NCERT Solutions For Class 12 Flamingo English The Last Lesson

QUESTIONS FROM TEXTBOOK SOLVED

THINK AS YOU READ
Q1. What was Franz expected to be prepared with for school that day?
Ans:  That day Franz was expected to be prepared with participles because M. Hamel had said that he would question them on participles. Franz did not know anything about participles.

Q2. What did Franz notice that was unusual about the school that day?
Ans: Usually, when school began, there was a great bustle, which could be heard out in the street. But it was all very still that day. Everything was as quiet as Sunday morning. There was no opening or closing of desks. His classmates were already in their places. The teacher’s great ruler instead of rapping on the table, was under M. Hamel’s arm.

Q3. What had been put up on the bulletin-board?
Ans: For the last two years all the bad news had come from the bulletin-board. An order had come from Berlin to teach only German in the schools of Alsace and Lorraine. The Germans had put up this notice on the bulletin-board.

THINK AS YOU READ
Q1. What changes did the order from Berlin cause in school that day?
Ans: M. Hamel had put on his best dress—his beautiful green coat, his frilled shirt and the little black silk cap, all embroidered. The whole school seemed so strange and solemn. On the back benches that were always empty, the elderly village people were sitting quietly like the kids.

Q2. How did Franz’s feelings about M. Hamel and school change?
Ans: Franz came to know that it was the last lesson in French that M. Hamel would give them. From the next day they will be taught only German. Then he felt sorry for not learning his lessons properly. His books, which seemed a nuisance and a burden earlier were now old friends. His feelings about M. Hamel also changed. He forgot all about his ruler and how cranky he was.

UNDERSTANDING THE TEXT
Q1. The people? in this story suddenly realise how1 precious their language is to them. What shows you this? Why does this happen?
Ans: M. Hamel told the students and villagers that henceforth only German would be taught in the schools of Alsace and Lorraine. Those who called themselves Frenchmen would neither be able to speak nor write it. He praised French as the most beautiful, the clearest and most logical language in the world. He said that for the enslaved people, their language was the key to their prison. Then the people realised how precious their language was to them. This shows people’s love for their own culture, traditions and country. Pride in one’s language reflects pride in the motherland.

Q2. Franz thinks, “Will they make them sing in German, even the pigeonsT’ What could this mean?(There could he more than one answer.)
Ans: This comment of Franz shows a Frenchman’s typical reaction to the imposition of learning German, the language of the conquerors. Being deprived of the learning of mother tongue would mean cutting off all bonds with the motherland. Teaching the pigeons to sing in German indicates how far the Germans would go in their attempts of linguistic chauvinism.

TALKING ABOUT THE TEXT
Q1. “When a people are en slaved, as long as th ey hold fast to their language it is as if they had the key to their prison.”
Can you think of examples in history where a conquered people had their lan¬guage taken away from them or had a language imposed on them?
Ans: Mother tongue helps a person to express his feelings and thoughts most lucidly and intimately. Conquerors try to subdue and control the people of the enslaved territory by enforcing many measures such as use of force to crush dissent and imposing their own language on them.
From time immemorial the victorious nations have imposed their own language on the conquered people and taken away their own language from them. The Romans conquered many parts of Europe and replaced the local languages by their own language— Latin. Later on Spanish, Pourtuguese, Italian and French developed from Latin. The Muslim invaders imposed Arabic and Persian in the countries of Asia overpowered by them. In many Arab countries the local religion and language have disappeared. In India, a new language Urdu developed from the mixture of Persian and Hindi.

Q2. What happens to a linguistic minority in a state? How do you think they can keep their language alive? For example:
Punjabis in     Bangalore
Tamilians in   Mumbai
Kannadigas in  Delhi
Gujaratis in     Kolkata
Ans. The linguistic minority in any state is easily marked and faces the same discrimination as the religious, social or ethnic minorities. There is, however, a pronounced difference in the treatment meted out and the level of acceptance displayed by the majority community in that region/city. Some cities like Delhi, Mumbai are cosmopolitan in outlook.
The linguistic minority tries to preserve its identity through an intimate contact, interaction and preservation of their language in social get-togethers, family functions and festivals of their own region. Adherence to social customs and traditions in family gatherings/group meetings of women also promote the unity between members of the linguistic minority.
In short, they create a mini-Punjab in Bangalore, mini-Chennai in Mumbai, mini-Bangalore in Delhi and mini-Surat in Kolkata.

Q3. Is it possible to carry pride in one’s language too far? Do you know what “lin¬guistic chauvinism” means?
Ans. ‘Linguistic chauvinism’ means an aggressive and unreasonable belief that your own language is better than all others. This shows an excessive or prejudiced support for one’s own language. Sometimes pride in one’s own language goes too for and the linguistic enthusiasts can be easily identified by their extreme zeal for the preservation and spread of their language. In their enthusiasm, love and support for their own language, they tend to forget that other languages too have their own merits, long history of art, culture and literature behind them. Instead of bringing unity and winning over others as friends, having excessive pride in one’s own language creates ill-will and disintegration. The stiff-resistance to the acceptance of Hindi as national language by the southern states of India is a direct outcome of the fear of being dominated by Hindi enthusiasts. The result is that ‘One India’ remains only a slogan.

WORKING WITH WORDS
Q1. English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a “world language”. For example’.
petite – French
kindergarten – German
capital – Latin
democracy – Greek
bazaar – Hindi
Find out the origins of the following words:
tycoon barbecue zero
tulip veranda ski
logo robot trek
bandicoot
Ans.Word Origin Word Origin
Tycoon Japanese Veranda Portuguese
Tulip Persian Robot Czech
Logo Greek Zero Arabic
Bandicoot Telugu Ski Norwegian
Barbecue Spanish Trek South African Dutch

Q2. Notice the underlined words in these sentences and tick the option that best explains their meaning:
(a) “What a thunderclap these words were to me!”
The words were
(i)loud and clear.
(ii)startling and unexpected.
(iii) pleasant and welcome.
(b)“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.”
It is as if they have the key to the prison as long as they
(i)do not lose their language.
(ii)are attached to their language.
(iii)quickly learn the conqueror’s language.
(c)Don’t go so fast, you will get to your school in plenty of time. You will get to your school.
(i)very late.
(ii)too early.
(iii)early enough.
(d)I never saw him look so tall.
M. Hamel (i) had grown physically taller.
(ii) seemed very confident.
(iii) stood on the chair.
Ans. (a) (ii) startling and unexpected.
(b) (ii) are attached to their language.
(c)(iii) early enough.
(d)(ii) seemed very confident.

NOTICING FORM
1.Read this sentence:
M. Hamel had said that he would question us on participles.
In the sentence above, the verb form “had said” in the first part is used to indicate an “earlier past”. The whole story is narrated in the past. M. Hamel’s “saying” happened earlier than the events in this story. This form of the verb is called the past perfect.
Pick out five sentences from the story with this form of the verb and say why this form has been used.
Ans. (i)For the last two years all our bad news had come from there.
Reason: The ‘coming’ of bad news happened earlier than the bulletin in the story.
(ii)Hauser had brought an old primer.
Reaeon : The event of ‘bringing’ happened earlier than Franz noticed it.
(iii) That was what they had put up at the town-hall!
Reason’. The ‘putting up’ of bulletin happened earlier. Now it is recalled.
(iv)they had not gone to school more.
Reason’. The action of ‘not going* happened much earlier.
(v)the hopvine that he had planted himself twined about the windows to the roof.
Reason’. The ‘planting’ of hopvine happened earlier than its twining about the windows.

WRITING
Q1. Write a notice for your school bulletin board. Your notice could be an announcement of a forthcoming event, or a requirement to be fulfilled, or a rule to be followed.
Ans:

Q2. Write a paragraph of about 100 words arguing for or against having to study three languages at school.
Ans:                             STUDYING THREE LANGUAGES AT SCHOOL
In most of the states in India, students have to study three languages at school. One of them is the mother tongue, the second is Hindi (the national language) and the third is English (the international or link language). In Hindi speaking region, a South or East Indian language—Tamil, Telugu, Kannada, Malyalam or Bangla, Oriya, Assamese etc is taught. The three language formula helps in national integration by acquainting young students about the social customs, rituals, culture and traditions of the various parts of the country. It also focuses on the principle of unity in diversity. The only drawback in this system is that it puts an excessive burden on the minds of the young learner. To alleviate their problem, the courses of study in the three languages may be structured suitably.

Q3. Have you ever changed your opinion about someone or something that you had earlier liked or disliked? Narrate what led you to change your mind.
Ans: Facts are sometimes stronger than fiction. Many occurrences of life come as eye-openers. Such an experience occurred the previous day which led me to change my mind about our hostel warden Miss Angela Thomas. Overnight the terrible titan was transformed into a loving and affectionate elder sister full of milk of human kindness. Now when I remember how I disliked her and invented nicknames and pranks to tease her, I feel ashamed of myself. Yesterday, I had a terrible nightmare and I cried and wept. My room-mate failed to console me and reported the matter to the warden. God knows how long I remained unconscious! When I came to my senses I found my head in the lap of Miss Angela Thomas. Her eyes were red with tears and bps moving in prayer. She had really proved an angel for me and saved me.

THINGS TO DO
Q1. Find out about the following (You may go to the internet, interview people, consult reference books or visit a library.)
(a)Linguistic human rights
(b)Constitutional guarantees for linguistic minorities in India.
Ans: Extension Activity: To be done under the Teacher’s Guidance.

Q2. Given below is a survey form. Talk to at least five of your classmates and fill in the information you get in the form.
Ans: 

Classroom Activity: Do it yourself.

MORE QUESTIONS SOLVED

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? [Delhi 2014]
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? [All India 2014]
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 M.Hamel 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 1 What did he see on his way to school and how did he get to his deski
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 attentively.
For 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 ofM. 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.

VALUE-BASED QUESTIONS
Q1. War causes destruction and spreads hatred. People feel insecure. Discuss the disadvan¬tages of war keeping in mind Franco-Prussian war (1870-71).
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 stater. 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. Nature has the knack to fascinate even the cynics. Its beauty and spontaneous music galvanise the beings. Write an article expressing the astounding beauty of nature in the light of the following lines:
“It was so warm, so bright! The birds were chirping at the edge of the woods… It was all much more tempting than the rule for participles…”
Ans. Our touch with nature makes the whole world kin. Matthew Arnold has rightly said that:

“Nature, with equal mind,
sees all her sons at play,
sees man control the wind,
the wind sweep man away.”

Nature’s working is mysterious. It is an astonishingly fabricated universe. Man has, undoubtedly, progressed a lot. Scientific advancement has explored the portals of every field. The hidden realities have been exposed. But science has not unearthed the mysterious traits of nature. It is also an acceptable fact that nature gives happiness to weary minds. It soothes and consoles the troubled souls. It banishes anxiety, tension, worry, fear and dejection. Its law is to please every beholder. The aesthetic pleasure we derive from Nature is incredible and cannot be expressed in words. Keats has rightly averred that ‘A thing of beauty is a joy forever!’ Lord Byron has said:

“There is a pleasure in the pathless wood,
there is a rapture on the lonely shore,
there is a society where none intrudes, ‘
By the deep sea, and music in its roar:
I love not man the less but nature more.”

Nature is our mother. It must be obeyed. It gives us moral lessons. All the seers and intellectuals have understood the significance of nature. “Nature goes on her own way, and all that to us seems an exception is really according to order.” It fascinates those who are indifferent to life. The boring scientific explorations and linguistic principles make our life insignificant. We are becoming devoid of emotions. But nature evokes sentiments and help us to become sensitive.

Q5. 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 para¬digm shift in educational technology and the role of teachers.
Ans:                                                     Technology and 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 Aijuna. 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.
More Resources for CBSE Class 12
RD Sharma class 12 Solutions
NCERT Solutions for Class 12th English Flamingo
NCERT Solutions for Class 12th English Vistas
CBSE Class 12 Accountancy
NCERT Solutions for Class 12th Maths
CBSE Class 12 Biology
CBSE Class 12 Physics
CBSE Class 12 Chemistry
CBSE Sample Papers For Class 12

NCERT Solutions Class 12 Flamingo EnglishClass 12 Vistas English

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NCERT Solutions for Class 6 Hindi Chapter 2 – जंगल और जनकपुर 

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Ans.

Question-3

Ans.

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NCERT Solutions For Class 12 Flamingo English Lost Spring

QUESTIONS FROM TEXTBOOK SOLVED

THINK AS YOU READ
Q1. What is Saheb looking for in the garbage dumps? Where is he and where has he come from?
Ans. Saheb is looking for gold in the garbage dumps. He is in the neighbourhood of the author. Saheb has come from Bangladesh. He Came with his mother in 1971. His house was set amidst the green fields of Dhaka. Storms swept away their fields and homes. So they left the country.

Q2. What explanations does the author offer for the children not wearing footwear?
Ans. One explanation offered by the author is that it is a tradition to stay barefoot. It is not lack of money. He wonders if this is only an excuse to explain away a perpetual state of poverty. He also remembers the story of a poor body who prayed to the goddess for a pair of shoes.

Q3. Is Saheb happy working at the tea-stall? Explain.
Ans. No, Saheb is not happy working at the tea-stall. He is no longer his own master. His face has lost the carefree look. The steel canister seems heavier than the plastic bag he would carry so lightly over his shoulder. The bag was his. The canister belongs to the man who owns the tea-shop.

THINK AS YOU READ
Q1. What makes the city of Firozabad famous?
Ans. The city of Firozabad is famous for its bangles. Every other family in Firozabad is engaged in making bangles. It is the centre of India’s glass-blowing industry. Families have spent generations working around furnaces, welding glass, making bangles for the women in the land.

Q2. Mention the hazards of working in the glass bangles industry?
Ans. Boys and girls with their fathers and mothers sit in dark hutments, next to lines of flames of flickering oil lamps. They weld pieces of coloured glass into circles of bangles. Their eyes are more adjusted to the dark than to the light outside. They often end up losing eyesight before they become adults. Even the dust from polishing the glass of bangles is injurious to eyes. Many workers have become blind. The furnaces have very high temperature and therefore very dangerous.

Q3. How is Mukesh’s attitude to his situation different from that of his family?
Ans. Mukesh’s grandmother thinks that the god-given lineage can never be broken. Her son and grandsons are bom in the caste of bangle makers. They have seen nothing but bangles.
Mukesh’s father has taught them what he knows—the art of making bangles. But Mukesh wants to be a motor mechanic. He will go to a garage and learn, though the garage is far away from his home.

UNDERSTANDING THE TEXT
Q1. What could be some of the reasons for the migration of people from villages to cities?
Ans. People migrate from villages to cities in search of livelihood. Their fields fail to provide them means of survival. Cities provide employment, jobs or other means of getting food. The problem in case of the poor is to feed the hungry members. Survival is of primary concern.

Q2. Would you agree that promises made to the poor children are rarely kept? Why do you think this happens in the incidents narrated in the text?
Ans. The promises made to the poor are rarely kept. The author asks Saheb half-joking, whether he will come to her school if she starts one. Saheb agrees to do so. A few days later he asks if the school is ready. The writer feels embarrassed at having made a promise that was not meant. Promises like hers abound in every comer of their bleak world.

Q3. What forces conspire to keep the workers in bangle industry of Firozabad in poverty?
Ans. Certain forces conspire to keep the workers in bangle industry of Firozabad in poverty. These include the moneylenders, the middlemen, the policemen, the keepers of law, the bureaucrats and the politicians. Together they impose a heavy burden on the child.

TALKING ABOUT THE TEXT
Q1. How, in your opinion, can Mukesh realise his dream?
Ans. Mukesh is the son of a poor bangle-maker of Firozabad. Most of the young men of Firozabad have no initiative or ability to dream, but Mukesh is an exception. He has the capacity to take courage and break from the traditional family occupation. He has strong will power also. He does not want to be a pawn in the hands of the middlemen or moneylenders. He insists on being his own master by becoming a motor mechanic.
He can realise his dream by joining a garage and learn the job of repairing cars and driving them. He will have to overcome many hurdles before he succeeds. Then comes transport problem. Money is the first one. He will have to earn some money himself. The garage is a long way from his home. He will have to cover it twice everyday anyhow—by walking on foot.
Patience, hardwork, firm will and the determination to learn will help him realise his dream.

Q2. Mention the hazards of working in the glass bangles industry.
Ans. The glass bangles industry has many health hazards. It usually employs small children. It is illegal to employ very young children in hazardous industries, but certain forces like ! middlemen, moneylenders, police and politicians combine to entrap the poor workers.
Let us first consider the places where bangle makers work. It is a cottage industry. They work in the glass furnaces with high temperatures. The dingy cells are without air and light. Boys and girls work hard during day next to lines of flames of flickering oil lamps.
They weld pieces of coloured glass into circles of bangles. Their eyes are more adjusted to the dark than to the light outside. That is why, they often end up losing their eyesight before they become adults.
Glass blowing, welding and soldering pieces of glass are all health hazards. Even the dust from polishing the glass of bangles adversely affects the eyes and even adults go blind. Thus, the surroundings, prevailing conditions and the type of job involved-all prove risky to the health of the workers.

Q3. Why should child labour be eliminated and how?
Ans. Child labour should be eliminated because the children employed at tender age as i domestic servants, dish-washers at road-side dhabas and in hazardous industries making glass bangles, biris, crackers etc. lose the charm of the spring of their life. Their childhood is stolen. Burdened by the responsibility of work, they become adults too soon. Most of them are undernourished, ill-fed, uneducated, and poor. They have a stunted growth.
Child labour can be eliminated only through concerted efforts on the part of government agencies, NGOs (Non-Government Organisations), co-operative societies and political leaders. Mere passing of law will not help. Laws should be enacted faithfully. The children thrown out of work should be rehabilitated and given proper food, clothes, education and pocket money. Their feelings, thoughts and emotions should be respected. Let them enjoy sunshine and fresh air.

THINKING ABOUT LANGUAGE
Although this text speaks of factual events and situations of misery, it transforms these situations with an almost poetical prose into a literary experience. How does it do so? Here are some literary devices:
•Hyperbole is a way of speaking or writing that makes something sound better or more exciting than it really is. For example: Garbage to them is gold.
•A Metaphor, as you may know, compares two things or ideas that are not very similar. A metaphor describes a thing in terms of a single quality or feature of some other thing; we can say that a metaphor “transfers” a quality of one thing to another. For example: The road was a ribbon of light.
•Simile is a word or phrase that compares one thing with another using the words “like” or “as”. For example: As white as snow.
Carefully read the following phrases and sentences taken from the text. Can you identify the literary device in each example?
1.Saheb-e-Alam which means the lord of the universe is directly in contrast to what Saheb is in reality.
2.Drowned in an air of desolation
3.Seemapuri, a place on the periphery of Delhi yet miles away from it, metaphorically.
4.For the children it is wrapped in wonder; for the elders it is a means of survival.
5.As her hands move mechanically like the tongs of a machine, I wonder if she knows the sanctity of the bangles she helps make.
shoulders.
Answers
1.Hyperbole 2.Metaphor 3.Contrast 4.Contrast
5.Simile 6.Contrast 7.Hyperbole 8.Metaphor
9.Metaphor 10.Hyperbole 11.Contrast

THINGS TO DO
The beauty of the glass bangles of Firozabad contrasts with the misery of people who produce them. This paradox is also found in some other situations, for example, those who work in gold and diamond mines, or carpet weaving factories, and the products of their labour, the lives of construction workers and the buildings they build.
•Look around and find examples of such paradoxes.
•Write a paragraph of about 200 to 250 words on any one of them. You can start by making notes.
Here is an example of how one such paragraph may begin:
You never see the poor in this town. By day they toil, working cranes and earth movers, squirreling deep into the hot sand to lay the foundations of chrome. By night they are banished
to bleak labour camps at the outskirts of the city
Ans. For self-attempt.

MORE QUESTIONS SOLVED

SHORT ANSWER TYPE QUESTIONS
Q1. Who was Saheb? What was he doing and why?
Ans. Saheb was a young boy of school-going age. He was looking for gold in the garbage dumps of the big city. He had left his home in Dhaka, Bangladesh and came to the big city in search of living. He has nothing else to do but pick rags.

Q2. “But promises like mine abound in every corner of his bleak world.” What promise does the author recall? In what context was it made? Was it fulfilled?
Ans. The author asked Saheb about going to school. Saheb explained that there was no school in his neighbourhood. He promised to go to school when they built one. Half joking, the author asked whether he would come in case she started one. Saheb smiled broadly and agreed to come. After a few days, he ran upto the author and asked if the school was ready. The author felt embarrassed. She had made a promise that was not meant.

Q3. What is the meaning of Saheb’s full name? Does he know it? How does he conduct himself?
Ans. His full name is “Saheb-e-Alam”. It means the lord of the universe. He does not know it. If he knew it, he would hardly believe it. He roams the streets barefoot with other rag-pickers. This army of arefoot boys appears in the morning and disappears at noon.

Q4. How does the author focus on the ‘perpetual state of poverty’ of the children not wearing footwear?
Ans. The author notices that most of the young children engaged in rag picking are not wearing footwear. Some of them do not have chappals. Others want to wear shoes. Some say it is tradition to stay barefoot. To the author it seems lack of money. Poverty forces them to walk without footwear.

Q5. Explain: “For children, garbage has a meaning different from what it means to their parents. ”
Ans. Small children scrounge heaps of garbage. They expect to get some coin, note or valuable thing in it. Sometimes they find a rupee or even a ten rupee note. This gives the hope of finding more. They search it excitedly. For children, garbage is wrapped in wonder.
For the elders it is a means of survival. Thus, garbage has two different meanings.

Q6. Where does the author find Saheb one winter morning? What explanation does Saheb offer?
Ans. The author finds Saheb standing by the fenced gate of a neighbourhood club. He is watching two young men, dressed in white, playing tennis. Saheb says that he likes the game, but he is content to watch it standing behind the fence. He goes inside when no one is around. He uses the swing there.

Q7. What job did Saheb take up? Was he happy ? [All India 2014]
Ans. Saheb took up the job at a tea-stall. But he was not happy with it. He was no longer his own master. His face had lost the carefree look. Although he earned ? 800, even then he was not satisfied.

Q8. How has “a dream come true” for Saheb but what is “out of his reach?”
Ans. Saheb is wearing discarded tennis shoes. One of them has a hole. Saheb does not bother about the hole. For one who has walked barefoot, even shoes with a hole is a dream come true. But tennis, the game he is watching so intently, is out of his reach.

Q9. How does Saheb’s life change when he starts working at the tea-stall?
Ans. Saheb now has a regular income. He is paid 800 rupees and all his meals. Thus, food is no problem. But his face has lost the carefree look. The steel canister in his hand now seems a burden. He is no longer his own master. He may have to work for longer hours. The helplessness of doing things at his own will makes him sad.

Q10. Who is Mukesh? What is his dream? Why does it look like “a mirage amidst the dust?”
Ans. Mukesh is the son of a poor bangle-maker of Firozabad, where every other family is engaged in making bangles. His poor father has failed to renovate his house or send his two sons to school. Mukesh insists on being his own master. His dream is to be a motor mechanic. He wants to drive a car. Given the conditions of existence, his dream looks like a mirage amidst the dust.

Q11.What do you learn about Firozabad from this chapter ?
Ans. Firozabad is famous for its glass bangles. It is the centre of India’s glass-blowing industry.
Families have spent generations working around furnaces, welding glass, making bangles for all the women in the land. Every other family in Firozabad is engaged in making bangles.

