LESSON-1 THE LAST LESSON

SUMMARY
Franz started for school very late that morning. He was afraid of being scolded
because M. Hamel was to question them on participles, and he did not know
the first word about them. He thought of running away and spending the day
out of doors. The warm bright day, the chirping birds, and the Prussian soldiers
drilling in the open field back of the sawmill were tempting. But he resisted the
temptation and hurried off to school. There was a crowd in front of the bulletin-
board near the town-hall. Wachter, the blacksmith asked Franz not to go so
fast. He assured the boy that he would get to his school in plenty of time.
Usually there was a great bustle when the school began but that day
everything was as quiet as Sunday morning.
Through the window Franz saw his classmates, already in their places and M.
Hamel walking up and down with his terrible iron ruler under his arm. Franz
opened the door and went in. He blushed and was frightened. M. Hamel very
kindly asked him to go to his place. Franz noticed that their teacher had put on
his beautiful green coat, his frilled shirt, and the little black silk cap, all
embroidered. He wore these only on inspection and prize days. The village
people were sitting quietly on the usually empty back benches. Everybody
looked sad; and Hauser had brought an old primer. M. Hamel said that it was
the last lesson he would give them. Henceforth, only German was to be taught
in the schools of Alsace and Lorraine. The new master would come the next
day. This was their last lesson of French. He wanted them to be very attentive.
Franz felt sorry that he had not learnt his lessons properly. The idea that M.
Hamel was going away made the narrator forget all about his ruler and how
cranky he was. Now Franz understood why M. Hamel had put on his fine
Sunday clothes and why the old men of the village were sitting there. They had
come to thank the master for his forty years’ faithful service and to show their
respect for the country that was theirs no more. M. Hamel asked Franz to
recite, but he stood there silent. The teacher did not scold him. He confessed
that his parents and he (the teacher) were at fault. Then he talked of the
French language-the most beautiful language in the world—the clearest, the
most logical. He asked them to guard it among them and never forget it. Their
language was the key to their prison.
Then they had lesson in grammar and writing. The pigeons cooed very low on
the roof. Franz thought if they would make even the pigeons sing in German.
All the while M. Hamel was sitting motionless in his chair and gazing at one
thing or the other. His sister was packing their trunks in the room above as
they had to leave the country next day. After writing, they had a lesson in
history, and then the babies chanted their ba, be, bi, bo, bu. Even old Hauser
was crying. All at once the church-clock struck twelve and then the midday
prayers. At the same moment the trumpets of the Prussians, returning from
drill, sounded under the windows. M. Hamel stood up. He wanted to speak but
something choked him. Then he took a piece of chalk and wrote on the
blackboard as large as he could “Vive La France!” After this he stopped and
leaned his head against the wall. Without a word, he made a gesture with his
hand to indicate that the school was dismissed and they might go.
SHORT ANSWER TYPE QUESTIONS
Q1. Why do you think was little Franz afraid of being scolded?
Ans: Franz was afraid of being scolded that day especially because M. Hamel,
the teacher, had said that he would question them on participles. Franz frankly
admits that he was totally ignorant about the topic. His exact words are: “I did
not know the first word about them.” Secondly, he had started for school very
late that morning.
Q2. “It was all much more tempting than the rule for participles.”
What did Franz find ‘much more tempting’? How did he finally react?
Ans: Franz found that it was a very warm and bright day. The birds were
chirping at the edge of woods. The Prussian soldiers were drilling in the open
field at the back of sawmill. He could gladly spend life out of doors. However,
he had the strength to resist the temptation. Finally, he hurried off to school.
Q3. “What can be the matter now?” says Franz. Why, do you think, did
he make this comment?
Ans: There was a bulletin-board near the town-hall. When Franz passed by it,
he noticed a crowd there. He did not stop to look at it. He wondered what could
be the matter then. For the last two yeairs they had received all the bad news
from the bulletin-board—the lost battle, conscription and the orders of the
commanding officer.
Q4. Who was Wachter? What did he ask Franz and why? How did Franz
react?
Ans: Wachter was a blacksmith. He was reading the latest bulletin. He asked
Franz not to go so fast to his school. He added that the little boy would get to
his school in plenty of time. Wachter had read the latest bulletin about
teaching of German. Franz thought that the blacksmith was making a fun of
him. So, he ran to the school and reached there breathless.
Q5. What was the usual scene when Franz’s school began in the
morning?
Ans: Usually, when the school began, there was a great bustle. The noise could
be heard out in the school. Students opened and closed their desks. They
repeated the lessons together very loudly. They kept their hands over their
ears to understand better. The teacher would go on rapping the table with his
great iron ruler.
Q6. How had Franz hoped to get to his desk? What had he to do and
why?
Ans: Franz had hoped to get to his desk unseen during the commotion. But
that day it was very quiet. So, Franz had to open the door and go in before
everybody. He blushed as he was late. He was frightened that the teacher
might rebuke him, but M. Hamel spoke kindly to him that day.
Q7. What three things in school surprised Franz most that day?
Ans: First, M. Hamel, the teacher had put on his fine Sunday clothes—his
beautiful green coat, frilled shirt and the little black silk cap, all embroidered.
Second, the whole school seemed quite strange and solemn. Thirdly, the
village people were sitting quietly like school children on the back benches that
usually remained empty.
Q8. Why had the villagers come to school that day? How did they
look?
Ans: The villagers had come there to thank M. Hamel for his forty years of
faithful service. They also wanted to show their respect to the country that was
theirs no more. They were sorry that they had not gone to school more. They
were sitting quietly and looked sad.
Q9. “What a thunderclap these words were to me!” Which were the
words that shocked and surprised the narrator?
Ans: M. Hamel, the teacher, told the children in a solemn and gentle tone that
it was their last French lesson. Henceforth, only German would be taught in the
schools of Alsace and Lorraine. The new master would come the next day. As
that was their last French lesson, he wanted them to be very attentive. The
teacher’s kind gesture and use of soft words shocked and surprised the
narrator.
Q10. How did Franz react to the declaration: ‘This is your last French
lesson’?
Ans: The words appeared startling and unexpected like a thunderclap. He now
understood why there was a crowd at the bulletin board, why the village people
had come to school, why the teacher was dressed in his Sunday best and why
there was sadness and silence in the school.
Q11. What tempted Franz to stay away from school?
Ans: Franz was not prepared Tor the test on participles. The Prussian soldiers
were drilling in the open field at the back of sawmill. The birds were chirping at
the edge of woods. These things tempted him. So he hurried off to school.
Q12. Who did M. Hamel blame for neglect of learning on the part of
boys like Franz?
Ans: He thought it typical with the people of Alsace. They would put off
learning till tomorrow. Parents are not quite anxious to have their children
learn. They put them to work on a farm or at the mills in order to have a little
more money. The teacher got his flowers watered or gave them a holiday. He
too neglected their lessons.
Q13. What did M. Hamel tell them about French language? What did
he ask them to do and why?
Ans: M. Hamel told them that French was the most beautiful language in the
world. It was the clearest and the most logical language. He asked them to
guard it among them and never _ forget it. He gave a reason also. When a
people were enslaved, as long as they held fast to their language, they had the
key to their prison.
Q14. Why were the elders of the village sitting in the classroom?
Ans: M. Hamel was taking the class of last French lesson. That is why elders of
the village were sitting in the classroom to attend it. It was done not only to
pay respect to [Link] but to pay respect to his own language.
Q15. How did Franz and other hoys enjoy their lesson in writing?
