the block will be positive.
3. In this case, the direction of force acting on the block is opposite to the direction of displacement. Therefore, work done by the force on the block will be negative.

Question 19.
Soni says that the acceleration of an object could be zero even when several forces are acting on it. Do you agree with her? Why?
Answer:
Acceleration in an object could be zero even when several forces are acting on it. This happens when all the forces cancel out each other, i.e., the net force acting on the object is zero. For a uniformly moving object, the net force acting on the object is zero. Hence, the acceleration of the object is zero. Hence, Soni is right.

Question 20.
Find the energy in kW h consumed in 10 hours by four devices of power 500 W each.
Answer:
Here, P = 500 W = \(\frac{500}{1000}\) kW= 0.5 kW and t =10 h
Energy consumed by four devices
= 4P × t = 4 × 0.5 kW × 10h = 20 kW h

Question 21.
A freely falling object eventually stops reaching the ground. What happens to its kinetic energy?
Answer:
When a body is falling freely, the energy remains conserved. Potential energy is transformed into kinetic energy. But when the body reaches the ground, its kinetic energy is converted into sound energy and also into a little heat energy (due to friction between ground and object). A part of the energy is also transferred to the ground. Hence, the total energy of the system remains conserved.

JAC Class 9 Science Solutions

JAC Board Class 9th Science Solutions Chapter 13 Why Do We Fall Ill

JAC Class 9th Science Why Do We Fall Ill InText Questions and Answers

Page 178

Question 1.
State any two conditions essential for good health.
Answer:
Two conditions essential for good health are.
(a) An individual must have better health facilities and more professionals around to deal with health problems.
(b) All basic necessary conditions to prevent diseases must be present. For example, proper garbage collection and disposal, cleaning of drains, supply of clean drinking water, etc.

Question 2.
State any two conditions essential for being free of disease.
Answer:
The two conditions essential for being free of disease are.
(a) Personal hygiene and cleanliness are necessary to stay away from diseases.

(b) Individuals should take a balanced diet that contains carbohydrates, fats, proteins, vitamins, fibres, and adequate quantity of water.

Question 3.
Are the answers to the above questions necessarily the same or different? Why?
Answer:
The answers to the above questions are different because a person may be free of disease but his mental, social or economical health may not be good.

Page 180

Question 1.
List any three reasons why you would think that you are sick and ought to see a doctor. If only one of these symptoms were present, would you still go to the doctor? Why or why not?
Answer:
The three reasons are:
(a) High fever
(b) Diarrhoea
(c) Stomach pain
The above symptoms basically indicate that there might be a disease, but we cannot predict the kind of disease. Therefore, it becomes necessary to visit a doctor so that the disease can be identified and can be treated with proper medication. However, if any of these symptoms are present, we usually do not visit a doctor. This is because such symptoms do not have much effect on our general health and ability to work. However, if a person is experiencing these symptoms for quite some time, he needs to visit a doctor for proper treatment.

Question 2.
In which of the following cases do you think the long-term effects on your health are likely to be most unpleasant?

• if you get jaundice,
• if you get lice,
• if you get acne. Why?

Answer:
The long-term effects on our health are likely to be most unpleasant if we get jaundice because its symptoms severely affect our internal organs and persist for a long time.

Page 186

Question 1.
Why are we normally advised to take bland and nourishing food when we are sick?
Answer:
We are normally advised to take bland and nourishing food when we are sick because we are weak during illness and need complete nourishment for faster recovery.

Question 2.
What are the different means by which infectious diseases are spread?
Answer:
The different means by which infectious diseases spread are.
(a) Air. They are also called air-borne diseases. The air carries disease causing bacteria, viruses, etc., and the diseases that can be caused are. common cold, influenza, tuberculosis, etc

(b) Food and water: When one eats or drinks contaminated food/water that contains bacteria, viruses, worms, etc., it can cause diseases like cholera, typhoid, hepatitis, etc.

(c) Contact: Many diseases spread by contact of infected person with the healthy person, e.g., fungal infections, skin diseases, scabies, etc.

(d) Sexual contact: Many diseases can be transmitted by sexual contact, e. g., syphilis, AIDS, etc.

(e) Body fluids: Fluids like blood, semen and mother’s milk, when infected, can also cause diseases., e.g., AIDS.

