1.

The Last Lesson

New word Meaning:

in great dread of: fear of

Sawmill: a factory for cutting wood

Drilling: exercising

Tempting: attracting

Resist: to stay away

bulletin-board: a notice board for putting up the latest news and communication

Apprentice: trainee

a great bustle: a lot of noise created by many people

in unison: at the same time

rapping: striking

counted on: depended upon

commotion: noise and confusion

Blushed: face turned red in colour due to shame

Solemn: serious.

Everybody looked sad; and Hauser had brought an old primer, thumbed at the edges, and he
held it open on his knees with his great spectacles lying across the pages.

Primer: basic reader of any language

Thumbed: torn and damaged

Grave: serious
Thunderclap: used in comparison to refer to something startling or unexpected

Wretches: here, it refers to an unfortunate happening

Saar: a river which passes through France

Nuisance: problem, burden

couldn’t give up: cannot leave

Cranky: strange, short – tempered

Sunday clothes: the best dress that a person has.

Dreadful: frightening

mixed up: confused

where we’ve come out: result

Pretend: show

to reproach: blame

at one stroke: at once, in one go.

beetles: a large sized insect

not even the littlest ones: refers to the pigeons

Cooed: the sound made by the pigeons

Gazing: looking intently

fix in his mind: store or keep forever

worn smooth: had worn out and became smooth due to overuse

twined: twisted

Angelus: prayer song in the church, the start is marked by the ringing of the bell.
Trumpets: a musical instrument.

Pale: used to describe a person’s face or skin if it has less colour than usual

Choked: became unable to speak due to strong emotions

Gesture: a signal

The Last Lesson Summary

The story is narrated by a French boy, Franz. He is lazy but sensitive and likes to play. He
dislikes studying French and hates his teacher M. Hamel.

After overpowering their districts of Alsace and Lorraine in France, Berlin has ordered that
German language instead of French be taught in the schools there.

It is the last day of their French teacher M. Hamel, who has been there for forty years. He is
full of grief, nostalgia and patriotism. As a mark of respect to his hard work, the village men
also attend his ‘last lesson’. They are sad as they did not learn their mother tongue, French in
their childhood.

Franz is shocked to know that it’s his last lesson, as he does not know French. Now, suddenly,
he gets interested in learning it and understands everything taught on that day!
He develops an instant liking for the teacher, M. Hamel and respects him for his sincerity and
hard work. He feels sad at departing from him and is ashamed for not being able to recite the
lesson of participles.

M. Hamel tells them that they all are at fault for not being eager enough to learn, putting it
off to the next day. He blames himself for not teaching them sincerely.

His patriotism is reflected in his praise for the French language as being the most beautiful
and most logical language in the world. He tells the class to guard their language as being
close to one’s language is the key to escape from the prison of slavery. It will help them in
getting free from the Germans.

They realize the importance of learning their mother tongue and that they have been
defeated by the Germans because of their illiteracy.

Franz feels that it is not possible to take away one’s language from a person as it is natural to
each being, may it be the “coo” to the pigeons or “French” to the Frenchmen.

Textual Questions (solved)

Notice these expressions in the text. Infer their meaning from the context
(i) in great dread of
(ii) counted on
(iii) thumbed at the edges
(iv) in unison
(v) a great hustle
(vi) reproach ourselves with
Answer:
(i) in great dread of: a feeling of great fear about something that might or will happen in
future (for instance here—scolding by his teacher).
(ii) counted on : to trust somebody to do something or to be sure that something will happen.
(iii) thumbed at the edges : to touch something with your thumb or thumbs, for instance here
the edges of the old primer.
(iv) in unison : to do or say something at the same time (here repeating the lesson at the
same time).
(v) a great bustle : extremely busy and noisy activity, (for instance here tumult before opening
of the school).
(vi) reproach ourselves with : to blame or criticise somebody for something that they have
done or not done, because you are disappointed in them.

The Last Lesson Think as you read (Page 7)

Question :
1. What was Franz expected to be prepared with for school that day ?
2. What did Franz notice that was unusual about the school that day ?
3. What had been put up on the bulletin-board ?
Answer:
1. Franz was expected to be prepared with lesson on participles because his teacher M.
Hamel had said that he would ask them questions about it.
2. Usually there used to be a great hustle and bustle and noise. But that day Franz noticed
that it was all so still, calm and quiet.
3. It was put up on the bulletin-board by Germans that only German could be taught in the
schools of Alsace and Lorraine in France.

The Last Lesson Think as you read (Page 8)

Question 1.
What changes did the order from Berlin cause in school that day ?
Answer :
The order from Berlin was that only German language would be taught in the schools of
Aslace and Lorraine in France. These two districts had passed into Prussian hands. It was the
last day of the French teacher M. Hamel in the school. French will no more be taught in the
school. So M. Hamel was leaving the school next day. M. Hamel had put on his fine Sunday
clothes. The old men of the village were sitting there in the back of the room. It was their way
of thanking M. Hamel for his forty years of faithful service. The children now taught the
French language and the books written in that language as old friends.

Question 2.
How did Franz’s feelings about M. Hamel and school change ?
Answer:
Franz felt sorry for not learning his lessons in French any more. His books that had seemed
such a nuisance a short while ago, which he found so heavy to carry seemed to him old
friends now that he could not give up. Franz’s feelings about his French teacher M. Hamel
also were changed. The idea that he was going away, that he (Franz) should never see him
again, made Franz forget all about his teacher’s ruler and how cranky or slightly eccentric he
was.

The Last Lesson Understanding the text

Question 1.
The people in this story suddenly realise how precious their language is to them. What shows
you this ? Why does this happen ?
Answer:
In the Franco-Prussian War (1870-1871), France was defeated by Prussia led by Bismarck. In
this story the French districts of Alsace and Lorraine had been passed in Prussian hands.
There was an order from Berlin that only German would be taught in the schools of Alsace
and Lorraine.