Ans: That day M. Hamel had new copies for them. The words “France, Alsace,
France, Alsace” were written on them in a beautiful round hand. The boys set
to work quietly. The only sound was the scratching of the pens over the paper.
Nobody paid any attention to the beetles who flew in.
Q16. How did M. Hamel feel and behave during the last lesson?
Ans: M. Hamel was solemn and gentle. He sat motionless in his chair during
the writing lesson. He gazed at one thing or the other. Perhaps he wanted to fix
in his mind how everything looked in that little school room. Surely, it must
have broken his heart to leave it all after forty years.
Q17. “He had the courage to hear every lesson to the very last.” What
led Franz to make this remark?
Ans: Franz noticed that M. Hamel was feeling sad on having to leave the place
sifter 40 years and not being allowed to teach French any longer. Yet, he kept
control on his emotions. He performed his duties faithfully. He heard every
lesson to the last. The school was dismissed only at mid-day prayer time.
Q18. What happened when the lesson in history was over?
Ans: After the lesson in history was over, the babies chanted their ba, be, bi,
bo, bu. Old Hauser, who was sitting at the back of the room, had put on his
spectacles. He was holding his primer in both hands. He was spelling the letters
with the babies.
Q19. “Ah, how well I remember it, that last lesson!” says the narrator.
Which scene does he remember more vividly than the others?
Ans: The narrator remembers the scene of old Hauser spelling the letters from
the primer with the babies. He too was crying. His voice trembled with emotion.
It was so funny to hear him that all of them wanted to laugh and cry at the
same time.
Q20. How did M. Hamel behave as the last lesson came to an end?
Ans: M. Hamel stood up in his chair. He looked very pale and tall. He wanted to
say some parting words, but something choked him. Then he wrote “Vive La
France!” on the blackboard with a piece of chalk. Then he stopped. He leaned
his head against the wall. Without a word, he made a gesture to the students
with his hand to permit them to go as the school was over.
LONG ANSWER TYPE QUESTIONS
Q1. Why was Franz scared that day? What did he see on his way to
school and how did he get to his desk?
Ans: Franz was not good at learning. He would rather take the day off and
waste time in searching birds’ eggs or going sliding on the Saar. Franz was
scared that day because M. Hamel had said that he would question them on
participles. Franz did not know anything about participles.
He found that the day was warm and bright. The birds were chirping at the
edge of the woods. The Prussian soldiers were drilling in the open fields. There
was a crowd in front of the bulletin-board near the town-hall.
Franz found the school room unusually quiet. So, he had no option but to open
the door and go in before everybody. He blushed and was frightened of the
teacher. M. Hamel spoke very kindly to him and asked him to go to his place
quickly. Franz jumped over the bench and sat down at his desk.
Q2. What order had been received from Berlin that day? What effect
did it have on the life at school?
Ans: An order had been received from Berlin that only German would be
taught in the schools of Alsace and Lorraine. This order had far-reaching effects
on the life at school. M. Hamel, who had been teaching French at the village
school for the last forty years would deliver his last lesson that day.
It was in honour of the last lesson that M. Hamel, the teacher had put on his
best clothes. Old men of the village were sitting quietly at the back of the
classroom. They were sad as well as sorry for they had not gone to school
more. They had come to thank the master for his forty years of faithful service
and to show respect for the country that was theirs no more.
The teacher addressed the students in a solemn and gentle tone. He asked
them to be attentive and explained everything quite patiently. He appealed to
them to preserve French among them. During slavery it would act as key to the
prison. He felt so overwhelmed by emotion that he could not bid farewell
properly.
Q3. What do you think is the theme of the story ‘The Last Lesson’?
What is the reason behind its universal appeal?
Ans: The theme of the story ‘The Last Lesson’ is linguistic chauvinism of the
proud conquerors and the pain that is inflicted on the people of a territory by
them by taking away the right to study or speak their own language and thus
make them aliens in their own land of birth. The story has a sub-theme also. It
highlights the attitudes of the students and teachers to learning and teaching.
Though the story is located in a particular village of Alsace district of France
which had passed into Prussian hands, it has a universal appeal. It highlights
the efforts of the victors to crush their victims—the vanquished people in all
possible manner—materially, spiritually, mentally and emotionally. Taking
away mother tongue from the people is the harshest punishment. The proper
equation between student and teacher, his focused attention, helpful and
encouraging attitude and kind treatment can encourage students to learn
better.
Q4. Comment on the appropriateness of the title ‘The Last Lesson’.
Ans: The story has an appropriate and suggestive title. It is the centre of
attention throughout and the whole story revolves around it. The beginning of
the story serves as preparation for it. The unusual quietness at school,
presence of village elders and the teacher in his Sunday best dress—all point
out to the unusual and unique occasion—the last lesson in French in a French
village school in a district conquered by the Prussians. While delivering the last
lesson, the teacher wants to transmit all his knowledge in one go. He explains
everything with patience and the students as well as old villagers listen
[Link] the narrator it is an unforgettable experience. “Ah, how well I
remember it, that last lesson,” says he. Old Hauser is crying and his voice
trembled with emotion. As the teacher is unable to express His emotions
because of choked throat, he ends the lesson by writing Wive La France’ on the
blackboard. He makes a gesture with his hand to indicate that the school is
dismissed and students can go home.
Q5. What impression do you form of M. Hamel on the basis of your
study of the story ‘The Last Lesson’?
Ans:M. Hamel is an experienced teacher who has been teaching in that village
school for forty years. He imparts primary education in all subjects. He is a hard
task master and students like Franz, who are not good learners, are in great
dread of being scolded by him. The latest order of the Prussian conquerors
upsets him. He has to leave the place for ever and feels heart broken. He feels
sad but exercises self-control. He has the courage to hear every lesson to the
last. His performance during the last lesson is exemplary. He is kind even to a
late comer like Franz. He uses a solemn and gentle tone while addressing the
students. He has a logical mind and can analyse problems and deduce the
reasons responsible for it. The problem for Alsace is that he (the district) puts
off learning till tomorrow.
He knows the emotional hold of a language over its users. He is a good
communicator and explains everything patiently. Partings are painful and being
human, M. Hamel too is no exception. He fails to say goodbye as his throat is
choked. On the whole, he is a patriotic gentleman.
HOT QUESTIONS
Q1. War causes destruction and spreads hatred. People feel insecure.
Discuss the disadvantages of war keeping in mind Franco-Prussian
war.
Ans: War is a great threat to mankind. Fear, anxiety, tension and hatred are
some of the offsprings of war. No individual is in favour of this brutal act.
Innocent people lose their life because of the vested interests of some of the
corrupt politicians. Moreover, war is not the solution to any problem. It only
increases the hiatus between two nations. The desire to overpower the other
disseminates hatred and the feelings of enmity. The aftermaths of Hiroshima
and Nagasaki are evident before us. It should also be remembered that each
nation is trying its level best to become a nuclear power. A nuclear bomb has
the power to devastate nations. Thousands of people will lose their lives. There
will not be any survivor. If someone is left alive, he/she will be crippled. There
is no doubt that war has put the human existence at stake. We have heard
seers say that one should shed one’s ego. The nations should also feel equally
important. No nation is self-sufficient. Peace enhances creativity and
productivity. The concept of a global village should be followed by all countries.
Thus, war does not benefit any individual. It must not be encouraged.
Q2. It is often said that each language is unique in itself. No language
is superior or inferior. People need to understand that a language is
one of the means of communication. Discuss this statement in the
light of the following lines: “My children, this is the last lesson I shall
give you. The order has come from Berlin to teach only German in
schools of Alsace and Lorraine. The new master comes tomorrow. This
is your last French lesson…”
Ans: Language is always considered a medium of communication. Man is a
gregarious animal. He has to interact with the fellow human beings. Therefore,
a set of complex symbols is designed to serve this purpose. We must ruminate
over the past before discussing the status of a language. There are
innumerable man made problems. At the dawn of civilisation there was no
discrimination on the basis of caste, colour, creed, language and nationality.
