Two Scavengers in a Truck, Two Beautiful People in a Mercedes

 

1. Complete the table to bring out the contrast in the culture of the two sets of people.  

	Two scavengers in a truck	two beautiful people in a Mercedes
vehicle	garbage truck	Mercedes
dress	red plastic blazers	man: hip, three-piece linen suit and sunglasses woman: short skirt and coloured stockings
hairstyle	old man: grey iron hair young man: long hair	man: shoulder-length blond hair woman: blond hair
routines	they wake up 4am and return home at 9am	they go to their architect’s office at 9am

 

2.Answer the following questions.  

a. What is the setting of the poem?

The poem is set at a traffic light in downtown San Francisco.  

b. The word ‘elegant’ has been used twice to describe the rich couple (lines 8 and 9). What do you think it suggests?

The word ‘elegant’ suggests luxury, wealth, class, and status.

c. How is the first garbage man described? What is the feeling that he evokes?

The older of the two has grey iron hair and a hunched back. He looks like a gargoyle Quasimodo. We feel pity and sympathy.

d. In a paragraph, discuss the importance of colour in this poem.

Colours make the poem more visual. The poet used phrases like red traffic light, bright yellow garbage truck, red plastic blazers, blond hair, coloured stockings, and grey iron hair. The colours highlight the difference between the two classes of people.

e. Comment on the phrase ‘small gulf’ in the last stanza.

The phrase ‘small gulf’ shows the difference in the social status of the two sets of people. Even though they are near to each other, their worlds never meet.

f. The garbage men are ‘looking down’ into the Mercedes. At face value, this is clearly because the garbage truck is higher than the car, but there is an ironic message as well. Bring out the irony in the phrase.

The men ‘look down’ at the people in Mercedes because they feel that they work harder than them and lead more difficult lives. The ironic message is that the people who are looking down are the people in the lower position in society. The irony is that despite their higher physical position, socially the garbage men are in a lower position.

g. Is the poet successful in bringing out the class divide in the society? Do you think it is possible to bridge the gap? Give reasons.

Yes. The poet is successful in bringing out the class divide in society. Yes. It is possible to bridge the gap. We have to give opportunities and resources to the less privileged people. Rich people should help poor people. Then the gap may be bridged.

h. The older garbage man has a hunched back and looks ‘like some gargoyle Quasimodo’. Explain the comparison.

A gargoyle is a large and ugly figure of a person. It is kept on the roofs of buildings to scare off evil spirits and to drain rainwater from the roofs. Quasimodo is a character in Victor Hugo’s novel ‘The Hunchback of Norte Dame’. He is ugly but he is loving and caring. The comparison shows that the older scavenger is kind and caring in spite of his ugly looks.

 3. Give examples of each of these literary devices used in the poem. Also, explain the meaning.  

Literary Device	Example	Meaning
a. simile	like some gargoyle Quasimodo	looking ugly but kind
b. metaphor	scavengers	scavengers are people who search through waste material for valuable or useful things; here they are looking at the rich couple
c. personification	red light which stopped and held all the four people together	the red light is like a mother holding all of her children without any partiality
d. alliteration	causally coifed	her hairstyle looks simple but has been done with great care
e. repetition	an elegant open Mercedes with an elegant couple in it	the word ‘elegant’ highlights wealth, luxury, and privilege

A Tiger in the Zoo

Thinking About the Poem (Page 30)

1.Read the poem again and work in pairs or groups to do the following tasks.

1. Find the words that describe the movements and actions of the tiger in the cage and in the wild. Arrange them in two columns.

2. Find the words that describe the two places and arrange them in two columns.

Now try to share ideas about how the poet uses words and images to contrast the two situations.

Here are the words that describe the movements and actions of the tiger in the cage and in the wild arranged in two columns.

Tiger in the Cage	Tiger in the Wild
Stalks, Few steps of his cage, Quiet rage Locked in concrete cell, Stalking-the length of his cage Ignoring visitors. He hears the last voice Stares at the brilliant stars.	Lurking in shadow, Sliding through long grass, Snarling around houses, Baring his white fangs, his claws, Terrorising the village

Here are the words that describe the two places arranged in two columns.

Cage	Wild
Few steps of his cage.	Shadow, Long grass, Water
Locked, Concrete cell	hole, Plump deer
Behind bars, Visitors,	Houses at jungle’s edge
Patrolling cars	Village

The poet uses these words to create an apt contrast. This contrast is between the cage and the jungle. He is able to create apt pictures of these places in a real sense. These words clearly show the life of the tiger in a cage and in a jungle.