When the French master M. Hamel announced that it was their last French lesson and he was
leaving, these words came as a peal of thunder. Franz and others felt sorry for not learning
their lessons in French.

His books like French grammar and history of the saints which seemed a nuisance, a short
while ago, looked like old friends now that he could not give up. The old men of the village
sitting there in the back of the room had felt sorry about it. The people realised that they
must protect the French language – the most beautiful language of the world, the clearest
and most logical. The feeling that they would be deprived of learning French made them
suddenly realise that how precious their language was to them.
Question 2.
Franz thinks, “Will they make them sing in German, even the pigeons”? What could this mean
? (There could be more than one answer).
Answer:
The order from Berlin that only German language would be taught in the schools of Alsace
and Lorraine in France had a severe reaction from the people. Though they could not express
their grudge openly, yet even little boy Franz felt, “Will they make them sing in German, even
the pigeons” ? When they were having a lesson in writing, there was pindrop silence.

Once some beetles flew in; but nobody paid any attention to them, not even the littlest ones,
who worked right on tracing their fish-hooks, as if that was French too. Then on the roof the
pigeons cooled very low and little Franz thought that would they make them sing in German,
even the pigeons.It shows that though the human beings could be forced to learn a language
which is not their own language, yet the birds are free from such pressures. They cannot be
forced to sing in a particular way. That way birds are more free than the helpless human
beings.

Important Short Answer Type Questions (3 Marks, 30-40 words)

Question.1.What tempted Franz to stay away from school? (Delhi 2014)

Answer. Franz feared a scolding at school as he had not prepared hte lesson on participles, on
which his French teacher M Hamel was to question the class that day. Besides* the warm and
bright weather, the chirping of birds and the watching the drill of Prussian soldiers also
tempted Franz to stay away from school.

Question.2.What was unusual about M Hamel’s dress on his last day in the school?
(Compartment 2014)
Answer. M Hamel had put on his ceremonial clothes on his last day in the school. He was
wearing a beautiful green coat, a frilled shirt, and a little black embroidered silk cap. This was
a special ceremonial attire which he usually wore on days of inspection and prize distribution.

Question.3. Why is the order from Berlin called a thunderclap by Franz? (Compartment
2014)
or
“What a thunderclap these words were to me!” What were the words that shocked
and surprised the narrator? : (Delhi 2013)
Answer. M Hamel told his students that it was their last French lesson, as an order had come
from Berlin that henceforth only German was to be taught in the schools of Alsace and
Lorraine. This announcement seemed to be a thunderclap to Franz. He was left in surprise
and shock to learn that a new master was going to arrive the next day and they would learn
German instead of their mother tongue.

Question.4. Who were sitting on the back benches during M Hamel’s last lesson? Why?
(Compartment 2014)
or
Why had the villagers come to school on the day of the last lesson? (Foreign 2008)
or
Why were the elders of the village sitting in the classroom? (All India 2014)
Answer. Some of the elderly people from the village were sitting on .the back benches during
M Hamel’s last lesson. The villagers had come there to attend his last lesson as it was their
way of paying respect to the master, who had given forty years of faithful service to the
school.

Question.5. Why does M Hamel reproach himself for his students, unsatisfactory progress
in Studies? (Compartment 2014)
Answer. M Hamel had been rather irregular as a teacher. He took leave whenever he wanted
to. Besides, he had often sent the students to water his plants, and whenever he wanted to
go fishing, he just gave them a holiday. So, he reproaches himself for his students’
unsatisfactory progress in studies.

Question.6. What shows M Hamel’s love for the French language? (Foreign 2014)
or
What did M Hamel tell them about the French language? What did he ask them to
do and why? (Delhi 2013)
Answer. In his last lesson, M Hamel told the students that the French language was the most
beautiful language in the world—the clearest and the most logical. He asked them to guard it
amongst themselves and never forget it, because when a people were enslaved, as long as
they held fast to their language, it was as if they had the key to their prison.

Question.7.What words did M Hamel write on the blackboard before dismissing the last
class? What did they mean? (Compartment 2014)
Answer. Before dismissing the last class, M Hamel turned to the blackboard, and wrote the
phrase, ‘Vive La France!’ as large as he could. These words meant ‘Long live France’, and
spoke of M Hamel’s great love for his country and his deep sense of patriotism.

Question.8. What made M Hamel cry towards the end of his last lesson? (Compartment
2014)
Answer. M Hamel had taught French at the school for the last forty years. He was emotionally
attached to the school and everything in and about it. He was really heartbroken to leave it
all. Besides, his own predicament reminded him that his country would soon lose its
independence. All this made him cry towards the end of his last lesson.
Question.9. How did Franz react to the declaration that it was their last French lesson?
(Delhi 2013)
or
What announcement did M Hamel make? What was the impact of this on Franz?
(All India 2011)
or
‘‘This is your last French lesson.” How did Franz react to this declaration of M Hamel? (Delhi
2010)
or
What changes came over little Franz after he heard M Hamel’s announcement?
(All India 2010)
or
What did the French teacher tell his students in his last French lesson? What impact did it
have on them? (All India 2009)
Answer. The French teacher M Hamel announced that he would be teaching his last French
lesson that day because the orders had come from Berlin to teach only German in the schools
of Alsace and Lorraine. On hearing this, all the students as well as Franz felt very sorry that
they would not be learning their mother tongue in future. Franz regretted not having learnt
his lessons. Earlier his books seemed a nuisance to him, but at that moment they became
very dear to him.

Question.10.What was the order from Berlin and what changes did it cause in the school?
(AU India 2013)
or
What changes did the order from Berlin cause in the school? (Delhi 2012)
or
What was the mood in the classroom when M Hamel gave his last French lesson?
(Delhi 2009)
Answer. The order from Berlin stated that only German will be taught in the schools of Alsace
and Lorraine. The order effected many changes, as an unusual silence prevailed in the school,
compared to the hustle and bustle earlier. M Hamel became soft in speaking to the students,
while the people realised the importance of their language. The villagers even attended the
school to show respect to M Hamel.