But in this century these problems exist. Nature does not segregate nations.
Scientific advancement, material prosperity, lofty aspirations, materialistic
attitude, a desire to rule the world and vested interests are some of the causes
of human sufferings. The concepts of all languages are similar. They have
nouns, pronouns, adjectives, adverbs, prepositions and conjunctions. As no
religion is insignificant in the same way no language is inferior. The
characteristics and nature of all languages are similar. The only difference is in
symbols and pronunciation. The purpose and objective of all languages are
synonymous. There is a dire need to understand that there should be only one
religion i.e. humanity and there should be only one language i.e. the language
of love. A language must not become the cause of rift among masses. It should
bring people together instead of spreading hatred. One should not despise
others because of their language. It is against human dignity and grace.
Q3. The people of Alsace and Lorraine were forced to study German.
They were not allowed to study French. It implies that students of the
area were taught only one language. They did not follow the concept
of three languages at school. Write an article on the topic Advantages
of Three Language System at school.
Ans: Advantages of Three Language System
India is a democratic state. It is replete with people who have diverse
backgrounds, and culture. Their customs and traditions vary. Their languages
are also different. The language of a South Indian is entirely different from that
of the North Indians. People have their regional languages and dialects too. In
such circumstances it becomes a herculean task to decide which language
should be taught at schools. So, India opted for three language system at
schools. It is a boon to the residents of a particular area. They do not feel that
their language is insignificant and ignored. They are given ample opportunities
to opt for the languages they intend to speak or learn. Pupils get fundamental
knowledge of three languages and can appreciate the literature of all these
three languages. Such students never face failure due to language barriers.
They bring laurels to their parents and nations as well. They explore new
avenues and horizons with an astonishing ease. Three language system must
be adopted by all nations so as to acquaint the children with various language
patterns. The people of Alsace and Lorraine could be taught both languages i.e.
German and French. Linguistic discrimination mars the future of humanity.
Q4. Teachers can act as trailblazers in the lives of pupils. They can
affect eternity. But the advancement of technology has changed the
role of a teacher. Write an article on the paradigm shift in educational
technology and the role of teachers.
It goes without saying that teachers shape the destiny of children. They mould
them according to their inbred potential and considerable talent. Dronacharya
taught his pupils together. But he could not make everyone so skilled in using
the bow and arrow as Arjuna. He identified his latent talent and tapped the
same potential. In modem education system teachers don’t have much time to
study the child. Children stay in the school campus for six hours a day and
study various subjects from teachers. At times it happens that the subject
teachers do not remember the names of students. They use PITs, projectors
and computers to make their lectures interesting. They lack any kind of
emotional attachment with the pupils. It has happened because of the
innovative educational tools and aids. Teachers are given softwares to teach
students. The teaching community has made students information seekers.
The role of a teacher has undergone a sea change. A teacher has become a
facilitator. He has no right to scold and punish the child. The dictum ‘spare the
rod, spoil the child’ has become obsolete and outdated. A teacher has to
understand the psychology of a child in a period of thirty minutes. The role of a
teacher is a mystery in today’s era.
III. Questions and Answers Extract Based
1. Usually, when school began, there was a great bustle, which could be
heard out in the street, the opening and closing of desks, lessons
repeated in unison, very loud, with our hands over our ears to
understand better, and the teacher’s great ruler rapping on the table.
But now it was all so still! I had counted on the commotion to get to my
desk without being seen; but, of course, that day everything had to be
as quiet as Sunday morning.
Questions:
1. What was the great bustle when school began usually?
2. What do you understand by ‘Counted on the commotion?
3. What was the scene of the classroom that day?
4. Name the chapter and the writer.
Answers: When school began usually, there was a great bustle, which could
be heard out in the street, the opening and closing of desks, lessons repeated
in unison, very loud and teacher’s great ruler rapping on the table.
1. Counted on the commotion’ means getting an advantage of hubbub,
various heavy noises: disturbances spread out there.
2. That day, there was no noise in the classroom, everything had to
be as quiet as Sunday morning.
3. The chapter is ‘The Last Lesson’ written by ‘Alphonse Daudet’.
2. My last French lesson! Why, I hardly knew how to write! I should never
learn anymore! I must stop there, then! Oh, how sorry I was for not
learning my lessons, for seeking birds’ eggs, or going sliding on the Saar!
My books, that had seemed such a nuisance while ago, so heavy to carry,
my grammar and my history of the saints, were old friends now that I
couldn’t give up. And M. Hamel, too; the idea that he was going away,
that I should never see him again, made me forget all about his ruler and
how cranky he was.
 Questions:
1. How did Franz come to know that it was his last French lesson?
2. What did Franz usually do in place of learning his lessons?
3. Whom did Franz not give up then?
4. What feelings were appeared in Franz’s heart about M. Hamel?
Answers:
1. M. Hamel himself announced, “My Children, this is the last lesson I shall
give you. The order has come from Berlin to teach only German in the
schools of Alsace and Lorraine.” In this way, Franz came to know that it
was his last French lesson.
2. Franz usually went for seeking birds’ eggs or going sliding on the Saar!
Thus, he used to waste his time in place of learning his lessons.
3. Franz couldn’t give up then his books, his grammar and his history of
the saints. These were his old friends then after the announcement.
4. Franz became very sad thinking that he should never see him again,
he was going away. This made him forget all about his ruler and how
cranky he was.
3. Then, from one thing to another,’ M. Hamel went on to talk of the French
language, saying that it was the most beautiful language in the world
the clearest, the most logical; that we must guard it among us and
never forget it, because when a people are enslaved, as long as they
hold fast to their language it is as if they had the key to their prison.
Then he opened a grammar and read us our lesson. I was amazed to
see how well I understood it. All he said seemed so easy, so easy!
Questions:
1. What did M. Hamel say about the French language?
2. What advise did M. Hamel give about the language?
3. ‘Key to their prison’, explain the phrase.
4. Why Franz was amazed to see how well he understood it?
Answers:
1. M. Hamel told about the French language that it was the most beautiful
language in the world—the clearest, the most logical; that we must
guard it among us and never forget it.
2. M. Hamel advised to guard the language among us and never forget it,
because when a people are enslaved, as long as they hold fast to their
language it is as if they had the key to their prison.
3. ‘Key to their prison’ means ‘an escape from the slavery/boundation’.
This was referred by M. Hamel to the villagers.
4. Franz was amazed to see how well he understood it because before
that day, he was unable to understand anything regarding studies,
actually he was careless then.
[Link] at once the church clock struck twelve. Then the Angelus. At the same
moment the trumpets of the Prussians, returning from drill, sounded under our
windows. M. Hamel stood up, very pale, in his chair. I never saw him look so
tall. “My friends”, said he, “I—I—” But something choked him. He could not go
on.
Questions:
1. What is an ‘Angelus’?
2. What did Franz listen under their windows?
3. ‘I never saw him look so tall’. What does this mean?
4. Why M. Hamel couldn’t speak? What choked him?
Answers:
1. An ‘Angelus’ is a Catholic denotion/prayers memorializing the
incarnation. (Prayer for the honour of the God).
2. Franz noticed the trumpets of the Prussians, returning from the drill,
sounded under their windows.
