Indigo Class 12 English Questions and Answers

       

Chapter: Indigo – Class 12 Questions and Answers

Author: Louis Fischer

Theme: The chapter highlights Mahatma Gandhi’s role in the Champaran Movement, which led to the abolition of the sharecropping system in Bihar, India.

Q1. Who is Rajkumar Shukla?

Answer:
Rajkumar Shukla was a poor peasant from Champaran, Bihar. He came to Gandhiji to seek his help in fighting against the injustices faced by the sharecroppers at the hands of British landlords. He played a key role in bringing Gandhi to Champaran.

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Q2. Why did Gandhi visit Champaran?

Answer:
Gandhi visited Champaran after being persistently requested by Rajkumar Shukla. The purpose of his visit was to investigate the grievances of the peasants who were forced to grow indigo on 15% of their land and give it to the British landlords as rent.

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Q3. What was the sharecropping arrangement in Champaran?

Answer:
Under the sharecropping arrangement, the peasants were forced to grow indigo on 15% of their land. They had to give the entire indigo harvest as rent to the British landlords. The peasants were bound by a long-term contract, which was highly exploitative.

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Q4. Why did Gandhiji oppose the British landlords in Champaran?

Answer:
Gandhiji opposed the British landlords because they were exploiting the poor peasants by making them grow indigo on their land and taking it as rent. The British forced the peasants into a sharecropping system, which was unfair and oppressive.

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Q5. Why is the Champaran episode considered a turning point in India's freedom struggle?

Answer:
The Champaran episode was a turning point because it marked Gandhi’s first successful civil disobedience movement against the British in India. It inspired future mass movements and made Gandhi a prominent leader in India's fight for independence.

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Q6. What were the terms of the agreement signed after the Champaran Movement?

Answer:
The British landlords agreed to return 25% of the money they had extorted from the peasants. Though the amount was small, it was a significant victory for the peasants as it gave them courage and confidence to fight against exploitation.

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Q7. How did Gandhiji help the people of Champaran after the movement?

Answer:
Gandhiji helped improve the social and economic conditions of the Champaran peasants by setting up schools and improving sanitation. He also taught them self-reliance and how to fight injustice without violence.

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Q8. What was the impact of the Champaran Movement on Gandhiji’s future movements?

Answer:
The success of the Champaran Movement strengthened Gandhiji’s belief in non-violent civil disobedience as a means to fight oppression. It laid the foundation for his future movements like the Non-Cooperation Movement, Salt March, and Quit India Movement.

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Long Answer Questions (6-10 marks)

Q1. Discuss Gandhiji’s role in the Champaran Movement.

Answer:
Gandhiji played a pivotal role in the Champaran Movement. He went to Champaran at the request of Rajkumar Shukla to investigate the exploitation faced by the peasants under the sharecropping system. Gandhiji encouraged the peasants to protest non-violently against the British landlords. He also set up schools and worked to improve sanitation in the villages. The movement was a success as the landlords agreed to return 25% of the money they had taken from the peasants. The Champaran Movement marked the beginning of Gandhiji’s civil disobedience campaigns in India and became a major milestone in the freedom struggle.

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Q2. What social and economic changes did Gandhiji bring to Champaran?

Answer:
Gandhiji brought several social and economic changes to Champaran. He realized that the problem was not just political but also social and economic. He worked to improve the lives of the peasants by opening schools to provide education, improving sanitation, and teaching them self-reliance. Gandhiji brought in volunteers, including doctors, to improve health and hygiene. He also taught the peasants how to stand up for their rights in a non-violent way.

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Q3. Explain the significance of the Champaran Movement in India's freedom struggle.

Answer:
The Champaran Movement holds immense significance in India's freedom struggle as it marked Gandhiji’s first successful experiment with civil disobedience in India. The movement not only helped the peasants of Champaran but also gave the Indian masses a new method of protest—Satyagraha (non-violent resistance). It made Gandhiji a leader of national importance and laid the groundwork for future mass movements against British rule.

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Q4. How did Rajkumar Shukla prove to be an important figure in the Champaran Movement?

Answer:
Rajkumar Shukla was a determined and persistent man who played an important role in the Champaran Movement. He traveled all the way to Lucknow to meet Gandhiji and convince him to visit Champaran. His determination to help the peasants of Champaran inspired Gandhiji to take up the cause. Shukla’s efforts led to the success of the movement, making him a significant figure in the story of India’s freedom struggle.

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Q5. How did Gandhiji’s visit to Champaran impact his philosophy and future movements?