Q12. “Born in the caste of bangle-makers they have seen nothing but bangles.” Where do they ‘see’ bangles?
Ans. Children like Mukesh are bpm in the caste of bangle-makers. They know no other work.
They see bangles in the house, in the yard, in every other house, every other yard, every street in Firozabad. The spirals of bangles lie in mounds in unkempt yards. They are piled on four wheeled hand carts.

Q13. What contrast do you notice between the colours of the bangles and the atmosphere of the place where these bangles are made?
Ans. The bangles are of every colour bom out of the seven colours of the rainbow. These are sunny gold, paddy green, royal blue, pink and purple. Boys and girls work in dark hutments, next to the flickering flames of oil lamps around furnaces, blowing glass, welding and soldering it to make bangles.

Q14. What are most of the bangle-makers ignorant of? What would happen if law were enforced strictly?
Ans. Most of the bangle-makers are ignorant of the fact that employing children in bangle making is illegal. This is a hazardous industry. Many children become blind before reaching tHeir adulthood. If the law were enforced strictly, 20,000 children would be released from
working hard throughout the day at hot furnaces with high temperatures. *

Q15. Where is Mukesh’s house located? What is he proud of?
Ans. Mukesh’s house is built in a slum-area. The lanes stink with garbage. The homes there are hovels with crumbling walls, wobbly doors and no windows. These are crowded with families of humans and animals. Most of these houses are shacks or huts. Mukesh is proud that his house is being rebuilt. His eyes shine as he volunteers to take the author to his home,

Q16. What impression do you form about Mukesh ‘s family on having a glimpse of their ‘house?’
Ans. Mukesh’s house is a half built shack with a wobbly door. One part of it is thatched with dead grass. There is a firewood stove. Spinach leaves are sizzling in a large vessel. More chopped vegetables lie on aluminium platters. The eyes of the frail young woman are filled with smoke, but she smiles. The scene depicts their grinding poverty but contentment with their lot.

Q17. Give a thumb-nail sketch of the “frail young woman” in the chapter ‘Lost Spring’.
Ans. The young woman is the wife of Mukesh’s elder brother. Her eyes are filled with the smoke of firewood. Though not much older in years, she commands respect as the daughter- in-law of the house. She adheres to customs and traditions. She veils her face before male elders. She gently withdraws behind the broken wall to do so.

Q18. How would you regard Mukesh’s father’s life and achievement?
Ans. Mukesh’s father was bom in the caste of bangle-makers. His father went blind with the dust from polishing the glass of bangles. He is an old and poor bangle-maker. He has worked hard for long years, first as a tailor and then as a bangle-maker. He has failed to renovate a house or send his two sons to school.

Q19. “Savita is a symbol of innocence and efficiency.” Comment.
Ans. Savita is a young girl. She has put on drab pink dress. She is soldering pieces of glass. Her hands move mechanically like the tongs of a machine. She is innocent as she is ignorant about the sanctity of the bangles she helps to make.

Q20. What do bangles symbolise? When, according to the author, will Savita know “the sanctity of the bangles she helps make?” How is the Indian bride dressed? 
Ans. Bangles symbolise auspiciousness in marriage for an Indian woman. Savita will come to know “the sanctity” of the bangles when she becomes a bride. The head of a bride is draped with a red veil. Her hands are dyed with red henna. Red bangles are rolled on to her wrists.

Q21. “She still has bangles on her wrist but no light in her eyes.” What exactly does the author want to convey through this?
Ans. ‘She’ is an elderly woman who became a bride long ago. Since her husband, an old man with a flowing beard is still alive, she still has bangles on her wrist. She has, however, not enjoyed even one full nteal in her entire lifetime. So, there is no light in her eyes. This is just a comment on the abject poverty and helplessness of the bangle-makers.

Q22. “The young men echo the lament of their elders. ” What do you think is the common complain t ? How has it affected their lives?
Ans. The bangle-makers of Firozabad are quite poor. They do not have enough money to do anything except carry on the business of making bangles. Some even do not have enough to pacify their hunger. Building a house for the family is an achievement for them. Years of mind-numbing toil have killed all initiative and the ability to dream.

Q23. Why do the bangle-makers not organise themselves into a cooperative?
Ans. Most of the young bangle-makers have fallen into the traps of the middlemen. They are also afraid of the police. They know that the police will haul them up, beat them and drag to jail for doing something illegal. There is no leader among them to help them see things differently. Their fathers are equally tired. They can do nothing except carrying on their i inherited business.

Q24. Which two distinct worlds does the author notice among the bangle-making industry ?
Ans. The families of the bangle-makers belong to one of these worlds. These workers are caught in the web of poverty. They are also burdened by the stigma of the caste in which they are bom. They know no other work. The other world is the vicious circle of the moneylenders, the middlemen, the policemen, the keepers of the law, the bureaucrats and the politicians.

Q25. How is Mukesh different from the other bangle makers of Firozabad? [Delhi 2014]
Ans. Mukesh is quite different from other bangle makers of Firozabad because he has the courage to take initiative and break from the traditional family occupation. He has strong will power also. He insists on being his own master by becoming a motor mechanic.

Q26. What do you think is the plight of the children born in the families of bangle-makers?
Ans. The vicious circle of the middlemen and their allies have entrapped the poor bangle- makers in their nets. The stronghold is suffocating. They have imposed a heavy burden on little children. They can’t put it down. Before they are able to think, they accept the baggages as naturally as their fathers.

Q27. What do you think is the theme of ‘Lost Spring, Stories of Stolen Childhood’?
Ans. The theme of the chapter is the grinding poverty and the traditions which condemn poor children to a life of exploitation. The two stories taken together depict the plight of street children forced into labour early in life and denied the opportunity of schooling. The callousness of the society and the political class only adds to the sufferings of these poor people.

LONG ANSWER TYPE QUESTIONS
Q1.What are the dreams of the poor like ‘Saheb-e-Alam’ and Mukesh? Could these be realised? What is the reality of the situation?
Ans. Poor rag-pickers like Saheb spend the early years of their lives looking for gold in garbage dumps. The parents of these street children have no fixed income. They wage war against poverty and hunger. They have no dreams except finding the means of survival. Garbage to them is gold. It is the source of their daily bread and provides a roof over their heads. He ends up as a servant at a tea-stall and loses his freedom.
Mukesh, the son of a poor bangle-maker of Firozabad, has a dream of becoming a motor mechanic. He wants to learn to drive a car. He thinks of joining a garage to fulfil his dream. He knows that the garage is far away, yet he has decided to walk. He realises the reality and is willing to overcome the obstacles. His daring to rise and decision to get free from the trap laid by vicious moneylenders and middle men arouse a sense of hope.Deprived of education, proper food and upbringing, these children are forced into labour early in life.

Q2. Firozabad presents a strange paradox. Contrast the beauty of the glass bangles of Firozabad with the misery of the people who produce them.
Ans. Firozabad, the centre of India’s glass-blowing industry, is famous for its bangles. Spirals of bangles of various colours can be seen lying in mounds in yards or piled on four wheeled push carts. These bangles have shining bright colours: sunny gold, paddy
green, royal blue, pink, purple-in fact, every colour bom out of the seven colours of the rainbow.
The banglemakers lead a miserable life. They know no other work than bangle making. They have neither courage nor money to start another trade or job. they have spent generations in the clutches of middle men and moneylenders. Extreme poverty forces them to remain hungry and yet work all day. The elderly woman,who works with Savita, has not enjoyed even one full meal in her entire lifetime. Her husband has made a house for the family to live in. He has achieved what many have failed in their lifetime. Mukesh’s father has failed to renovate a house or send his two sons to school. Young boys are as tired as their fathers. Their work at hot furnaces makes them blind prematurely.

Q3.(i) “Survival in Seemapuri means rag-picking.”
(ii) “Garbage to them is gold.”
(iii) “For the children it (garbage) is wrapped in wonder, for the elders it is a means of survival.”
In the light of the above remarks write an account of the life and activities of the ragpickers settled in Seemapuri (Delhi).
Or
Give a brief account of the life and activities of the Bangladeshi squatters like Saheb-e-Alam settled in Seemapuri.
Ans. Seemapuri is a place on the periphery of Delhi, yet miles away from it metaphorically. Squatters who came from Bangladesh way back in 1971 live here. Saheb’s family is one of them. Seemapuri was then a wilderness. It still is, but it is no longer empty. Nearly 10,000 ragpickers live there in structures of mud, with roofs of tin and tarpaulin. These shanties are devoid of sewage, drainage or running water. These people have lived there for more than thirty years without an identity or permit. They have got ration cards that enable them to buy grains and get their names on voters’ lists. For them food is more important for survival than an identity. The women put on tattered saris. They left their fields as they gave them no grain. They pitch their tents wherever they find food. Ragpicking is the sole means of their survival.
It has acquired the proportions of a fine art for them. Garbage to them is gold. It provides them their daily bread and a roof over the heads. Most of the barefoot ragpickers roam the streets early in the morning and finish their activities by noon. They seem to carry the plastic bag lightly over their shoulders. They are clothed in discoloured shirts and shorts and denied the opportunity of schooling.

Q4. “The cry of not having money to do anything except carry on the business of making bangles, not even enough to eat, rings in every home. The young men echo the lament of their elders. Little has moved with time, it seems, in Firozabad.” Comment on the hardships of the banglemakers of Firozabad with special emphasis on the forces that conspire against them and obstruct their progress.
Ans. The bangle-makers of Firozabad are bom in poverty, live in poverty and die in poverty. For generations these people have been engaged in this trade—working around hot furnaces with high temperature, welding and soldering glass to make bangles. In spite of hard labour throughout the day, the return is meagre. Some of them have to sleep with empty, aching stomachs. Others do not have enough to eat. Whatever they do get is not delicious or nourishing.
The stinking lanes of their shanty town are choked with garbage. Their hovels have crumbling walls, wobbly doors and no windows. These are overcrowded with humans and animals.
Poverty and hunger, social customs and traditions, stigma of caste and the intrigues of powerful lobby that thrives on their labour combine to keep them poor, uneducated and hungry. The moneylenders, the middlemen, the policemen, the keepers of law, the bureaucrats and the politicians—all are ranged against them. Children are engaged in illegal and hazardous work. Years of mind-numbing toil have killed all initiative and ability to dream. They are unable to organise themselves into cooperative due to lack of a leader and fear of ill-treatment at the hands of the police. They seem to carry the burden that they can’t put down. They can talk but not act to improve their lot.

Q5. Compare and contrast the two families of bangle-sellers portrayed in ‘Lost Spring.’ Comment on the roles of individuals in highlighting the issues raised by the author.
Ans. One of the families is that ofMukesh’s. It comprises three males and two females: Mukesh, his brother, their father, their grandmother and the wife of Mukesh’s elder brother. The grandmother had watched her own husband go blind with the dust from polishing the glass of bangles. Mukesh’s father is a poor old bangle maker, who has failed to renovate a house and send his two sons to school. Mukesh and his brother make bangles. The wife of Mukesh’s brother is a traditional daughter-in-law who follows the customs and cooks food for the family. The grandmother believes in destiny and caste. Only Mukesh shows some sparks of fighting the system and declares that he wants to be a motor mechanic.
Savita, the elderly woman and her old, bearded husband form the other family. Young and innocent Savita works mechanically. The elderly woman highlights the plight of bangle makers who fail to enjoy even one full meal during the entire lifetime. The old man has an achievement to his credit. He has made a house for the family to live in. He has a roof over his head.
The lifestyle, problems and economic conditions of the two families are similar. There is only a difference of degree but not of kind in their existence and response to life’s problems.

VALUE-BASED QUESTIONS
Q1.Hunger knows no friend but its feeder. The downtrodden lead a miserable life. Elucidate the dictum keeping in mind the following lines:
“survival in Seemapuri means ragpicking. Through the years, it has acquired the proportions of a fine art. Garbage to them is gold. It is their daily bread a roof over their heads, “
Ans.                                                        Poverty: A Vicious Circle
It is a well known saying that poverty is the root cause of all evils. Corruption, loot, begging and incidents of theft are the offspring of abject poverty. The destitute lead a pitiable and miserable life. They do not get sufficient food. Lack of funds constrain them to take recourse to illegal activities. Slum dwellers always feel themselves dejected. They recognise only those beings who help them and feed them. Political leaders take undue advantages of their poverty. They are misused to win elections. Humanity, mankind, honesty, trust and love become significant when an individual succeeds in satisfying his hunger. Hungry people need only food. There is a dearth of people who are capable of converting obstacles into opportunities. These poor people are exploited ruthlessly by industrialists, politicians and other middlemen. They scrounge for gold in the garbage dumps to earn their livelihood. The hiatus between the rich and the poor seems difficult to be bridged. It is increasing day by day. The poor are becoming poorer and the rich richer. There is no human being who would like to work for their welfare. Their plight is pitiable and horrible. The residential areas of these people are packed with filth. They become habitual of foul smell. Poverty is a vicious circle. It never comes to an end. The unemployed youth are heading towards destruction. They do not remember anything except the help they receive from the opportunistic people who feed them to materialise their vested interests.

Q2. There is no denying the fact that ‘Life is action and not contemplation.’ Those who shirk work and waste their time in thinking about bitter consequences never achieve greatness. They lack enthusiasm. Substantiate the aphorism keeping in mind the following lines:
“I will be a motor mechanic’’ “I will learn to drive a car”. His dream looms like a mirage amidst the dust of streets…”
Ans.                                        Life is Action and not Contemplation
Initiation is the law of nature. Success depends on the actions taken by an individual. One has to take actions without wasting time. Dreams give us directions. But it should not be forgotten that a man cannot become influential by only dreaming . One who does not utilise time fails to do anything significant in life. Actions shape the destiny of the beings. Contemplation destroys happiness. Aimless thinking aggravates woes and worries. It leads to nowhere. Such thinkers never get pleasure in this world of mortals. Those who believe in taking actions attain their long cherished goals with an astonishing ease. They never feel confused or perplexed. They never become a victim of depression. All the human beings are to perform their duties on the earth. Contemplation leads to idleness. Life is a judicious blend of contemplation and action. Contemplation transformed into action is of utmost importance. Action without contemplation may be disastrous. Contemplation without action is a sin. One should not waste time in thinking only. We should always remember that life is short and time is swift. Procrastination is the thief of time. One should not forget that there’s a time for everything. One should grab this opportune time to get success in life.

Q3. Dedication, determination and devotion are the factors responsible for phenomenal suc¬cess. Substantiate the above quoted statement in the light of the following lines:
“I want to be a motor mechanic,’ he repeats. He will go to a garage and learn. But the garage is a long way from his home. 7 will walk’, he insists.”
Ans.                                                             Key to Success
Hard work is the key to success. Dogged determination and strong will power are the essential ingredients of success. Industrious people never feel disheartened. They bum the mid night oil and strive hard to achieve the desired goals. It is said that between two stools one falls on the ground. Thus, one has to dedicate one’s life to a specific field. The long term goals and aims of life must be set thoughtfully and not whimsically. The capricious nature of a fellow does not allow him to reach the heights. Devotion always brings good results and rewards. The essence of devotion is trust or faith. If one has trust in performing the actions, one is able in winning the battle of life. Trust gives strength and strength gives birth to determination which leads to dedication. Devoted and dedicated people never become a part of a problem. They remain a part of the solution. They do not do different things but they do things differently. Their devotion to the field encourages them to have indepth knowledge. Those who dare to climb the hill conquer Mount Everest. Dedication has no substitute. It is the only way to great accomplishments.

Q4. Health plays an important role in the life of a mortal. But the destitute fail to get nutritious food and do not remain healthy. It is said that health is wealth. People believe that a sound mind lives in a sound body. Elucidate it taking ideas from the following lines:
“Ek waqt ser bhar khana bhi nahin Khaya.”
Ans.                                                           Health and Food
One has to accept the fact that if wealth is lost, something is lost and if health is lost, everything is lost. The proverb A sound mind lives in a sound body’ is apt. A healthy man can enjoy the beauty of this world. An unhealthy man misses one of the greatest boons given by the Almighty. A healthy beggar is better than an unhealthy king. A person who accumulates enormous wealth and suffers from chronic or fatal diseases cannot relish life.
He wastes his time in clinics and hospitals. Health is essential to have positive thoughts.
One should wake up early in the morning and take exercise. Nutritious food is indispensable for good health. Junk food must be avoided. The destitute suffer because they do not get : sufficeient food. They do not have any source of income. Undoubtedly good health plays a pivotal role in the life of a mortal. Pecuniary gains are of utmost importance but a strong and sturdy body free from ailments is of paramount importance. It has no substitute. A mortal cannot endure the loss of health. Creativity, productivity and innovation get enhanced if a man is healthy. Thus, one should be in the best of health so that one can lead a happy and contented life.

Q5. Child abuse is a very serious problem in our country. Children are forced by circumstances to work in various factories. Write an article, on the topic ‘Child Abuse’. Take ideas from the following lines:
“None of them knows that it is illegal for children like him to work in the glass furnaces 1 with high temperatures, in dingy cells without air and light; that the law, if enforced, could get him and all those 20,000 children out of the hot furnaces where they slog their daylight /hours, often losing the brightness of their eyes.”
Ans.                                                             Child Abuse
Child abuse is a grave problem in India. Many children work for dhabas, factories and tea stall owners. These are those unfortunate children of this country who don’t get even . meals three times a day. It is a blemish on our nation. It is the duty of the governments to make arrangements of education for these children. Child labour is common in the fields of agriculture, domestic service, sex industry, carpet and textile industries, quarrying, bangle making and brick making. These children are forced to work in horrible conditions. There are no set working hours for these children. They are given low wages.
In some cases poverty of the household and low level of parental education are responsible , for child labour. Employing children in factories implies that the nation’s future is in dark. These children never feel happy. They become devoid of human emotions. They adoptillegal ways to earn their bread and butter when they become able-bodied. It gives rise to .violence and corruption. Child labour should be stopped and the governments should educate these children free of cost. At least elementary education should be given to all children.
More Resources for CBSE Class 12
RD Sharma class 12 Solutions
NCERT Solutions for Class 12th English Flamingo
NCERT Solutions for Class 12th English Vistas
CBSE Class 12 Accountancy
NCERT Solutions for Class 12th Maths
CBSE Class 12 Biology
CBSE Class 12 Physics
CBSE Class 12 Chemistry
CBSE Sample Papers For Class 12

NCERT Solutions Class 12 Flamingo EnglishClass 12 Vistas English

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NCERT Solutions for Class 6 Hindi Chapter 5 – चित्रकूट में भरत 

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NCERT Solutions For Class 12 Flamingo English Deep Water

QUESTIONS FROM TEXTBOOK SOLVED

THINK AS YOU READ
Q1. What is the “misadventure ” that William Douglas speaks about?
Ans. William O. Douglas had just learnt swimming. One day, an eighteen year old big bruiser picked him up and tossed him into the nine feet deep end of the Y.M.C.A. pool. He hit the water surface in a sitting position. He swallowed water and went at once to the bottom. He nearly died in this misadventure.

Q2. What were the series of emotions and fears that Douglas experienced when he was thrown into the pool? What plans did he make to come to the surface?
Ans. Douglas was frightened when he was thrown into the pool. However, he was not frightened out of his wits. While sinking down he made a plan. He would make a big jump when his feet hit the bottom. He would come to the surface like a cork, lie flat on it, and paddle to the edge of the pool.

Q3. How did this experience affect him?
Ans. This experience revived his aversion to water. He shook and cried when he lay on his bed. He couldn’t eat that night. For many days, there was a haunting fear in his heart. The slightest exertion upset him, making him wobbly in the knees and sick to his stomach. He never went back to the pool. He feared water and avoided it whenever he could.

THINK AS YOU READ
Q1. Why was Douglas determined to get over his fear of water?
Ans. His fear of water ruined his fishing trips. It deprived him of the joy of canoeing, boating, and swimming. Douglas used every way he knew to overcome this fear he had developed ’since childhood. Even as an adult, it held him firmly in its grip. He determined to get an instructor and learn swimming to get over this fear of water.

Q2. How did the instructor “build a swimmer” out of Douglas?
Ans. The instructor built a swimmer out of Douglas piece by piece. For three months he held him high on a rope attached to his belt. He went back and forth across the pool. Panic seized the author everytime. The instructor taught Douglas to put his face under water and exhale and to raise his nose and inhale. Then Douglas had to kick with his legs for many weeks till these relaxed. After seven months the instructor told him to swim the length of the pool.

Q3. How did Douglas make sure that he conquered the old terror?
Ans. Douglas still felt terror-stricken when he was alone in the pool. The remnants of the old terror would return, but he would rebuke it and go for another length of the pool. He was still not satisfied. So, he went to Lake Wentworth in New Hampshire, dived off a dock at Triggs Island and swam two miles across the lake. He had his residual doubts. So, he went to Meade Glacier, dived into Warm Lake and swam across to the other shore and back.Thus, he made sure that he had conquered the old terror.

UNDERSTANDING THE TEXT
Q1. How does Douglas make clear to the reader the sense of panic that gripped him as he almost drowned? Describe the details that have made the description vivid.
Ans. Douglas gives a detailed account of his feelings and efforts to save himself from getting drowned. He uses literary devices to make the description graphic and vivid. For example,
‘Those nine feet were more like ninety’, ‘My lungs were ready to burst.’ ‘I came up slowly,
I opened my eyes and saw nothing but water….. I grew panicky1 ‘I was suffocating. I
tried to yell, but no sound came out!’ ‘

Q2. How did Douglas overcome his fear of water?
Ans. When Douglas grew up, he took the help of an instructor to learn swimming. His training went on from October to April. For three months he was taken across the pool with the help of a rope. As he went under, terror filled him and his legs froze. The instructor taught him to exhale under water and inhale through raised nose. He made him kick his legs to make them relax. Then he asked him to swim. He continued swimming from April to July. Still all terror had not left. He swam two miles across Lake Wentworth and the whole length to the shore and back of Warm Lake. Then he overcame his fear of water.

Q3. Why does Douglas as an adult recount a childhood experience of terror and his conquering of it? What larger meaning does he draw from this experience?
Ans. The experience of terror was a handicap Douglas suffered from during his childhood. His conquering of it shows his determination, will power and development of his personality.
He drew a larger meaning from this experience. “In death there is peace.” “There is terror only in the fear of death.” He had experienced both the sensation of dying and the terror that fear of it can produce. So, the will to live somehow grew in intensity. He felt released- free to walk the mountain paths, climb the peaks and brush aside fear.

TALKING ABOUT THE TEXT
Q1.“All ice have to fear is fear itself” Have you ever had a fear that you have now overcome? Share your experience with your partner.
Ans. I must have been about eight or nine years old. It was the night of Diwali. All the houses were shining bright with the rows of candles, oil lamps and electric bulbs. Children were bursting crackers. Suddenly, a cracker went up and hit the thatched roof of a poor gardener. Soon the hut was in flames. His only son, a tiny infant had severe burns  before he could be rescued. I began to tremble with fear as the police questioned the boys exploding crackers. From then on I had a fear of crackers, fire and police. My parents and I had to work very hard to remove this blemish. It was adversely affecting
my personality. By learning the safeguards against fire and safe handling of crackers, I
gradually overcame my fear. However, I still get panicked at the sight of a policeman in uniform. The fear of police remained now; My uncle came to my rescue. He got me dressed as a police inspector in one of his plays, I commanded many policemen and scolded them for misbehaving with the common people. I learnt that policemen were also, humans and not demons. Police protect and help us to maintain law and order. Thank God, I have overcome all my fears now.