2. Notice the use of a word repeated in lines such as these:

1. On pads of velvet quiet, In his quiet rage.

2. And stares with his brilliant eyes At the brilliant stars.

What do you think is the effect of this repetition?

 This repetition is a poetic device used by the poet to describe the intensity of the tiger’s rage and his helpless silence. ‘Velvet quiet’ refers to the quiet velvet pads of the tiger, which cannot run or leap. They can only walk around the limited space in the cage. ‘Quiet rage’ tells about the anger of the tiger as he wants to run out into the forest and hunt, but the rage is quiet because he is locked in the cage. ‘Brilliant is used to describe the tiger’s eyes and the stars. The tiger stares at the brilliant stars with his brilliant eyes dreaming about how beautiful his life could be in the forest. The repetition gives a wonderful effect to the poem. (123 words)

 3. Read the following two poems one about a tiger and the other about a panther. Then discuss:

Are zoos necessary for the protection or conservation of some species of animals?

Are they useful for educating the public?

Are there alternatives to zoos?

 The Tiger

The tiger behind the bars of his cage growls,

The tiger behind the bars of his cage snarls,

The tiger behind the bars of his cage roars,

Then he thinks.

It would be nice not to be behind bars all

The time

Because they spoil my view

I wish I were wild, not on show.

But if I were wild, hunters might shoot me,

But if I were wild, food might poison me,

But if I were wild, water might drown me.

Then he stops thinking

And…

The tiger behind the bars of his cage growls,

The tiger behind the bars of his cage snarls,

The tiger behind the bars of his cage roars.

                                                             – Peter Niblett

 The Panther

His vision, from the constantly passing bars,

has grown so weary that it cannot hold

anything else. It seems to him there are

a thousand bars; and behind the bars, no world.

As he paces in cramped circles, over and over,

the movement of his p0werful soft strides

is like a ritual dance around a centre

in which a mighty will stands paralysed.

Only at times, the curtain of the pupils

lifts, quietly. An image enters in,

rushes down through the tensed, arrested muscles,

plunges into the heart and is gone.

                                           – Rainer Maria Rilke

 It is a sad fact that several species of animals are on the verge of extinction. Even ferocious and powerful animals like tigers and lions are not safe in the forest due to poaching and encroachment of forests. So zoos are necessary for the protection or conservation of these species. Zoos can also be used to bring awareness in the public about the importance of wild animals and their role in maintaining the ecological balance. Yes. There are alternatives to zoos. Wildlife sanctuaries, reserves, and national parks are some alternatives to zoos. They offer protection and conserve these species. They provide animals with natural habitat. Just like humans, animals have also a right to live on the earth. (119 words)

A Most Important Person

 

2. Answer the following questions. (Page 29)

a. ‘She was thinking, rather wishing, for an even that might hurl her out of the world …….” What is Miss Lucy is wishing for and why?

Miss Lucy was so lonely that she wanted to end her life. She was hoping for an event that would take her to another world because everybody close to her had moved on and she felt very lonely.

b. Unlike Miss Lucy, Chester is not shy at all. Give evidence from the story to support this statement.

Chester easily makes conversation with Miss Lucy when she rescues him. He goes to her house and accepts her invitation to tea. He offers to bring his sister also. He goes to Miss Lucy’s house the next day with his sister. On the other hand, Miss Lucy likes to be alone. She couldn’t visit her friends easily. This proves that unlike Miss Lucy, Chester is not shy at all.

c. In what way is the friendship between Miss Lucy and Chester unusual and remarkable?

Miss Lucy is an elderly person. She is rich. Chester is a boy and he is poor. Despite the differences in age and social backgrounds they become friends. In this way their friendship is remarkable.

d. How could Miss Lucy have avoided paying the fine for parking?

Miss Lucy could have used her influence or she could speak to the judge who was a family friend to avoid paying the fine for parking. She could have make a call to her family lawyer to help her out.

e. In the end, why does Miss Lucy believe that Christmas is the most important time?

In the end, Miss Lucy believes that Christmas is the most important time because it brings old and new friends together.

f. We use ‘the’ before an adjective in the superlative degree, but this chapter is called ‘A Most Important Person’. Why do you think so? How is Chester ‘a most important person’ for Miss Lucy.

Miss Lucy becomes a special friend of Chester because he makes her realize that she is not alone or lonely. He is not ‘the’ most important person in her life but he is ‘one of the’ most important person. So ‘a’ is used instead of ‘the’ before the superlative ‘most’.