Answer:
Gandhiji’s visit to Champaran deeply impacted his philosophy of non-violent resistance. The success of the Champaran Movement strengthened his belief in Satyagraha as a powerful tool to fight oppression. The movement was Gandhiji’s first civil disobedience campaign in India and laid the foundation for future movements like the Non-Cooperation Movement and the Quit India Movement. It also taught Gandhiji the importance of addressing social issues alongside political problems, which became a key feature of his leadership.

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  My Mother at Sixty-Six Multiple Choice Questions and Answers 

Below is a comprehensive list of multiple-choice questions (MCQs) from the poem "My Mother at Sixty-Six" by Kamala Das. These questions are important for exam preparation and cover the theme, poetic devices, and other key aspects of the poem.

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MCQs on "My Mother at Sixty-Six"

1. Who is the poet of the poem "My Mother at Sixty-Six"?
A) Robert Frost
B) Kamala Das
C) John Keats
D) William Wordsworth
✅ Answer: B) Kamala Das

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2. What is the central theme of the poem?
A) Patriotism
B) Mother-daughter relationship
C) Social issues
D) Nature
✅ Answer: B) Mother-daughter relationship

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3. Where was the poet driving to in the poem?
A) Cochin Airport
B) School
C) Hospital
D) Market
✅ Answer: A) Cochin Airport

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4. How does the poet describe her mother's face?
A) Radiant and glowing
B) Pale and worn out
C) Angry and aggressive
D) Cheerful and happy
✅ Answer: B) Pale and worn out

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5. What does the poet compare her mother's face to?
A) A blooming flower
B) A young child
C) A corpse
D) A late winter’s moon
✅ Answer: D) A late winter’s moon

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6. Why does the poet feel a sense of fear and pain?
A) Because she is leaving her hometown
B) Because she feels that her mother might die soon
C) Because she is scared of flying
D) Because she is worried about her exams
✅ Answer: B) Because she feels that her mother might die soon

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7. What does the poet notice outside the car window?
A) Busy streets
B) Spreading trees and children playing
C) Heavy traffic
D) Birds flying in the sky
✅ Answer: B) Spreading trees and children playing

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8. What do the young trees and children symbolize?
A) Aging
B) Youth, energy, and life
C) Sadness
D) Death
✅ Answer: B) Youth, energy, and life

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9. What is the poet’s mood in the poem?
A) Joyful
B) Angry
C) Melancholy and pensive
D) Indifferent
✅ Answer: C) Melancholy and pensive

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10. How does the poet bid farewell to her mother?
A) She waves goodbye and smiles
B) She hugs her mother
C) She cries loudly
D) She ignores her mother
✅ Answer: A) She waves goodbye and smiles

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11. What does the smile of the poet at the end signify?
A) Her happiness
B) Her attempt to hide her fear and sorrow
C) Her indifference
D) Her excitement to leave
✅ Answer: B) Her attempt to hide her fear and sorrow

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12. What poetic device is used in the line “as a late winter’s moon”?
A) Simile
B) Metaphor
C) Personification
D) Alliteration
✅ Answer: A) Simile

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13. What poetic device is used in the line “I saw my mother, beside me”?
A) Metaphor
B) Personification
C) Alliteration
D) Imagery
✅ Answer: C) Alliteration

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14. What does the expression “wan, pale as a late winter’s moon” suggest?
A) The vitality of the mother
B) The strength of the mother
C) The aging and frailty of the mother
D) The happiness of the mother
✅ Answer: C) The aging and frailty of the mother

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15. What kind of pain does the poet feel in the poem?
A) Physical pain
B) Emotional pain of losing her mother
C) Pain from an accident
D) Pain of leaving her hometown
✅ Answer: B) Emotional pain of losing her mother

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16. What does the poet try to do to hide her emotions?
A) She cries
B) She gets angry
C) She smiles
D) She sleeps
✅ Answer: C) She smiles

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17. What does the poet mean by the phrase "all I did was smile and smile and smile"?
A) She is genuinely happy
B) She smiles to reassure her mother and hide her own sorrow
C) She is mocking her mother
D) She is indifferent
✅ Answer: B) She smiles to reassure her mother and hide her own sorrow

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18. Which of the following best describes the poem's tone?
A) Joyful and celebratory
B) Sad and reflective
C) Angry and aggressive
D) Humorous
✅ Answer: B) Sad and reflective

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19. What does the poem explore?
A) The bond between friends
B) The inevitability of death and the pain of separation
C) The love between siblings
D) Social issues
✅ Answer: B) The inevitability of death and the pain of separation