Question.11. How did M Hamel say farewell to his students and the people of the town?
(All India 2012)
Answer. At the end of his ‘Last Lesson’,. M Hamel stood up to say farewell to his students and
the people of the town. He tried to speak, but overwhelming emotion choked his voice. He
then wrote as large as he could on the blackboard ‘Vive La France’; then he dismissed the
class with a gesture with his hand.
Question.12. What was Franz expected to be prepared with for the school that day? (Delhi
2011)
Answer. Franz was expected to be prepared with participles that day. His teacher M Hamel,
was to question him on the topic. Franz had not learnt his lessons and feared to be scolded
by him.

Question.13. What had been put up on the bulletin-board? (Delhi 2011)

Answer. Since the last two years the bulletin-board had news of lost battles, the draft and the
orders of the commanding officer. On that day a notice had been put up stating that orders
from Berlin were to teach only German in the schools of Alsace and Lorraine.

Question.14. Who did M Hamel blame for the neqlect of leaminq on the part of boys like
Franz?
(Delhi 2011)
Answer. M Hamel blamed himself for the neglect of learning on the part of boys like Franz.
He himself was not quite regular and took leave whenever he needed it, which reflected on
the behaviour and studies of the students. He also blamed their parents for not taking
mterest in their education.

Question.15. Franz thinks, “Will they make them sing in German, even the pigeons?” What
does
this tell us about the attitude of the Frenchmen? (All India 2011)
Answer. This shows that the Frenchmen were full of hatred and desperation against the
Germans. Besides, they feared German atrocities. They thought that they would be forced to
read German and no one will be spared.

Question.16. Mention two thingsLabout M Hamel that surprised Franz on his last day at
school.
(Foreign 2009)
Answer. M Hamel didn’t scold Franz for being late; instead he told him very kindly to go to his
place. Also, that day he was dressed in his best clothes; he was in his beautiful green coat,
frilled shirt and little black silk cap with embroidery, which he wore only on inspection or
prize days.

Question.17. How was the scene in the school in the morning of the last lesson different
from that
on other days? (Delhi 2008)
Answer. Usually, there used to be great hustle and bustle when the school began. The din of
opening and closing of the desks, lessons being repeated in unison and the rapping of the
teacher’s ruler on the table, could be heard out in the street. But that day, it was all very
quiet and still as on a Sunday morning.
 Long Answer Type Question (6 Marks, 120-150 words)

Question.1. What changes did the narrator find in the school when the order from Berlin
came? (Ail India 2008)

Answer. The order from Berlin prohibited teaching of French in the schools of Alsace and
Lorraine. Instead, German was to be taught in the schools. Franz was late for school that day.
He noticed that the hustle and bustle was missing. There was no opening and closing of
desks, no repetition of lessons or rapping of the teacher’s ruler on the table could be heard. It
was all very quiet and still.
Franz was further surprised because, instead of meeting an angry teacher, he was welcomed
by a kind and polite teacher, who was dressed in his best clothes, a beautiful green coat,
frilled shirt and an embroidered silk cap, which he wore only on inspection and prize days.
The back benches were occupied by the village people who never came to school, as they
were more concerned about their livelihood. He was further astounded to know that , M
Hamel was going to teach his last lesson that day.

POEM 1: MY MOTHER AT SIXTY SIX

About the Poet

The poet, Kamala Das also wrote by her pen-name of ‘Madhavikutty’. She was born in Kerala
and is one of India’s first poets. Her subject – matter is basically related to her personality-
beautiful, sensitive, bold and tormented. External factors do not reflect in her writings, her
writings bring out her true inner feelings.

Her favorite poem is ‘composition’. In the poem ‘My mother at sixty six’, she talks about her
mother. This poem is based on mother-daughter relation and the poet shares her feelings for
her mother.

Summary of the poem

This is a touching poem written by Indian poet Kamla Das who wrote under the pen name of
‘Madhavikutty’. In this poem, she describes her feeling of love and attachment towards her
ageing mother.

Once, the poet went to visit her mother. She was on her way back to the the airport to return
to Cochin. She looked at her mother who was seated beside her in the car. Her mother had
dozed off to sleep and her ageing face – was smoky in colour like ash. Her mouth was open
and she resembled a dead body. The poet realized that her mother was old. She felt pain and
sympathy for her. Her mother needed love, affection and care.
In order to come out of the gloom, the poet shifted her glance and looked out of the car’s
window. There she saw young trees pass by. Little children were running out of their houses
into the playgrounds. These things were contrary to the ageing face of her mother. They
symbolised energy, life and happiness.
As they reached the airport and the poet was about to leave for the aeroplane, she glanced
at her mother one more time. Her mother appeared weak and pale just like the moon in the
winter season which seems to have lost all its strength. The poet felt the pain and fear of
losing her mother. She was reminded of her childhood when she used to fear losing her
mother. As a child she could not bear to be separated from her mother even for a few
moments. Now the loss would be permanent as her mother was about to die and she would
lose her forever.
The poet did not express her feelings. She smiled and said “see you soon, Amma” because
she wanted that her mother should live and they could meet again.

The poem revolves around the theme of advancing age and the fear that adheres to its loss
and separation. It is a sentimental account of the mother’s approaching end through the eyes
of the daughter. The seemingly short poem touches upon the theme of the filial bond
between the mother and daughter smeared in the backdrop of nostalgia and fear. Nostalgia
of the past (the time spent with the mother) and fear of the future without her.

It is a short poem, without a full stop, the poem is like a long sentence, over flowing thought
process. The poet uses the device of comparison and contrast, simile and repetition.
NEW / DIFFICULT WORDS

1) doze: a short, light sleep

2) ashen: very pale, like ash.
3) corpse: a dead body.
4) sprinting: here, shooting out of the ground.
5) spilling: here, to move out in great numbers.
6) wan: unnaturally pale, as from physical or emotional distress.
7) ache: pain.