Reading 2

1. What was wrong with the way Miss Lucy had been brought up?

Miss Lucy was brought up in such way that she thought that only a small group of people belonging high society could be her friends. She felt that she was not supposed to mix with all kinds of people.

2. How would you describe Chester as a person?

Chester is a friendly person. He is an out-going boy and it is easy to talk to him. He is an energetic and caring boy.

3. Do you think that this story teaches us something important about friendship? Write and share your thoughts with class.

Yes. This story teaches several important things about friendship. Friendship has no barriers like age, money or social status. Making friends with new people helps us to live happily. We have to reach out to all kinds of people and be caring and friendly with them.

Nelson Mandela - Answers to Textual Questions

 

Oral Comprehension Check - Page 18,19

1. Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstones?

The ceremonies took place on the campus of the Union Building of Pretoria, which was attended by dignitaries and leaders of many nations. In India; Rashtrapati Bhavan and Red Fort are buildings made of red sandstone.

2. Can you say how 10th May is an ‘autumn day’ in South Africa?

Autumn season is the harvest season. It is symbolic of prosperity and new begging. May 10 is the beginning of the new chapter as the first democratic non-racial government is installed on the day.

3. At the beginning of his speech, Mandela mentions “an extraordinary human disaster”. What does he mean by this? What is the “glorious human achievement” he speaks of at the end?

By ‘an extraordinary human disaster’ Mandela means to state the practice of apartheid in South Africa. During this, there was racial segregation based on colour and the blacks suffered a lot. They were not allowed to demand freedom or any right. Mandela himself did spend many years on the infamous ‘Robben Island’ as a prisoner where he was beaten mercilessly. He considered it as a great glorious human achievement that a black person became the President of a country where the blacks were not even considered human beings and were treated badly.

4. What does Mandela thank the international leaders for?

Mandela felt very privileged to welcome the international leaders at the swearing-in ceremony because not too long ago, the South Africans were considered outlaws. He thus thanks all of them for having come to witness the historical ceremony. This was a gesture of international recognition to a newly born free democratic nation and it could be considered as a common victory for justice, peace, and human dignity.

5. What ideals does Nelson Mandela set for the future of South Africa?

Nelson Mandela set the ideals of liberating people from the bondage of poverty, deprivation, and suffering. He also set the ideal for a society where there would be no discrimination based on gender or racial origins.

Oral Comprehension Check - Page 21

1. What did the military generals do? How did their attitude change and why?

The highest military generals of the South African defense force saluted Mandela and pledged their loyalty which was of great significance as during the apartheid era they would have arrested him. The change in their attitude was because of the struggle and sacrifices put in by many heroes of South Africa. This struggle not only ensured the freedom of a nation struggling with apartheid, but also brought a change in mindsets of many. He believed that love can also be taught and human being is naturally inclined towards love rather than hate.

2. Why were two national anthems sung?

One the auspicious occasion of the inauguration two national anthems: one by the Whites and the other by the Blacks symbolising the equality of the Blacks and the Whites were sung.

3. How does Mandela describe the systems of government in his country

(i) in the first decade, and

(ii) in the final decade, of the twentieth century?

(i) In the first decade of the century, the whites erected a system of racial domination against the blacks, thus creating the basis of one of the harshest and most inhumane societies the world had ever known.

(ii) In the final decade of the 20th century, the previous system had been overturned and replaced by one which recognised rights and freedom of all people regardless of color of their skin.

4. What does courage mean to Mandela?

For Mandela courage does not mean the absence of fear but a victory over fear. According to him brave men need not be fearless but should be able to conquer fear.

5. Which does Mandela think is natural, to love or to hate?

For Mandela, love comes more naturally to the human heart than hate.

Oral Comprehension Check -  Page 24

1. What “twin obligations” does Mandela mention?

Mandela mentions that every man has twin obligations. The first is to his family, parents, wife and children; the second obligation is to his people, his community and his country.

2. What did being free mean to Mandela as a boy, and as a student? How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”?

Like any other kid, for Mandela freedom meant to make merry and enjoy the blissful life. Once one becomes an adult, antics of childhood looks like transitory because most of the childish activities are wasteful from an adult’s perspective. Once you are adult, you have to earn a livelihood to bring the bacon home. Its only then when you get an honourable existence in the family and in the society.

Thinking about the Text

1. Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of?

To be the part of the inauguration, international leaders showed a gesture of solidarity from international community to the idea of end of apartheid. It was the significance of the victory of good over evil and triumph of a tolerant society without any discrimination.