Q2. Find and narrate other stories about conquest of fear and what people have said about courage. For example, you can recall Nelson Mandela’s struggle for freedom, his perseverance to achieve his mission, to liberate the oppressed and the oppressor as depicted in his autobiography. The story ‘We’re Not Afraid To Die,’ which you have read in Class XI, is an apt example of how courage and optimism helped a family survive under the direst stress.
Ans. In his autobiography ‘Long Walk to Freedom’, Nelson Mandela tells the extraordinary story of his life. He brings vividly to life the escalating political warfare in the fifties between the African National Congress and the government, culminating in his dramatic escapades as an underground leader and the notorious Rivonia Trial of 1964, at which he was sentenced to life imprisonment. He recounts the surprisingly eventful twenty-seven years in prison and the complex, delicate negotiations that led both to his freedom and to the beginning of the end of apartheid. Mandela also struggled against the exploitation of labour and on the segregation of the universities. He persevered to achieve his mission and to liberate the oppressed and the oppressor. In 1990, he was freed from prison. The apartheid laws were relaxed. Mandela became the champion for human rights and racial equality. He also became the first non-white president of the Republic of South Africa.

THINKING ABOUT LANGUAGE
If someone else had narrated Douglas’s experience, how would it have differed from this account? Write out a sample paragraph or paragraphs from this text from the point of view of a third person or observer, to find out which style of narration would you consider to be more effective? Why?
Ans. The third person account or one from the point of view of an observer is detached and objective. Real-life personal account is subjective and focuses more on the person’s thoughts, feelings and emotional response. I would consider the first person narrative style more effective as it is quite authentic and depicts everything faithfully.

SAMPLE PARAGRAPHS
(From the point of view of a third personlobserver)
A big bruiser of a boy, yelled, “Hi, Skinny! How’d you like to be ducked?” with that he picked up the 10 year old tiny boy and tossed him into the nine feet deep end of the Y.M.C.A. pool. The kid struck the surface in a sitting position, swallowed water and at once went to the bottom. .
Watching all this from a distance filled me with anxiety for the kid. I rushed towards the side of the pool. By that time, the boy had risen twice to the surface but being unable to grab a rope or support on the side wall, he went down.
Before I could bail him out he sucked in more water and went down third time. I at once jumped into the pool. The boy’s legs were limp. All efforts had ceased. I carried him on my shoulder and swam to the side of the pool.
He was made to lie on his stomach. His back was slapped gently but firmly to make him vomit the water he had swallowed. He responded to the first-aid measures and soon regained consciousness.

WRITING
Q1. Doing well in any activity, for example a sport, music, dance or painting, riding a motorcycle or a car, involves a great deal of struggle. Most of us are very nervous to begin with until gradually we overcome our fears and perform well.
Write an essay of about five paragraphs recounting such an experience. Try to recollect minute details of what caused the fear, your feelings, the encouragement you got from others or the criticism.
You could begin with the last sentence of the essay you have just read: “At last I felt released—free to walk the trails and climb the peaks and to brush aside fear.”
Ans.                    MY FIRST EXPERIENCE OF RIDING A MOTORCYCLE
At last I felt released, free to walk the trails and climb the peaks and to brush aside fear. This fear of injuries had been my old enemy and had thwarted me at crucial moments. I remember exactly when I started developing this fear. I was a toddler when I was given a tricycle. I would lose balance and the tricycle would fall over me.
As I grew older, I was given dwarfer versions of cycles but my road fear persisted. I would hit someone or something and fall down. Sometimes the injuries took time to heal. I felt annoyed with myself and cursed my fear. But fern assumed monster like proportions.
Now I had passed tenth class examination and joined the city school. My father gifted me a Hero Honda mobike on my birthday. My uncle volunteered to train me. After telling me in details the functions of various parts, he took me to the playground. He sat behind me and issued orders. He held me firmly at first. When I had learnt to start the vehicle,
change gear, increase and decrease speed, turn the vehicle and come to a stop, he asked me to take a round. I perspired from head to foot. He reassured me and encouraged me. I regained my confidence.
Then I took a short round of the playground. I still hesitated while tinning the comer. Uncle explained the mechanism and demonstrated how to handle the machine.
Finally, I took three rounds of the playground. Then uncle and I came to the side road. He trained me how to avoid the vehicles and give them passage. I drove to the city and returned safe. I had conquered fear and learnt how to ride a motorcycle.

Q2. Write a short letter to someone you know about your having learnt to do something new.
Ans. 23, King John’s Lane
Westbury (UK)
12 March, 2007
Dear Dolly,
You will be pleased to learn that at last I have learnt playing tennis. You know how I dotted on the players taking part in Wimbledon and had cherished a dream to play on the centre court.
Well, I have taken the first step in that direction. After years of perspiration and training I have learnt playing tennis. This year I am participating in the Junior County Championship.
I must take this opportunity of thanking you for you have been a constant source of inspiration and support to me, both on and off the court.
I am anxiously awaiting for the day when I’ll intimate to you my achievements in this newly learnt game.
With best wishes
Yours sincerely
Angela

THINGS TO DO
Q1. Are there any water sports in India? Find out about the areas or places which are known for water sports.
Ans. India provides exciting opportunities for the following watersports:
(i) White Water Rafting, (ii) Water Skiing, (iii) Canoeing and Kayaking,
(iv) Scuba Diving, (u) Snorkelling, (vi) Angling and Fishing.
Areas or places known for watersports:
(i) White Water Rafting and Kayaking : The Ganges (from Rishikesh); the Beas (from
Manali, the Indus (in Ladakh), Zanskar (in Zanskar), the Teesta (in Sikkim)
(ii)Water Skiing:The Ganges, the Beas.
(iii)Sailing, Yachting and Wind-surfing:Goa, Kovalam Beach in Kerala.
(iv)Scuba Diving:Andaman and Lakshadweep, Goa.
(v)Snorkelling:Andaman and Lakshadweep, Goa.
(vi)Angling and Fishing:Balukpung (Assam) Beas (Kullu Valley)

MORE QUESTIONS SOLVED

SHORT ANSWER TYPE QUESTIONS
Q1. When did Douglas decide to learn swimming? What options were available to him to swim in? Which one did he choose and why?
Ans. Douglas was ten or eleven years old when he decided to learn swimming. He could swim in the Yakima River or the Y.M.C.A. pool at Yakima. The Yakima River was dangerous. Many persons had drowned in it. So, he chose the Y.M.C.A. pool. It was considered safe.

Q2. Which factors led Douglas to decide in favour of the Y.M.C.A. pool?
Ans. The Y.M.C.A. pool was safe. It was only two to three feet deep at the shallow end. It was nine feet deep at the other. Moreover, the drop was gradual. The Yakima River was treacherous and had drowned many. So, he decided in favour of the Y.M.C.A. pool.

Q3. “I had an aversion to the water when I was in it?” says Douglas. When did he start having this aversion and how?
Ans. The aversion started when Douglas was three or four years old. His father had taken him to the beach in California. They were standing together in the surf. He had held his father tightly, even then the waves knocked him down and swept over him. He was buried in water. His breath was gone. He was frightened. There was terror in his heart about the overpowering force of the waves.

Q4. How did Douglas initially feel when he went to the Y.M.C.A. pool? What made him feel comfortable?
Ans. Unpleasant memories of the past were revived and childish fears were stirred. In a little while he gathered confidence. He paddled with his new water wings. He watched the other boys and tried to imitate them. He did so two or three times on different days. He began to feel comfortable.

Q5. What two things did Douglas dislike to do? Which one did he have to do and why?
Ans. Douglas hated to walk naked, into the pool and show his very thin legs. Secondly, he was fearful about going in alone. So, he sat on the side of the pool to wait for others. But he had to go into water as one cannot learn swimming without going into water.

Q6. In what connection does Douglas mention “a big bruiser of a boy ?”
Ans. Douglas mentions him for his misadventure in the Y.M.C.A. swimming pool in which he had nearly died. It was this boxer boy who had picked up Douglas and tossed him into the deep end. Later on, when Douglas was rescued, the boy said, “I was only fooling.”

Q7. Describe the boy who was responsible for the author’s misadventure?
Ans. He was a big boy, a bruiser. He was probably eighteen year old. He had thick hair on his chest. He was a beautiful specimen. His legs and arms had rippling muscles. He was a fun loving fellow and enjoyed teasing the younger and weaker boys.

Q8. How did the “misadventure” happen with Douglas?
Ans. Douglas was sitting alone on the side of the pool, waiting for others. A big, boxer boy of eighteen came there. Mocking him as ‘skinny’ he enquired how he would like to be plunged in water. Saying so, he picked up Douglas and tossed him into the nine feet deep end. Douglas struck the surface of water, swallowed water and at once went to the bottom.

Q9. “I was frightened, but not yet frightened out of my wits,” says Douglas. Which qualities of the speaker are highlighted here and how?
Ans. Douglas was frightened when he went down into the pool and was about to be drowned. He had an aversion to water and now he was filled with terror. He had remarkable self¬control. He used his mind even in the crisis and thought of a strategy to save himself from being drowned.

Q10. “On the way down I planned,” remarks Douglas. What plan had he devised and how far did it succeed?
Ans. While going down to the bottom, he made a plan to save himself from being drowned. He decided to make a big jump as his feet hit the bottom. He hoped to move up to the surface of water like a cork. Then he would lie flat on it, and paddle to the edge of the pool. The plan was only partly successful. He rose to surface twice. But each time he swallowed water and went down.

Q11. What did Douglas experience as he went down to the bottom of the pool for the first time ?
Ans. Going down to the depth of nine feet was not quick. It seemed a long way down. For him those nine feet were more like ninety. Before he touched bottom his lungs were ready to burst. He did not lose his presence of mind. Using all his strength, he made a great jump upwards.

Q12. How was the result of the ‘great spring upwards’ that Douglas made on hitting the bottom of the pool for the first time?
Ans. Douglas rose to the surface very slowly. When he opened his eyes he saw nothing but water with a dirty yellow colour. He grew panicky. He tried to grab a rope but his hands clutched only at water. He was suffocating. He tried to shout, but no sound came out. Then his eyes and nose came out of the water but not his mouth.

Q13. How did Douglas struggle before hitting the bottom of the pool for the second time? What was the outcome of his struggle?
Ans. Douglas moved his arms and legs around without control. He swallowed water and choked. His legs hung as dead weights, paralysed and rigid. A great force was pulling him down. He struck at the water with full force as he went down. He had lost all his breath. His lungs ached and head throbbed. He was getting dizzy. He went down through dark water and was filled with fear.

Q14. What sort of terror seized Douglas as he went down the ‘water with a yellow glow?’ How could he feel he was still alive?
Ans. An absolute, rigid terror seized Douglas. It was a terror that knew no understanding or control and was beyond comprehension of anyone who had not experienced it. He was paralysed under water-stiff and rigid with fear. His screams were frozen. The beating of his heart and throbbing of mind made him feel that he was still alive.

Q15. ‘In the midst of the terror came a touch of reason.’ How did the two forces work in opposite direction and how did Douglas fare?
Ans. Reason told him to jump when he hit the bottom as he felt the tiles under him, he jumped with everything he had. But the jump made no difference. A mass of yellow water held him. Stark terror took an even deeper hold on him. He shook and trembled with fright. His arms and legs wouldn’t move. He tried to call for help, but nothing happened.

Q16. 7 crossed to oblivion, and the curtain of life fell.’ How did Douglas experience the sensation of dying before he actually crossed to oblivion?
Ans. As Douglas went down the pool the third time, he swallowed more water. All his efforts to jump up ceased. His legs felt limp. A blackness swept over his brain and it wiped out fear and terror. There was no more panic. It was quiet and peaceful. He felt drowsy and wanted to go to sleep.

Q17. In what state did Douglas find himself on regaining consciousness?
Ans. He found himself lying on his stomach near the pool. He was vomiting. The fellow who had thrown him in the pool was saying that he was only joking. Then someone remarked that the small boy had nearly died. He hoped that he would be all right then. Then he was carried to the locker room for change of clothes.

Q18. How did Douglas react to the frightening experience (i) that day and (ii) later when he came to know the waters of the Cascades?
Ans. (i) He walked home after several hours. He was weak and trembling. He shook and cried when he lay on his bed. He couldn’t eat that night. A haunting fear was there in his heart. The slightest exertion upset him. His knees became wobbly. He felt sick to his stomach. (ii) Whenever he waded the Tieton or Bumping River or bathed in Warm Lake of Goat Rocks, the terror that had seized him in the pool would come back. This terror would take possession of him completely. His legs would become paralysed. Icy horror would grab his heart.

Q19. “This handicap stayed with me as the years rolled by.” How did it affect his pursuits for pleasure?
Ans. The haunting fear of water followed Douglas everywhere. He rowed in canoes on Maine lakes fishing for landlocked salmon. He went for bass fishing in New Hampshire, trout fishing on the Deschutes and Metolius in Oregon, fishing for salmon on the Columbia, at Bumping Lake in the Cascades. Fear ruined his fishing trips. It deprived him of the joy of canoeing, boating, and swimming.

Q20. What efforts did Douglas make to get over his fear of water and why?
Ans. Fear of water was a handicap Douglas developed during his childhood. It stayed with him as he grew older. It ruined his pursuits of pleasure such as canoeing, boating, swimming and fishing. He used every method he knew to overcome this fear. Finally, he determined to get an instructor and learn swimming.

Q21. What was the first piece of exercise the Instructor gave Douglas? How long did it take to yield the desired result?
Ans. The instructor made him go across the pool an hour a day for five days with the help of a rope attached to his belt. The rope went through a pulley that ran on an overhead cable. The instructor held on to the end of the rope. They went back and forth across the pool. A bit of panic seized him every time. Moreover, the old terror returned and his legs froze when the instructor loosened his grip on the rope and Douglas went under water. It was after three months that the tension began to decrease.

Q22. Which other exercise did the Instructor prescribe for Douglas to make him shed the panic caused by water?
Ans. He taught Douglas to put his face under water and exhale. Then he was to raise his nose
and inhale. He repeated this exercise hundreds of time. Bit by bit he shed part of the panic that seized him when his head went under water.

Q23. Which exercise helped Douglas to loosen his stiff legs and make them work as he desired?
Ans. The Instructor held Douglas at the side of the swimming pool. Then he made Douglas kick vfith his legs. He did just that for weeks. At first his legs refused to work. But gradually they relaxed. Finally, he was able to command them.

Q24. Why does Douglas say: ‘The Instructor was finished. But I was not finished?’ How did he overpower tiny vestiges of the old terror?
Ans. The Instructor’s work was over when he built a swimmer out of Douglas piece by piece and then put them together into an integrated whole. However, Douglas was not satisfied
as the remnants of the old terror would return when he swam alone in the pool. He would frown on terror go for another length of the pool.

Q25. Why did Douglas go to Lake Wentworth in New Hampshire? How did he make his terror flee ?
Ans. Douglas was not sure whether all the terror had left even after the training from October to April and practice till July. So, he went to Lake Wentworth and swam two miles. Terror returned only once when he was in the middle of the lake. He had put his face under and saw nothing but bottomless water. The old sensation returned in a smaller size. He laughed and rebuked terror. His terror fled away and he swam on.

LONG ANSWER TYPE QUESTIONS
Q1. “There was terror in my heart at the overpowering force of the waves.” When did Douglas start fearing water? Which experience had further strengthened its hold on his mind and personality’?
Ans. The water waves which knocked down young Douglas and swept over him at the beach in California filled him with fear. He was then three or four years old. All this happened when he had clung to his father. He was buried under water. His breath was gone and he was frightened. His father laughed, but there was terror in his heart at the overpowering force of the waves.
His introduction to the Y.M.C.A. swimming pool revived unpleasant memories and stirred childish fears. He had gathered some confidence when a misadventure happened as a big boy threw him at the nine feet deep end of the pool. His efforts to rise to the surface and paddle to the side failed twice. He would have drowned if he had not been rescued in time. This terror of water overpowered his limbs and made them stiff. His mind was haunted by fear of water. It was, in fact, a handicap to his personality.

Q2. Give an account of the fears and emotions of Douglas as he made efforts to save himself from being drowned in the Y.M.C.A. swimming pool.
Ans. Douglas was frightened as he was going down. His active mind suggested a strategy to save himself from being drowned in water. He knew that water has buoyancy. He must make a big jump as his feet hit the bottom. He hoped to rise up like a cork to the surface, lie flat on it and paddle to the edge of the pool.
Before he touched bottom, his lungs were ready to burst. Using all his strength, he made a great jump. He rose up very slowly. He saw nothing but yellow coloured dirty water. He grew panicky and he was suffocated. He swallowed more water as he tried to shout. He choked and went down again. His stiff legs refused to obey him. He had lost all his breath.
His lungs ached and head throbbed. He was getting dizzy. He went down through darkwater again. An absolute terror seized Douglas. He was paralysed under water. His reasoning power told him to jump again. He did so, but his aims and legs wouldn’t move. His eyes and nose came out of water, but not his mouth. He swallowed more water and went down third time. Now a blackness swept over his brain. He had experienced the terror that fear of death can produce as well as the sensation of dying.

Q3. How did the misadventure in Y.M.C.A. swimming pool affect Douglas ? What efforts did he make to conquer his old terror? Did he succeed?
Ans. Douglas had nearly died in the swimming pool. For days there was a haunting fear in his heart. The slightest exertion upset him. He avoided going near water as he feared it. The waters of the cascades, fishing for salmon in canoes, bass or trout fishing-all appeared attractive activities. However, the haunting fear of water followed Douglas everywhere and ruined his fishing trips? It deprived him of the joy of canoeing, boating and swimming.
The fear of water became a handicap. He used every method he knew to overcome this fear. Finally, he decided to engage a trainer and learn swimming. In seven months the Instructor built a swimmer out of Douglas. However, the vestiges of the old terror would return when he was alone in the pool. He could now frown on terror and go for another length of the pool. This went on till July. Douglas was not satisfied.
He went to Lake Wentworth and swam two miles. The terror returned only once when he had put his face under water and saw nothing but bottomless water. In order to remove his residual doubts he hurried west to Warm Lake. He dived into the lake and swam across to the other shore and back. He shouted with joy as he had conquered his fear of water. He finally succeeded in his effort.

Q4. Comment on the appropriateness of the title ‘Deep Water’
OR
Do you think the title Deep Water’ is apt? Give reasons in support of your answer.
Ans. The title ‘Deep Water’ is quite appropriate to this extract from ‘Of Men and Mountains’ by William O. Douglas. The title is highly suggestive and at once focuses our attention on the main theme—experiencing fear of death under water and the efforts of the author to overcome it.
All the details in the essay are based on his personal experience and analysis of fear. The psychological analysis of fear is presented from a child’s point of view and centres round deep water and drowning.
The overpowering force of the waves at the California beach stir aversion for water in Douglas. His mother warns him against swimming in the deep waters of the treacherous Yakima River. The nine feet deep water of the swimming pool appears more than ninety to Douglas. However, when he conquers fear he can dive and swim in the deep waters of Lake Wentworth and Warm Lake. :
Thus the title is apt and suggestive.

Q5. What impression do you form of William O. Douglas on the basis of reading Deep Water?’
Ans. William Douglas leaves a very favourable impression on us. He appears quite truthful and courageous. He gives a detailed account of his fears and emotions as he struggles against deep water to save himself from being drowned. Confessing one’s faults and shortcomings is not easy. It needs courage, honesty and will power. Douglas has all these qualities.
His efforts to overpower the fear of water show his firm determination, resolution and strong will power. He has an analytic mind which diagnoses the malady and prompts him to search the cure. He is frightened of deep water, but not yet frightened out of his wits.
In his heroic struggle against fear, terror and panic, he rises to heroic stature. He becomes an idol, a living image of bravery and persistent efforts. He typifies the will not to surrender or yield. His indefatigable zeal is a source of inspiration for all and specially for the youth.
In short, William Douglas impresses us as a frank, truthful, honest and determined person.

VALUE-BASED QUESTIONS
Q1. It is often said that ‘No Pains, No Gains’. One cannot get anything if one does not work hard. Write an article on the ‘topic, mentioned above, in not more than 120 words. You can take ideas from the following lines:
“I went to a pool and practiced five days a week, an hour each day. A rope attached to the belt went through a pulley that fan on an overhead cable. He held on to the end of the rope, and we went back and forth, back and forth across the pool, hour after hour, day after day, week after week.”
Ans.                                                   No Pains, no Gains
The dictum implies that one can’t attain phenomenal success without making sincere efforts. There is no substitute to hard work. There is no short cut to success. All successful persons have emphasised the importance of hard work in life. Nobody achieved greatness overnight. The secret of their success was hard and systematic work. Destiny never obliges the shirkers. God helps those who help themselves. Rome was not built in a day. Man must comprehend the significance of doing hard labour. One must bum the midnight oil to succeed in this world of intense competition. Never forget that rest is rust and work is worship. A person who toils and work hard gets applause and recognition everywhere. Hard work is the only key to success. Those who work hard flourish and those who are passive rain their earthly existence. They lose their identity. Industrious people reach at their long cherished destinations. They lead their fellow human beings with politeness and humility.

Q2. People say that failures are the stepping stones. They are the best teachers. Discuss the aphorism taking ideas from the following lines:
“I feared water. I avoided it whenever I could. A few years later when I came to know the waters of Cascades, I wanted to get into them. And whenever I did … the terror that had seized me in the pool would come back… I decided to get an instructor and learn to swim. ”
Ans.                                      Failures are the Pillars to Success
It is rightly said that failure plays an important role in a man’s life. Failure in one field becomes the cause of exploring success in other fields. It is a sure key to many a riddle. Failures make us familiar with our weaknesses and flaws. They become the stepping stones and inspire us to fight against odd circumstances. Man should learn from his mistakes and strive hard to reach at his destination. Most of the successful peoples failed at any step but could get their target because failures guided them and encouraged them to try harder. One should never give up one’s target. Our duty is to do our ‘karma’. The result is in the hands of the Almighty. It is certain that failure inspires us to work with more strength and vigour. One should never get depressed and dejected. All leaders, fighters, businessmen, bureaucrats firmly say that failures are the pillars to success.

Q3. The story “Deep Water” has made you realize that with determination and perseverance one can accomplish the impossible. Write a paragraph in about 100 words on how a positive attitude and courage will aid you to achieve success in life. [Delhi 2014]
Ans. Will power plays a pivotal in the life of a human being. Determination and persistent hard work are the hallmarks of success. A person who has passionate desire to do something achieves his goals within the stipulated time. There are numerous ways which lead to the desirable goals. Will power of a human being gives him strength, energy, vigour and enthusiasm. It determines the fate of a human being. Absolute determination has the uncanny ability to face and overcome obstacles. No hindrance can defeat the will power. It is invincible and insurmountable. A man who lacks enthusiasm, will power and determination is like a ship which has no helm. It floats on the surface of water according to the wind. There is no problem in this world which has no solution. It has been proved by great personalities that all obstacles can be overcome by sheer determination. Man has the knack to achieve anything. Nothing is impossible in this world of science and technology. He must not be fatalist. He should not believe in destiny, but on karma. Man can accomplish every assignment if he desires. Strong desire is the prerequisite to success. There is no scope for disappointment in the life of a person who has iron will and dogged determination. He puts in tremendous efforts to achieve greatness.