3. ‘I never saw him look so tall’ means that Franz never saw M. Hamel
so tired, depressed and disappointed. He (M. Hamel) was looking
very pale and apathetic and lifeless.
4. M. Hamel couldn’t speak due to extensive sorrow and the wheeze
(cough) choked his throat.

POEM-1: MY MOTHER AT SIXTY-SIX

Summary
My mother at sixty-six is a poem whose author is Kamala Das. The writer is
famous for capturing the complications of relationships between human beings.
This poem is one of the best examples of bonding in humans. Especially the
bond between a mother and a daughter. This poem defines the fear of the
author of losing her mother. My mother at sixty-six summary will elaborate on
the feelings of the author and will also define the meaning of the poem.
Ageing is an inescapable phase of every human’s life. A person enters their
childhood, experiences adolescence when they are energetic and have so
many dreams. Finally, every person approaches their old age and then they
die. Relationships between people become much stronger in every phase of
life. No one can’t bear the separation from their loved ones just because of
ageing.
Firstly, when the author going to the Cochin airport with her mother she looks
at her carefully and presents before us her image. As she looks at her mother’s
soft and whitish face, she gets stuck with the fear of losing her mother. Her
mother with a sleepy face and open mouth is comparable to a corpse. Here,
the author shows love and affection in a relationship between a mother and a
daughter.
The poet is hurt and sad and shifts her attention outside the car for driving out
the undesirable feelings. She changes her bad mood. The scene from the
window of the car is of rising life and energy. The fast sprinting green and huge
trees alongside the cheerfully playing kids represent life, youth, and vitality.
The poet here is remembering about her own childhood. In her childhood, her
mother was young and beautiful. Whereas now her mother is surrounded by
the fear of losing her life and that made her insecure and sad.
She reaches the airport to take her flight. It shows departure and parting which
makes her sad. As she said goodbye to her mother, the image of the old
mother in the dusk of years strikes her. Here again, a simile is comparable with
her mother with a late-night moon of the winters. The light of the moon is an
obstacle by the fog and haze as she appears older now.
The poet is now feeling the pain of getting separated because of leaving her
mother. Her childhood fear of losing her loving mother now became so
terrifying. Now her mother could die of old age anytime unexpectedly. She is so
sad that she starts crying slowly without control but keeping a brave heart she
hides her tears and starts smiling. Thus, she offers her farewell to her old
mother and keeps her hope of seeing her mother alive again. She says “see
you soon, Amma”. She hides her tears and sorrow as she does not want to
make a painful and emotional environment. Moreover, she doesn’t want her
mother to cry and shows her that she is enjoying her life. She expects her
mother to be happy and enjoy her life just like her.
To conclude, my mother at sixty-six summary revolves around the beautiful
relationship between the poet and her mother. The summary shows the theme
of the advancing age of the mother of the author and the fear of separation.
This apparently short poem touches upon the theme of a beautiful bond
between the mother and the daughter. It shows how beautiful a relationship a
mother and a daughter can have.
SHORT ANSWER TYPE QUESTIONS
Q1. Where was the poet going and who was with her?
Ans: The poet was driving from her parent’s home to the Cochin airport. The
poet’s mother had come to see her off. She was sitting beside her. She was
dozing with her mouth open. The words ‘driving’ and ‘doze’ provide a contrast
between images of dynamic activity and static passivity respectively.
Q2. What was the poet’s childhood fear?
Ans: The child is always in fear of being separated from his parents. In the
same way, the poet’s fear as a child was that of losing her mother or her
company.
Q3. What does the poet’s mother look like? What kind of images has
the poet used to signify her ageing decay?
Ans: The poet’s mother is sixty-six years old. She is sitting beside the poet and
dozing with her mouth open. This is a sign of old age. Usually, old people keep
their mouth open to overcome breathing problems. Her face looked pale and
faded like ash. Actually, she is an image of death as her ‘ashen’ face looks like
that of a corpse.
Q4. What does the poet realise with pain? Why does the poet ‘put that
thought away’ and look outside?
Ans: The lifeless and faded face of the poet’s mother pains her heart. She
looks lifeless like a corpse. She provides an image of passivity, decay and
death. The old lady seems to be lost in her thoughts. The poet needs a
distraction, a change. She puts that thought away and looks outside. There she
gets a picture of life, happiness and activity.
Q5. Describe the world inside the car and compare it to the activities
taking place outside?
Ans: The pale and faded face of the poet’s mother looks lifeless like a corpse.
Her dozing with mouth wide open suggests passivity, decay and death. Outside
the car, the poet watches young trees speeding past them. They seem to be
running fast or sprinting. Happy children are moving out of their homes
cheerfully. They present an image of life, dynamism and activity.
Q6. Why does the poet look outside? What does she see happening
outside?
Ans: The thought of the ageing mother at sixty-six and her pale and ashen
face looking like a corpse becomes too heavy for the poet to bear. She needs a
distraction, a diversion and therefore she looks outside. She watches young
trees. These trees speed past them and appear to be sprinting. Then she sees
happy children moving out of their houses and making merry.
Q7. How has the poet contrasted the scene inside the car with the
activities going on outside?
Ans: The poet has used beautiful images to highlight the stark contrast
between the scene inside the car and the activities going on outside. The
‘ashen’ face of the poet’s mother is pale and lifeless. It looks like that of a
corpse. She is dozing and lost to herself. The image of the ‘dozing’ mother is
contrasted with the ‘spilling’ of children. The ‘ashen’ and ‘corpse like’ face is
contrasted with the young trees sprinting outside.
Q8. What does the poet do after the security check-up? What does she
notice?
Ans: They have to pass through a security check-up at the airport. After it, the
poet stands a few yards away. Before saying parting words to her mother, she
looks at her mother again. Her face looks pale and colourless like the late
winter’s moon. She presents a picture of ageing and decay.
Q9. Why is the poet’s mother compared to the late winter’s moon?
Ans: The poet’s mother has been compared to the late winter’s moon to bring
out the similarity of ageing and decay. The late winter moon looks hazy and
obscure. It lacks shine and strength. The poet’s mother has an ‘ashen’ face
resembling a corpse. She has lost her shine and strength of youth. The
comparison reinforces the impact.
Q10. What is the poet’s familiar ache and why does it return?
Ans: The poet is pained at the ageing and decaying of her mother. The fear is
that with ageing comes decay and death. The sight of her old mother’s ‘ashen’
and corpse-like face arouses “that old familiar ache” in her heart. Her
childhood fear returns. She is also pained and frightened by the idea that she
may have to face all these things herself.
Q11. How does Kamala Das try to put away the thoughts of her ageing
mother?
Ans: Kamala Das was in much trouble after seeing the lifeless and faded face
of her mother. The old lady seemed to be lost in her own thoughts. The poetess
turned away her attention from her mother and looked outside. The outside
world was full of life and activity. The young trees seemed to be running fast.
The children looked happy while moving out of their homes.
Q12. Why does the poet smile and what does she say while bidding
good bye to her mother? OR
With fear and ache inside her heart and words of assurance on lips
and smile on the face, the poet presents two opposite and contrasting
experiences. Why does the poet put on a smile?
Ans: The ‘wan’, ‘pale’, face of the poet’s mother at sixty-six brings an image of
decay and death. It brings that old familiar fear of separation back. She fears
the ultimate fate of human beings. But she has to put on a brave face. She
regains self-control. She composes herself and tries to look normal. She utters
the words of assurance that they will meet again soon. She tries to hide her
ache and fear by smiling continuously.
Q13. What poetic devices have been used by Kamala Das in ‘My
Mother at Sixty-six’?