Poetic Devices

In “My Mother at Sixty-Six,” there are several poetic devices. Those devices make the poet’s
thoughts more appealing to readers. Let’s explore the poetic devices used in the poem.

Enjambment

The most important literary device used in this poem is enjambment. Das does not use any
stop marks throughout the text. She enjambs the lines to create a chain of thoughts. Each line
proceeds to the next line for completing a single idea. The whole idea becomes clear after
going through a few lines. For example, the context becomes clear after reading the first four
lines:

Driving from my parent’s

home to Cochin last Friday

morning, I saw my mother,

beside me,

2.Alliteration
It occurs in the phrase “my mother”. The “m” sound gets repeated at the beginning of these
words. As the consonant sound is repeated, it is also an example of consonance. It can also
be found in the following phrases:
“Sixty-Six”
“put that thought”
“smile and smile and / smile …” etc.
3. Simile
…her face

ashen like that

of a corpse…
Here the poet explicitly compares the color of her mother’s face to that of a corpse. The pale
old face of her mother also makes the poet think about her future. She visualizes the image
of funeral ashes while staring at her aging mother.
that she was as old as she
looked …
In these lines, the speaker compares the physical features of her mother to the signs of age
by using the linker “as”.
… I looked again at her, wan, pale
as a late winter’s moon …
Here, the speaker compares her mother’s face to a “late winter’s moon”. She uses the image
of the moon to depict the similarities between the color of her mother’s face and that of the
moon.
4. Personification
… Young
Trees sprinting - The poet capitalizes the first letters of both of these words “Young” and
“Trees”. She does so for personifying the trees. Here the poet invests the trees with the idea
of sprinting. The phrase also contains a personal metaphor. Here, the poet uses a personal
adjective to describe the trees.
5. Metaphor
There is an interesting metaphor in the line:
… the merry children spilling
out of their homes
Here the energy and spontaneity of the children are compared to a glass full of liquid. The
glass or the container is their home. The children are the liquid that fills the home with
laughter and joy. By looking at the kids, it seems they are spilling out their energy while
playing.
late winter’s moon
This phrase contains a metaphor too. Through this phrase, the poet portrays the pale-white
color of the moon during winter’s end. It is comparable to the face of an aged person.
6. Metonymy
The phrase “merry children” is a metonym for freshness and liveliness. The variety used here
is “symbol for the thing symbolized”.
A similar use of metonymy can be found in the phrase “late winter’s moon”. It is a metonym
for death and old age.
7.Tautology
away, I looked again at her, wan, pale
“Wan” and “pale” both have the same meanings. Repeating the words having a similar
meaning is called tautology in figurative language.
8. Palilogy and Polysyndeton
all I did was smile and smile and

smile …

In the last line of the poem, readers can find two literary devices. Firstly, the conjunction
“and” is used twice for the sake of emphasis. It is called polysyndeton.

Secondly, the same word “smile” is repeated thrice (repetition). It is called a palilogy. These
two poetic devices belong to the figures based on construction.
Mind Map
My Mother at Sixty-Six Important Questions

Extract Based Questions (4 Marks)

Question.1. Read the extract given below and answer the questions that follow.
I looked again at her, wan, pale
as a late winter’s moon and felt that old
familiar ache, my childhood’s fear,
but all I said was see you soon, Amma,
all I did was smile and smile and smile ……… (Foreign 2014; Modified)
(a) What was the poet’s childhood fear?
(b) What were the poet’s parting words?
(c) What is the poetic device used in these lines?
(d) Why did the poet smile and smile?
Answer. (a) In her childhood, the poet was insecure about losing her mother, just as all young
children often are.
(b) The poet’s parting words were, “See you soon, Amma”, which are suggestive of the hope
that they will meet again.
(c) The poetic device used in these lines is simile, where the mother’s dull and lifeless face is
compared to a late winter’s moon.
(d) The poet smiled and smiled (meaning that she smiled continuously) because she was
trying to hide her real feelings. She feared the fact that she might not see her mother again,
which left her almost in tears.

Question.2. Read the extracts given below and answer the questions that follow.
……….but soon
put that thought away and
looked out at young
trees sprinting, the merry children spilling
out of their homes……………
(a) What thought did the poet drive away from her mind?
(b) What did she see when she looked out of the car?
(c) How do you know that the joyful scene didn’t help her drive away the painful thought
from her mind?
(d) What are the merry children symbolic of? (Compartment 2014; Modified)
or
(a) Which thought did the poet put away?
(b) What do the ‘sprinting trees’ signify?
(c) What are “the merry children spilling out of their homes”, symbolic of?
(d) Why does the poet make use of the images of ‘young trees sprinting’ and ‘merry
children spilling’? (Delhi 2014; Modified)
or
(a) Who looked out at the young trees?
(b) Which thought did she put away?
(c) What do young sprinting trees signify?
(d) Why are the trees described as sprinting? (Delhi 2008)
Answer. (a) The poet drove away the painful thought of the distressing reality that her
mother was getting old and she might die anytime.
(b) When she looked out of the car, she saw young trees on the roadside, which appeared to
be moving. She also saw a group of children, merrily rushing out of their homes to play.
(c) As the poet passed through security check at the airport and happened to look at her
mother, she was again haunted by the same fear of losing her to death. This shows that the
joyful scene earlier didn’t help drive away the painful thought from her mind.
(d) The merry children are symbolic of the exuberance of youth. The energetic and lively
children present a contrast to the poet’s mother who has grown old and pale.
or
Answer. (a) The poet put away the thought of the-distressing reality of her mother getting old
and of her impending death.
(b) The ‘sprinting trees’ signify time that has passed at a fast pace.
(c) The merry children epitomise bubbly youth. They represent the exuberance and liveliness
of young age.
(d) The poet makes use of these images to emphasise the contrast between old age and
youth.
or
Answer. (a) The poet Kamala Das looked out at young trees.
(b) Seeing her aged mother, she felt insecure about the fact that she might be separated from
her mother. The poet was also feeling guilty for neglecting her. She wondered if she would
see her mother alive next time. However, she soon put these thoughts away.
(c) The young sprinting trees symbolise happiness, strength and vigour which are the
characteristics of youth in contrast to the dullness of old age.
(d) As the poet looked outside the window of her moving car, the trees appeared to be
moving fast in the opposite direction. So, they are described as sprinting.