Q4. The significance of training cannot be underestimated. Saint Cyprian said, “The helmsman is recognised in the tempest; the soldier is proven in warfare’. Substantiate the words quoted above in your own words. You may take ideas from the given lines:
“I decided to get an instructor and learn to swim… he taught me to put my face under water and exhale, and to raise my nose and inhale… Bit by bit I shed part of the panic that seized me when my head went under water.”
Ans.                                     Training: An Essential Component of Success
Training sharpens the consumate skills of trainees. Acquiring the profound knowledge of the work we do is of utmost importance. Nobody can refuse to accept and acknowledge the wider and potential significance of training. Soldiers receive training to overcome the greatest obstacles they can face in the battlefield. Doctors are given training so that they
may not become the cause of a patient’s life. Teachers receive training to dispel the darkness of ignorance. Training keeps the trainees abreast of the latest developments in their specific fields. The trainers apprise them of all the fundamental and significant instructions. A fresher who joins any profession without receiving proper training may devastate everything. Experience matters a lot. It teaches us the way things are to be done. It is rightly said that ‘the best way really to train people is with an experienced mentor… and on the job’. The experienced advice of the trainer enlightens the trainees. They are made exceptionally skilled in the basic techniques. The overwhelming importance of training can be neglected at our own peril. This perception of beings would bring them perilously close to disaster.

Q5. FD Roosevelt says in his Inaugural Address in 1933 that ‘The only thing we have to fear is fear itself.’ Write an article on this topic. You may take ideas from the given lines:

“I used every way I knew to overcome
this fear, but it held me firmly in its
grip

Ans. Fear
Fear stifles innovation, erodes creativity and limits the exponential growth. It is said that Those who love to be feared, fear to be loved. Some fear them, but they fear everyone. Montaigne wrote that The thing I fear most is fear’. Fear is the principal source of superstition, and one of the primary sources of cruelly. To conquer fear is the beginning of wisdom. Seneca says that ‘If we let things terrify us, life will not be worth living. A person who is afraid of something cannot enjoy life in totality. Fear makes us weak, and cowardly. But it does not mean that one should become arrogant. A person of peevish nature cannot be called a brave fellow. Aijuna said that a warrior’s fear always helps him in understanding and analysing the potential of the opponent. Cervantes wrote in Don Quixote that ‘Fear has many eyes and can see things underground’. Man should not have unnecessary fear. It discourages him to achieve the lofty aspirations. Fear impedes action and it is a well known fact that those who do not act lose the battle of life. One has to face the challenges of life. They can never be ignored and neglected. They help us in honing our skills and tapping our untapped potential. Hence, one must shed fear.
More Resources for CBSE Class 12
RD Sharma class 12 Solutions
NCERT Solutions for Class 12th English Flamingo
NCERT Solutions for Class 12th English Vistas
CBSE Class 12 Accountancy
NCERT Solutions for Class 12th Maths
CBSE Class 12 Biology
CBSE Class 12 Physics
CBSE Class 12 Chemistry
CBSE Sample Papers For Class 12

NCERT Solutions Class 12 Flamingo EnglishClass 12 Vistas English

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NCERT Solutions for Class 6 Hindi Chapter 4 – राम का वन -गमन 

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NCERT Solutions for Class 6 Hindi Chapter 3 -दाे वरदान

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NCERT Solutions For Class 12 Vistas English The Enemy

QUESTIONS FROM TEXTBOOK SOLVED

READ AND FIND OUT
Q1. Who was Dr Sadao? Where was his house?
Ans. Dr Sadao Hoki was an eminent Japanese surgeon and scientist. He had spent eight valuable years of his youth in America to learn all that could be learnt of surgery and medicine there. He was perfecting a discovery which would render wounds entirely clean.
Dr Sadao’s house was built on rocks well above a narrow beach that was outlined with bent pines. It was on a spot of the Japanese coast.

Q2. Will Dr Sadao be arrested on the charge of harbouring an enemy?
Ans. Dr Sadao knew that they would be arrested if they sheltered a white man in their house. The wounded man was a prisoner of war who had escaped with a bullet on his back. Since Japan was at war with America, harbouring an enemy meant being a traitor to Japan. Dr Sadao could be arrested if anyone complained against him and accused him of harbouring an enemy.

Q3. Will Hana help the wounded man and wash him herself?
Ans. The gardener and the cook were frightened that their master was going to heal the wound of a white man—an enemy. They felt that after being cured he (the white man) will take revenge on the Japanese. Yumi, the maid, was also frightened. She refused to wash the white man. Hana rebuked the maid who had refused to wash a wounded helpless man. Then she dipped a small dean towel into the steaming hot water and washed the white man’s face. She kept on washing him until his upper body was quite dean. But she dared not turn him over.

Q4. What will Dr Sadao and his wife do with the man?
Ans. Dr Sadao and his wife, Hana, had told the servants that they only wanted to bring the man to his senses so that they could turn him over as a prisoner. They knew that the best possible course under the circumstances was to put him back into the sea. However, Dr Sadao was against handing over a wounded man to the police. He dedded to carry him into his house. He operated upon him and extracted the bullet from his body. He kept the white man in his house. He and his wife looked after him and fed him till he was strong enough to walk on his legs. .

Q5. Will Dr Sadao be arrested on the charge of harbouring an enemy?
Ans. It was the seventh day since Dr Sadao had operated upon the young white man. Early that morning, their three servants left together. In the afternoon, a messenger came there in official uniform. He told Dr Sadao that he had to come to the palace at once as the old General was in pain again.
Hana, who had thought that the officer had come to arrest Dr Sadao, asked the messenger, “Is that all?” The baffled messenger enquired if that was not enough. She tried to cover her mistake by expressing regret and admitted that the General’s illness was enough. Dr Sadao told the General about the white man he had operated upon. Since Dr Sadao was indispensable to the General, he promised that Dr Sadao would not be arrested.

Q6. What will Dr Sadao do to get rid of the man?
Ans.Dr Sadao had told the old General that he had operated upon a white man. The General promised to send his private assassins to kill the man silently and secretly at night and remove his body. Dr Sadao left the outer partition of white man’s room open. He waited anxiously for three nights. The servants had left their house. His wife Hana had to cook, clean the house and serve the wounded man. She was unaccustomed to this labour. She was anxious that they should get rid of the man.
Dr Sadao told Tom, the white man, that he was quite well then. He offered to put his boat on the shore that night. It would have food and extra clothing in it. Tom might be able to row to the little island which was not far from the coast. It had not been fortified. The .water was quite deep. Nobody lived there, as it was submerged in storm. Since it was not the season of storm, he could live there till he saw a Korean fishing boat pass by. He gave the man his flashlight. He was to signal twice with his flashlight at sunset in case his food ran out. In case, he was still there and all right, he was to signal only once.
Dr Sadao gave the man Japanese clothes and covered his blond head with a black doth. In short, Dr Sadao helped the man to escape from Japan. At the same time he also got rid of the man.

READING WITH INSIGHT
Q1.There are moments in life when we have to make hard choices between our roles as private individuals and as citizens with a sense of national loyalty? Discuss with reference to the story you have just read.
Ans. Dr Sadao Hoki faces a dilemma when he finds the body of an unconscious wounded white man lying on the lonely coast with dangerous rocks near his house. His first reaction was that the person was perhaps a fisherman who had been washed from his boat. He ran quickly down the steps. His wife, Hana came behind him. When they came near, Sadao found that the man was wounded and lay motionless. His face was in the sand. As they saw his face, they found that he was a white man with long yellow hair and a rough yellow beard.
Being an expert surgeon, Dr Sadao saw that the man had a gun-wound on the right side of his lower back. He at once packed the wound with sea moss to stanch the fearful bleeding. Since Japan was at war with America, the white man was an enemy. Dr Sadao muttered, “What shall we do with this man?” He answered the question himself, “The best thing that we could do would be to put him back in the sea.” His wife approved of his decision.
Then Sadao made another observation. If they sheltered a white man in their house they would be arrested and if they turned him over as a prisoner, he would certainly die. Hana still insisted on putting him back into the sea. From his battered cap, Dr Sadao concluded that he was a sailor from an American warship. The man was a prisoner of war. He had escaped and that was why he was wounded in the back..
Hana asked if they were able to put him back into the sea. Sadao then said that if the man was whole he could turn the man over to the police without difficulty. He cared nothing for the man. He was their enemy. All Americans were their ‘enemy’. But since he was wounded… Hana understood his dilemma and realised that in the conflict between his sense of national loyalty and his duty as a doctor, it was the latter which proved dominant. Since Sadao too could not throw him back to the sea, the only course left for them was to carry him to their house. Sadao enquired about the reaction of the servants.
Hana said that they would, tell the servants that they intended to give the man to the police. She told Sadao that they must do so. They had to think of the children and the doctor’s position. It would endanger all of them if they did not give that man over as a prisoner of war.
Sadao agreed and promised that he would not think of doing anything else.

Q2. Dr Sadao was compelled by his duty as a doctor to help the enemy soldier. What made Hana, his wife, sympathetic to him in the face of open defiance from the domestic staff?
Ans. Dr Sadao and his wife, Hana, together lifted the wounded man and carried him to an empty bedroom in their house. The man was very dirty. Sadao suggested that he had better be washed. He offered to do so if she would fetch water. Hana was against it. She suggested that the maid, Yumi, could wash the man. They would have to tell the servants. Dr Sadao examined the man again and remarked that the man would die unless he was operated upon at once. He left the room to bring his surgical instruments.
The servants did not approve of their master’s decision to heal the wound of a white man. Even Yumi refused to wash the white man. There was so fierce a look of resistance upon Yumi’s round dull face that Hana felt unreasonably afraid. Then she said with dignity that they only wanted to bring him to his senses so that they would turn him over as a prisoner. However, Yumi refused to have anything to do with him. Hana asked Yumi gently to return to her work.
The open defiance from the domestic staff hurt Hana’s feelings. She had told the servants to do what their master commanded them. She was convinced of her own superiority. She now became sympathetic to her husband and helped him in his efforts to heal the wounded man. Though the sight of the white man was repulsive to her, she washed his face and his upper body. She prepared herself to give him the anaesthetic according to her husband’s instructions. She had never seen an operation. She choked and her face turned pale like sulphur. She felt like vomiting and left for a while. She returned after retching and administered anaesthetic to the man. Thus she co-operated with her husband fully to save the wounded man.

Q3. How would you explain the reluctance of the soldier to leave the shelter of the doctor’s home even when he knew he couldn’t stay there without risk to the doctor and himself?
Ans. On the third day after the operation, the young man asked Dr Sadao what he was going to do with him and if he was going to hand him over. Dr Sadao said that he did not know himself what he would do with the mem. He ought to hand him over to the police as he was a prisoner of war.
The young man saw that Dr Sadao and his wife Hana were different from other Japanese. They spoke English well, looked after him and served him food. Seven days after the operation of the man, Dr Sadao was called to the palace to see the General. Hana thought that the police had come to arrest Dr Sadao. Dr Sadao confided in the General and he (General) promised to send his personal assassins to kill the man and remove his body. Dr Sadao waited for three nights. Nothing happened. Then he made a plan to let the prisoner escape. He told Tom, the young American, about it. The young man stared at him and asked if he had to leave. It seemed he was reluctant to leave. Dr Sadao told him that he should understand everything clearly. It was not hidden that he was there and this situation was full of risk for himself as well as for the doctor and his family. Thus it is quite clear that the reluctance of the soldier was caused by the single motive of self-preservation. He knew from the treatment he had received from the couple that they would save him.

Q4. What explains the attitude of the General in the matter of the enemy soldier? Was it human consideration, lack of national loyalty, dereliction of duty or simply self-absorption?
Ans. During his meeting with the General, Dr Sadao told him about the man he had operated on successfully. He explained that he cared nothing for the man. The General appreciated his skill and efficiency and promised that he would not be arrested.
The General thought it quite unfortunate that the man had been washed up to Dr Sadao’s doorstep and thought it best if he could be quietly killed. He promised to send his private assassins to do so and remove his dead body. He suggested that Dr Sadao should leave the outer partition of the white man’s room to the garden open at night.
It is evident that the General had no human consideration in this matter. For him an enemy was an enemy and must be wiped out. He wanted the man to be eliminated silently to save the doctor from being arrested. It was neither lack of national loyalty nor dereliction of duty that guided and inspired his decision. It was simply his sense of self-absorption. He “wanted to keep Dr Sadao safe only for his own sake. He had no faith in the other Germany trained doctors. He might have to be operated upon anytime when he had another attack and he had full faith in the skill and loyalty of Dr Sadao only.
This fact is further corroborated by the General’s remarks to Dr Sadao, one week after the emergency operation upon the General. Dr Sadao informed him that the man had escaped. The General asked whether he had not promised Sadao that he would kill the
man for him. Dr Sadao replied that he had done nothing. The General admitted that he had forgotten his promise as he had been suffering a great deal and he thought of nothing but himself. He revealed the whole truth. He admitted that it was careless of him to have forgotten his promise. But added that it was not lack of patriotism or dereliction of duty on his part.

Q5. While hatred against a member of the enemy race is justifiable, especially during wartime, what makes a human being rise above narrow prejudices?
Ans. It is the consciousness of the demands of one’s calling that make a sensitive soul respond to the call of his duty as a professional doctor to attend to the wounded human being regardless of his being an enemy.
In the story ‘The Enemy’ Dr Sadao Hoki finds a prisoner of war washed ashore and in a dying state thrown to his doorstep. As a patriot, it is his duty to hand him over to the police. If he does not want to be entangled, the next best thing is to put him back to the sea.
However, the surgeon in him instinctively inspires him to operate upon the dying man and save him from the jaws of death. First, he packs the wound with sea-moss to stanch the fearful bleeding. Then he brings him home with the help of his wife. In spite of stiff opposition and open defiance of the servants, he operates upon the man and harbours him till he is able to leave. He knows fully well the risk of sheltering a white man—a prisoner of war—in his house. But his sentimentality for the suffering and wounded person help him rise above narrow national prejudices and extend his help and services even to an enemy.

Q6. Do you think the doctor’s final solution to the problem was the best possible one in the circumstances?
Ans. Yes, I think the doctor’s final solution to the problem was the best possible one in the circumstances. Initially, the doctor as well as his wife thought that the best as well as kindest thing would be to put him back into the sea. But neither of them was able to put him back into the sea.
Sadao explained that if the man was whole he could turn him over to the police without difficulty, but since he was wounded, the doctor could not throw him back to the sea. He could not kill the man whom he had saved from the jaws of death.
The General promised to send his private assassins to kill the man and remove his dead body. Sadao waited for three nights for their arrival, but they never came as the General being preoccupied with his own suffering, forgot everything else.
Meanwhile the fear of Hana, the doctor’s wife, that he would be arrested on the charge of harbouring an enemy kept on mounting. Dr Sadao made up his mind to get rid of the man as it was not only inconvenient but also dangerous for them to have him there any longer. He, therefore, quietly devised the plan of letting the prisoner escape by using his own boat and Japanese clothes.
As soon as the enemy left, the servants returned and life became normal once again. Dr Sadao informed the General that “the man” had escaped. The General admitted that he had forgotten his promise as he thought of nothing but himself as he was suffering a great deal. He confessed that it was careless of him but it was not his lack of patriotism or dereliction of duty. In short, the doctor’s strategy to let the prisoner escape was the best possible solution to the problem under the prevailing circumstances.

Q7. Does the story remind you of ‘Birth’ by A. J. Cronin that you read in ‘Snapshots’ last year? What are the similarities?
Ans. Yes, the story ‘The Enemy’ by Pearl S. Buck certainly reminds us of the story ‘Birth’ by A. J. Cronin. Both the stories have certain obvious similarities. Both the stories revolve around the protagonist who is a doctor. Both of them focus on the doctor’s devotion and dedication to his duty and his concern for the well-being of his patient. The doctor sacrifices his own rest and comfort while attending to the patient. If the doctor brings a ‘still-born’ baby back to life in the story ‘Birth’, Dr Sadao Hoki performs no less a miracle. He saves an almost dying man from the jaws of death by skilfully extracting the bullet from his body and giving him medicines and injections for quick relief.
Dr Sadao runs a greater risk than Dr Andrew Mason. While the former could be arrested on the charge of harbouring an enemy and condemned to death, the latter (Dr Andrew) was foregoing rest and staking his reputation as a medical practitioner. He had had a disappointing evening with Christine, the girl he loves, but he forgets his personal feelings and concentrates on the safe delivery of child and then of reviving the middle-aged mother and the still-born child. Similarly, Dr Sadao is dedicated to his patient and his problems. He forgets everything while concentrating on the operation. His servants have defied him for sheltering an enemy and run away. His wife, Hana, has to do menial jobs while attending to the patient and her retching disturbs him. Her distress and his inability to attend to her make him impatient and irritable, but he does not desert the man who is under his knife. To conclude, we may say that the zeal, dedication and efforts of both the doctors are similar. There is difference of degree in the risk factor, but their devotion to suffering humanity is undoubtedly of the same kind.

Q8. Is there any film you have seen or novel you have read with a similar theme?
Ans. I remember an old Hindi film ‘Dr Kotnis ki Amar Kahani’ that deals with a similar theme. The eminent doctor gives up his practice and goes to the war front to look after the wounded and ailing soldiers and render them medical help. He spares no pain in performing his duties. He ignores the demands of his own body that is sleep, rest and comfort. Service to suffering humanity is his sole motivation and in his zeal to restore the maximum number of victims back to health, the doctor suffers from physical and mental exhaustion and ultimately dies.
The film based on the life of Florence Nightingale, the lady with the lamp, also glorifies the spirit of service and sacrifice of a member of the medical profession. It is through her sheer hard work and dedication to duty that Florence Nightingale raises the job of a nurse to a high pedestal.

MORE QUESTIONS SOLVED

SHORT ANSWER TYPE QUESTIONS
Q1.What do you learn about Sadao’s father from the story ‘The Enemy’?
Ans. Sadao’s father was a visionary. He knew that the islands near the sea coast were the stepping stones to the future for Japan. No one could limit their future as it depended on what they made it. His son’s education was his chief concern. He sent his son to America at the age of twenty-two to learn all that could be learned of surgery and medicine. He loved the Japanese race, customs and manners.

Q2. Why was Dr Sadao being kept in Japan and not sent abroad with the troops?
Ans. Sadao was an eminent surgeon and a scientist. He was perfecting a discovery which would render wounds entirely clean. Secondly, the old General was being treated medically for a condition for which he might need an operation. Due to these two reasons Sadao was being kept in Japan and not sent abroad with the troops.

Q3. Who was Sadao’s wife? Where had he met her? Why did he wait to fall in love with her?
Ans. Hana was Sadao’s wife. He had met her by chance at an American professor’s house. Professor Harley and his wife had been kind people. They held a party at their home for their few foreign students. Hana was a new student. He waited to fall in love with her until he was sure she was Japanese. It was because his father would never have received her unless she had been pure in her race.

Q4. When and where did Sadao marry Hana? How was their married life?
Ans. Sadao married Hana when they returned to Japan after finishing their work at medical school. Sadao’s father saw her. The marriage was then arranged in the old Japanese way. They had been married years enough to have two children. Their married life was quite happy. They still loved each other.

Q5. ‘Both of them saw something black came out of the mists’. What did they see and how did they react to it?
Ans. It was a man who had been flung up out of the ocean, to his feet by a breaker. He staggered a few steps with his arms above his head. Then the curled mists hid him again. When they next saw him, he was on his hands and knees crawling. Then they saw him fall on his face and lie there. Sadao thought that he was perhaps a fisherman who had been washed from his boat. He ran quickly down the steps. Hana followed him.

Q6. In which state did Sadao and Hana find the man? What did they learn about him?
Ans. The man lay motionless with his face in the sand. As they turned the man’s head, they saw that he was a white man with long yellow hair. His young face had a rough yellow beard. He was unconscious. From his battered cap they learnt that he was a sailor from an American warship.

Q7. What did Sadao learn about the white man’s wound?
Ans. Sadao saw that a gun-wound had been reopened on the right side of his lower back. The flesh was blackened with powder. The man had been shot recently and had not been tended. It was bad chance that the rock had struck the wound and reopened it.

Q8. How can you say that Sadao’s head and hands worked in different directions?
Ans. Sadao’s head told him to put the man back into the sea as he was an American soldier-an enemy of Japan. His trained hands seemed, of their own will, to be doing what they could to stanch the fearful bleeding. He packed the wound with the sea-moss that strewed the beach. The bleeding was stopped for the moment.

Q9.What dilemma did Sadao face about the young white man?
Ans. The white man was wounded. He needed immediate medical care. Dr Sadao could do so. But if they sheltered a white man in their house, they would be arrested. On the other hand, if they turned him over as a prisoner, he would certainly die. Dr Sadao was in a fix. It was difficult for him to come to any decision.

Q10.What was the attitude of Sadao and Hana towards the white man?
Ans. They stared upon the inert figure of the white man with a curious repulsion. Both talked of putting him back into the sea, but neither of them was able to do so alone. They hesitated. Sadao said that being American, the man was his enemy. He would have handed him over to the police if he had not been wounded. But since he was wounded… He left the sentence incomplete, implying that he couldn’t do so.

Q11.What solution did Hana offer to resolve Sadao’s predicament?
Ans. Hana found that neither of them could throw the white man back into the sea. There was only one thing to do. They must carry the man into their house. They must tell the servants that they intended to hand him over to the police. She reminded her husband of his position and children. It would endanger all of them if they did not give that man over as a prisoner of war.

Q12. How did Sadao and Hana take the man inside their house?
Ans. Together they lifted the man. He was very light. His arms were hanging down. They carried him up the steps and into the side door of the house. This door opened into a passage. Down the passage, they carried him towards an empty bedroom. They laid the man on the deeply matted floor.

Q13. Hana took out a soft quilt from the wall cupboard. Then she hesitated. Why? What did her husband suggest? Why did she not agree?
Ans. The quilt was covered with flowered silk and the lining was pure white silk. Secondly, the man was quite dirty. So Hana hesitated. Her husband suggested that he should be washed. He offered to wash him, if she was willing to fetch water. She could not bear for him to touch the man and offered to tell Yumi, the maid, to wash him.

Q14. Why did Dr Sadao had to touch the man? What did he observe?
Ans. The utter pallor of the man’s unconscious face moved Dr Sadao first to stoop and feel his pulse. It was faint but it was there. Then he put his hand against the man’s cold breast. The heart too was yet alive. He observed that the man would die unless he was operated on.

Q15. Why did Hana come behind Sadao when he went out of the room quickly?
Ans. Hana did not wish to be left alone with the white man. He was the first she had seen since she left America. He seemed to have nothing to do with those whom she had known there. Here he was her enemy, a menace, living or dead.

Q16. How did the servants react when their master told them about the wounded white man?
Ans. The servants were frightened and puzzled. The old gardener told Hana that the master ought not to heal the wound of that white man. He said that the white man ought to die. First he was shot. Then the sea caught him and wounded him with her rocks. If the master healed what the gun and the sea had done, they would take revenge on them.