Ans: The poem ‘My Mother at Sixty-six’ is rich in imagery. Kamala Das uses the
devices of comparison and contrast. The use of simile is very effective. The
face of the poet’s old mother is described as ‘ashen’. This ashen face is ‘like
that of a corpse’. The poet uses another simile. The “wan, pale’ face of the
mother is compared to ‘a late winter’s moon’. The poem excels in contrasts.
The old ‘dozing’ lady inside is contrasted with the young trees “sprinting” and
merry children “spilling” out of their homes.
Q14. What is the kind of pain and ache that the poet feels?
Ans: When the poet sees the pale and corpse-like face of her mother, her old
familiar pain or the ache returns. Perhaps she has entertained this fear since
her childhood. Ageing is a natural process. Time and ageing spare none. Time
and ageing have not spared the poet’s mother and may not spare her as well.
With this ageing, separation and death become inevitable.
Q15. Why are the young trees described as ‘sprinting’?
Ans: The poet is driving to the Cochin airport. When she looks outside, the
young trees seem to be walking past them. With the speed of the car they
seem to be running fast or sprinting. The poet presents a contrast—her ‘dozing’
old mother and the ‘sprinting’ young trees.
Q16. Why has the poet brought in the image of the merry children
‘spilling out of their homes’?
Ans: The poet has brought in the image of merry children ‘spilling out of their
homes’ to present a contrast. The merry children coming out of their homes in
large numbers present an image of happiness and spontaneous overflow of life.
This image is in stark contrast to the ‘dozing’ old mother, whose ‘ashen’ face
looks lifeless and pale like a corpse. She is an image of ageing, decay and
passivity. The contrast of the two images enhances the poetic effect.
Q17. What do the parting words of the poet and her smile signify?
Ans: The poet’s parting words of assurance and her smiles provide a stark
contrast to the old familiar ache or fear of the childhood. Her words and smiles
are a deliberate attempt to hide her real feelings. The parting words: “See you
soon, Amma” give an assurance to the old lady whose ‘ashen face’ looks like a
corpse. Similarly, her continuous smiles are an attempt to overcome the ache
and fear inside her heart.
Long Answer Type Questions:
Q1. Aging is a natural process; have you ever thought about what our
elderly parents expect from us?
Ans. Aging is a natural process. A person becomes weaker as he ages, he
needs support both mentally and physically. So, it is our duty to give our
elderly parents the love, emotional support and respect they deserve. Our
parents usually give us the best time of their lives to bring us up. Therefore, it
is our moral duty to respond in kind as they age.
Loneliness is common in the elderly, and they require companionship. The
pessimistic attitude they develop towards life can be avoided only if we lavish
them with love, importance, and empathy. They expect their children to sit
quietly and talk to them about what is going on in their lives, and to consider
their advice when making important decisions. Their depleted vitality can thus
be easily restored. This joy will inspire them to live life to the fullest. Thus,
ensuring that we give them the best time of their lives just as they once did for
us when we were younger.
Q2. Write a brief summary of the poem, ‘My Mother at Sixty-Six’ by
Kamala Das.
Ans. The poem begins with Kamala Das, the poet, is on her way to the airport
in Cochin, accompanied by her elderly mother. She suddenly realizes her
mother has grown old. Her face is ashen, as if she were a corpse. This thought
disturbs her because it reminds her of her mother’s impending death. As a
daughter, the thought of losing her mother disturbs her, and in order to distract
herself, she begins looking out the window at the trees that appear to be
sprinting as she drives a car. She also notices small children rushing out of
their homes to play outside. This brings back memories of her youth and
beauty. Her mother, on the other hand, is getting older. She has grown old and
is nearing the end of her life. This gives her a sense of insecurity. In contrast to
the young children and green trees, the mother has aged and become as pale
as the winter moon.
As she waves goodbye to her mother at the airport, the poet experiences the
same pain and fear she did as a child, but she masks her feelings with a smile
that assures her mother that she will return soon. So, even when the poet is
terrified of old age, her smile gives her mother hope of survival.
Q3. Imagine you are the poet’s friend. Write a dialogue exchange
between yourself and the poet where the latter confides in you about
her fears and asks for your advice. What would your advice be to face
her fears, to ignore them or something else?
Poet: Hi, how are you doing?
Friend: I am good, but you are not your usual self. What happened? You seem
lost somewhere else
Poet: I met my mother over the weekend. She is just sixty-six but was looking
older than her age.
Friend: Oh, they all look like that. My father is only fifty-nine but he already
looks like seventy. Poet: Not only that, but her health was also looking
deteriorated. I had to shift over here due to professional work. It was a pain
leaving her alone at home. I have not spent enough time with her lately. There
is so much I want to discuss with her, but don’t have time
Friend: Don’t worry, she will be well. We all seem afraid of the impending truth.
But, come on, face your fears boldly. Take a week’s off and spend time with
her. At least, you will not regret later in life.
Poet: But, my boss will not allow me to take off. You know the work pressure
we have right now at the office
Friend: Don’t worry, I will take care of that. I will work overtime for a couple of
days and cover up for you.
Poet: Thanks dear, you are truly a friend indeed. I will talk to boos in the
morning. Thanks and good night
Friend: So, cheer up now! All will be well. Good night.
Q4. Analyze the concept of losing our dear ones on account of old age
in the context of the poem.
Ans. The poem ‘My Mother at Sixty-Six’ captures the natural complexities of
the human mind, as well as the universal fear of losing our parents. Aging is an
unavoidable part of human life that we must accept regardless of the pain it
causes in our hearts. The poet discusses her mother, who is getting older and
has a pale and weak face. Her mother, who is sixty-six years old, is depicted as
an elderly woman in need of rest. The poet recalls how, even as a child, she
was terrified of losing her mother. Her fear has evolved over time into a fear of
losing her mother to death. Her attention is diverted by her mother’s failing
health, but she smiles, expressing her desire to see her soon.
Q5. In the last line of the poem, ‘My Mother at Sixty-six’, the word
‘smile’ is repeated three times. What is its significance?
Ans. Even after attempting to distract her from the fact that her mother was
aging, the poet couldn’t help but notice her mother’s fading face. She is afraid
that this is the last time she will see her mother. However, the poet chose to
conceal her fear from her mother. The poet uses the word “smile” three times
in the final line to emphasize that, while she is afraid of losing her mother and
is distressed by their separation, she does not let it show on her face. She
smiles to persuade herself and her mother that they will meet soon.
Q6. What are the main ideas combined in the poem ‘My Mother at
Sixty- six’
Ans. In this poem, the poet details what her mother looks like at the age of 66.
She also shares her pain at seeing her deteriorate so much. It was her last
Friday morning at home when she looked up at her mother as she drove to the
airport. The poet was not only injured but also shocked to see her sleeping with
her mouth open. She became all the more worried as she looked pale,
shrivelled and withered like a corpse. To distract himself from this pain and
suffering, she looked outside and saw young trees and children. She
understood in them life, vigour and vitality. Then to airport security. A similar
old age was reflected in her pale body. She compared her to a late winter
month and realized that it was due to old age. The poet smiled at her to see
her again and left. The poem was an example of the pain caused by old age
and separation.
Q7. In the poem “My Mother at Sixty-six,” how does the poet convey
the nuance of human relationships?
Ans. In the poem ‘My Mother at Sixty-six,’ the poet Kamala Das depicts a close
relationship between a mother and a daughter with such sensitivity that the
reader is moved by similar emotions. The poem is written in one continuous
sentence and depicts a single thread of thought interspersed with real-world
sights and sounds that connect to the main idea of old age and death. The poet
is about to leave the airport with her elderly mother. Her heart is gripped by
the agony of losing her mother to death, but she suppresses it. The fear in her
heart is hidden by a smile on her face, and she leaves knowing she will see her
mother again.