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20. Who does the poet see playing outside the window?
A) Her siblings
B) Her children
C) Other children
D) Her neighbors
✅ Answer: C) Other children

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21. What does the poet's observation of the children symbolize?
A) Aging
B) Death
C) Youth, vitality, and continuity of life
D) Sadness
✅ Answer: C) Youth, vitality, and continuity of life

    

An Elementary School Classroom in a Slum | Class 12 English All Questions and Answers

 An Elementary School Classroom in a Slum – Class 12 English

Below is a comprehensive list of short answer questions, long answer questions, and value-based questions from the poem "An Elementary School Classroom in a Slum" by Stephen Spender. These questions are essential for exam preparation and cover various aspects such as theme, poetic devices, and critical analysis.

Short Answer Questions:

Q1. Who is the poet of the poem "An Elementary School Classroom in a Slum"?

✅ Answer: The poet of the poem is Stephen Spender.

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Q2. What does the classroom in the slum symbolize?

✅ Answer: The classroom in the slum symbolizes poverty, neglect, and inequality faced by the underprivileged children in society.

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Q3. Describe the condition of the children in the slum classroom.

✅ Answer: The children in the slum classroom are malnourished, sickly, and poorly dressed. They live in extreme poverty and lack basic resources.

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Q4. What does the poet mean by "their world is not the world"?

✅ Answer: The poet means that the children in the slum live in a world of poverty and hopelessness, which is entirely different from the prosperous world of the privileged class.

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Q5. What are the walls of the classroom decorated with?

✅ Answer: The walls of the classroom are decorated with pictures of Shakespeare, world maps, and beautiful landscapes, which are irrelevant to the children's harsh reality.

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Q6. What does the map on the classroom wall symbolize?

✅ Answer: The map symbolizes a world of opportunities and prosperity, which the slum children are deprived of.

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My Mother At Sixty Six Multiple Choice Questions And Answers

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Q7. What is the meaning of the phrase "gusty waves"?

✅ Answer: The phrase "gusty waves" refers to the energetic, lively, and enthusiastic children who are full of life. However, the children in the slum are the opposite — dull and lifeless.

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Q8. Why does the poet mention Shakespeare in the poem?

✅ Answer: The poet mentions Shakespeare as a symbol of knowledge and prosperity, which the slum children cannot relate to because of their impoverished condition.

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Long Answer Questions:

Q1. Discuss the theme of the poem "An Elementary School Classroom in a Slum."

✅ Answer:
The poem highlights the social injustice and inequality prevalent in society. It portrays the pathetic condition of children living in slums, who are deprived of education and basic necessities. The poet criticizes the education system, which is disconnected from the harsh realities of these children's lives. He advocates for social reform and inclusion of the marginalized in the mainstream society to ensure a better future for these children.

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Q2. How does the poet use imagery in the poem to convey the plight of the slum children?

✅ Answer:
The poet uses vivid imagery to depict the poor condition of the children and their surroundings. For example:

• "Far far from gusty waves" symbolizes their lack of energy and enthusiasm.
• "Like rootless weeds" portrays their instability and vulnerability.
• "The paper-seeming boy" and "eyes like rats" emphasize their malnourishment and hopelessness.
  The poet also contrasts their world with the beautiful images on the classroom walls, highlighting the gap between their dreams and reality.

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Q3. What is the significance of the concluding lines of the poem?

✅ Answer:
The concluding lines of the poem convey the poet's appeal to the authorities to bring a change in the lives of the slum children. He urges them to:

• Break the barriers of inequality
• Provide better education and opportunities
• Make education relevant to their lives
  The poet believes that only education can empower these children and bring them out of their miserable condition.

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Value-Based Questions:

Q1. What message does the poem convey?

✅ Answer:
The poem conveys a strong message about social inequality and the need for reform in the education system. It highlights the plight of the marginalized children living in slums and calls for inclusivity and equal opportunities for all, regardless of their socioeconomic status.

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Q2. How can we, as responsible citizens, help in improving the lives of children in slums?

✅ Answer:
As responsible citizens, we can:

• Donate to charities and NGOs working for the education of underprivileged children.
• Volunteer our time and resources to teach or mentor slum children.
• Raise awareness about the importance of education and equal opportunities.
• Advocate for government policies that promote the welfare of marginalized communities.