(f) Vectors: The organism that spreads a disease by carrying pathogens from one place to another is called vector, e.g., mosquitoes are vectors that carry pathogens like protozoa which can cause malaria.

Question 3.
What precautions can you take in your school to reduce the incidence of infectious diseases?
Answer:
The precautions that one can take in school to reduce the incidence of infectious diseases are as follows.

1. Using handkerchief while coughing or sneezing.
2. Washing hands before eating food.
3. Staying at home if anyone suffers from infectious diseases.
4. Getting vaccinated well before the infection affects.
5. Keeping the school surroundings clean and checking for stagnant water.

Question 4.
What is immunization?
Answer:
Immunization is a method of preparing memory cells in immune system. In this method, weak or dead microbes of a disease are injected in the body such that they develop memory lymphocytes (WBCs) but do not cause the actual disease, e.g., vaccination against polio, tetanus, etc.

Question 5.
What are the immunization programmes available at the nearest health centre in your locality? Which of these diseases are the major health problems in your area?
Answer:

1. DPT vaccine for diphtheria, pertussis and tetanus in infants.
2. Pulse polio vaccine to prevent polio.
3. BCG vaccine for tuberculosis.
4. Hepatitis vaccine for hepatitis.
5. TAB vaccine for typhoid. Tuberculosis and diarrhoea are the major health problems in our area.

JAC Class 9th Science Why Do We Fall Ill Textbook Questions and Answers

Question 1.
How many times did you fall ill in the last one year? What were the illnesses?
(a) Think of one change you could make in your habits in order to avoid any of / most of the above illnesses.
(b) Think of one change you would wish for in your surroundings in order to avoid any of / most of the above illnesses.
Answer:
This varies from person to person. Some people fall ill several times in a year while others do not fall ill at all. A person’s immune system and hygiene-related habits play a major role in determining the person’s health.

Question 2.
A doctor/nurse/health worker is exposed to more sick people than others in the community. Find out how she/he avoids getting sick herself/ himself?
Answer:
Doctors/nurses/health workers when exposed to sick people keep their nose and mouth covered, take care of hygiene, wash hands with soap before drinking water or eating food. They use mask, gloves, etc., to avoid direct contact with the person suffering from infectious diseases.

Question 3.
Conduct a survey in your neighbourhood to find out what the three most common diseases are. Suggest three steps that could be taken by your local authorities to bring down the incidence of these diseases.
Answer:

• Three most common diseases are:
  1. (a) tuberculosis
  2. (b) typhoid
  3. (c) jaundice
• Steps to be taken to bring down the incidence of these diseases are:
  1. (a) Proper disposal of sewage.
  2. (b) Ensuring supply of safe drinking water.
  3. (c) Providing a clean environment and preventing mosquitoes from breeding.

Question 4.
A baby is not able to tell his/her caretakers that she/he is sick. What would help us to find out.
(a) that the baby is sick?
(b) what is the sickness?
Answer:
(a) We can find out that the baby is sick by his/her behavioural changes such as constant crying, improper intake of food, frequent mood change, etc.

(b) The sickness is determined by symptoms or indications that can be seen in the baby. The symptoms may include vomiting, fever, loose motions, paleness in the body, etc.

Question 5.
Under which of the following conditions is a person most likely to fall sick?
(a) When she is recovering from malaria.
(b) When she has recovered from malaria and is taking care of someone suffering from chickenpox.
(c) When she is on a four-day fast after recovering from malaria and is taking care of someone suffering from chickenpox. Why?
Answer:
A person is more likely to fall sick when she is on a four-day fast after recovering from malaria and is taking care of someone who is suffering from chickenpox. This is because she is fasting during recovery and her immune system is so weak that it is not able to protect its own body from any foreign infection. If she is taking care of someone suffering from chickenpox, she has more chances of getting infected by the chickenpox virus and will get sick again with this disease.

Question 6.
Under which of the following conditions are you most likely to fall sick? Give reasons.
(a) When you are taking examinations.
(b) When you have travelled by bus and train for two days.
(c) When your friend is suffering from measles.
Answer:
You are more likely to fall sick when your friend is suffering from measles. This is because measles is highly contagious and can easily spread through breathing, i. e., through air. Thus, if your friend is suffering from measles, take proper care otherwise you might easily get infected with the disease.

JAC Class 9 Science Solutions