Question.3. Read the extract given below and answer the questions that follow.
Driving from my parent’s
home to Cochin last Friday
morning, I saw my mother, beside me
doze, open mouthed, her face ashen like that ‘
of a corpse and realised with pain .
that she was as old as she looked …
(a) Where was the poet driving to?
(b) Why was her mother’s face looking like that of a corpse?
(c) What did the poet notice about her mother?
(d) Why was the realisation painful? (All India 2013; Modified)
Answer. (a) The poet was driving to Cochin airport from her parent’s home.
(b) Her mother’s face had lost all its glow and colour. It was nearly lifeless. That is why it was
looking like a corpse’s face.
(c) The poet noticed that her mother was sleeping with her mouth open. Her face looked like
that of a corpse. She suddenly realised that her mother had become very old.
(d) The realisation that her mother had grown very old was painful because it brought with it
the distressing thought that she was also nearing her death, whose cruel hands would
separate the poet from her mother.
Question.4. Read the extract given below and answer the questions that follow.
…….and
looked but soon
put that thought away and
looked out at young
trees sprinting,
the merry children spilling
out of their homes,………..
(a) Name the poem and the poet.
(b) What did the poet realise? How did she feel?
(c) What did she do then?
(d) What did she notice in the world outside?
Answer. (a) The name of the poem is ‘My Mother at Sixty-Six’ and the poet is Kamala Das.
(b) The poet realised that her mother was getting old and was nearing her impending death.
She felt afraid of losing her mother, the same fear which she used to face in her childhood.
(c) The poet at once turned her face away from the harsh reality and looked out of the
window to divert her mind.
(d) The poet.saw green trees sprinting by. She also saw a group of children who were
exuberant, enthusiastic and were merrily coming out of their houses.

Question.5. Read the extract given below and answer the questions that follow.
…………….and felt that old
familiar ache, my childhood’s fear,
but all I said was, see you soon, Amma,
all I did was smile and smile and smile
(a) What was the childhood fear that now troubled the poet?
(b) What do the poet’s parting words suggest?
(c) Why did the poet smile and smile?
(d) Explain, “that old familiar ache.” (Delhi 2009; Modified)
Answer. (a) As a child the poet was insecure about losing her mother and the same fear has
come again now when her mother has grown old.
(b) The poet, while parting, smiled and said to her mother that she would see her soon. This
expression of her suggests that though she was aware that her mother was quite old and
weak, yet she could not do anything about it. She could not even communicate her true
feelings to her mother.
(c) The poet smiled and smiled only because she wanted to hide her fears from her mother.
She was reassuring herself and also her mother that they would meet again.
(d) “That old familiar ache” refers to the agony and pain of separation from her mother that
the poet felt in her childhood, as she feared that she might iose her mother.

Textual Questions (solved)

Think it out

1. What is the kind of pain and ache that the poet feels ?
:
The poet (here poetess) is deeply attached to her mother who is pretty aged, weak and pale.
She is troubled to think that the old mom might depart in her absence.

2. Why are the young trees described as ‘sprinting’ ?

The young trees running spiritedly stand in sharp contrast to the aged and pale looking
mother. The trees symbolise youth and life, whereas the old mother is slipping towards the
grave.

3. Why has the poet brought in the image of the merry children spilling out of their homes
?

The little children are full of life, hope and cheerfulness. They have just begun life and have a
long way to go. The old and weak mother of the poetess, however, is fast losing hold on life.
She could breath her last any day in near future. The image of cheerful children makes the
sight of the mother all the more painful.

4. Why has the mother been compared to the ‘late winter’s moon’ ?

The old mother is pale and cheerless. The moon also in late winter loses its shine or
brightness. So she has been compared to the winter’s moon.

5. What do the parting words of the poet and her smile signify ?

The poetess is taking leave of her mother. She is going to fly to some distant place. She is not
sure of meeting the old lady again. But she hides her fears, smiles and assures mother that
they would meet again.

Important Short Answer Type Questions (3 Marks, 30-40 Words)

Question.1. How does Kamala Das try to put away the thoughts of her ageing mother?
(Delhi 2014; Modified)
Answer. Kamala Das finds the thoughts of her ageing mother very painful and disturbing. It is
hard for her to accept the fact of her mother growing old, as it brings back to her mind her
childhood fear of losing her mother. She makes a deliberate effort to drive or put away such
thoughts by looking out of the moving car, at the trees ‘sprinting’ and the joyful young
children rushing out of their homes.

Question.2. What was the poet’s childhood fear? (All India 2014)
or
What were Kamala Das, fears as a child? Why do they surface when she is going to the
airport? (All India 2011)
Answer. As a child Kamala Das was insecure about losing her mother just as all young
children often are. The same feelings are evoked inside her while she is on the way to the
airport, as she sees her mother’s pale face, which is a sign of her old age and impending
death.

Question.3. What do the parting words of Kamala Das and her smile signify? (Compartment
2014)
or
What do the parting words of the poet and her smile signify? (All India 2010)
Answer. The poet’s parting words and her smile are a facade to hide her feelings of insecurity.
The pale and senile appearance of her mother brings back her childhood fear of losing her
mother. She can definitely experience the pangs of separation, yet she bids her farewell in a
pleasant manner. She reassures her mother that all will be well and they would meet again.