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Poetic Devices Used in the Poem:

Poetic Device	Example from the Poem	Explanation
Simile	"Like rootless weeds"	Compares the children to weeds that are unstable and unwanted.
Metaphor	"Paper-seeming boy"	The boy is compared to a thin piece of paper, indicating malnourishment.
Alliteration	"Surely Shakespeare is wicked"	Repetition of the 's' sound for emphasis.
Imagery	"Their future is painted with fog"	Creates a visual image of an uncertain and bleak future.

Deep Water | Class 12 English Questions and Answers

                      Deep Water Questions and                   Answers 

📚 Summary of Deep Water

Deep Water is an excerpt from William O. Douglas' autobiography, Of Men and Mountains. In this chapter, Douglas narrates how he overcame his fear of water through sheer determination and perseverance. The story revolves around his childhood experience of nearly drowning in a swimming pool, which instilled a deep-seated fear of water. He later conquered this fear by learning swimming and practicing rigorously, proving that fear is nothing but a state of mind that can be overcome with courage and persistence.

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Questions and Answers

Short Answer Questions

1. What is the central theme of Deep Water?

   • The central theme of Deep Water is overcoming fear. It highlights how determination and courage can help one conquer even the most paralyzing fears.

2. What was Douglas’ first experience with water?

   • Douglas’ first experience with water was when he was three or four years old. He was knocked down by the waves at a beach in California, which instilled a fear of water in him.

3. What incident at the YMCA pool affected Douglas deeply?

   • At the YMCA pool, a big boy pushed Douglas into the deep end of the pool. He nearly drowned and was traumatized by this experience, which worsened his fear of water.

4. How did Douglas overcome his fear of water?

   • Douglas overcame his fear of water by taking swimming lessons from an instructor. He practiced diligently and gradually gained confidence, eventually mastering his fear.

5. What lesson did Douglas learn from his experience?

   • Douglas learned that fear can be defeated with determination and persistence. He realized that there is nothing to fear but fear itself.

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Long Answer Questions

1. Describe Douglas’ struggle to overcome his fear of water.

   • Douglas’ fear of water began after two traumatic experiences—being knocked down by waves and nearly drowning in a pool. This fear haunted him for years, but he decided to overcome it. He hired a swimming instructor who taught him various techniques and breathing exercises. Douglas practiced these techniques relentlessly. Even after learning to swim, he tested his courage by swimming in lakes and rivers. His journey from fear to triumph illustrates the power of perseverance and determination.

2. What message does the chapter Deep Water convey?

   • Deep Water conveys the message that fear is a mental obstacle that can be overcome through hard work, courage, and resilience. It emphasizes the importance of facing one’s fears to lead a fulfilling and fearless life.

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Important Quotes from Deep Water

1. “All we have to fear is fear itself.”

   • This quote reflects the idea that fear is an illusion that can be defeated with courage.

2. “I had conquered my fear of water.”

   • It symbolizes Douglas’ journey of transformation and self-realization.

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Key Notes

• Author: William O. Douglas
• Genre: Autobiographical narrative
• Themes: Fear, Courage, Perseverance, Triumph over Adversity
• Setting: YMCA swimming pool, California beach
• Moral: Challenges can be overcome with determination and effort.

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My Mother at Sixty-Six Important Questions | Class 12 Notes |

My Mother at Sixty-Six - Important Questions | Class 12th | Notes

1. Short Answer Questions

Q1. What is the significance of the title "My Mother at Sixty-Six"?

Answer: The title highlights the poet’s emotional state when she realizes her mother is aging and approaching the final stage of life. The age sixty-six symbolizes old age, mortality, and the inevitable process of aging.

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Q2. Where was the poet going and with whom?

Answer: The poet, Kamala Das, was driving from her parents' home to the Cochin airport. She was accompanied by her mother.

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Q3. What did the poet notice about her mother while driving to the airport?

Answer: The poet noticed that her mother’s face looked pale and lifeless, like a corpse. She was sleeping with her mouth slightly open, which made the poet feel anxious about her mother’s declining health and approaching death.

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Q4. Why did the poet look out of the car window?

Answer: The poet looked out of the car window to distract herself from the painful realization of her mother’s aging and mortality. She tried to focus on the lively world outside, full of trees and children, to escape her gloomy thoughts.

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Q5. What do the young trees and merry children symbolize?

Answer: The young trees and merry children symbolize youth, life, energy, and renewal. They are a contrast to the poet's aging mother, emphasizing the inevitability of aging and the cycle of life.

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Q6. What was the poet’s childhood fear?

Answer: The poet’s childhood fear was the fear of losing her mother. This fear resurfaces when she sees her mother’s aged face and realizes that death is inevitable.

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Q7. How does the poet try to console herself before leaving for the airport?