Q8. Read the following and answer the question that follows.
“but all I said was, see you soon, Amma,
all I did was smile and smile and smile…………….”
It is always painful to depart from our loved ones. Our hearts bleed but lips
smile. Nothing is more difficult than to wear an artificial smile, notwithstanding
the tragic fact that there may not be another meeting with the loved person.
Death is the ultimate goal of life.
After reading the above lines and the poem ‘My Mother at Sixty-Six’, do you
feel that death should be accepted silently and there is no use crying over
something inevitable? Or do you feel that sentiments don’t understand the
nature of death and sadness can’t cease? Justify your answer.
Ans. According to me, Death should be accepted silently because it is
unavoidable and our minds are aware of this. However, our hearts are unaware
of something that is unavoidable. It understands emotional language. It
understands how to laugh and cry. We all care about those close to us. Love is
a beautiful emotion and the foundation of life. We are heartbroken when
someone we care about dies. Our mind understands that death is the ultimate
goal of life, but our sadness is natural. Similarly, the author is aware that this is
most likely her last meeting with her mother. She is depressed, and her smile is
an attempt to hide it. She can’t stop loving her mother, and she can’t stop
mourning her mother’s departure and impending death.
Q9. Bring out the poetic devices used in the poem.
Ans. The poem “My Mother at Sixty-Six” is structured into a one-sentence
frame with commas. This shows one chain of thought that runs through. In her
poem, My Mother’s Sixty-six, Kamla Das employs imagery to convey her main
point: aging is natural, and we all have to go through it at some point in our
lives. We should not be concerned about aging because it is a natural process.
The poet employs imagery to convey the concepts of death and youth. “Trees
sprinting, happy kids spilling.” This is explained by the poet by comparing her
mother’s old age to trees and young children. Similes like “ashen as a corpse’s
face,” “as a late winter’s moon.” are used. The poet compares her mother’s old
age to a corpse and the moon in winter. They are symbols of hopelessness and
darkness. It refers to the symptoms of death caused by old age. The body and
ashes have arrived at the cremation facility. The poem reflects the poet’s fear
of losing her mother, which no one wants. She uses words and phrases like
“doze, open-mouthed,” “wan, pale as a late winter’s moon,” and “wan, pale as
a late winter’s moon” to describe these as signs of aging.
Young trees and children are personified by the poet. The young trees grow
quickly because children are active and represent youth, whereas their
mother’s face is pale, ashy, and corpse-like. Her youth is fleeting, and she will
soon be old like her mother. In My Mother at Sixty-six, the metaphor “children
spilling” is used. A child’s action represents youth, while her mother represents
old age. Youth and children are similar in that they are both active and not in
the state of dormancy like her mother.
Q10. Imagine the mother gets to know of the poet’s persona’s fears.
Write a letter, as the mother, telling the daughter why she must not
dwell on these fears.
You may begin this way:
Pallipuram
Cochin, Kerala
22 August ‘60
My dear Kamala,
I am writing to you because when you left me at the airport, I felt something
wasn’t right. Judging by how little you spoke that day ……………………….
………………………………………(continue)…………………………………
With love Amma
Ans.
Pallipuram
Cochin, Kerala
22 August ‘60
My Dear Kamala,
I’m writing to you because something didn’t feel right when you dropped me
off at the airport, judging by how little you said that day. I understand you were
attempting to conceal your fears. You are afraid that you will lose me and that I
will die soon. You can put your worries to rest, my child, because I am in the
prime of my health. I am actively performing my daily chores and am not
becoming tired; I am looking forward to meeting you soon. If everything goes
as planned, I’ll be shitting near you in about a month.
Having said that, my child, you must recognise that death is the ultimate truth
of life. The one who is bom must perish. We will all face this fate sooner or
later. As your guide and mentor, I would advise you to face this truth boldly, as
it will be realized in my case as well. Remember, when that day comes, I want
you to cherish the happy times we shared and move on with your life, not
mourn. I look forward to seeing you soon.
With love Amma
Extract based questions:
1. I saw my mother,
beside me,
doze, open mouthed, her face
ashen like that
of a corpse and realized with
pain
that she was as old as she
looked but soon
put that thought away, ….
1. What worried the poet when she looked at her mother?
2. Why was there pain in her realization?
3. Why did she put that thought away?
4. Identify the figure of speech used in these lines.
Answer:
1. When she looked at her mother the poet was worried about her frail health
and old age. Her mother’s face looked ashen like a corpse and she feared that
it might be their last meeting.
2. There was pain in her realization as the poet feared she would lose her
mother. She couldn’t reconcile to the thought of being left and separated from
her mother forever.
3. She put that thought away because it gave her great anxiety and pain.
4. A ‘simile’ is used in the above lines (Tike that of a corpse’).
2. looked out at young
trees sprinting, the merry children spilling
out of their homes, but after the airport’s
security check, standing a few yards
away, I looked again at her, wan,
pale
as a late winter’s moon and felt that
old
familiar ache, …………..
1. How can the trees sprint?
2. Why did the poet look at her mother again?
3. What did she observe?
4. Identify the figure of speech used in these lines.
Answer:
1. The trees seem to sprint as they were moving past them as the car was
moving ahead at a high speed.
2. The poet was feeling anxious and insecure and thus looked at her mother
again to reassure herself about her well-being.
3. She observed that her mother’s face had become pale and withered like the
late winter’s moon.
4. A ‘simile’ is used in the above lines — “wan, pale as a late winter’s moon”.
3.“and felt that old
familiar ache, my childhood’s fear, hut all I said was, see you soon, Amma all I
did was smile and smile and smile_ _“
1. Name the poem.
2. What was the poet’s childhood fear?
3. What does her smile signify?
4. What does the word, ‘ache’ mean?
Answer:
1. The poem is ‘My Mother at Sixty-Six.’
2. The poet’s childhood fear was of losing her mother and never being able to
see her.
3. Her elongated and superficial smile signifies a sign of reassurance that she
gives to herself and her mother.
4. The word ‘ache’ means ‘pain.’
 VISTAS
CHAPTER-1: THE THIRD LEVEL
Summary
Third Level Summary – It is a story about a 31-year-old man name, Charlie.
Besides, this is a psychological story that refers to the subway at the grand
central railway station which takes passengers to Galesburg. In addition, this
subway becomes the interconnection between the narrator’s harsh reality and
fantasy. Moreover, the third level was a way of escape for Charley. As life in the
modern world is full of uncertainties worries and stress, it takes Charley to a
different world that his friend also calls, “a walking dream wish fulfilment.”
Further, the story is about Charley’s tendency to escape from the world. Most
importantly, the third level starts because of Sam’s letter written on 18th July
1984. This story shows the connection between time and space.
In New York, the Grand Central Station has two levels. Nonetheless, Charley a
31-year-old city resident talks that there exists a third level. Also, he claims
that he has been there. To talk about this problem he visits a psychiatrist
friend. He calls it a “walking-dream wish fulfilment” and explains Charley’s
psychology by saying that “the modern world is full of fear, insecurity, war, and
worry…..” and everybody wants to escape to some “temporary refuge from
reality.” As for him, hobbies like stamp collection is an indicator of this escape.
At times the Grand Central Station seems like a maze to Charley. While taking
the subway earlier he had lost his way a couple of times. One time he entered
the lobby of the Roosevelt Hotel. While the other time he appeared at an office
building that was three blocks away. However, this time he loses his way and
something unique occurs. Charley visits the third level!