Question.4. Why has the poet’s mother been compared to the “late winter’s moon”? (Delhi
2013)
or
Why has Kamala Das compared her mother to a “late winter’s moon”? (Foreign 2011)
Answer. The poet has used this simile as ‘the late winter’s moon’ looks too hazy and lacks
brightness and lustre. Similarly, the mother, who is now sixty-six, is pale and has a shrunken
and ashen face. She is devoid of the effervescence and exhilaration of youth.

Question.5. Why are the young trees described as ‘sprinting’? (Delhi 2012,2010)
Answer. The poet is travelling in a speeding car and the roadside trees seem speeding past or
sprinting in the opposite direction. The poet has contrasted the ‘young trees’ which are
moving fast to her mother, who is old and slow.

Question.6. What were the poet’s feelings at the airport? How did she hide them? (All India
2012)
Answer. The poet was torn apart by the feeling whether she would see her mother alive the
next time or not. She hid her feelings by smiling reassuringly at her mother.

Question.7. What do the parting words of the poet Kamala Das to her mother signify? (All
India 2012,2009,2008)
Answer. The parting words of Kamala Das to her mother signify her anxiety and fear about
her mother’s frail health. They also express the hope that her mother would survive till they
meet again. .

Question.8. Why has the poet brought in the image of the merry children spilling out of
their homes? (Foreign 2008)
Answer. The young children spilling out of their homes represent the exuberance and vigour
of youth. They are in complete contrast to the poet’s mother. Perhaps the poet has used the
image to bring out the pangs of old age.

Vistas: Story 1: The Third Level

Introduction
The Third Level by Jack Finney is about the harsh realities of war. War has irreversible
consequences thus leaving people in a state of insecurity. It is also about modern day
problems and how common man tends to escape reality by various means. In this story, a
man named Charley hallucinates and reaches the third level of the Grand Central Station
which only has two levels.

Summary
The story revolves around a 31 year old man named Charley, who experienced something
weird. One day after work coming from the Subway, he reached the third level of the Grand
Central station (which doesn’t actually exist). He reminisces the entire experience with his
psychiatrist friend Sam.

Charley thought he experienced time travel and had reached somewhere in the
eighteen-nineties, a time before the world saw two of its most deadliest wars. As soon as he
realised what time he is in, he immediately decided to buy two tickets to Galesburg, Illinois;
one for himself and the other for his wife. Unfortunately, the currency used in that century
was different. Thus, the next day he withdrew all his savings and got them converted even if
it meant bearing losses. He went looking for the third level but failed to find it. It worried his
wife and the psychiatrist Sam who told him that he is hallucinating in order to take refuge
from reality and miseries of the modern world which is full of worries.

Charley thus resorts to his stamp collection in order to distract himself when suddenly one
day he finds a letter from his friend Sam who had gone missing recently. Sam wrote that he
always wanted to believe in the idea of third level and now that he is there himself, he
encourages Charley and Louisa to never stop looking for it.

Meaning:
Stack- a pile of objects, typically one that is neatly arranged
Timetables- a schedule showing the departure and arrival times of trains,
buses or aircraft
Waking dream- an involuntary dream occuring while a person is awake
Wander- walk; roam
Gabardine- a smooth, durable, twill-woven worsted or cotton cloth
Suburban- residential
Ducked- lower the head or body quickly
Arched- curved
Bumping- knock or run into something
Vest- a garment worn on the upper part of the body
Snapped- break suddenly and completely
Locomotive- a powered railway vehicle used for pulling trains
Clerk- administrator

Textual Questions (solved)