Q17. Why had Hana to wash the wounded man herself?
Ans. Hana told Yumi to fetch hot water and bring it to the room where the white man was. Yumi put down the wooden bucket, but refused to wash the dirty white man. Hana cried at her severely. She told her to do what her master commanded her to do. The fierce look of resistance upon Yumfe dull face made Hana afraid. Under these circumstances, Hana had no option but to wash the white man herself.

Q18. How did Hana wash the wounded man?
Ans. First, Hana untied the knotted rugs that kept the white man covered. When she had his breast bare, she dipped a small clean towel into the steaming hot water and washed his face carefully. She kept on washing him until his upper body was quite clean. But she dared not turn him over for fear of the wound.

Q19. What help did Dr Sadao seek from Hana while operating the wounded white man?
Ans. First, he asked her to fetch towels. Then he told her that she would have to give him the anaesthetic if he needed it. Since, Hana had never done so, he told her that it was easy enough. He asked her to soak the cotton with anaesthetic and hold it near his nostrils. When he breathed badly, she had to move it away a little. Thus, Hana proved herself helpful to her husband.

Q20. How did Hana react to Sadao’s absorption in his work?
Ans. Sadao went on with his swift concise movements. He did not seem to hear her. She was used to his absorption when he was at work. She wondered for a moment if it mattered to him what the body was upon which he worked so long as it was for the work which he did so excellently.

Q21. What did Sadao remark when he peered into the wound with his bright surgeon’s light?
Ans. He remarked that the bullet was still there. He said so with cool interest. He then wondered
how deep that wound was. If it was not very deep it was possible that he could get the bullet. He observed that the bleeding was not superficial. The man had already lost much blood.

Q22. What made a cool surgeon (like Dr Sadao) speak sharply to his wife? How did she react to his command?
Ans. The sight of blood made Hana choke. Her face turned pale. She had never seen an operation. Dr Sadao spoke sharply and asked her not to faint. He did not put down his exploring instrument. He argued that if he stopped then the man would surely die. Hana clapped her hands to her mouth, leaped up and ran out of the room. He heard her retching in the garden. But he went on with his work.

Q23. What forced Dr Sadao to be impatient and irritable with his patient?
Ans. Sadao heard Hana retching in the garden and said that it would be better for her to empty her stomach. He went on with his work. He had forgotten that she had never seen an operation. But her distress and his inability to go to her at once made him impatient and irritable with the man who lay like dead under his knife.

Q24. What instructions did Sadao give to Hana to administer the anaesthetic and when?
Ans. The man was beginning to stir. Hana asked Sadao where the anaesthetic was. Sadao motioned with his chin. She now had the bottle and some cotton in her hand. Sadao instructed her to saturate the cotton with anaesthetic and hold it near the man’s nostrils. She had to move it away a little when he breathed badly.

Q25. How did Hana react to the stories they heard of the sufferings of the prisoners of war? What made her think so?
Ans. These stories came like flickers of rumour, told by word of mouth. They were always contradicted. Hana wondered whether these stories were true. In the newspapers the reports were that people received the Japanese armies gladly with cries of joy at their liberation.

Q26. In what context does Hana remember General Takima? What does she infer?
Ans. General Takima was a ruthless despot. At home he beat his wife cruelly. No one mentioned it now because he had won a victory in a battle in Manchuria. Hana remembers him in the context of the sufferings of the prisoners of war. She infers that if a man (like General Takima) could be so cruel to a woman in his power, he would be quite cruel to a prisoner. The deep red scars on the white man’s neck confirmed her apprehension.

Q27. “Ml thought left him. He felt only the purest pleasure.” Why, do you think, did Dr Sadao behave in this way?
Ans. Dr Sadao was concentrating hard on locating the bullet. He felt the tip of his probing instrument strike against something hard, dangerously near the kidney. He was filled with the purest pleasure at the success of his skill. He thought only of curing his patient and did not answer even his wife’s query.

Q28. Dr Sadao was ‘familiar with every atom of this human body’. Who had seen to that knowl¬edge and how?
Ans. It was Sadao’s old American professor of Anatomy who had seen to the perfect knowledge of human body. He would tell his students, ‘Ignorance of the human body is the surgeon’s cardinal sin.” He would go a step further and impress upon the budding surgeons to have as complete knowledge of the body as if they had made it. To operate with anything less than that meant a murder.

Q29. Comment on Dr Sadao’s attitude to the white man in the light of the following:
(i) “Sadao took up his wrist, hating the touch of it.”
(ii) “But certainly I do not want this man to live.”
(iii) “This man will live in spite of all.”
Ans. Sadao has an ambivalent attitude towards the wounded white man. Since he is their enemy, he hates touching his wrist. As a patriot he does not want that man to live. However, as a surgeon, he does not want the man to die after a successful operation. Hence, in order to revive his faint, feeble pulse, he gives him an injection. The pulse now flutters and then grows stronger. The survival of the man is the victory of the surgeon’s skill.

Q30. How did Harm look after the white man? How did he react?
Ans. Hana had to serve him herself, for none of the servants would enter the room. She did not like him and yet she was moved to comfort him. She found the man quite weak and terrified. She knelt and fed him gently from the porcelain spoon. He ate unwillingly but still he ate.

Q31. How did Dr Sadao respond to the boy’s query: “What are you going to do with me?…Are you going to hand me over?”
Ans. Dr Sadao examined the boy and then told him that he did not know himself what he would do with the boy. He ought to give him to the police as he was a prisoner of war.

Q32. What did Hana inform Sadao about the servants? How did Sadao react to it?
Ans. The servants felt that they could not stay there if their master sheltered the white man there any more. They also accused them of liking Americans and of having forgotten to think of their own country first. Dr Sadao protested that it was not true. Americans were their enemies. But he had been trained not to let a man die if he could help him. Hana told him that the servants could not understand it.

Q33. ‘Somehow the household dragged on’. How did the servants behave after Sadao had operated upon the American? What opinions did they express?
Ans. The servants grew more watchful day by day. Their courtesy was as careful as ever, but their eyes were cold towards Hana and Sadao. The old gardener was sore, why Sadao had not let the young man bleed when he was so near the death. The cook remarked contemptuously that being proud of his skill to save life that he saves any life. Yumi added that they must think of the children. She enquired: “What will be their fate if their father is condemned as a traitor?”

Q34. What two things happened on the seventh day after that?
Ans. In the morning the servants left together with their belongings tied in large square cotton kerchiefs. Hana paid them off gracefully and thanked them for all that they had done for her. In the afternoon, a messenger came to the door in official uniform.

Q35. How did Hana react when she saw a messenger at the door in official uniform?
Ans. Hana was working hard on unaccustomed labour. When she saw the uniformed messenger, her hands went weak and she could not draw her breath. She feared that the servants must have told everything already. She thought that they had come to arrest Dr Sadao.

Q36. Why, do you think, had the messenger come to Dr Sadao’s house? How did Hana react to the message and what did the messenger take exception to?
Ans. The messenger had arrived there to ask Dr Sadao to come to the palace as the old General was in pain again. In her anxiety for her husband’s safety, Hana asked if that was all. The messenger took exception to the word ‘all’ and enquired if that was not enough. Hana  apologised for the error.

Q37. Why did Dr Sadao tell the General everything about the man he had operated upon?
Ans. Dr Sadao could not report the arrival of the escaped prisoner at his doorstep. He wanted to get rid of the man for the sake of his wife. He explained his position to the General. He did not care for that man, but since he had operated upon the man he could not kill him. The
General praised his skill, called him indispensable and promised that he would allow nothing to happen to Dr Sadao.

Q38. Why, do you think, did the old General not want Dr Sadao to be arrested?
Ans. Dr Sadao had told the General that he could stand only one more such attack as he had that day. Then he would have to be operated upon. The General wanted Dr Sadao to operate upon him. He had no faith in the other surgeons trained by the Germans. So, he would not let Dr Sadao be arrested.

Q39. What plan did the old General suggest for getting rid of the ‘man’?
Ans. He thought that it would be best if the white man could be quietly killed—not by the doctor, but by someone who did not know him. He offered to send two of his private assassins any night to his home. These capable assassins would make no noise. They knew the trick of inward bleeding. They could even remove the body. Dr Sadao had to leave the outer partition of the room open and this made restless.

Q40. Why did Sadao sleep badly at night after meeting the General?
Ans. Sadao woke up time and again thinking he heard the rustling of footsteps, the sound of a twig broken or a stone displaced in the garden—or any noise such as men might make who carried a burden. This went on for three nights. Every night Sadao expected the assassins to come and this made him restless.

Q41. What plan did Dr Sadao devise to get rid of the man?
Ans. Dr Sadao devised the plan of letting the man escape to the nearest uninhabited island. He told the man everything. He put his boat on the shore with food and extra clothing. He advised the man to row to the little island not far from the coast. He could live there till he saw a Korean fishing boat pass by.

Q42. How was the plan of the prisoner’s escape executed?
Ans. Dr Sadao had put food and bottled water in his stout boat. He also put two quilts. After supper, he cheked the American again. He gave him his flashlight and told him to signal two flashes if he needed more food. One signal would mean he was OK He had to signal at sunset and not in the darkness. The man was dressed in Japanese clothes and his blond head was covered with a black cloth.

Q43. What did Sadao tell the General after a week? Why did he wait that long?
Ans. The General had undergone an emergency operation a week before. The gall bladder was involved. He was in critical state for twelve hours. Then he recovered slowly. After a week Sadao felt that the General was well enough to be spoken to about the prisoner. He told the General that the prisoner had escaped.

Q44. What did the General tell Dr Sadao about his promise to kill the prisoner for him?
Ans. Dr Sadao did not want to disturb the General much. So he simply said that the prisoner had escaped. The General at once remembered his promise. He confessed that he had been suffering a great deal. He thought of nothing but himself. He forgot his promise, but it was not lack of patriotism or dereliction of duty.

Q45. “I wonder why I could not kill him?” What makes Dr Sadao think so?
Ans. After the departure of the young American, Dr Sadao thinks of the other white faces he had “come across. The Americans were full of prejudice and he had found it bitter to live there. The white people were repulsive even in their kindness. It was relief to be openly at war with them. Then he remembered the youthful, haggard face of the prisoner. It was also white and repulsive. He thought it strange that he spared his enemy. He wondered why he could not kill him.

LONG ANSWER TYPE QUESTIONS
Q1. Why did Sadao Hoki go to America? What do you learn about his experiences there?
Ans. Sadao’s education was his father’s chief concern. So he had been sent at twenty-two to America to leam all that could be learnt of surgery and medicine. He studied there for eight years and returned to Japan at thirty. Before his father died, Sadao had become famous not only as a surgeon, but also as a scientist.
He had had great difficulty in finding a place to live in America because he was a Japanese. The Americans were full of prejudice and it had been bitter to live in it, knowing himself to be superior to them. An ignorant and dirty old woman at last consented to house him in her miserable home. He found her repulsive to him even in her kindness.
One of his American professors and his wife were kind people. They were anxious to do something for their few foreign students. But their rooms were quite small, the food was very bad, the professor was a dull person and his wife was a silly talkative woman.

Q2. How can you say that Dr Sadao’s father was a Japanese to the core?
Ans. Dr Sadao’s father had high dreams about the future of Japan. There was no limit to their future as it depended on what they made it. He never played or joked with his only son. But he spent infinite pains upon him. For the sake of the best possible medical education, he sent his son to America. Sadao met Hana there, but waited to fall in love with her until he was sure she was Japanese. His father would never have received her unless she had been pure in her race. Their marriage was arranged in the old Japanese way only after Sadao’s father had seen her when both of them had come home to Japan after finishing their education.
He was a Japanese every inch. The floor of his room was deeply matted. He would never sit on a chair or sleep in a foreign bed in his house. The quilt was covered with flowered silk and the lining was pure white silk. In short, everything here had been Japanese to please him.

Q3. What do you learn about Dr Sadao and Harm from the story ‘The Enemy’?
Ans. Sadao and Hana represent modem, enlightened and educated Japanese who get the benefit of American training in medical science, yet retain love and respect for their moth¬erland and its customs and traditions. He was an obedient and caring son who had deep regard for his father. He married Hana only after his father had seen her. Their marriage was arranged in the old Japanese way. They were perfectly happy and had two children. Even years after their marriage they retained the same love and affection for each other. Since Japan was at war with America, they considered the Americans as their enemies. The waves of the ocean had flung up a wounded young American to their doorstep. They wanted to put him back into the sea, but neither of them was able to do so. They brought the wounded man inside their house in spite of repulsion for him. Sadao had been trained not to let a man die if he could help him. The ethics of the medical profession forced him to save even his enemy. His wife Hana obeyed all his commands and instructions like a child though she suffered a lot internally.

Q4. What was the dilemma that Sadao faced when he saw a wounded, young white man washed to his doorstep? What solution did his wife, Hana, offer to resolve his (Sadao’s) predica¬ment?
Ans. The young white man was bleeding. He had a bullet wound on his lower back. He needed immediate medical attention. Dr Sadao, an eminent surgeon, could do so. But if they sheltered a white man in their house, they would be arrested. On the other hand, if they tinned him over as a prisoner, he would certainly die. Neither of them could put him back into the sea and get rid of him. They were true humanist. So, they hesitated.
Sadao declared that being an American, the man was his enemy. He would have handed him over to the police if he had been hale and hearty. But since he was wounded… He left the sentence unfinished implying that he could not do so as he had been trained not to let a man die if he could help him.
Hana suggested that they must carry the man inside the house. They must tell the ser¬vants that they intended to hand him over to the police. She reminded her husband of his position and the children. It would endanger all of them if they did not hand that man over as a prisoner of war. His doubts were removed and they decided to carry the man into their house.

Q5. How did Dr Sadao take the man inside his house and try to save him?
Ans. Dr Sadao and Hana lifted the man together. He was very light. His arms were hanging
down. They carried him up the steps and into the side door of the house. This door opened •
into a passage. Down the passage, they carried him towards an empty bedroom. They laid the man on the deeply matted floor. The man was quite dirty, so Dr Sadao suggested that he should be washed.
The utter pallor of the man’s unconscious face moved Dr Sadao first to stoop and feel his pulse. It was faint, but it was there. Then he put his hand against the man’s cold breast.
The heart too was yet alive. He observed that the man would die unless he was operated upon immediately. He left the room to bring his instruments to perform an emergency operation to save the man’s life.

Q6. How did the servants initially react to the presence of a white man in their masters house?
Ans.When Dr Sadao told the cook and the gardener about the wounded young white man, they
had brought inside the house, the two servants were frightened and puzzled. The *
superstitious old gardener looked so annoyed that he pulled the few hairs on his upper lip.
He bluntly told Hana that the master ought not to heal the wound of that white man. He said that the white man ought to die. First he was shot. Then the sea caught him and wounded him with her rocks. If the master healed what the gun and the sea had done, they would take revenge on them.
Even the maid, Yumi, refused to wash the man though Hana cried at her severely and told her to do what the master had commanded her to do. The servants seemed to be in a defiant mood. The fierce look of resistance upon Yumi’s dull face frightened Hana. She thought that the servants might report something that was not as it happened. She main¬tained her dignity and told the maid that they wanted to bring him to his senses so that they could turn him over as a prisoner. Even this explanation failed to convince Yumi and she refused to do anything for the white man.

Q7. What was the change in the mood of open defiance of their master on the part of domestic staff as time passed and the white man was kept in Dr Sadao’s house ?
Ans. Dr Sadao not only kept the young white man at his home, but also operated upon him. It was the third day after the operation. The servants continued their open defiance of their master and did not enter the white man’s room. Hana served him herself. Hana told Sadao what the servants had conveyed through Yumi. The domestic staff felt that they could not stay there if their. master sheltered that man any more. They accused them of having forgotten to think of their own countiy because they had lived for a long time in America. They thought that their master and mistress liked Americans. Dr Sadao tried to clarify his position as a man and as a doctor. Hana told him that the servants could not understand this subtle distinction.
”Somehow the household dragged on. The servants grew more watchful day by day. They were careful in their courtesy as ever but their eyes were cold. The old gardener was the most vocal. He taunted that their master knew very well what he ought to do. He was sore why Sadao had not let the young man bleed when he was so near to death. The cook remarked contemptuously that the young master was so proud of his skill to save life that he saved any life. Yumi added that they must think of the children. She enquired: “What will be their fate if their father is condemned as a traitor?”
Since the white man was not handed over to the police, even after a week, all the servants left on the seventh day after that.

Q8. Hana was a loving, caring, devoted and obedient wife who was quite anxious about her husband’s wellbeing, position and reputation? Discuss.
Ans. Hana is the alter ego of her husband, Dr Sadao Hoki. She has adapted herself to his ways. She knows that saving a life is a mission for him and when he is attending on his patient, he forgets everything else—even Hana herself. Even years after their marriage, they retain the same love and affection for each other.
She cared for him a lot and would not let him stand outside in the cold foggy February night. She was a bit sentimental, yet pragmatic in her approach. She was quick to judge what went on in her husband’s mind and suggested solutions. She maintained her dignity when the servants showed resistance and open defiance. As an obedient and devoted wife, she carried out all the orders and instructions of her husband. She washed the wounded white man, gave him anaesthesia and later on food.
She was worried about her husband’s safety, position and reputation. Initially, she suggested to throw the man back into the sea. She was afraid that the servants might misreport. Her fears are exhibited clearly when a messenger in uniform arrives from the palace. In order to calm down her fears, Dr Sadao decides to get rid of the white man anyhow. In short, she is an ideal life partner.

Q9. What impression do you form of Dr Sadao as a man and as a surgeon from your reading of the story ‘The Enemy’?
Ans. Dr Sadao Hoki was a true Japanese like his father. He was a brave boy who obeyed and respected his father and loved Japanese culture, tradition and people. He was intelligent and hard working and studied surgery and medicine in America for eight years. He mar¬ried a Japanese girl, Hana, whom he had met in America. But he waited for his father’s approval and their marriage was arranged in the old Japanese way after they had re¬turned home to Japan. They had two children. He still loved his wife as warmly as ever. He returned home at fixed hours.
Dr Sadao was an eminent surgeon as well as scientist. The old General had full faith in him. He was not sent abroad with the troops because the old General might need an operation. Dr Sadao was called even at odd hours from the palace. Dr Sadao was a real doctor. He would not let a man die if he could help him. That is why he cured even an “enemy” of bullet wound and did not hand him over to the police. He faced a great risk to his position and life by sheltering the man. Since Dr Sadao could not kill the man himself, he sought the help of the old General to get rid of him. When that plan failed, he let the prisoner escape in order to calm down the fears of his wife and let the household run properly. It may be a blemish from a narrow patriotic angle but a sensitive soul can’t take back what he has given.

Q10. Under what circumstances did Dr Sadao let the wounded white man escape? Was it lack of national loyalty, professional ego and sentimentality, human consideration or just an attempt to save his skin?
Ans. Hr Sadao had no love for the repulsive Americans and he considered them his enemies. Unfortunately, the sea-waves pushed a wounded white man to his doorstep. He knew that the best possible thing was to throw him back into the sea. He could not handover a wounded ‘enemy’ to police because he would certainly die. Being a doctor, he could save him and not kill him. His efforts to get him removed with the help of the old General’s private assassins did not bear fruit.
He was under a severe strain. His domestic servants had left him. His wife had to do unaccustomed labour and run the household. Moreover, his wife was anxious about his safety. They might be arrested for harbouring an enemy prisoner of war and condemned as traitors.
Dr Sadao let the man escape in the larger interest of professional ethics and human consideration. He rose above narrow national loyalty and sentimentality. He did not think of himself as the General had already assured him that no harm would be caused to him. The matter remained unreported and closed from public eyes and ears. The servants returned after the white man had “left”. Everything became normal again.

Q11. Comment on the role of the old General in the story ‘The Enemy’.
Ans. The old General plays an important role in the story. He is being treated medically for a condition which might need an operation any time. Since he has full faith in Dr Sadao, he is kept back in Japan. Dr Sadao is indispensable to the General. He assures Sadao that nothing will happen to him and he will not be arrested.
The arrival of the messenger rouses Hana’s worst fears. She thinks that police has come to arrest her husband. Dr Sadao gets distressed at her anxiety and decides to get rid of the white man for her sake. When Dr Sadao confides in the General, the latter promises to send two of his private assassins to remove the man from the scene.
The old General has an unsual sense of humour as well as frankness and ability to admit his mistake. Dr Sadao keeps on waiting for three nights for the assassins who fail to turn up. He loses sleep and rest. Finally he lets the white man escape.
When Dr Sadao tells the General that the man has escaped, the General admits that he forgot his promise. He was suffering a great deal and thought of nothing but himself. It was careless of him but not lack of patriotism or dereliction of duty, It is his self-absorption and instinct of preserving himself that saves Dr Sadao and his family from being arrested.

Q12. The ending of the story ‘The Enemy’ epitomises the attitude of a Japanese towards Americans during the war. Elucidate.
OR
Comment on the ending of the story ‘The Enemy’.
Ans. The ending of the story, ‘The Enemy’ is highly artistic. The old General, recovering from the operation, promises that Dr Sadao will be rewarded as he is a good man. Dr Sadao has his reward when he finds that his prisoner has gone away safely from the island. He now recalls all the other white faces he ever came across. The professor, at whose house he met Hana, was a dull man and his wife had been a silly, talkative woman, in spite of her wish to be kind. His old teacher of anatomy had been insistent on ‘mercy with the knife’. He remembered the face of his fat and slatterly landlady whom he had despised for being ignorant and dirty. He remembered the difficulties he faced in finding a place to live in America because he was a Japanese. The Americans were full of prejudice and, it had been bitter to live in America. He found the white people repulsive. It was a relief to be openly at war with them. Then he remembered the youthful, haggard face of the prisoner. It was also white and repulsive. He thought it strange that he spared his enemy. He is left wondering why he could not kill the white man “his enemy”.

Q13. Do you think the title ‘The Enemy’ is appropriate? Give reasons in support of your answer.
Ans. The title ‘The Enemy’ is quite appropriate and highly suggestive. It focuses our attention on the wounded man who is incidentally washed ashore to the doorstep of a famous Japanese surgeon, Dr Sadao Hoki during the war.
The first reaction of the Japanese pair is typical of average, patriotic Japanese who hate their white enemies. However, the doctor in Sadao prompts him to bring the man inside his house and cure him. The doctor’s involvement with the white enemy annoys the domestic staff who show open defiance and resistance. The doctor faces grave danger to his position, safety, name, fame and family by harbouring the enemy. He could be condemned as a traitor and killed.
In spite of all the odds, the doctor finds himself emotionally unable to hand him over to the police. He has no love for the man. He regards him his enemy, yet he can’t kill him. He tells the old General how he operated on the white man and saved him. The General is all praise for his skill, hopes for his own successful operation at his hand, and promises to kill the man for him.
The doctor faces a lot of tension—mental, emotional and physical. He passes sleepless nights waiting for the assassins, who never turn up. Meanwhile, ‘the enemy’ recovers and the doctor devises means to let him escape in order to get rid of him. At the end of the story he is left wondering why he could not kill that man.