In the silent hallway, Charley keeps walking, turning left, and sloping
downward, until he touches an architecturally old station, which is totally
different from the two familiar levels. Moreover, this old small room with fewer
ticket counters and train gates, a wooden information booth, wavering open
flame gas lights and brass spittoons. All this remind him of the architecture of
the 1800s. Further, he sees people in outdated outfits. When he noticed the
date in the newspaper ‘The World’ he sees 11 June 1894. When he tries to buy
two tickets, he realizes that he needs old [Link] always wanted to travel
to Galesburg with his wife, Louisa. Back in his head, it is “a wonderful town still,
with big old frame houses, huge lawns, and tremendous trees….” The place
has pleasant and long summer dusks and where people have ample of time.
Hence, the next day during lunch, he exchanges three hundred dollars for old
currency amounting to some two hundred only. In addition, the amount doesn’t
bother him as he believes that everything there will be cheaper. However, he
could never again find the corridor that leads him to the third level.
When her wife came to know about this she asks him to stop looking.
Unexpectedly, his friend Sam Weiner also disappear and his wife keeps on
looking for him for in the weekends. Moreover, Sam was the one whom Charley
shares his idea about Galesburg.
Charley inherited the hobby of stamp collection from his grandfather. And
someday while looking at the stamp collection, Charley finds a letter that was
earlier not there. Also, it has the postmark on a faded six-cent stamp with a
picture of President Garfield. Further, the envelop read as 18 July 1894 to
Charley’s grandfather in Galesburg and it addresses Charley.
In the letter, Sam tells Charley that he has reached Galesburg and he invites
Charley and Louisa there. After going to stamp and coin shop he gets to know
that Sam exchange eight hundred dollars for old currency bills to establish his
business in Galesburg. Besides, Sam was none other than Charley’s
psychiatrist!
Through the third level, the writer wants to escape from the modern world to
peaceful and quite old times.
SHORT ANSWER TYPE QUESTIONS:
Q1 What did Charley find at the Grand Central Station?
Ans. At the third level, Charley saw the people wearing old-fashioned dress, an
old locomotive, newspaper dated June 11, 1894, brass spittoons, flickering gas
same lights and many other things related to that era.
Q2 “I’ve taken the obvious step.” Explain.
Ans. Nobody believed in Charley’s statement about the existence of The Third
Level. His wife was alarmed and brought him to the psychiatrist. Charley
himself needed to meet the psychiatrist. It was an ‘obvious step’.
Q3 What was Charley’s vision about Galesburg town? (CBSE 2013)
Ans. Charley thought that Galesburg was still a wonderful town. In that century
in 1894, people used to sit in their lawns, having sufficient time to talk to each
other, smoking cigars and women waving palm leaf fans on very long summer
evenings. Overall, it was a peaceful and friendly place.
Q4 Why did Charley return from the third level?
Ans. With the wings of imagination Charley returned to collect enough money
to buy two tickets to Galesburg town for himself and his wife Louisa. The clerk
did not accept the currency which Charley had so he went back to get the old
currency.
Q5 When and how did Charley find the letter of Sam?
Ans. One night while fussing with his stamp collection, Charley found, among
his oldest first-day covers, the letter of Sam with a six cent stamp mailed to his
Granddad. It had been in his collection.
Q6 What did the ticket clerk say to Charley? (CBSE 2010)
Ans. The ticket-clerk scolded Charley that that was not the real currency which
he was having. Additionally, he warned Charley that if he was trying to skin
him, he would not go very far. He would be prisoned.
Q7 “But now we are both looking.” What does this refer to? Explain.
Ans. The above mentioned words were said by Charley as he and his wife
Louisa, both every weekend started to search for the third level because they
had the proof that Charley’s friend Sam had disappeared. So, both Charley and
Louisa were looking for the third level.
Q8 What does the third level refer to? (CBSE 2001, 2004)
Ans. The third level refers to the subway of the Grand Central Station in New
York. Though this Third level was not present there physically, Charley claimed
it to be present there.
Q9 Would Charley ever go back to the ticket counter on the third level
to buy tickets to Galesburg for himself and his wife?
Ans. 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 he would never find
that third level again possibly.
Q10 Do you think that the third level was a medium of escape for
Charley? Why?
Ans. Yes. The third level was a medium of escape for Charley because he
might be unhappy and fearful from worldly worries. He explained that he
meant the modern world is full of insecurity, fear, war, worry and all the rest of
it and he just wanted to escape from that. Perhaps Charley was not able to
handle the stress.
Q11 What do you infer from Sam’s letter to Charley? OR
In his letter to Charley, Sam writes, ‘…then I got to believing you were
right.’ What could have made Sam begin to believe? Ans. Sam’s letter to
Charley proves that Sam had found and reached the third level. He had been
staying there in Galesburg since the last two weeks watching various activities
and explaining to Charley. He invites both Charley and his wife Louisa and
motivates them to continue their search for the third level. So, we can say that
Sam was also a victim of worldly worries and sought the escape, like Charley.
Q12 “The modern world is full of insecurity, fear, war, worry and
stress. What are the ways in which we attempt to overcome them?
Ans. No doubt, the modern world is full of insecurity, fear, war worry and
stress. To overcome them, people start to adopt their own ways. As some
people start to imagine and develop their own unreal world whereas some
people start to use alcoholic products and destroy their lives. These all ways
are just escapement and not the solution.
Q13 What would you describe as your “waking-dream wish
fulfilment”? Explain.
Ans. Charley quoted this statement. A waking dream wish fulfilment is what we
wish to happen or see. It’s not the reality. He told this to Sam, his psychiatrist.
While talking about the third level, Charley quoted this statement. He is an
Escapist. He couldn’t bear all the tensions happening around him. He said this
out of his imagination.
Q14 Why do you think Charley withdrew nearly all the money he had
from the bank to buy old-style currency?
Ans. Charley had got his three hundred dollars out of the bank and got them
changed into old-style currency so that he could go back to the third level and
buy the tickets to Galesburg.
Q15 How would you evaluate Sam’s character? Elucidate any two
qualities, and substantiate with evidence from the text.
Ans. Sam is a fiercely devoted friend to Charlie. Sam considers emigrating to
the tranquil World of Galesburg in order to escape the pulls and stresses of
modern life. He writes a letter from The Third Level of Grand Central after
locating it, telling Charlie to keep looking for The Third Level.
Q16 ‘It’s easy to judge others and give advice, but much more difficult
to apply it to ourselves.’ Elaborate with reference to the character of
Sam in The Third Level.
Ans. Sam was being judgmental when he told Charley that he was dissatisfied
with life and was looking for an escape. The third level was just an imagination,
so Charley should accept reality and be satisfied with it. However, Sam himself
wanted an escape from the stress filled modern life and went in search for the
third level.
Long Answer Questions:
Q1 Do you think that the third level was a medium of escape for
Charley? Why?
Ans. Actually, Grand Central Station did not have a third level. Charley stated
that while travelling back to his house, he just made an imaginary trip to the
third level in order to escape the unsettling reality of this planet. He would
frequently explore relocating to Galesburg, which had already been established
in 1894 and was thought to be a peaceful community at the time. He himself
had aspirations of going there and pictured himself living in that era. Whenever
he got back to his regular life, he couldn’t stop thinking about that realm. In
this way, we can claim that the third level was unquestionably a medium of
escapement for Charley because his friend Sam’s disappearance forced him to
believe in it and subsequently, he and his wife Louisa both started to search
the third level. Even though it was just in his head, it made him feel better.