Answer: The poet consoles herself by smiling and saying goodbye to her mother, even though she feels sad and worried. She tries to put on a brave front to hide her emotions.

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Q8. Why does the poet compare her mother’s face to a corpse?

Answer: The poet compares her mother’s face to a corpse to highlight her pale, lifeless appearance, which symbolizes aging and mortality. It reflects the poet’s realization that her mother is nearing the end of her life.

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2. Long Answer Questions

Q1. Discuss the theme of aging and separation in the poem "My Mother at Sixty-Six".

Answer: The poem revolves around the theme of aging and separation. The poet reflects on her mother’s aging and the inevitable separation that death will bring. The poem captures the poet’s emotional turmoil as she struggles to come to terms with her mother’s mortality. The contrast between the mother’s lifeless face and the vibrant world outside emphasizes the cycle of life and death. The poem also explores the universal fear of losing loved ones and the emotional impact of separation.

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Q2. How does Kamala Das bring out the contrast between life and death in the poem?

Answer: Kamala Das uses vivid imagery to bring out the contrast between life and death. The poet’s mother’s pale face symbolizes aging, decay, and death, while the scenes outside the car window, like the young trees and children playing, represent life, energy, and renewal. This contrast highlights the inevitability of death and the continuous cycle of life. The poet’s emotional conflict between accepting her mother’s mortality and the desire to hold on to life is effectively portrayed through these contrasting images.

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Q3. Explain the significance of the imagery used in the poem "My Mother at Sixty-Six".

Answer: Imagery plays a crucial role in conveying the emotions and themes of the poem. The poet uses contrasting images to depict life and death. The mother’s face is compared to a corpse to symbolize aging and mortality, while the young trees and merry children symbolize life and vitality. The airport scene, where the poet bids farewell to her mother, evokes a sense of finality and separation. The poet’s use of natural imagery and everyday scenes makes the poem relatable and impactful.

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Q4. How does the poet’s parting words and smile in the poem reflect her inner feelings?

Answer: The poet’s parting words, "See you soon, Amma," and her smile reflect her attempt to hide her anxiety and fear of losing her mother. Her smile is forced, masking her sorrow and helplessness. Despite her inner turmoil, the poet tries to put on a brave front to comfort her mother and herself. The words and smile symbolize hope, but they also underline the inevitability of separation and loss.

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3. Important Extract-Based Questions

Q1. "I saw my mother, beside me, doze, open mouthed, her face ashen like that of a corpse..."

Question: What does the poet mean by "ashen like that of a corpse"? How does this image affect the poet?

Answer: The phrase "ashen like that of a corpse" means that the poet’s mother’s face looked pale, lifeless, and drained of color, resembling a dead body. This image deeply affects the poet, making her realize her mother’s frailty and mortality. It brings back her childhood fear of losing her mother, creating a sense of sadness and helplessness.

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Q2. "...but after the airport’s security check, standing a few yards away, I looked again at her, wan, pale..."

Question: How does the poet describe her mother after the security check? What emotions does this description evoke?

Answer: After the security check, the poet describes her mother as "wan" and "pale," indicating her mother’s weak and tired appearance. This description evokes emotions of sadness, fear, and concern in the poet. It reinforces the theme of aging and the inevitability of death.

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Q3. "...and felt that old familiar ache, my childhood’s fear..."

Question: What was the poet’s childhood fear? Why does it resurface?

Answer: The poet’s childhood fear was the fear of losing her mother. This fear resurfaces when she sees her mother’s aged and frail appearance. The realization of her mother’s mortality brings back the anxiety and pain associated with the thought of separation.

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4. Literary Devices Used in the Poem

• Simile: The mother’s face is compared to a corpse (“as her face ashen like that of a corpse”).

• Alliteration: Repetition of consonant sounds in a sentence (e.g., “My mother’s face ashen”).

• Imagery: Vivid images of the mother’s pale face, young trees, and children playing are used to create contrast.

• Symbolism: The young trees and merry children symbolize life and vitality, while the mother symbolizes aging and mortality.

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A Thing Of Beauty | Class 12 English Questions Answers

 

A Thing of Beauty – Class 12 Questions and Answers (NCERT Solutions)

Poem Summary:
"A Thing of Beauty," written by John Keats, emphasizes how beautiful things bring joy and comfort in our lives. The poet highlights how nature, stories of heroic deeds, and various forms of art provide eternal happiness and peace. Beauty has the power to uplift our spirits and remove negativity from our lives.