Q14. What was the General’s plan to get rid of the American prisoner ? Was it executed ? What traits of the General’s character are highlighted in the lesson ‘The Enemy’?[All India 2014]
Ans. The General made a plan to get rid of the American prisoner by sending his personal assassins to kill the prisoner. He also wanted to remove the body of American prisoner from Sadao’s house. But, unfortunately he could not succeed in his attempt. The plan was i not executed. The General could not send the assassins.
The General had an unusual sense of humour as well as frankness and ability to admit his mistake. Dr. Sadao keeps on waiting for three nights for the assassins who fail to turn up. He loses his rest and sleep. Finally he lets the white man escape. When Dr. Sadao tells the General that the man has escaped, the General admits that he forgot his promise. It was carelessness of him but not the lack of patriotism. It is his self-absorption and instinct of preserving himself that saves Dr. Sadao and his family being arrested.
More Resources for CBSE Class 12
RD Sharma class 12 Solutions
NCERT Solutions for Class 12th English Flamingo
NCERT Solutions for Class 12th English Vistas
CBSE Class 12 Accountancy
NCERT Solutions for Class 12th Maths
CBSE Class 12 Biology
CBSE Class 12 Physics
CBSE Class 12 Chemistry
CBSE Sample Papers For Class 12

NCERT Solutions Class 12 Vistas English Class 12 Flamingo English

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NCERT Solutions for class 3 English Unit-3

(i) LITTLE BY LITTLE

QUESTIONS FROM TEXTBOOK SOLVED

Reading is Fun
1.Name the tree that the acron grows into.
Ans. Oak tree.
2.What things does a seed need to grow?
Ans. A seed needs soil, moisture, air and sunlight to grow.
3.How many describing words can you find in the poem?
Ans. We can find the following describing words in the poem.

• little
• mossy
• each
• deep
• thread-like
• tiny
• slender
• mighty

Talk Time
1.Look at the two pictures. Find four things that are different about these trees and talk about them.

Ans. Four things that are different about these trees: ,
(I) Tree ‘A’ is happy while tree ‘B’ is sad.
(ii) Tree ‘A’is getting everything that it needs to grow properly while tree ‘B’ is not getting these things.
(iii) Tree ‘A’ is able to give us several useful things as shown in Picture 1 while
tree ‘B’ is not able to give us anything.
(iv)One can breathe fresh air under tree ‘A’ but not under tree ‘B’

Let’s Write
1.Look at Picture 1. Write three sentences on what the trees give us.
Ans. (i) The trees give us fresh air to breathe.
(ii)They give us fruits and vegetables.
(iii)They give us valuable timber.

2.Now look at Picture 2. Write three sentences on how we harm the trees.
Ans. (i) We cut wood from trees for our needs.
(ii)We cause pollution by destroying trees.
(iii)We force birds and animals to go away by cutting trees.

3.These words describe parts of a tree. Write them in the given space.
Ans. stem – It helps the tree to stand upright.
bark – Outer covering (brown coloured) of a tree.
leaves – Green leaves prepare food for the tree.
branch -An arm-like part of a tree that bear leaves.
twigs – Small shoots growing from a branch or stem.
root – Part of a plant or tree that grows into the earth.
shoot – A young branch or new growth of a plant.

4. Match the opposites. One has been done for you.

Ans.

• downward — upward
• slowly — fast
• little — big
• slender — fat
• mighty — weak
• day — night

(ii)THE ENORMOUS TURNIP

QUESTIONS FROM TEXTBOOK SOLVED

Reading is Fun
1.What did the old man plant?
Ans. The old man planted some turnip seeds.

2. Why was it difficult for the old man to pull up the turnip?
Ans. It was difficult for the old man to pull up the turnip because it was very large. ‘

3. Who helped him to pull up the enormous turnip?
Ans. An old woman, a boy and a girl helped him to pull up the enormous turnip.

4. Who ate the enormous turnip?
Ans. All the four, the old man, the old woman, the boy and the girl, ate the enormous turnip.

Talk Time
(i)Name and draw four vegetables that have to be pulled out from the earth. Now name them in your own language.
Ans.

(ii)Let’s go shopping!
How many vegetables can you find in this maze? Draw a circle around each word. One has been done for you.
Carrot     Peas     Beans     Turnip    Tomato   Potato
Ans.

(iii) A Game of Opposites
The entire class can be divided into two groups where one group says one word and the second group says the opposite words.
Ans.

Let’s Write
(i) How do you like to each these vegetables-raw or cooked ? Say why?
Ans.

(ii) Name four vegetables you ate last week. Write their names here. MW? 
Ans. Peas     Cauliflower
Tomato          Radish

(iii) Complete these columns.
Ans.
One                Many
carrot            carrots
turnip           turnrns
onion            onions
potato           potatoes
tomato          tomatoes

Vocabulary
1.One word in each of the following sets is different than the others. Circle the odd one out.
Ans.

NCERT SolutionsEnglishMathsEVSHindiParyavarana Adhyayan

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NCERT Solutions For Class 12 Vistas English Should Wizard Hit Mommy?

QUESTIONS FROM TEXTBOOK SOLVED

READ AND FIND OUT
Q1.Who is Jo? How does she respond to her father’s story-telling?
Ans. Jo is the shortened form of Joanne. She is the four year old daughter of Jack and Clare. For the last two years, her father, Jack, has been telling her bed-time stories. Since these stories are woven around the same basic tale and have the same characters and turn of events, Jo takes so many things for granted and takes active interest in the story-telling session. The protagonist (main character) is always named Roger. It may be Roger Fish, Roger Squirrel, Roger Chipmunk or Roger Skunk. The other characters are the huge, wise, old owl and the thin small wizard. The creatures of the forest—small animals—also take part in playing with Roger and liking/disliking him.

Q2. What possible plot line could the story continue with?
Ans. Jack told the story of Roger Skunk—an animal which emitted a foul smell and how the wizard changed his smell to that of roses at his request. The other little creatures, who earlier hated Roger Skunk, now gathered around him because he smelled so good. They played various games of children till dark and then went to their homes happily.
Jo thought that the story was all over. Jack continued the story. When Roger Skunk returned home, his mother felt angry at the unusual smell he had acquired. She called it an awful smell and asked who had made him smell like that. She took her umbrella and went to the wizard with Roger Skunk. She hit the wizard right ‘wer the head. The wizard agreed to change his smell back. She wanted that a skunk should smell the way a little skunk should have. It should behave naturally and normally and not roaxn ahout in acquired smell or artificial manners. After a while the other small creatures got used to bhe typical smell of the skunk—the foul odour—and did not run away.

Q3.What do you think was Jo’s problem?
Ans. Little Jo had been accustomed to the happy ending of the stories of Roger, where the wizard was helpful to him in fulfilling his wish. At the request of Roger Skunk, the wizard had changed his awful smell to that of the roses. Other small animals liked it and played with Roger Skunk happily. She could not digest the ending of the extended story where Roger Skunk’s mother hit the wizard on the head and forced him to change Skunk’s smell to the earlier foul one.
Jo could not accept Skunk’s mother’s stubbornness e.g. hitting the wellwisher of her son, Roger Skunk. Jo insisted that her father should tell her the same story again the next day with changed ending. The wizard should hit that unreasonable mommy on the head and leave Roger Skunk emitting the pleasant smell of roses. In the beautiful world of a child’s imagination, fairies and wizard’s are more real than reality itself. She could not digest the harsh realities of life. She did not like the rude mother who hit the benefactor of her own son.

READING WITH INSIGHT
Q1. What is the moral issue that the story raises?
Ans.The story raises a moral issue—should parents always decide what the children should do or let the children do what they like to do. There is an evident contrast between an adult’s perspective on life and the world view of a little child.
Jack, the father, defends the behaviour of Roger Skunk’s mother who forced the old wizard to restore the natural but offensive smell to Roger Skunk. He sums up the issue in one sentence: ‘She knew what was right’. As to why the little skunk agreed to her mother’s proposal, Jack says that the little skunk loved his mommy more than he loved all the other little animals. Jack cites an instance. When Roger Skunk was in bed, Mommy Skunk came up, hugged him and said he smelled like her little baby Skunk again and she loved him very much.
Little Jo, the spokesperson of children, does not agree with her father’s view. She feels that the Skunk’s mother should not have robbed the pleasure of her little son and deprived him of the pleasant smell of the roses. She insisted that the wizard hit that mommy on the head and did not change that little skunk back. She calls the little skunk’s mother “a stupid mommy”. She realised that her father was defending his own mother to her, or something odd.
Jo stuck to her view point. She insisted that her father should tell her the story the next day in a different manner. It was the wizard that took the magic wand and hit that mommy.

Q2. How does Jo want the story to end and why?
Ans. Jack ends the story in a way that seems unusual to Jo. In her dream world, the wizard is a miracle worker. She can’t digest the statement that the little skunk’s mother hit the wizard right on his head with her umbrella and he agreed to do what she desired. Roger Skunk did not smell of roses any more. He smelled very bad again.
Jo did not want the story to end this way. She had in mind, the pleasure of all the little animals. She says, “But daddy, then he said about the other little animals run away!” Her
father admits it. He agrees that Roger Skunk told his mother, “But Mommy, all the other animals run away!” -The mother does not bother about them. She says bluntly, “I don’t care. You smelled the way a little skunk should have.”
Jo can’t, digest the ending that the mother hit the wizard right over the head and he made Roger Skunk smell very bad again. She suggested to her father to end the story in another fnanner—“The wizard hit her on the head and did not change that little skunk back.” She “” wanted that stupid mommy to be punished and insisted repeatedly on the changed ending next night till her father agreed to consider it, saying, “Well, we’ll see.”

Q3. Why does Jack insist that it was the wizard that was hit and not the mother?
Ans. Jack has the typical parental attitude. He is of the opinion that the parents know what is best for their children. He asserts the parental authority time and again to quieten Jo and stifle her objections and amendments to the story of the foul smelling Skunk related by him.
He defends the attitude of Roger Skunk’s mother. She does not approve of the unnatural, unskunk like smell that Roger has. She calls the sweet smell of the roses an awful smell. Earlier the little skunk smelled the way a little skunk should. She wants the natural characteristic—the foul smell—restored. He says that she knew what was right. Secondly, the little skunk loved his mommy more than he loved all the other animals. That is why, he took his mommy to the wizard. She hit the wizard and forced him to change the smell of roses to his earlier bad odour, He insisted on this ending to emphasize the concern of the parents for children and their role in bringing them up on proper lines. .

Q4. What makes Jack feel caught in an ugly middle position?
Ans. Jack feels that he has been caught in an ugly middle position physically, emotionally as well as mentally. The woodwork, a cage of mouldings and rails and skirting boards all around them was half old tan and half new ivory.
He was conscious of his duties as a father and as a husband. Little Bobby was already asleep. His efforts to make Jo fall asleep proved quite fatiguing. She kept on interrupting him, asking for clarifications, pointing errors and suggesting alternatives.
Jack did not like that women should take anything for granted. He liked them to be apprehensive. So, he extended the story, though he was in a haste to go down stairs and help his pregnant wife in her hard work of painting the woodwork. The result of the extension to the story proved unfruitful and unpleasant for Jo, Jack and Clare. Jo wanted him to change the ending of the story. Clare complained that he had told a long story. Jack felt utter weariness and did not want to speak with his wife or work with her or touch her. He was really caught in an ugly middle pisition.

Q5. What is your stance regarding the two endings to the Roger Skunk story?
Ans. Of the two endings to the Roger Skunk story, I approve of the mature and realistic one narrated by Jack that the mother skunk hit the wizard on the head and forced him to restore the original smell to the skunk.
Every species of animals has its special features. She wanted Roger Skunk to smell the ’ way a little skunk should have. It should not carry the deceptive and borrowed smell of the roses. Roger Skunk is agreed to go with her because he loved his mommy more than he loved all the other little animals. She knew what was right.
The mother’s point was proved right. When the wizard restored the original foul smell to Roger Skunk, the other little animals got used to the way he was and did not mind it at all.
Of course, it took them sometime. Jack did not agree with Joanne’s remark that she was a ‘stupid’ mother. On the other hand, we find her a caring and’Joving mother. When Roger Skunk was in bed, mommy skunk embraced him and said he smelled like her little baby skunk again and she loved him very much. Thus, Jack’s version brings out the mother’s love, care and concern for her little baby.

Q6. Why is an adult’s perspective on life different from that of a child’s?
Ans. An adult’s perspective on life is different from that of a child’s because of the difference between their respective experiences and exposure to the world around them. An adult comes across all sorts of experiences—good or bad, pleasant or unpleasant, happy or sad, encouraging or discouraging. The child lives a sheltered life under the protection and love of his parents. In their rosy dream world of fairies and wizards, nothing good is impossible for their favourite characters. Their adoration of these characters is nothing short of hero-worship.
The world of make-believe makes the children lovers of romance, beauty and all things pleasant in nature. These characters and their super feats, which appear so real in stories, may not be real at all in real life. The adults who are familiar with harsh realities of life know that all that glitters is not gold. Everything is not honey. They accept things critically— with a pinch of salt. Children usually lack this quality.

MORE QUESTIONS SOLVED

SHORT ANSWER TYPE QUESTIONS
Q1.What custom did Jack follow in the evenings and for Saturday naps?
Ans. Jack would tell his four year old daughter Joanne (or Jo) a stoxy out of his head in the evenings and for Saturday naps. This custom had begun when she was two and now it was nearly two years old.

Q2. What was the basic tale underlying each story that Jack told?
Ans. A small creature named Roger had some problem. He would go to the wise owl who told him to go to the wizard. Theiwizard performed a magic spell. It solved Roger’s problem. He demanded more pennies than Roger had. Then he directed Roger to the place where extra money could be found. Roger felt happy and played many games with other creatines. He then went home. His daddy arrived from Boston. They had supper. The stoiy wound up with the description of the items of their supper.

Q3. How was the custom of story telling especially fatiguing on Saturdays?
Ans. Jo was growing up. She never fell asleep in naps any more. Her brother, Bobby, who was two was already asleep with the bottle. But Jo would not take her nap like an infant. The bumps her feet made under the covers were hallway down the bed. Her fat face deep in the pillow shone in the sunlight. The custom seemed futile and especially fatiguing on Saturdays.

Q4. Which animal did Jo suggest for the story that day? What do you know about this new animal?
Ans. Jo suggested ‘skunk’ for the story that day. It was a new animal for her. They must be talking about it at nursery school. A skunk or a pole-cat is a small black and white North American animal. It can produce a strong unpleasant smell to defend itself when it is attacked.

Q5. Why did Roger Skunk go to see the old owl? [All India 2014]
Ans. Due to foul body odour of Skunk, other animals were not interested in playing with him. But he wanted to play with friends. So, Roger Skunk went to the wise owl to get rid of the foul smell.

Q6. How did Jo and Jack react as the new animal was mentioned?
Ans. Jo squeezed her eye&Shut and smiled to be thinking that she was thinking. She opened her blue eyes and said firmly, “Skunk”. Having a fresh hero momentarily stirred Jack to creative enthusiasm. He started telling the story of Roger Skunk that smelled so bad that none of the other little woodland creatures would play with him.

Q7. How did Jack imagine the reaction of Roger Skunk on being universally detested ?
Ans. Whenever Roger Skunk went out to play, all of the other tiny animals would cry: “Uh-oh, here comes Roger Stinky Skunk”. Then they would run away. Roger Skunk would stand there all alone. Two little round tears would fall from his eyes. Jack would relate all this with zest, remembering certain humiliations of his own childhood.

Q8. How do you think, did Jo identify with Roger Skunk, the victim of the hatred of other creatures?
Ans. Jo seemed to share the pleasure and pain of the hero of the stray—Roger. So complete was her identification that the mention of tears in Roger’s eyes brought tears in her eyes. Her mouth drooped down and her lower lip bent forward. Jack’s finger traced the course of a tear along the side of her nose.

Q9.Which two opposite forces acted on Jack while he was telling Jo a story about the little skunk?
Ans. Jack was happy that he was telling Jo something true, something she must know. He had no wish to hurry on. But just then, a chair scraped downstairs. He realised that he must get down to help his wife, Clare to paint the woodwork in the living room. Thus, the interests of daughter and wife pulled him in different directions like two opposite forces.

Q10.“This was a new phase, just this last month, a reality phase.” What do you learn about Jo’s reality phase? How did her parents try to convince her?
Ans. Jo would ask if the magic spells were real. When Jack told her that spiders ate bugs, she would turn to her mother and ask if that was really so. When Clare told her God was in the sky and all around them, she would turn to her father to know the reality. Jack tried to convince her by saying? “They’re real in stories.”

Q11. “He felt being an old man suited him.” How would Jack play the old wizard?
Ans. The wizard’s voice was one of Jack’s own favourite effects. He did it by scrunching up his face and somehow whining through his eyes. During this brief period of time his eyes would become full of watery secretions. He would say, ‘Eh? Whatzis? Whatcher want? You smell awful.’

Q12. How was the Skunk’s story different from the other stories narrated by Jack? [Delhi 2014]
Ans. The stories told by Jack were well taken by Jo. But the ending of the Skunk’s story did not satisfy her. She believed that the wizard should have hit back Skunk’s mommy and Skunk would have kept smelling like roses.

Q13. How did Jack make the role of the wizard more impressive?
Ans. Jack fixed Jo with the trance like gaze. Then he chanted a magic spell in the wizard’s elderly irritable voice. The chanting was rhythmical and had sweet rhymes. The exclamation “Bingo!” confirmed the pleasure, the pleasure of the wizard at having done what he had been trying to do. All of a sudden, the whole inside of the wizard’s house was full of the smell of roses.

Q14. How did Jo react to Jack’s chanting of the magic spell ?
Ans. Jack chanted the magic spell as the wizard would do. When he paused, he noticed a rapt expression widening out from his daughter’s nostrils. She forced her eyebrows up and her lower lip down in a wide noiseless grin. This expression reminded Jack of his wife’s expression while feigning pleasure at cocktail parties.

Q15. “Very silly of your stupid old daddy,” says Jack. Why, do you think, did Jack say so?
Ans. While narrating the story of Roger Skunk, Jack by chance said Roger Fish. Jo was quick to interrupt him and point out the error. She repeated twice that he had said Roger Fish and asked if that wasn’t silly. Jack had to admit that it had been very silly of him.

Q16. What action of Jo annoyed Jack? What do you think disturbed him?
Ans. Roger Skunk began to cry as he had only four pennies. Jo made the crying face again, but this time without a trace of sincerity. This annoyed Jack. Some more furniture rumbled down stairs. Jack thought that Clare shouldn’t move heavy things. He was worried because she was six months pregnant. It would be their third child.

Q17. Which two factors made Jack continue the story?
Ans. Roger Skunk had returned home at dark after playing happily with the other little animals. Jo did not fall asleep. She was starting to fuss with her hands and look out of the window. She thought the story was over. Jack did not like women when they took anything for granted. He liked them to be worried. So he continued the story.

Q18. Why was Roger Skunk’s mommy angry? What did she finally tell him?
Ans. She was angry because Roger Skunk had an unusual smell of roses. She called it awful and asked Roger who made him smell like that. When he said, “The wizard”, she ordered him to come with her and they were going right back to that very awful wizard. She seemed to be very angry with the wizard.

Q19. Why, do you think, did Roger Skunk’s mommy insist on taking him to the wizard at once?
Ans. Roger Skunk’s mommy wanted young skunk to smell the way a little skunk should. She did not want him to acquire the artificial and uncharacteristic smell of the roses. The foul smell was a tool for him to keep the enemy away. That is why she hit the wizard right over the head and he agreed to restore the original ‘foul’ smell.

Q20. How did Jo want the wizard to behave when mommy skunk approached him?
Ans. Jo had a deep regard for the wizard. He had magical powers and could do anything. She did not agree with her father’s version. She said that the wizard hit her (Roger Skunk’s mommy) on the head and did not change that little skunk back. She did not want that the other little animals should hate him again for his awful smell.

Q21. Why does Jo insist that her father should tell her the story with a different ending—where the wizard hit that mommy?
Ans. Jo was not convinced that the little animals eventually got used to the way the little skunk was and did not mind it all. It was just the opposite of what her father had said at the beginning. (The other tiny creatures called him Stinky Skunk and would run away, leaving Roger alone to shed tears.) Later, when the wizard made the skunk smell like roses, the other little animals gathered around him and played with him till dark. Hence Jo wanted the wizard to punish the stupid mommy.

LONG ANSWER TYPE QUESTIONS
Q1. Why did Jack conduct the ‘story-session’ and what story did he tell? How did he ensure active participation of the listener in the development of the story?
Ans. Jack started telling bed-time stories to his two-year-old daughter Jo (Joanne) two ye&fs ago. Now she was four-year-old and had recently entered the reality phase. Jack would tell her stories in the evenings or for Saturdays naps.
Each new story was a slight variation of a basic tale. The central character was a small creature named Roger. He could be Roger Fish, Roger Squirrel, Roger Chipmunk or Roger Skunk. Roger had some problem and went for help to the wise, old owl. The owl would tell him to go to the wizard. The wizard would perform a magical spell that solved the problem. He would demand more pennies than Roger had. He would direct unhappy Roger to the place where extra pennies could be found. Roger would then feel happy and play games with other small creatures till dark. Then he went home to his mommy. His daddy arrived from Boston and they had their supper. The story would end with the description of the items of supper.
Since the plot of the story and the actions and reactions of the various characters remained the same, both Jo and Jack would enact typical scenes. Thus, Jo felt involved in the story.

Q2. What problem did Roger Skunk have? How was it solved?
Ans.Roger Skunk smelled very bad—in fact so bad that none of the other little woodland creatures would play with him. Whenever Roger Skunk went out to play, all the other tiny animals would cry: ‘Uh-oh, here comes Roger Stinky Skunk.’ Then they would run away. Roger Skunk would stand there all alone. Two little round tears would fall from his eyes. Roger Skunk walked along very sadly and came to a very big tree. There was a huge, wise, old owl on the topmost branch of the tree. He told the owl that all the other little animals ran away from him because he smelled very bad. The owl admitted that he did so. Skunk wanted to know what he could do and cried hard. The owl advised Roger Skunk to go to the wizard who lived in the dense forest over a little river. The wizard too observed that the Skunk smelled awful. He asked what he wanted. Roger Skunk told his problem. The wizard found his magic wand and asked Roger Skunk what he wanted to smell like. Roger thought and said, “Roses”. The wizard chanted a magical spell. There was a smell of roses all around the wizard’s house. Roger Skunk now smelled like that of roses

Q3. Why, do you think, was Roger Skunk’s mommy angry ? Does her anger seem justified? What did she decide to do?
Ans. Roger Skunk’s mommy was angry because he had lost his God-given smell. He no longer emitted the foul smell he was bom with. On the other hand, he had an awful and unusu¬ally sweet smell of roses. She wanted her young one to smell the way a young skunk should. This smell was God-given protection against danger. The predator could be kept at bay.
The newly acquired smell of roses, howsoever pleasant and sweet smelling could endan¬ger the skunk’s life by attracting the predators to the tiny skunk. She wanted to know who had done so. She felt very angry at the wizard. Her anger is justified because by his simple act he had put the life of the young skunk in danger. No mother can act peacefully or rationally when there is some danger to her young one. Hence, she at once decided to go to the wizard with Roger Skunk so that his foul smell might be restored and his life might be free from dangers.