Q2 Why did Charley again want to go to the third level? OR
How did ‘The World’ help Charley to confirm his doubts regarding the
existence of a third level? (CBSE SAMPLE QUESTION PAPER 2019-20)
Ans. Since Galesburg had been in Charley’s thoughts since the beginning as a
peaceful place, he had found and noticed a significant difference once he had
visited the third level in his imaginations. However, when Charley arrived at the
ticket window, he discovered that he was unable to purchase tickets or
complete any transactions due to the lack of currency of those days. Once he
realised it, he went back to the actual world to get some old-fashioned money
from the exchange before going back to the third floor and Galesburg to settle
down.
He originally intended to get two tickets to Galesburg for himself and his wife
since he was certain that there, people lived carefree lives with plenty of time
for one another. With the money he had with him, he could easily subsist there
because everything was so inexpensive. Thus, even though the third level
didn’t actually exist—it was just in Charley’s head—he wanted to go back there
for his escape and satisfaction.
Q3 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?
Ans. Many people use stamp collecting, the study of postage stamps, postal
routes, postal history, etc. as a way to keep memories of the past fresh. Other
than this, there are many other ways to preserve our past, including museums,
historical structures & monuments, items used by people in the past,
photographs, and old literature; we travel into our past. This is termed as
philately. Humans frequently have a tendency to wander back and forth
between the past, present, and future. Although we actually exist in the
present, thanks to God’s gift of memory, we can travel back in time and
attempt to look into the future. We find fulfilment, enjoy life, and manage to
survive in the present because our conscious and unconscious minds are in
control of this shifting.
Q4 Do you see an intersection of time and space in the story?
Ans. Absolutely, the story shows how time and space intertwine. As an
escapist, Charley travels from the present to the past. It is practically
impossible for someone to have reached the final century in 1894, yet thanks
to his imagination, he was sent to the third level and ended up in Galesburg,
Illinois. That appears to be psychological, and Sam, his psychiatrist friend, also
slips to the third level and becomes a victim of the contemporary worldly
concerns. Science fiction author Jack Finney discusses the intersection of time
and space in a highly rational way and establishes its plausibility through
escapement.
Q5. Apparent illogicality sometimes turns out to be a futuristic
projection? Discuss.
Ans. Sometimes what seems to be nonsensical turns out to be a futuristic
vision, much like the majority of what we see around us. were once in
someone’s head and seemed impossible, but subsequently turned out to be
possible. It’s now achievable thanks to science. Such occurrences are caused
by our unconscious mind.
With the help of these factors combined, we are occasionally able to create or
learn incredible truths and things that were completely unknown to the world
until their physical manifestation. Hence, impossibility appears at first but
quickly enters the view due to correct projection, shocking the general
populace.
Q6 At the beginning of the story, Sam is sceptical of Charley’s
discovery of the third level. By the end of the story, the reader is told
that he found the third level and travelled back in time. How would
Sam diagnose himself?
Ans. Sam worked as a therapist. He was also Charley’s pal. Charley went to
Sam for advice when he had fantasies about the Third Floor at Grand Central
Station. Sam declared it to be only a short-term relief from his anxiety. A
waking-dream-wish-fulfillment, as he put it. Yet over time, he found himself
ensnared in this made-up universe. He spoke with numerous psychic patients
every day, who shared their problems and concerns with him. Sam’s life has
been burdened as a result. He also began looking for sojourn. After hearing
about the suffering of those with mental illnesses, he yearned to leave the life
that had become miserable.
Unconsciously, he also had the urge to escape the constraints of everyday
reality and roam freely in the realm of fantasy. He desired to picture himself
existing in a society free of suppressed anxieties and internal problems.
Although he first did not believe in the Third Level’s whim, he secretly wished
to believe in this fantasy. He was aware that Charley was wrong, yet he still
wanted Charley to be correct. As a result, he eventually began to discover
reality on a whim and became trapped.
EXTRACT BASED QUESTIONS:
A. The Presidents of the New York Central and the New York, New Haven and
Hartford railroads will swear on a stack of timetables that there are only two.
But I say there are three, because I’ve been on the third level of the Grand
Central Station. Yes, I’ve taken the obvious step: I talked to a psychiatrist friend
of mine, among others. I told him about the third level at Grand Central Station,
and he said it was a waking dream wish fulfilment.
1. Name the chapter.
A. The Last Lesson B. Should Wizard Hit Mommy C. On the Face of It D. The
Third Level
2. Name the author of this chapter.
A. Alphonse Daudet B. Jack Finale C. Jack Finney D. John Updike
3. Who is ‘l’ in the above extract?
A. Charley B. Louisa C. Sam D. Coin Dealer
4. “There are only two” What is two in this statement?
A. Blocks B. Platforms C. Levels D. Towers
B. I’ve been in and out of Grand Central hundreds of times, but I’m always
bumping into new doorways and stairs and corridors. Once I got into a tunnel
about a mile long and came out in the lobby of the Roosevelt Hotel. Another
time I came up in an office building on Forty-Sixth Street, three blocks away.
Sometimes I think Grand Central is growing like a tree, pushing out new
corridors and staircases like roots. There’s probably a long tunnel that nobody
knows about feeling its way under the city right now, on its way to Times
Square, and maybe another to Central Park. And maybe – because for so many
people through the years Grand Central has been an exit, a way of into….
escape maybe that’s how I got into the tunnel.
1. What does the word ‘Bumping’ mean?
A. Collide with force B. Collide with empathy
C. Collide without any support D. All of these
2. What does the narrator mean by ‘Grand Central has been an exit”?
A. People get lost in it
B. People want to escape through Grand Central station
C. People need excuses to go to Grand Central station
D. It is the best mode to reach the under-ground tunnel
3. Which literary device has been used in ‘Grand Central Station
growing like a tree’
A. Alliteration B. Metaphor C. Simile D. Personification
4. Why does only Charley get lost at the third level?
A. Because he is practical B. Because he is an escapist
C. Because he loves to do adventurous things D. All of these
C. For just a moment I thought I was back on the second level, but I saw the
room was smaller, there were fewer ticket windows and train gates, and the
information booth in the centre was wood and old looking. And the man in the
booth wore a green eyeshade and long black sleeve protectors. The lights were
dim and sort of flickering. Then I saw why; they were open-flame gaslights.
1. What is an eyeshade?
A. Visor B. hat C. eye shadow D. None of these
2. What is ‘flickering’?
A. Move back and forth rapidly B. Shine unsteadily
C. Flash intermittently D. All of these
3. What is Charley talking about?
[Link] first level B. The second level C. The third level D. None of these
4. Where did Charley want to go?
A. Illinois B. Galesburg C. New York D. Gabba
D. A woman walked in through the train gate; she wore a dress with leg. of
mutton sleeves and skirts to the top of her high-buttoned shoes. Behind her,
out on the tracks, I caught a glimpse of a locomotive, a very small Currier &
Ives locomotive with a funnel-shaped stack. And then I knew. To make sure, I
walked over to a newsboy and glanced at the stack of papers at his feet. It was
The World; and The World hasn’t been published for years. The lead story said
something about President Cleveland. I’ve found that front page since, in the
Public Library files, and it was printed June 11, 1894.
1. What is a locomotive?
A. Engine B. Loco C. Rail road D. All of these
2. What does the speaker mean by stack of papers?
A. Pile of papers B. Pile of wastage C. Pile of stamp papers D. All of these
3. What was ‘The World’?
A. Journal B. Magazine C. Newspaper D. Book
4. Where had Charley travelled to?
A. Present B. Past C. Future D. None of these