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Short Answer Questions:

Q1. What is the message of the poem "A Thing of Beauty"?
Ans: The poem conveys that beautiful things provide eternal joy and help us overcome negativity, sorrow, and despair in life. Beauty acts as a constant source of happiness and motivation.

Q2. How does a thing of beauty provide shelter and comfort?
Ans: A thing of beauty acts as a shelter from life's hardships and struggles. It brings comfort to the soul and helps remove the darkness caused by negativity and sorrow.

Q3. What does the poet mean by "bower quiet for us"?
Ans: The phrase "bower quiet for us" refers to a peaceful, shady place created by beautiful things in nature where one can find rest, peace, and comfort.

Q4. Why does the poet refer to the endless fountain of immortal drink?
Ans: The poet uses the metaphor of an "endless fountain of immortal drink" to symbolize the everlasting joy and peace that beauty provides. It nourishes the soul, just as water nourishes the body.

Q5. What role do stories of heroes play in providing comfort?
Ans: Stories of heroic deeds inspire and motivate people. They remind us of human courage, perseverance, and the victory of good over evil, which provide comfort and a sense of positivity in difficult times.

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Long Answer Questions:

Q1. How does John Keats describe the concept of beauty in the poem?
Ans: In the poem "A Thing of Beauty," John Keats describes beauty as an eternal source of joy that brings peace and comfort to the soul. He believes that beautiful things in nature, art, and life have the power to uplift the human spirit and remove sorrow and negativity. Keats lists various things of beauty, such as nature, stories of heroic deeds, and objects of art, that provide everlasting pleasure. He compares beauty to an "endless fountain" that nourishes the soul with immortal drink, symbolizing eternal happiness.

Q2. Explain the significance of the natural elements described in the poem.
Ans: The poet describes various natural elements, such as the sun, moon, trees, flowers, and rivers, as sources of beauty that provide joy and comfort. These natural elements act as a balm for the weary soul. They offer shade, peace, and inspiration, helping individuals find relief from their struggles. The poet emphasizes the importance of staying connected to nature, as it rejuvenates the spirit and helps individuals overcome negativity.

Q3. How does the poet highlight the contrast between beauty and suffering in the poem?
Ans: The poet highlights the contrast between beauty and suffering by showing how beautiful things provide relief from the harsh realities of life. While the world is filled with negativity, pain, and sorrow, beauty acts as a beacon of hope and positivity. Beautiful things, whether in nature or art, bring solace to troubled minds and offer a break from the suffering of the real world.

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Extract-Based Questions:

Q1. Read the following extract and answer the questions that follow:

A thing of beauty is a joy forever
Its loveliness increases, it will never
Pass into nothingness

i) What does the poet mean by "a joy forever"?
Ans: The poet means that a thing of beauty brings eternal joy and happiness. Its impact on the human soul is everlasting, and it never fades away.

ii) How does the poet describe the everlasting nature of beauty?
Ans: The poet describes beauty as something that continues to provide joy and comfort. Unlike material things, beauty never loses its charm and remains fresh and meaningful forever.

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Important Points to Remember:

1. Theme: The central theme of the poem is the power of beauty to bring joy, peace, and positivity in life.
2. Poetic Devices: The poet uses imagery, metaphors, and alliteration to convey his ideas.
3. Key Message: Beauty has a healing effect on the human soul, helping individuals overcome life's challenges.

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Lost Spring | Class 12th | All Questions With Answers | Notes | Part-1 |

 

 

 

Lost Spring Class 12 All Questions and Answers

Lost Spring – Class 12 English | Questions and Answers

Introduction to "Lost Spring"

"Lost Spring: Stories of Stolen Childhood" is an excerpt from Anees Jung’s book. The story highlights the poverty, child labor, and social injustice that deprive poor children of education and a better future. It focuses on two case studies: Saheb, a ragpicker from Seema Puri, and Mukesh, a child laborer in the glass-blowing industry of Firozabad.

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Summary of "Lost Spring"

The story is divided into two parts:

1. "Sometimes I find a rupee in the garbage"

• The author meets Saheb, a young boy from Seema Puri, who survives by rag picking.
• His family migrated from Bangladesh to India in search of a better life but continues to live in poverty.
• Saheb and other children look for gold (valuable things) in the garbage dumps.
• Eventually, Saheb starts working at a tea stall, but he loses his freedom and innocence.

2. "I want to drive a car"

• The author meets Mukesh, a child worker in Firozabad's glass-blowing industry.
• Children in Firozabad are trapped in a cycle of poverty, working in hazardous conditions to support their families.
• The bangle-making industry follows a strict tradition, making it difficult for children to escape this fate.
• Unlike Saheb, Mukesh dares to dream of breaking free and becoming a car mechanic.