Read and Find Out
1. What does the third level refer to?
The third level refers to the subway of the Grand Central Station that takes passengers to
Galesburg, Illinois. The third level on the station was a medium of escape for Charley, the
narrator from the harsh realities of modern life. It provided him a base where he could
interweave fantasy and reality.
Page No:7
2. Would Charley ever go back to the ticket-counter on the third level to buy tickets to
Galesburg for himself and his wife?
No, Charley would never go back to the ticket-counter on the third level to buy tickets to
Galesburg for himself and his wife because third level was his imagination.
Page No: 7
Reading with Insight
1.Do you think that the third level was a medium of escape for Charley? Why?
Yes, I think that the third level was a medium of escape for Charley. Life in modern world is
full of insecurity, fear, war, worries and stress. Man has to confront them all the times. The
harsh realities of life make living quite unpleasant and even unbearable. So he wants to
escape into a wishful world. Charley talks to his psychiatrist friend about the third level at the
Grand Central Station. His friend calls it “a walking-dream wish fulfillment”. Charley possesses
an escapist tendency. Even his stamp collecting is a ‘temporary refuge from reality’.
2. What do you infer from Sam’s letter to Charley?
The way Charley came across Sam’s letter was surrounded in mystery. Among his oldest
first-day covers, he found an envelope. The envelope containing the letter bore the address of
his grandfather. It was written on July 18, 1894. The postmark showed the Picture of
President Garfield. Generally the first day covers have blank papers in them, but this one
contained a letter. The letter was addressed to Charley. In the letter Sam had informed
Charley that he was living on the third level. He had also told Charley and his wife to keep
looking for the third level. Clearly, the letter was a product of Charley’s imagination.
3. ‘The modern world is full of insecurity, fear, war, worry and stress.’ What are the ways in
which we attempt to overcome them?
We can overcome the anxieties and insecurities bred by our inevitable existence in the
modern world by getting involved in some practical and beneficial activities. Cultivating
hobbies, spending time with family and friends, going on trips and excursions, pursuing
meditation and exercises help us live a balanced and healthy life. Reading good books is
equivalent to having good friends with great insight. They not only enrich us with the vast
store of knowledge but also help us to learn from other’s experience and stay rooted to some
basic qualities of humanity. Joining hobby classes or gym, attending social events like
birthdays and weddings, going for outdoor games, interacting meaningfully through
social-networking sites and writing diaries etc can also help us relieve our worries and stay
focussed and disciplined in life. Simple activities like listening to music, playing with pets, an
occasional dinner out, watching cinema or plays or going to places like parks etc can go a long
way in helping us get rid of stress, boredom and insecurities.
4. Do you see an intersection of time and space in the story?
Yes, there are certain instances in the story that show an intersection of time and space.
Firstly, the first two levels of Grand Central Station were located in the present time while the
third level existed in the 1890s. Secondly, Charley and his wife, Louisa, live in the present time
yet he rushes to get old currency to buy two tickets to go to the Galesburg of 1894. Further,
the old architecture of the platform at the third level is different from the modern platforms
of the first two levels. Besides, the archaic manner of dressing by the people, and the
newspaper, The World, dated June 11, 1984 also overlaps with Charley’s real time world and
existence. Lastly, the letter that was mailed to Charley’s grandfather on 18th July, 1894
highlights the intersection of time and space as the sender (Charley’s friend Sam) and
receiver (Charley himself) belong to the present time.
5. Apparent illogicality sometimes turns out to be a futuristic projection? Discuss.
It is true that apparent illogicality sometimes turns out to be a futuristic projection. Before
the Wright Brothers invented the first aeroplane, nobody could have dared to believe that
man could fly. Before Alexander Graham Bell invented the telephone, it would have been
impossible to believe in long-distance talks happening in the real-time interface. Moreover,
there are examples of inventions, like that of inventing a modern-day sewing machine with a
needle that has hole on its wrong end, which were conceived in dreams but now are part of
our everyday reality. All this emphasises that fantasies of one point of time that seem illogical
may turn out to be revolutionary things that change the future of the mankind. Similarly, it
would not be far-fetched to think about railway stations fitted with time-machine devices
that would make travel from one era to another just a matter of time.
6. Philately helps keep the past alive. Discuss other ways in which this is done. What do you
think of the human tendency to constantly move between the past, the present and the
future?
Besides philately, there are numerous other ways to help keep the past alive. Collecting
historical artefacts, paintings and inscriptions in a museum, collecting and reading books
(including autobiographies, biosketches, letters and diary entries) written in different eras,
collecting and viewing documentaries and other videos are all a few ways of revisiting history.
Besides, we can keep our culture and traditions alive when we follow the rituals in
ceremonies, treasure memories in the form of videos, photographs and audio collections.
Also, reviving old monuments, buildings and other artefacts may prove a huge learning
opportunity to those visiting such places, and promote tourism at the same time.
The capacity to oscillate between the past, present and future is a great intellectual gift. This
human tendency enables him to plan for the future in the present by reaping benefits from
the past. Consider a very simple example of adopting a study technique for board exams.
Considering the past result (of class test or half yearly exams) a student makes a strategy plan
to address the weak areas more and score better in the future. Thus, such a tendency helps in
ensuring acceptance of the impact of important decisions taken at any point of time and
learning from them.
7. You have read ‘Adventure’ by Jayant Narlikar in Hornbill Class XI. Compare the
interweaving of fantasy and reality in the two stories.
In 'Adventure' Jayant Narlikar expressed that many world exist simultaneously though they
appear to be separated by time. He expressed that the other world also existed and
prospered with the world we are aware of. On the other hand, In the third level, Charley a
young New York commuter wandering Grand Central Station by accident finds a gateway that
leads to a real past of 1894. Seizing the opportunity Charley attempts to escape the rat race
by buying a one way ticket to his childhood town of Galesburg. Not having proper currency
for that period, he forced to postpone his plan to escape to the past.
Important Questions

Answer each of the following questions in about 30-40 words:

1. What does the third level refer to? What is the significance of the third level? (2001;
2004, Delhi)

The third level is a medium of escape through which man yearns to be away from life’s harsh
realities. Modem life is devoid of peace and tranquility so man in his quest to seek solace
escapes to a place where his aim is to seek the realization of his dreams and unfulfilled
wishes of his subconscious mind.
2. What convinced Charley that he had reached the third level at Grand Central Station and
not the second level? (2010 Delhi)

The general layout of the third level was different from that of the second level. It had
comparatively smaller rooms, fewer ticket windows and lesser train gates. The infor¬mation
booth in the centre was made of wood and looked old. The place with its brass spittoons did
not look very bright. So Charley was convinced it was not the second level.
3. How does Charley, the narrator describe the third level at Grand Central Station? (2013
Delhi)

Charley says that the rooms on the third level were smaller than that of the second level.
There were fewer ticket windows and train gates and the information booth in the centre was
wood and old looking. There were open- flame gaslights and brass spittoons on the floor.
Everyone at the station was dressed in nineteenth century dresses.

4. How did Charley make sure that he was not in the present time? (2002 Delhi)

To make sure that he was not in the present time, Charley did a reality check. He looked at
the newspapers which were on sale at a kiosk and found a copy of the newspaper ‘The
World’, which carried the main story on President Cleveland. Then he confirmed from the
Public Library files that the newspaper he had seen was dated 11th June, 1894.

5. How did Charley often get lost on the Grand Central Station? (2010 Delhi)

The Grand Central Station was growing like a tree pushing out endless corridors, doorways
and stairs like roots. It had intricate and tangled pathways. The network of passages was so
complicated that instead of reaching his destination, one did tend to move up and down to
look for entries and exits. So, Charley often got lost on this station.

6. Why did Charley suspect that Sam had gone to Galesburg? (2011 Outside Delhi)

When Sam disappeared all of a sudden and no one knew about his whereabouts, Charley
suspected he had gone to Galesburg as Sam was a city boy and liked Galesburg very much.
Then Charley found an envelope mailed to Sam by his grandfather from his home in
Galesburg and so it confirmed that Sam was indeed in Galesburg.

7. How does Charley describe Galesburg as it used to be in 1894? (2013 Comptt. Outside
Delhi)

Charley describes Galesburg as a quiet, simple and peaceful place with big old frame houses,
huge lawns and tremendous trees. The summer evenings were rather long and people sat out
on their lawns in a peaceful world, men smoking cigars and women waving palm-leaf fans.