2. What does Mandela mean when he says he is “simply the sum of all those African patriots”, who had gone before him?

By saying that he is simply the sum of all those African patriots, Mandela wants to pay his tribute to all the people who have sacrificed their lives for the sake of freedom. He says that he is grateful to those who had gone before him because those heroes of past had paved the path of co-operation and unity for him. Therefore, he could try to come to power to bring equality for his people with their support.

3. Would you agree that the “depths of oppression” create “heights of character”? How does Mandela illustrate this? Can you add your own examples to this argument?

I agree with the statement that depths of oppression create heights of character. Nelson Mandela illustrates this by giving examples of great heroes of South Africa like Oliver Tambo, Walter Sisulu, and others who were inspired to sacrifice their lives in the long freedom struggle.

India is full of such examples, during our freedom struggle there was a galaxy of leaders of great characters and the oppression of the British rule created and encouraged people of noble characters like Mahatma Gandhi, Lala Lajpat Rai, JL Nehru, Chandra Shekhar Azad, Sardar Bhagat Singh, and many more. If we compare them with the quality of political leaders India is having today, then Nelson Mandela seems to be absolutely right;

4. How did Mandela’s understanding of freedom change with age and experience?

With age and experience, Mandela understood the real meaning of freedom. As a young boy, he thought that he was born free and believed that as long as he obeyed his father and abided by the customs of his tribe, he was free in every possible manner. As he grew older, freedom to raise a family and freedom to earn livelihood started dominating his thoughts. Gradually he realised that he was selfish during his boyhood. He slowly understood that it was not just his freedom that was being curtailed, but the freedom of all blacks. It was the freedom from fear and prejudice. Age and experience widened his perspective of freedom.

5. How did Mandela’s ‘hunger for freedom’ change his life?

Mandela realised in his youth that it was not just his freedom that was being curtailed, but the freedom of all blacks. This changed the fearful man into a fearless rebel.

He sacrificed the comforts of settled family life to fight for a greater cause. He joined the African National Congress and this changed him from a frightened young man into a bold one who fought against racial prejudice.

Textual Questions - The Dust of Snow - Fire and Ice

 The Dust of Snow

Q1. What is a “dust of snow”? What does the poet say has changed his mood? How has the poet’s mood changed?

A. “Dust of snow” means tiny particles of snow. The poet was in a bad mood when particles of snow had fallen on him. This changed the poet’s mood immediately. His day got better.

 Q 2. How does Frost present nature in this poem? The following questions may help you to think of an answer.

(i) What are the birds that are usually named in poems? Do you think a crow is often mentioned in poems? What images come to your mind when you think of a crow?

A. Birds like sparrow, nightingale, and peacock are often named in poems. I don’t think that a crow is often mentioned in poems. Crows are often seen as indicators of doom and fear. I get negative images when I think of a crow.

 (ii) Again, what is “a hemlock tree”? Why doesn’t the poet write about a more ‘beautiful’ tree such as a maple, or an oak, or a pine?

A. A hemlock tree is a poisonous tree. The poet does not mention a more ‘beautiful’ tree such as maple, oak, or pine because he wants to indicate a sad scene. As a hemlock tree is considered bad the poet refers to it.

 (iii) What do the ‘crow’ and ‘hemlock’ represent — joy or sorrow? What does the dust of snow that the crow shakes off a hemlock tree stand for?

A. Both crow and the hemlock tree represent sorrow. Frost has used both the negative creatures as the carriers of positivism and strength that transformed his day for the better. The dust of snow shaken by the crow stands of positivity and hope.

Fire and Ice

1. There are many ideas about how the world will ‘end’. Do you think the world will end someday? Have you ever thought about what would happen if the sun got so hot that it ‘burst’, or grew colder and colder?

 A. The world is going to end one day. There are many ideas as to how it will end. Life exists only on Earth because of the favorable environment and heat. If the sun gets hotter and hotter, one day there would be fire everywhere. Conversely, if it grows colder and colder, there will be ice everywhere on Earth and everything would freeze.

  2. For Frost, what do ‘fire’ and ‘ice’ stand for?

 Here are some ideas:

greed	avarice	cruelty	lust	conflict	fury
intolerance	rigidity	insensitivity	coldness	indifference	hatred

 A. According to Frost, ‘fire’ stands for greed, conflict, fury, cruelty, lust, and avarice whereas ‘Ice’ stands for insensitivity, coldness, intolerance, indifference, rigidity, and hatred.

  3. What is the rhyme scheme of the poem? How does it help in bringing out the contrasting ideas in the poem?

 A. The rhyme scheme of the poem is “aba abc bcb”. The poet used the two beliefs that the world would come to an end either as a result of fire or ice. He compares fire and ice to desire and hatred. Desires and hatred can damage an individual. 