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Short Answer Type Questions

1. Why do children like Saheb look for gold in garbage?

Ans: Children like Saheb search for gold (valuable things) in garbage because it sometimes contains money, food, or reusable materials. Since they belong to poor families, rag picking is their only means of survival.

2. Where did Saheb and his family come from? Why did they migrate?

Ans: Saheb and his family came from Dhaka, Bangladesh. They migrated to Seema Puri, India, due to natural disasters (floods) and extreme poverty, in search of a better life.

3. What job did Saheb take up later? Was he happy?

Ans: Saheb later took up a job at a tea stall, but he was not happy. He lost his freedom and independence, as he now had to work under someone else’s orders.

4. What is Firozabad famous for?

Ans: Firozabad is famous for its bangle-making industry. Most families in Firozabad have been engaged in this traditional occupation for generations.

5. What was Mukesh’s dream? How was it different from others in his family?

Ans: Mukesh dreamed of becoming a car mechanic instead of following the family tradition of bangle-making. His dream was different because most children in Firozabad accept their fate and do not think of breaking free from child labor.

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Long Answer Type Questions

1. Explain the significance of the title "Lost Spring".

Ans: The title "Lost Spring" symbolizes the childhood that is lost due to poverty and child labor. Spring represents youth, happiness, and hope, but children like Saheb and Mukesh are deprived of it. Their childhood is stolen by the harsh realities of life, forcing them into labor instead of education and play.

2. Describe the condition of ragpickers in Seema Puri.

Ans: The ragpickers in Seema Puri live in extreme poverty and unhygienic conditions. They have no identity cards, basic facilities, or education. They depend entirely on garbage collection for survival. Despite their hardships, they find hope and excitement in rag picking, as they sometimes discover something valuable.

3. Why do the children in Firozabad continue working in the glass industry?

Ans: The children in Firozabad continue working in the glass-blowing industry because:

• It is a family tradition, and they are expected to follow it.
• They are trapped in poverty, leaving them with no other choice.
• The industry is controlled by powerful moneylenders and middlemen, making it difficult for them to break free.
• Lack of education and awareness prevents them from seeking better opportunities.

4. Compare and contrast Saheb and Mukesh.

Ans:

Saheb	Mukesh
A ragpicker in Seema Puri.	A child laborer in the bangle-making industry.
Migrated from Bangladesh.	Lives in Firozabad.
Searches for gold in garbage.	Works in hazardous glass-blowing factories.
Eventually works in a tea stall but is unhappy.	Dreams of becoming a car mechanic.
Does not dare to dream of a better future.	Shows determination to change his destiny.

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Extract-Based Questions

1. Read the following extract and answer the questions:

"Garbage to them is gold. It is their daily bread, a roof over their heads, even if it is a leaking roof."

(a) Who does 'them' refer to?
Ans: 'Them' refers to the ragpicker children of Seema Puri, including Saheb and his friends.

(b) Why is garbage considered gold?
Ans: Garbage is considered gold because it provides them with food, money, and a way to survive despite their extreme poverty.

(c) What does 'leaking roof' symbolize?
Ans: 'Leaking roof' symbolizes the poor living conditions of ragpickers, who live in broken huts with barely any shelter.

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2. Read the following extract and answer the questions:

"He has taken up a job at a tea stall, where he is paid 800 rupees and all his meals. But the carefree look that once lit his face has now disappeared."

(a) Who is 'he' in the passage?
Ans: 'He' refers to Saheb, the young ragpicker.

(b) Why has the 'carefree look' disappeared?
Ans: The carefree look has disappeared because Saheb now works under someone else, losing his freedom and independence.

(c) What does this extract show about child labor?
Ans: It shows that child labor kills innocence and joy, forcing children into hardship at an early age.

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Conclusion

"Lost Spring" is a heart-touching story that highlights the cruelty of child labor and poverty. Through Saheb and Mukesh, Anees Jung exposes the harsh realities of children forced to work instead of enjoying their childhood. The story urges society to take action against child labor and provide education and opportunities for a better future.

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Going Places Important Questions | Class 12 English

Going Places – Introduction

"Going Places" is a short story by A.R. Barton that explores adolescence, dreams, and reality. The story revolves around Sophie, a teenage girl who lives in a middle-class family but dreams of a glamorous life. She often escapes into a world of fantasy, imagining herself as successful and famous, which contrasts sharply with her real life.

The story highlights themes of ambition, imagination, social class differences, and disillusionment.