Q4. Comment on the ending of the story ‘Should Wizard Hit Mommy’?
Ans. The story does not end with the wizard being hit by the mother. Joanne, who believes the fictional characters to be real, wants her papa to tell the story that the wizard hit the stupid mommy. Instead of having a nap, she kicks her legs up and sits down on the bed. Jack advises her to have a rest.
When he went downstairs, he found that his wife, Clare had spread the newspapers and opened the paint can. She was wearing an old shirt of his on top of her maternity smock. She was stroking the chair rail with a dipped brush. He heard footsteps moving overhead and scolded Joanne.
Jack watched his wife labour. He had come there to help her, but the story-session had filled him with utter weariness. Clare remarked that it was a long stoiy. Jack uttered only three words: ‘The poor kid’. He felt caught in an ugly middle position. Though he felt the presence of his wife there, he did not wish to speak to her, touch her or work with her. It leaves us baffled. We begin to ponder over human relationships. Thus, the ending is thought provoking.

Q5. Why, do you think, the title has a question mark? How far do you find it a convincing and appropriate title?
Ans. The question mark in the title ‘Should Wizard Hit Mommy?’ focuses the reader’s attention on the two well-wishers of the main character—Roger Skunk. The wizard solves Roger Skunk’s problem of bad smell and gives him the smell of roses at his request. The skunk’s mother is angry, because her baby has been deprived of the bad odour which a skunk of his age should emit. This bad odour is a sort of armoura protection against predators who are kept away by the dirty smell. The mother skunk hits the wizard on the head and forces him to restore the foul smell to the skunk.
Jo, the four-year-old girl, for whom the wizard is a real do-gooder, can’t digest his humiliation at the hands of a stupid mother. From her point of view, the smell of roses make skunk popular among the other little animals.
The story can take either direction and ending depending on the point of view of the adult or child. The author very cunningly seeks the reaction of his readers by putting a ques¬tion mark at the end of the title. One may approve of it or reject it. Thus, the title is quite convincing and appropriate one.

More Resources for CBSE Class 12
RD Sharma class 12 Solutions
NCERT Solutions for Class 12th English Flamingo
NCERT Solutions for Class 12th English Vistas
CBSE Class 12 Accountancy
NCERT Solutions for Class 12th Maths
CBSE Class 12 Biology
CBSE Class 12 Physics
CBSE Class 12 Chemistry
CBSE Sample Papers For Class 12

NCERT Solutions Class 12 Vistas English Class 12 Flamingo English

The post NCERT Solutions For Class 12 Vistas English Should Wizard Hit Mommy? appeared first on Learn CBSE.

NCERT Solutions for class 3 English Unit-9

(i)PONT TELL

QUESTIONS FROM TEXTBOOK SOLVED

Reading is Fun 
1.How old is the speaker?
Ans. The speaker is a young child.

2. Who are ‘they’ and ‘them’ in the poem?
Ans. ‘They’ and ‘them’ are the parents of the child or grown-up people.

3. What is the secret the speaker is hiding?
Ans. He is a giant from inside.

Talk Time
1.Think of three things that ‘they’ won’t let you do.
Ans. •The three things that ‘the/ won’t let me do are:
•They won’t allow me to go to market alone.
•They won’t allow me to handle electric appliances.
•They won’t allow me to bum gas stove.

2.What are the things you’d like to do when you are grown-up that you can’t do now?
Ans. Handling electric appliances, driving bikes or cars, travelling alone, washing my clothes, using mobile phone, surfing etc.

Word Building
1. Using the letters of the given word, make three words.
One is done for you.blackboard mother vegetable thousand helicopter
Ans.black other get sand help
board her table and pilot
back moth able hand pet

2.Look at these words in the poem.
Don’t I’m I’ll
Here are their full forms:
Don’t – Do not I’m -1 am I’ll -1 will
(i)Now write the full forms of the following words.
Ans.Can’t Cannot It’s It is Isn’t Is not
What’s What is That’s That is

(ii)Make sentences using the following.
He’s She’s You’re We’re
Ans.

• He’s – He’s my brother.
• She’s – She’s writing a letter.
• You’re – You’re going to play.
• We’re – We’re going to school.

(iii)Now write about two things you’ll do when you grow up.
You can begin like this:
Ans.

• When I grow up 111 drive mv car.
• When I grow up I’ll travel alone.

Say Aloud
1.giant    goose    jam     grey   gym
gold    June    gum
Choose and tick the words with a J’ sound
(a) January goose gem jam
(b) jacket giraffe grow July
(c) giant grapes grey June
Ans.(a) January, gem, jam
(b) jacket, giraffe, July
(c) giant, June

(ii)HE IS MY BROTHER

QUESTIONS FROM TEXTBOOK SOLVED

Reading is Fun
1.Where were the people going?
Ans.The people were climbing a small hill to go to a holy place.

2. What did the man say to Meena?
Ans. The man said to Meena why she was carrying the load of a boy on her back.

3.Why do you think Meena was carrying her brother?
Ans. Meena was carrying her brother because he was unable to walk and loved him.

Talk Time
Choose the correct answer.
1.What went up the hill?
(a)a-path, (b)a street, (c)a road, (d) a rail line
2.What is the name of the girl in the story?
(a) Seema, (b)Beena, (c)Meena, (d) Nina
3.How old was Meena?
(a) Ten, (b)Twelve, (c)Nine, (d) Eight
4.How old was Meena’s brother?
(a) Five, (b)Four, (c)Six, (d) Seven
Ans. 1. (a) a path, 2. (c) Meena, 3. (b) Twelve, 4.(b) Four.

Let’s Write
1.Fill in the blanks using the correct given words.
rat   sip    box    rug    cot    den   pit
Ans.1.The boy fell in the pit. 2. I sip hot milk.
3. The kid is in the cat. 4. My toy is in the box.
5. The lion in the den. 6. The cat runs after the rat.
7. I sit on the rug.

2.Fill in the blanks with the opposite of the underlined word given in the sentence
Ans.(i)The rat ran in when the cat ran out.
(ii)The lion is big but the ant is small.
(iii)The giraffe has a long neck but owls are short.
(iv)The sun appears in the dav and the moon at night.
(v) The tea is hot but the water is cold.
(vi) Trees are tall but the bushes are short.
(vii) Ram was sad but Radha was happy.

Team Time
1.What are the difficulties that a child who can’t see will face?
Ans.

• He will not be able to play with other children.
• He will face problem in crossing the road.
• He will not be able to watch television.
• He will not be able to work on computer.

2. Would you help a child who can’t walk to school?
Ans. Yes, I would definitely help such a child.

3. How can you help such a child and make the child feel one of you?
Ans. I will give him my support so that he may not feel any problem in reaching the school. I will talk with him like a good friend. I will laugh with him. In this way I will make him feel one of us.

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NCERT Solutions for class 3 English Unit-4

(i) SEA SONG

QUESTIONS FROM TEXTBOOK SOLVED

Reading is Fun
1.Where did the child find the sea shell?
Ans. The child found the sea shell lying on the sand.
2. What did the child do with the shell?
Ans. The child picked up the shell and took it home.
3.What did the child hear?
Ans. The child heard a soft and sweet song.

Word Building
(i) Pick the rhyming words from this box and pair them in the spaces below. The first one has been done for you.

Ans. 1. found 2. look 3. cold 4. hand 5. mummy
sound took bold sand tummy

(ii)Fill in the blanks with the opposite word choosing from the box below. The first one is done for you.

Ans.found lost took gave
hard soft big small
inside outside came went
pick drop cold hot
true false sweet bitter
curly straight tall short

Let’s Write

The Sea is Big
The sea is big.
It is very, very big.
You cannot see the other side of the sea.
You can cross the sea in a ship
But you must go for many, many days.

Choose the right words.
1.The sea is very, very (big/far).
2.You cannot (hear/see) the other side.
3.You (can/cannot) cross the sea.
4. You can cross it in a (bus/ship).
Ans. 1. big 2. sea 3. can 4. ship

Read the following.
Silence
Birds sing.           Cows moo.
Phones ring.        Cocks crow.
People talk.           Bees buzz.
Dogs bark.             Children hush!
Match the phrases with the picture.
Ans.

(ii)A LITTLE FISH STORY

QUESTIONS FROM TEXTBOOK SOLVED

Reading is Fun
1.How many fish are there in the sea?
Ans. There are a great many million fish in the sea.

2. Why was the little fish unhappy?
Ans. The little fish was unhappy because he was very small.

3. What happened to the fish one day?
Ans. One day the fish got caught in a big net while swimming in the sea with his friends.

4. Why was the fish thankful to be a little fish?
Ans. The fish was thankful to be a little fish because he was saved only due to his small size.

Talk Time
1. Imagine you are a little fish. Describe what you might see around you.
Ans. There is a vast expanse of water around me. Also a number of fish, small and big, swim around me. There are several boats sailing on the water. Several fishermen are coming towards us with their big nets.

Word Building
1.Look at the pattern and fill in the blanks.
Ans.look             looked            talk             talked
pick                     picked            wish           wished
bark                     barked           pull            pulled
want                     wanted          help             helped

2. Fill in the blanks with the right word from the box.

Ans.a box of matches          a herd of cows
a sheet of paper                    a pack of wolves

Let’s Write
1.Look at the following sentence.
If I were only larger, how much happier I could he.
Make more sentences like this using the words in the box.

Ans.1.If I were only taller, how much happier I could be.
2.If I were only smaller, how much happier I could be.
3.If I were only thinner, how much happier I could be.
4.If I were only cleverer, how much happier I could be.
5.If I were only younger, how much happier I could be.
6.If I were only older, how much happier I could be.

Song Time

Singing or Crying?
Mahesh sings a little song.
Venkatesh looks at him.
“Why are you crying, Mahesh?” he asks.
Mahesh says, “I’m not crying.
I’m singing an English song!”

Choose the right words.
1. Mahesh sings a————- (long/little) song.
2. Venkatesh————-(looks/shouts) at him.
3. Venkatesh thinks Mahesh is ————-(crying/laughing).
4. Mahesh is————- (singing/saying) a song.
5. The song is in————-(Telugu/English).
Ans. 1. little 2. looks 3. crying 4. singing 5. English.

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The post NCERT Solutions for Class 3 English Unit 4 appeared first on Learn CBSE.

NCERT Solutions For Class 12 Vistas English On the Face of It

QUESTIONS FROM TEXTBOOK SOLVED

READ AND FIND OUT
Q1. Who is Mr Lamb? How does Derry get into his garden?
Ans. Mr Lamb is an old man with a tin leg. His real leg was blown off years ago during the war. He lives all alone in his house. There is a garden near the house. It has ripe crab apples looking orange and golden in colour.
Mr Lamb is sitting in his garden when Derry climbs over the garden wall to get into his garden. Though the gate is open, the boy does not use it.

Q2. Do you think all this will change Derry’s attitude towards Mr Lamb?
Ans. Mr Lamb learns from Derry that the latter does not like being near people. They stare at his face and feel afraid of him as half of it has been burnt by acid and looks very ugly. Mr Lamb offers him a new way bf thinking. He tells him about a person who was afraid of everything and locked himself in a room. A picture fell off the wall on his head and killed him. Derry finds that the old man says peculiar things. He is further surprised to learn about the old man’s habits. He loves to read book. His house has many books. There aren’t any curtains at the windows. He likes the light and the darkness. He keeps the windows open to hear the wind.
Derry says that he too likes to hear the sound of rain on the roof. But he also hears people talking about him and his future. The old man tells him that he has all the God-given organs. He will get on the way he wants, like the rest. He could even get on better than them, if he made a firm decision. He tells Derry that hatred is worse than acid because it can bum man from inside. He should not worry about his burned face or what people say about it. All this brings a positive change in Derry’s attitude towards Mr Lamb. He promises to come back after informing his mother. He asks Mr Lamb about his life and friends and recognises his loneliness and disappointment. He keeps his promise and returns only to find Mr Lamb lying on the ground.

READING WITH INSIGHT
Q1. What is it that draws Derry towards Mr Lamb in spite of himself?
Ans. Both Derry and Mr Lamb suffer from physical impairment. Derry has one side of his face disfigured and burnt by acid. The old man has a tin leg because his real leg got blown off during the war. Apart from these physical disabilities, Derry finds signs of loneliness and disappointment in Mr Lamb’s life. The old man tries to overcome these feelings but the sense of alienation felt by him is more painful than the pain caused by physical disability.
Derry tries to avoid meeting people because they consider his face frightful and ugly. They avoid him as they are afraid of him. His parents seem worried about him and talk about him and his future.
Mr Lamb provides him a new approach to things. He tells him to see, hear, feel and think about things around him. He should not hate others. Hatred is worse than acid because it bums the inside. He has all the God-given limbs. He must take a firm decision and work towards it. He will succeed. He should not be afraid of people and they will not be afraid of him. All these factors draw Derry towards Mr Lamb.

Q2. In which section of the play does Mr Lamb display signs of loneliness and disappointment? What are the ways in which Mr Lamb tries to overcome these feelings?
Ans. It is in the middle section of the first scene of the play that Mr Lamb displays signs of loneliness and disappointment. He says that when it is a bit cooler, he will get the ladder and a stick, and pull down those crab apples. He makes jelly. Derry could help him. Then he says he is interested in anybody or anything that God made. It may be a person, flower, fruit, grass, weeds or rubbish. There are plenty of things to look at. Some of them are his crab apples or the weeds or a spider climbing up a silken ladder or his tall sun-flowers. He also likes to talk and have a company. He has a hive of bees. He hears them singing. He sits in the sun and reads books. He likes the light and the darkness. He hears the wind coming through open windows. There aren’t any curtains at the windows as they either shut things out or shut things in. These are the ways in which Mr Lamb tries to overcome his loneliness.

Q3. The actual pain or inconvenience caused by a physical impairment is often much less than the sense of alienation felt by the person with disabilities. What is the kind of behaviour that the person expects from others?
Ans. The play ‘On The Face Of It’ focuses our attention on the physical pain and mental anguish of the persons suffering from some physical impairment. The playwright, Susan Hill, presents the two leading‘characters—an old man and a small boy—having different sorts of physical disabilities.
The old man has a tin leg. It did hurt him when it came off. Then he got used to it. He feels pain now and then in wet weather. He finds it inconvenient to run, to climb a tree or a ladder. He lives all alone in a big house with a garden.
The boy has one side of his face badly burnt by acid. He felt the physical pain then. After discharge from hospital, he feels hurt at the attitude of the people. They regard his face as horrible and ugly, show signs of being scared and avoid his presence. In short, he is disliked, if not hated. He is not accepted as an ordinary member of society. So, he does not like people to look at him.
It is clear that the sense of alienation that these disabled persons feel causes them constant pain. Such persons expect kind and considerate behaviour from others. They do not want tears, sympathy or pity. They dislike being pointed at, nicknamed, mocked at or made a fun •: of. They only demand a reasonable bahaviour from others, full of appreciation of their difficulties.

Q4. Will Derry get back to his old seclusion or will Mr Lamb’s brief association effect a change in the kind of life he will lead in the future?
Ans. (Two different answers are possible. One is being given below)
Derry will not get back to his old seclusion. He has been associated with Mr Lamb for a short time only, but even this brief association will effect a change in the kind of life he will lead in future. Instead of being conscious of what people comment about the ugliness of his face, he will use his head and heart to achieve what he decides to do in life. It is also possible that with his firm determination and zeal to achieve his aim, he might do better than the rest, even those who do not suffer from any physical impairment.
By his persuasive manner and skilful use of anecdotes, Mr Lamb convinces Derry that a life of seclusion and withdrawal from the world is dull as well as risky. The world has many beautiful objects to see and admire, sounds to hear and ideas to think. One should have an open mind and positive attitude. Hatred is worse than acid.
Derry’s mother tries her best to keep Derry with her. But Derry resolves to go back to Mr Lamb to look at things and listen to him. He no longer cares about his face. What he thinks and feels, and what he wants to see and find out and hear is more important. He does not want to remain at his home. He has got clear perception of things. If he does not go back there, he will never go anywhere in that world again. In short, Derry’s coming back to Mr Lamb is indicative of the change in the kind of fife he is likely to lead in future.

MORE QUESTIONS SOLVED

SHORT ANSWER TYPE QUESTIONS
Q1.“Mind the apples!”, says Mr Lamb. Why do you think, does he issue this instruction, to whom and how many times?
Ans. Mr Lamb issues this instruction to Derry, a boy of fourteen, who climbs over the garden wall and enters the garden. He asks Derry twice to mind the apples which have been blown down by the wind from the trees and strewn in the grass. He (Derry) could put his foot on some apple, fall down and hint himself.

Q2. What is the attitude of Mr Lamb to the small boy who comes to his garden ?
Ans. Mr Lamb’s attitude to the small boy is quite gentle, protective and accommodating. Like an elder in the family offering advice and instructions to the younger members, Mr Lamb advises the young boy to mind the apples lest he should trip. He also advises the boy not to feel afraid.

Q3. What explanation does the small boy offer for coming into the garden? How does Mr Lamb react to it?
Ans. The boy thought that this was an empty place. He did not know there was anybody there. Mr Lamb assures him that it is all right. He asks the boy what he is afraid of. He tells the boy that the house is empty as he is in the garden and is likely to stay there. Such a beautiful day should not be wasted indoors.

Q4. “T ‘m not afraid. People are afraid of me,” says Derry. What do people think on seeing his face? How do they react then?
Ans. On looking at Derry’s face they find it bad and frightful. They think that it is the ugliest thing they have ever seen. They call him a poor boy as one side of his face has been burnt by acid. Some of them are afraid of his ugly and horrible face.

Q5. How does Mr Lamb change the subject from ugly face to ripe apples?
OR
How does Mr Lamb keep himself busy when it is a bit cooler ?
Ans. There is a momentary pause in the conversation. Then Mr Lamb changes the subject. He says that when it is a bit cooler, he will get the ladder and a stick. Then he will pull down those ripe crab apples. He makes jelly. He calls these orange coloured and golden apples magic fruit. September is a good time to make jelly. He tells the boy that he could help him.

Q6. Why, according to Derry, has the old man changed the subject?
Ans. Derry says that people always change the subject. They don’t ask him about his physical impairment. They simply pretend that it is not true and isn’t there. They don’t want the boy to mind and get upset. He thinks that the old man has changed the subject because he is afraid to ask him about his burnt face.

Q7. “You got burned in a fire,” says Mr Lamb. What do you think, had happened to Derry’s face?
Ans. Derry’s face did not get burned in a fire. He got acid all down that side of his face and it burned it all away. Derry says that this acid not only ate his face up, it also ate him up. One side of his face is ugly and it won’t ever be any different.

Q8. How does Mr Lamb react to Derry’s query: ‘Aren’t you interested’?
Ans. Mr Lamb tells Derry that he is interested in anybody and anything. There’s nothing God made that does not interest him. Fruit and flowers, trees and herbs, grass and weeds all interest him. Even stuff or rubbish is interesting. He finds no essential difference between a “weed’ and another ‘flower’ as both represent life—developing or growing.

Q9. “We’re not the same”, says Derry. How does Mr Lamb try to convince him that there is no essential difference between them?
Ans. Derry and Mr Lamb are both of the same species. They represent various stages of growth. Derry is young, Mr Lamb is old. Both suffer from the same physical impairment. Derry has a burnt face. The old man has got a tin leg. But this physical disability is not important. What is important is that both are alive. Derry is standing there whereas Mr Lamb is sitting.

Q10. How, according to Derry, does the tin leg not trouble Mr Lamb? What explanation does the old man offer?
Ans. Derry thinks that the old man can put on trousers and cover up his tin leg. Then no one sees it. So, people don’t have to notice and stare at, as they do at his face. Mr Lamb replies that some people do notice and stare at his disability. Some don’t. In the end, they get tired of it. Moreover, there are plenty of things to stare at.

Q11.“There’s plenty of other things to stare at.” Which ‘things’ are worth staring at and why?
Ans. According to the old man there are plenty of things to stare at. These include crab apples or the weeds or a spider climbing up a silken ladder, or his tall sun-flowers. All of them are beautiful and ‘growing’. Derry is surprised at the mention of ‘things’. Mr Lamb tries to convince him that it is all relative. Then he mentions ‘Beauty and the Beast’.

Q12. How does Derry interpret the fairy stoiy ‘Beauty and the Beast’? What does he feel about himself?
Ans. Derry says that he has been told that story before. It teaches us that outward appearance does not matter. It is what one is inside that is important. Handsome is that handsome does. Beauty loved the monstrous beast for himself. When she kissed him, he changed into a handsome prince. No one except Derry’s mother kisses him. She too kisses him on the other side of the face. He has developed a negative attitude and says he does not care ’ “if nobody ever kissed” him.

Q13. How, according to Derry, do people try to console those suffering from some physical impairment?
Ans. They ask the person to look at all those people who are in pain and brave. They never cry or complain. They don’t feel sorry for themselves. Then the person is asked to think of all
those persons worse off than him. One might have been blinded or bom deaf, or confined to a wheelchair, or be crazy and dribble. Since Derry has none of these disabilities he is far better placed.

Q14. Why do these arguments fail to console Derry ?
Ans. Derry has developed negative attitude. He says that the arguments to console him will not make his face change. He feels more hurt and pained by the comments of persons or what he overhears. Once he heard a woman in the street whispering to another, “Look at that, that’s a terrible thing. That’s a face only a mother could love.” Derry calls it cruel of them.

Q15. How does Mr Lamb try to remove the baseless fears of Derry’?
Ans. Derry has developed withdrawal symptoms. He doesn’t like being near people. Mr Lamb tells him the story of a person who was afraid of everything in the world. So he went into his room and locked the door. He got into his bed and stayed there for a while. Then a picture fell off the wall on to his head and killed him.

Q16. Which fears did the man suffer from? What is the common factor in all of them?
Ans. The man feared that a bus might run him over, or a man might breathe deadly germs onto him, or a donkey might kick him to death or lightning might strike him down, or he might love a girl and the girl would leave him, and he might slip on a banana skin and fall and people who saw him would laugh their heads off. Most of these fears are imaginary.

Q17. What peculiar things does Derry notice about the old man?
Ans. Derry thinks that the old man is peculiar. He says peculiar things. He asks questions which Derry does not understand. There are no curtains at the windows in his house. He likes the light and darkness and hears the wind with the windows open.

Q18. What does Derry listen about himself? How does he react to it?
Ans. Derry listens to what his parents talk about him downstairs when he is not there. They seem to be anxious about him and his future. What he will ever do and how will he ever get on in that world. What is going to happen to him with that bum mark on his face. They say what is going to happen to him when they have died.

Q19. In what ways does Mr Lamb inspire Derry to overcome his physical disability?
Ans. Mr Lamb tells Derry that he ‘has got two arms, two legs and eyes and ears. He has got a tongue and a brain. He will get on the way he wants, like all the rest. And if he chooses and sets his mind to it, he could get on even better than all the rest.

Q20. “People are never just nothing. Never.” Why does Mr Lamb say so? Why does he advise Derry not to hate anyone?
Ans. Mr Lamb says that he has friends every where. Derry says that the people passing us in the street are not our friends. Mr Lamb tells him that they are not enemies either. When Derry says they are “Just nothing”, Mr Lamb makes this remark. He tells Derrry that hatred does more harm than any bottle of acid. Acid only bums the face, but hatred may bum a person away inside.

Q21. How should people be judged?
Ans. People should not be judged by what they look like. They must be judged by their actions. Appearances may be deceptive. On the other hand, people with physical impairments overcome their disabilities and perform wonderful feats in different spheres.

Q22. How, according to Mr Lamb, can one overcome of sense of hurt or humiliation caused by remarks at one’s physical disability?
Ans. Mr Lamb does not provide a straight forward solution. He says that in the street kids shout “Lamey-Lamb” at him. Still they come to his garden. They are not afraid of him because he is not afraid of them. He simply ignores their comments. He concentrates on other things which are encouraging and positive.