The Snake Trying

 

Introduction

In the poem, the poet says that the snake tries to escape from being hit by the stick held by a person who is trying to kill it. The poet wants to say that all snakes are not harmful. Humans have a notion that snakes are dangerous and try to kill them as soon as they spot one but this is not true.

Meanings

cursing: chasing, following

curvings:  twistings

glides: moves

stroke: hitting of the stick

reeds: water or marsh plants with thick stems

vanishes: disappears

Literary devices

1. Rhyme scheme is absent. The poem is written in free verse.

2. Transferred epithet: the adjective used with a noun refers to a noun other than the one with which it is used.

Pursuing stick - pursuing refers to the person who is holding the stick and not the stick itself.

3. Alliteration: the repetition of a consonant sound in 2 or more consecutive words.

He is harmless - ‘h’

Summary

In this poem, a harmless green-colored snake tries to save itself from being hit by a person who is chasing it with a stick to kill it. The poet says that the snake is harmless even to children. People fear snakes and when they see one, they try to kill it with a stick. The snake tries to save itself and hides behind the green-colored bushes of marshy plants growing in the water. It hides in the ripples of the water body in order to save itself. The snake disappears behind the marshy plants.

Thinking about the poem (Page 125)

1. What is the snake trying to escape from?

The snake is trying to escape from the pursuing stick. Human beings try their level best to kill the snake. They take it for granted that the snake is poisonous and harmful.

2. Is it a harmful snake? What is its colour?

No, it is not a harmful snake. Its colour is green.

3. The poet finds the snake beautiful. Find the words he uses to convey its beauty.

The poet uses the following words to convey the beauty of the snake: beautiful and graceful, small and green.

4. What does the poet wish for the snake?

The poet wishes that the snake should be allowed to go. It should not be killed by the perusing man.

5. Where was the snake before anyone saw it and chased it away? Where does the snake disappear?

The snake was away from its secure area. It was basking in the sun along the sand. Finally, it disappears in the reeds.

The Last Leaf

Introduction

The last leaf is a touching story of how a painter inspires a girl to live and in the process, loses his life.

Summary

Two friends Sue and Johnsy live together in a rented apartment. Johnsy contracts pneumonia and loses her desire to live. She announces that she would die when the last leaf fell off the ivy creeper that could be seen from the room’s window. When the last leaf falls off, their neighbour, Mr. Behrman goes out in the storm to paint one. This gives hope to Johnsy. On the other hand, Mr. Behrman contracts pneumonia and dies.

Meanings

Pneumonia: a disease caused due to the infection of the lungs

Gazing: looking

Feeble: weak

janitor= caretaker of a building

Think about it (Page 48)

1. What is Johnsy’s illness? What can cure her, the medicine or the willingness to live?

Johnsy, a young artist, was ill. She was suffering from pneumonia. Later on she got a misconception that she would die as soon as the last leaf on the creeper falls down. In this situation, the medicine had no effect on her. Her willingness to live could cure her.

2. Do you think the feeling of depression Johnsy has is common among teenagers?

Yes, I think that the feeling of depression Johnsy has is common among teenagers. Teenagers have several misconceptions and self-doubts. If anything goes against their wish, they lose hope and feel depressed. Teenagers have to take things positively and get over their depression.

3. Behrman has a dream. What is it? Does it come true?

Behrman had a dream to paint a masterpiece in his life. He had been waiting for the opportunity to make his dream a reality. Yes, he could make his dream come true when he painted the last leaf of the ivy creeper on the wall.

4. What is Behrman’s masterpiece? What makes Sue say so?

Behrman’s painting of the ivy leaf on the wall was his masterpiece. He risked his life in paining it. It was so natural that Johnsy thought it to be a real leaf. That concept saved the life of Johnsy. The painter saved the life of another painter by painting a life-like leaf. That is why Sue called it as Behrman’s masterpiece.

Talk about it (Page 48)

1. Have you ever felt depressed and dejected? How did you overcome such feelings? Share your experience with your classmates.

Yes. I felt depressed and dejected when I could not score good marks in the final examination of Class VIII. I was one of the top-ranking students. I was sure that I would get the highest marks in the class. Unfortunately, a month before the final examination, I suffered from severe typhoid. It continued for 15 days. I became weak and could not prepare properly for the exam. As a result, I got the lowest marks in the class. But my parents and teachers consoled me and gave me courage to face the reality. They told me that it can happen to anyone. I came out of the depression with the help of my friends, teachers and parents.