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Short Answer Type Questions

1. Who is Sophie? What kind of girl is she?

Answer: Sophie is a teenage girl from a working-class family. She is imaginative, ambitious, and dreamy. She often fantasizes about a glamorous life, but her dreams are far from reality.

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2. What are Sophie’s dreams for her future?

Answer: Sophie dreams of becoming a fashion designer, an actress, or even owning a boutique. She imagines herself living a luxurious life, though she has no clear plan to achieve it.

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3. What is Sophie’s family background?

Answer: Sophie belongs to a lower-middle-class family. Her father is a laborer in a factory, her mother is a housewife, and her brother Geoff is a mechanic. The family is realistic and practical, unlike Sophie, who is lost in dreams.

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4. Who is Geoff? How is he different from Sophie?

Answer: Geoff is Sophie’s elder brother, who works as a mechanic. He is quiet, mature, and realistic, while Sophie is talkative and dreamy. Geoff does not daydream like Sophie and understands the harsh realities of life.

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5. What is Sophie’s fantasy about Danny Casey?

Answer: Sophie imagines that she met Danny Casey, a famous footballer, and had a conversation with him. She believes he promised to meet her again, but this is only a fantasy.

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6. How does Sophie’s father react to her stories about Danny Casey?

Answer: Sophie’s father does not believe her. He laughs at her wild imagination and considers it nonsense, as he knows that celebrities do not meet ordinary people easily.

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7. Why does Sophie go to the canal alone?

Answer: Sophie goes to the canal to meet Danny Casey, believing he would come. However, it turns out to be a daydream, and she is left feeling disappointed and heartbroken.

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8. What does Sophie’s story reveal about teenage fantasies?

Answer: The story highlights how teenagers often live in a world of imagination. They dream of fame, success, and adventure, but these fantasies often do not match reality.

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Long Answer Type Questions

1. Discuss the theme of "Going Places".

Answer:
The story explores themes of adolescence, ambition, fantasy vs. reality, and social class differences.

• Sophie represents youthful dreams and unrealistic ambitions, while her family represents reality and practicality.
• The contrast between fantasy and real life is seen in her belief that she met Danny Casey.
• The story shows that dreaming is natural, but one must also accept reality and work towards real goals.

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2. How does Sophie’s family represent realism?

Answer:
Sophie’s family is practical and grounded, unlike her:

• Father – A hardworking man who believes in reality, not dreams.
• Mother – A tired woman who focuses on daily life, not fantasies.
• Geoff – Mature and reserved, he does not believe in unrealistic dreams.

Their realistic attitude contrasts with Sophie’s imagination, highlighting the difference between dreams and reality.

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3. What role does Geoff play in Sophie’s life?

Answer:
Geoff is Sophie’s elder brother, and she looks up to him because:

• He is mysterious and quiet, which makes Sophie curious about his life.
• She shares her dreams with him, hoping he will believe her.
• Unlike Sophie, Geoff understands the reality of life and does not indulge in fantasies.

Geoff’s character acts as a bridge between dreams and reality, showing the contrast between childhood imagination and adulthood maturity.

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4. How does Sophie’s character reflect teenage psychology?

Answer:
Sophie represents the mindset of many teenagers who:

• Dream big but do not plan practically.
• Imagine themselves as celebrities or successful people.
• Feel misunderstood by family members.
• Believe in unrealistic love stories or fantasies.

Her story is a universal representation of how young people often struggle between dreams and reality.

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Extract-Based Questions

1. Read the following extract and answer the questions:

"Sophie’s father turned his head on his shoulders, looked at her with expression of tolerant amusement."

(a) What was Sophie telling her father?
Answer: Sophie was telling her father that she had met Danny Casey, but he did not believe her.

(b) Why did her father react with "tolerant amusement"?
Answer: He knew that Sophie was making up stories, so he laughed at her childish imagination.

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2. Read the following extract and answer the questions:

"There was a wooden bench under a solitary elm where lovers sometimes came."

(a) Where is Sophie in this scene?
Answer: Sophie is at the canal, waiting for Danny Casey, whom she believes will meet her.

(b) What does this scene symbolize?
Answer: It symbolizes Sophie’s fantasy world. She believes in a love story that does not exist, showing how she is lost in imagination and dreams.

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Conclusion

"Going Places" is a realistic portrayal of teenage fantasies and ambitions. It highlights the conflict between imagination and reality, showing how dreams can be powerful but should be balanced with practicality. Sophie’s story serves as a reminder that hard work and determination are the true paths to success.

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