8. What did Charley learn about Sam from the stamp and coin store? (2012 Outside Delhi)

From the stamp and coin store Charley gets to know that Sam had bought old style currency
worth eight hundred dollars. This money was sufficient to set him up in a little hay, feed and
grain business in Galesburg.
9. How did Sam reach Galesburg? What did he advise Charley to do? (2012 Outside Delhi)

Sam was fascinated by Charley’s description of Galesburg. He was so burdened by the

tensions and stress of modem life that he thought of escaping to the peaceful world of
Galesburg. His advice to Charley is that, he (Charley) and his wife, Louisa should come over to
Galesburg through the medium of the ‘third level’.

10. Why did the booking clerk refuse to accept the money? (2010 Delhi)

The booking clerk refuses to accept the money because the notes Charley had given him
were of old style. He did not pay in the currency notes that were in circulation in 1894. So the
clerk stared at him and told him, “That ain’t money, Mister”. He thought Charley was trying to
cheat him and even threatened to get him arrested.

11. Why did Charley rush back from the third level? (2012 Outside Delhi)

When Charley took out the modem currency to pay for the two tickets to Galesburg, the
ticket clerk accused him of trying to cheat him. He threatened to hand Charley over to the
police. Charley was frightened and he decided to rush back from the third level, lest he was
arrested and put into prison.

12. What is a first day cover?

First day covers are letters that philatelists collect. On the day when a new stamp is issued,
stamp collectors buy those stamps, stick them on the letters and post them to their own
address; when this letter reaches their home with the postmark and the date, they preserve
it in their collection. This letter is called a first-day cover. They’re never opened. They are just
preserved.

Answer each of the following questions in about 100-120 words.

1. How did Charley reach the third level of Grand Central? How was it different from the
other levels? (2009 Delhi; 2012 Comptt. Delhi)

One night Charley worked till late at the office. Then he was in a hurry to get back to his
apartment. So he decided to take the subway from Grand Central. He went down the steps
and came to the first level. Then he walked down to the second level from where the
suburban trains left. He ducked into an arched doorway that headed to the subway. Then he
got lost. Knowing that he was going wrong he continued to walk downward. The tunnel
turned a sharp left and then taking a short flight of stairs he came out on the third level at the
Grand Central Station. Here he saw many unusual things. There were very few ticket windows
and train gates that were old-looking and made of wood. Dim gaslights flickered and men
wore derby hats and four-button suits. It was a rather strange world of sideburns, beards and
fancy moustaches.

13. Do you think that the third level was a medium of escape for Charley? Why? (2005;
2008 Delhi)

The fears, anxieties and insecurities of the modem world are taking a toll on man’s mind. He
feels helpless and frustrated and seeks temporary respite from life’s harsh realities. Charley
too was unable to cope up with his fastpaced and stressful life so his flight to the third level
was undoubtedly a medium of escape for him. It is nothing but a creation of Charley’s own
mind. He wants to escape from the modern world’s insecurity, fear, worries and stress and so
seeks an exit, a medium to get away into the world of dreams and fancies.

14. What made Charley believe that the was actually standing at the third level? (2010
Comptt. Delhi)

One night Charley worked late at the office. He was in a hurry to get to his apartment. So he
decided to take the subway from Grand Central. He ducked into an arched doorway and then
he got lost. He walked down the steps to the second level, turned left and kept on walking.
He came out on the third level at the Grand Central Station. This was a different, old and
romantic world. So he was convinced that he was actually standing at the third level. There
were fewer ticket windows there which were made of wood and were old-looking. There
were open flame gaslights. He saw people with beards, sideburns and fancy moustaches.
Then he caught a glimpse of an old locomotive and also saw an 1894 issue of ‘The World’
newspaper. Perhaps Charley is under pressure to escape from the harsh world of realities. He
would like to escape to the peaceful world of 1894.

15.What kind of people did Charley ‘See’ at the third level? (2011 Outside Delhi, 2010
Comptt. Outside Delhi)

Having worked late at the office Charley decided to take a train back home. So he came to
Grand Central Station and from the second level he got lost while ducking into an arched
doorway and found himself inside a tunnel. This tunnel took him to another light of stairs and
he found himself on the third level of the station. As compared to the second level, the third
level had smaller rooms, fewer ticket windows and train gates. Everyone there was dressed in
‘eighteen-ninety-something’. Charley came across men and women wearing 19th century
dresses. Men sported fancy moustaches, beards and sideburns. Tiny lapels, four-button suits,
derby hats and pocket gold watches seemed to be in vogue. Women were wearing fancy cut
sleeves, long skirts and high-buttoned shoes. Charley was confused to see people sporting
old-fashioned clothes and hair styles at the third level.

16.How does Charley make his description of the third level very realistic? (2013 Comptt.
Delhi)

To make his description of the third level very realistic, Charley describes its minute details,
vividly comparing it to the second level of the Grand Central station. He says the rooms here
were smaller. There were fewer ticket windows and train gates, and the information booth
was wooden and old-looking. He also gives a detailed description about the people he saw at
the third level and their dresses. He says the people wore nineteenth century dresses; many
men had beards, sideburns and fancy moustaches. He also buys tickets to Galesburg, Illinois
thus making the reader believe that he was actually at the third level.

17.What is being inferred from Sam’s letter to Charley? (2003 Delhi)

Sam’s letter to Charley is dated 18th July, 1894. It is written from Galesburg, Illinois. In
response to Charley’s claim of having visited the third level, Sam who is equally insecure
wishes the entire episode is true, as he too believes in the existence of the third level. There
are some inferences made by the letter. The introductory part of the letter confirms Charley’s
belief in the existence of the third level. It also suggests that those who find the third level
can travel across to Galesburg and enjoy the festivities, songs, music and peaceful world of
the 1890s. So the author uses Sam’s letter as a unique combination of the real and fantasy
world.