Q23. What possibility does Derry indicate in the old man’s act of getting the crab apples down? What is its dramatic importance?
Ans. Derry says that if the old man fell down the ladder and broke his neck, he might lie on the grass and die, in case he was alone in the garden. This observation proves prophetic. The last scene shows the ladder falling back with Mr Lamb. The playwright uses the device of foreshadowing to prepare us for the eventual end.

Q24. What does Deny want to know? How, according to the old man, can he know that?
Ans. Derry wants to know what he could do. The old man tells him that he does not know everything. He can’t tell the boy what to do. He has to find it out himself by waiting, watching, listening sitting here or going there. Derry says that he wants something no one else has got or ever will be. Something just his own.

Q25. What makes Derry think that the old man is always alone and miserable? What does he tell the old man? 
Ans. Derry asks Mr Lamb whether the persons who come there talk to him and ask him things. As usual, Mr Lamb says that some do, some don’t. He asks them as he likes to learn. This makes Derry think that nobody ever comes there.
He tells the old man that he is there all alone by himself and miserable. He says no one would know if he were alive or dead and nobody cares.

Q26. Why does Derry’s mother oppose his going back to the old man’s garden?
Ans. Derry’s mother tells him that she has heard things about the old man. In fact, she has been warned. Though they have lived there for three months, she knows what is worth knowing and Derry is not to go back there.

Q27. What argument does Derry give to convince his mother why he wants to go to the old man’s garden?
Ans. Derry says that the old m^n has a tin leg. He lives in a huge house without curtains. He has a garden. Derry wants to be there and listen to things that matter. Things nobody else has ever said. Things he wants to think about. They are not about his face and how he looks.

Q28.What makes Derry resolve to go to the old man?
Ans.He no longer cares about his face and looks. He is more concerned with what he thinks and feels, what he wants to see and find out and hear. He knows that if he does not go back there, he will never go anywhere in that world again. He wants the world. He no longer shuns it or avoids the people.

Q29. Comment on the ending of the play ‘On The Face Of If.
Ans.The play has a pathetic but dramatic ending. Mr Lamb who works actively in spite of his physical disability loses balance and falls down along with the ladder. Derry enters and tries to converse with Mr Lamb, who does not respond. Mr Lamb’s “exit” is exactly the same as envisaged by Derry earlier in the play.

Q30.What other ending would you suggest to the above story ?
Ans.I would like the play to end on a happy note. Derry’s efforts will revive the old man. After regaining his consciousness, Mr Lamb will grant permission to Derry to live with him and see, hear and learn things.

LONG ANSWER TYPE QUESTIONS
Q1. How does Derry behave on entering Mr Lamb’s garden?
Ans. Derry does not use the gate to enter the garden. He climbs over the garden wall. His footsteps are heard as he walks slowly and hesitantly through the long grass. He is startled when Mr Lamb asks him to mind the apples and warns that he might trip. Deny shows signs of fear and nervousness. He explains that he took it for an empty place. Mr Lamb, the old man, tells him that the house is empty till he goes inside. That beautiful day is not to be spent inside. Derry panics and says he has got to go. He becomes angry to learn that the old man was watching him. He explains his intentions. He has not come there to steal anything. When Mr Lamb again asks him not to be afraid, Derry remarks that people are afraid of him because his face is ugly and frightful.

Q2. What efforts does Mr Lamb make to strike up a friendship with Derry, the small boy, who enters his garden ?
Ans. Mr Lamb is quite gentle, accommodating and protective. He asks Derry to mind the apples as he might trip. Instead of feeling angry over the way of his entry, he points out that the gate is always open and he is welcome. His cordial manner and conciliatory tone touch the inner most chords of a defiant boy like Derry who does not want to mix up with others. On learning about his burnt face, he does not react like others. Instead of exhibit¬ing fear and revulsion, he shows understanding and affection. He admits that he is the same as the boy. If the boy has a burnt face, he has got a tin leg. Gradually, he tries to win over the confidence of Derry by reminding him of ‘Beauty and the Beast’. He then tells him the story of a man who feared everything and shut himself in a room. His positive attitude towards life inspires the boy to talk to him like a friend.

Q3. What is the bond that unites the two—old Mr Lamb and Derry, the small boy ? How does the old man inspire the small boy?
Ans. It is the bond of physical impairment that unites old Mr Lamb and the small boy, Derry. He got his leg blown off during the war and since then he has a tin leg. Derry got one side of his face burnt by acid. Their respective disabilities have not only caused pain and suffer¬ing to the body but to their mind and soul as well. They have to live with their physical impairment. Mr Lamb has adjusted himself to the ways of the world and stopped bother¬ing about what people call him. He keeps himself busy in meaningful activities like pick¬ing apples, making jelly, bee-keeping and preparing toffee from honey. He loves reading books, hearing music, observing beautiful things and thinking about them. He inspires the small boy by saying that he has all the God-given organs intact. He has to decide what to do. He must work for it and then he can outshine even the others. Derry admits that ‘Handsome is he who handsome does.’ For him his face or how he looks does not matter now. He has become positive and has started thinking differently.

Q4. What is the theme of the play ‘On The Face Of It’? How has it been worked out?
Ans. The theme of the play is the consequences of physical impairment on the affected person’s body, mind and soul. The actual pain and inconvenience caused by the disabilities is often much less than the sense of alienation felt by the disabled person. People think that a person who has lost an organ or suffered some deformity such as a disfigured face should either be confined to the hospital or allowed to move in the company of people having the same disability. The playwright does not approve of this idea as it will create a strange sort of world. The attitude of persons towards the victims of accidents or disasters needs com¬plete change. They must be considerate and thoughtful. They must appreciate the efforts of the physically challenged persons to overcome their disability and compete with others. The theme has been worked out through the interaction of two characters—old Mr Lamb and a young boy, Derry. Through his peculiar way of looking at things and asking ques¬tions, Mr Lamb persuades Derry to have a positive approach to fife. Only positive attitude towards life will give one true happiness.

Q5. Compare and contrast the characters of Mr. Lamb and Derry.
Ans. Both Mr. Lamb and the young boy Derry have one thing in common—their physical im¬pairment. Both are victims of these disabilities after birth. The leg of Mr. Lamb was blown off during the war. Derry’s face was burnt by acid. One side of his face looked very ugly and frightful.
Apart from this, they have nothing in common. Mr. Lamb is old, Derry is a young boy of fourteen. Mr. Lamb enjoys company and wants to talk. Derry is very withdrawn and defiant. He does not want to come in contact with people.
Mr Lamb does not bother about his lameness. He has developed love for reading books, hearing music, seeing beautiful things and thinking about them. He is calm and patient. He asks peculiar questions. He forces Derry to see that actions are more important than mere looks. In spite of his lameness he picks apples, makes jelly, maintains a beehive and makes toffees from honey. The gate of his garden is always open. Derry develops a new vision of life under his guidance. He becomes positive and looks happy.

Q6. What impression do you form of Derry, the small boy, in the play ‘On The Face Of It’ ?
Ans. Derry is a fourteen year old boy who is very withdrawn and defiant. One side of his face has been burnt by acid and it looks very ugly and frightful. This incident has made him a victim of inferiority complex.
Derry is highly sensitive to what others—his parents, family friends, well-wishers or even total strangerssay about him. Their anxiety, concern, fear and revulsion pains him more than the bum did.
Derry is quite intelligent. When Mr Lamb mentions the story ‘Beauty and the Beast’, Derry at once comes out with its moral: ‘Handsome is as handsome does.’ He, however, evokes self-pity by saying, “I won’t change… and no one’ll kiss me ever.”
Derry is sensitive to the sufferings of others. He arouses sympathy for himself by making enquiries about the old man’s leg, pain and how he passes his life alone. Derry has the capacity to learn. He is impressed by the old man’s way of life in spite of physical handicap. In the end, he does not bother about his face or looks and wants to see, hear, learn and think and do what no one else has done. In short, Derry is a developing character.

Q7. Which qualities of Mr Lamb have impressed you most?
OR
Draw a character sketch of old Mr Lamb.
Ans. Mr Lamb is the protagonist in the play. He dominates the play from beginning to end. He impresses us as a sensitive, watchful, kind, considerate and sympathetic person. He is quite gentle, accommodating and protective. He is more concerned about the boy’s well-being than the apples.
He is a victim of alienation due to his physical impairment. Though he keeps his gates open and says he has many friends, actually he lives alone and is quite miserable. He loves company and wants to talk. He shares his thoughts even with the young boy.
Mr Lamb is like a modem communicator and a psychologist who believes in drawing out the best of an individual. His tactful handling and peculiar questions make Derry shed some of his firmly fixed notions and respond to the things of the world around him. Thus he is a source of inspiration to the depressed and gloomy.
Mr Lamb is pragmatic. His way of life is an object lesson for all who suffer some physical handicap or the other. One can always undertake some meaningful activities which give life some purpose and aim and save it from boredom. Even in his fall with the ladder, he exhibits Christ-like grace.

Q8. Comment on the ending of the play ‘On The Face Of It’. How far do you find it effective ?
Ans. The ending of the play is quite suggestive. Mr Lamb, who has been picking apples, falls down along with the ladder. As Derry enters the garden, he finds total silence pervading there. He is surprised and shocked to see Mr Lamb on the ground. He hopes it is all right. He kneels near Mr Lamb and announces that he has come back and he is there. He implores the old man to get up and talk. As the old man does not respond to Derry’s repeated requests, he begins to weep.
The ending is quite dramatic and stageworthy. The old man with the ladder under him is a Christ-like figure. It is a pathetic ending, no doubt, but it does not spread gloom. Rather, it acts like a beacon light. The old generation has handed over the charge to the younger one. It is like a soldier making an exit with the satisfaction of mission accomplished. The old man has handed over his philosophy of life to Derry and inspired him to find out what he wants to be. Thus, though the old man expires physically, his ideas inspire Derry to pursue higher goals and Achieve them. In this sense, the ending is quite effective and meaningful.

Q9. What do you understand by ‘On The Face Of If ? Do you think the title ‘On the Face of If is appropriate? Give reasons in support of your answer.
Ans. ‘On The Face Of It’ is used to say that something seems to be good, true, etc. but that this opinion may need to be changed when you know more about it.
Apparently, the play seems to be an interaction between two persons suffering from physi¬cal impairment. Being a drama of ideas, it has minimum physical action. The old man’s efforts to strike up a friendship with a young boy of fourteen, who is very withdrawn and defiant, seems to be the main issue. The old man’s effort is worth appreciation.
However, as we go on reading further, more is in store for us. We learn the mental anguish, emotional starvation and physical distress of the physically challenged who are unable to lead normal life among normal persons. The play is not didactic but it inspires people like Derry, who have some physical blemish, to ignore it as well as comments of people about it. They should set goals for themselves and strive to outshine even the other normal persons. Thus, the title is quite appropriate and highly suggestive.

Q10. Both Derry and Lamb are physically impaired and lonely. It is the responsibility of society to understand and support people with infirmities so that they do not suffer from a sense of alienation. As a responsible citizen, write, in about 100 words what you would do to bring about a change in the lives of such people. [All India 2014]
Ans. Both Mr. Lamb and the young boy Derry have one thing in common—they are physically impaired. Both are victims of these disabilities after birth. Such type of people should not be reprimanded but they must be honoured with. They must be given respect and honour in the society. If somebody looks upon them with pessimistic approach, they may never be able to come out of their sorrow. But they will go into the world of alienation. As a responsible citizen, it must be our duty to provide them a respectable place in the society. Then only they can come into the mainstream of the society and live like a normal people. They must not be reminded of their disabilities. Only then we can play the role of a responsible citizen.
More Resources for CBSE Class 12
RD Sharma class 12 Solutions
NCERT Solutions for Class 12th English Flamingo
NCERT Solutions for Class 12th English Vistas
CBSE Class 12 Accountancy
NCERT Solutions for Class 12th Maths
CBSE Class 12 Biology
CBSE Class 12 Physics
CBSE Class 12 Chemistry
CBSE Sample Papers For Class 12

NCERT Solutions Class 12 Vistas English Class 12 Flamingo English

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NCERT Solutions for class 3 English Unit-5

(i)THE BALLOON MAN

QUESTIONS FROM TEXTBOOK SOLVED

Reading is Fun
1.Where does the balloon man stand?
Ans. The balloon man stands at the market square.
2. What happens to the balloons when there is a wind?
Ans. When there is a wind the balloon tug a lot.
3. What does the child like to see the balloon man do?
Ans. The child likes to see the balloon man setting all the balloons free in the sky. He wants to see them sailing high in the sky.

Talk Time
1.How high can balloons fly?
Ans. Balloons can fly quite high up in the sky depending upon the gas in them.
2. What do you like about this poem?
Ans. The child is wishing to see all the balloons sailing in the sky. I like this very much.

Word Building
(i) Identify the words from the jumbled letters and write the word in the space provided.
Ans. llaboons      balloons      cunlh   lunch
ulbe                         blue             ploeep   people
wolbe                     below          crat        cart

(ii)Put the words given in the box in the following groups.
Ans.(a)nature wind, skv. grass
(b) food turnip, pineapple, rice ‘
(c) colours green, purple, white, yellow

(iii)How many colours can you find hidden in the maze? Write their names below.

Ans. 1. white 2. black 3. violet 4. orange 5. purple
6. yellow 7. pink 8. blue 9. red 10. brown.

(iv)Fill in the blanks in the balloons with their opposites. You can find them in the poem The Balloon Man. One is done for you.

Ans. • never – always • small – big
•rainy – sunny • low – high
•sit – stand • near – far

(ii)THE YELLOW BUTTERFLY

QUESTIONS FROM TEXTBOOK SOLVED

Reading is Fun
1.Where did Sonu first see the yellow butterfly?
Ans. Sonu first saw the yellow butterfly flying in his garden.

2. Name three places where the butterfly rested.
Ans. Red rose, lotus leaf and peach tree.

3.Why did Sonu chase the butterfly?
Ans. Sonu chased the butterfly to catch it because it looked very beautiful.

4. Why did Sonu let the butterfly go?
Ans. Sonu let the butterfly go because it looked sad in his hand. As Sonu wanted see it happy he made it free.

Talk Time
1.If you were a butterfly, how would you feel, if you were caught?
Ans. I would definitely feel very sad.

2. Why did the butterfly go to the flowers in the garden?
Ans. The butterfly went to the flowers in the garden to take rest and to suck the nectar from them.

Let’s Write
1.Write the sentences in proper order using these words to help you:

1.Finally, I dress up and go to school.
2.Then I brush my teeth and have a bath.
3.First of all, I get out of bed.
4. After this I eat my breakfast.
Ans.1.First of all, I get out of bed.
2.Then I brush my teeth and have a bath.
3.After this I eat my breakfast.
4.Finally, I dress up and go to school.

Word Building
1.Make two words from one word. One has been done for you.

Ans. everywhere        every   where
inside                             in        side
outside                         out         side
sunlight                     sun           light

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NCERT Solutions for class 3 English Unit-10

(i) HOW CREATURES MOVE?

QUESTIONS FROM TEXTBOOK SOLVED

Reading is Fun
1.Underline all the action words in the poem.
Ans.The action words in the poem are:
• walks • wiggles • have
• leaps • swings • leap
• crawl • hop • dance
• dive • spread • walk
• swim • sail • run

Talk Time
1.Why do boys and girls have the most fun?
Ans. Boys and girls have the most fun because they can do several activities such as leaping, dancing, walking and running.

Let’s Write
1.Match the words in Column A with those in Column B.

Ans.

2.Now make sentences of your own using the matching words.
Example: The seals dive into the icy water.
Ans.

• The lions walk proudly in the jungle.
• The squirrels leap around the banyan tree.
• The flies crawl on the wall.
• The worms wiggle on the ground.
• The monkeys swing on the branches of the tree.
• The birds hop on the ground.

3.Arrange these movement words from slow to fast.
run   walk   hop   crawl
Ans. crawl, walk, hop, run.

4. Underline the letters which are silent in the following words:
walk   straight   more   caught    calm   talk
Ans. walk straight more caught calm talk

(ii)THE SHIP OF THE DESERT

QUESTIONS FROM TEXTBOOK SOLVED

Reading is Fun
1.Why is the Camel called the Ship of the Desert?
Ans. The Camel is called the Ship of the Desert because it walk across the burning sand very comfortably.

2.For how many weeks can a camel store food in its hump?
Ans. A camel can store food in its hump for two weeks.

3. What does the camel eat in the desert?
Ans. The Camel eats thorny bushes in the desert.

4.Choose the right answer.
(i)Name the Ship of the Desert
(a) lion (b)camel (c) crab (d) tiger
(ii)Name the King of the Forest
(a) lion (b)monkey (c) owl (d) crocodile
(iii)The feet of the camel are
(a) thick and padded (b) thick and fat (c) long and fat (d) thin and padded
(iv)There are no rivers or lakes in
(a) plains (b)plateaus (c)mountains (d)deserts
(v)At a time a camel can drink
(a)200 bottles of water (b) 100 bottles of water (c) 400 bottles of water (d) 300 bottles of water
(vi)A camel stores its food in its
(a)stomach (b)legs (c) hump (d)lips
Ans.1.(c) camel
2.(a)lion
3.(a) thick and padded
4.(d)deserts
5.(a)200 bottles of water

Word Building
1.Make as many words as you can from within the given
The first one is done for you.
Ans. ROARING         IN RAN ROAR
FROWNING             OWN FROWN WING
BLINKING                INK BLINK KING
WONDERINGLY     WONDER RING WRONG

2.Match the pictures with the words given below:

Ans.

Let’s Write
1.Look at the goats in the pictures and write about them.

Ans.1.Two goats are coming from opposite directions to cross the bridge but only one can cross it at one time.

Ans. 2. Since no one is ready to move back, they start fighting.

Ans. 3. As a result, both of them fall into the river.

Talk Time
1.Read these words aloud, paying attention to their spellings.
i – eye our – hour
week – weak need – knead
in – inn see – sea
no – know here – hear
not – knot eight – ate
of- – off two – too
bye – by
Now make sentences with each word.
Ans.

• I – eve -1 got my eve checked.
• Our – hour – Our friends will arrive in an hour.
• Week – weak -1 am too weak to visit you within a week.
• In- inn – Travellers are taking rest m the inn.
• See – Sea -1 can clearly see the vast sea from here.
• No – know – No one knows the answer.

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NCERT Solutions for class 3 Hindi Chapter-1 कक्कू 

प्रश्न -अभ्यास 

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NCERT Solutions for class 3 Hindi Chapter-2 शेख़ीबाज़ – मक्खी 

प्रश्न -अभ्यास 

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NCERT Solutions For Class 12 Chemistry Chapter 8 The d and f Block Elements

NCERT Solutions CBSE Sample Papers ChemistryClass 12 Chemistry

NCERT IN TEXT QUESTIONS 

8.1. Silver atom has completely filled d orbitals (4d¹⁰) in its ground state. How can you say that it is a transition element?
Ans: The outer electronic configuration of Ag (Z=47) is 4d¹⁰5s¹. It shows+1 and + 2 O.S. (in AgO and AgF₂). And in + 2 O.S., the electronic configuration is d⁹ i.e, d-subshell is incompletely filled. Hence, it is a transition element.

8.2.In the series Sc (Z = 21) to Zn (Z = 30), the enthalpy of atomisation of zinc is the lowest, i.e., 126 kJ mol^-1 . Why?
Ans: In 3d series from Sc to Zn, all elements have one or more unpaired e^-1 s except Zn which has no unpaired electron as its outer EC is 3d¹⁰4s². Hence, the intermetallic bonding is weakest in zinc. Therefore, enthalpy of atomisation is lowest.

8.3. Which of the 3d series of the transition metals exhibits the largest number of oxidation states and why?
Ans: Manganese (Z = 25) shows maximum number of O.S. This is because its outer EC is 3d⁵4s². As 3d and 4s are close in energy, it has maximum number of e^-1 s to loose or share. Hence, it shows O.S. from +2 to +7 which is the maximum number.

8.4.

Ans.

8.5. How would you account for the irregular variation of ionisation enthalpies (first and second) in the first series of the transition elements?
Ans:  There is a irregularity in the IE’s of 3d-series due to alternation of energies of 4s and 3d orbitals when an e^-1 is removed. Thus, there is a reorganisation energy accompanying ionization. This results into release of exchange energy which increases as the number of e^-1 s increases in the dn configuration. Cr has low 1st IE because loss of 1 e- gives stable EC (3d⁶). Zn has very high IE because e~ has to be removed from 4s orbital of the stable configuration (3d¹⁰ 4s²) After the loss of one e^–, removal of 2nd e^–, becomes difficult. Hence, 2nd IE’s are higher and in general, increase from left to right. However, Cr and Cu show much higher values because 2nd e^– has to be removed from stable configuration of Cr⁺ (3d⁵) and Cu⁺ (3d¹⁰)

8.6. Why is the highest oxidation state of a metal exhibited in its oxide or fluoride only?
Ans:  Oxygen and fluorine have small size and high electronegativity. Hence, they can oxidise the metal to the highest O.S.

8.7.Which is a stronger reducing agent Cr²⁺ or Fe²⁺ and why?
Ans:  Cr²⁺ is a stronger reducing agent than Fe²⁺. This is because E°(Cr³⁺/Cr²⁺) is negative (- 0.41V) whereas E°(Fe³⁺/Fe²⁺) is positive (+ 0.77 V). Thus, Cr²⁺ is easily oxidised to Fe³⁺ but Fe²⁺ cannot be easily oxidised to Fe³⁺.

8.8.Calculate the ‘spin only’ magnetic moment of M²⁺(aq) ion (Z = 27).
Ans:

8.9.Explain why Cu⁺ ion is not stable in aqueous solutions?
Ans:Cu⁺ (aq) is not stable, while Cu²⁺ (aq) is stable. This is becuase Δ_hydH of Cu²⁺(aq) is much higher than that of Cu+(aq) and hence it compensates for the 2nd IE of Cu. Thus, many Cu(I) compounds are unstable in aqueous solution and undergo disproportionation as follows :
2 Cu⁺ —–> Cu²⁺ + Cu

8.10. Actinoid contraction is greater from element to element than lanthanoid contraction. Why?
Ans: This is due to poor shielding by 5f-electrons in the actinoids than that by 4f e^-1s in lanthanoids.

NCERT EXRECISES

8.1 Write down the electronic configuration of (i) Cr³⁺ (ii) Pm³⁺ (iii) Cu⁺ (iv) Ce⁴⁺(v) Co²⁺ (vi) Lu²⁺(vii) Mn²⁺ (viii) Th4+.
Sol. (i) Cr³⁺ = [Ar]¹⁸3d³
(ii)Pm³⁺ = [Xe]⁵⁴ 4f⁴
(iii)Cu⁺ = [Ar]¹⁸ 3d¹⁰
(iv)Ce⁴⁺ = [Xe]⁵⁴
(v)Co²⁺ = [Ar]¹⁸ 3d⁷
(vi)Lu²⁺ = [Xe]⁵⁴ 4f¹⁴ 5d¹
(vii) Mn²⁺ = [Ar]¹⁸ 3d⁵ (viii)Th⁴⁺= [Rn]⁸⁶

8.2 Why are Mn²⁺ compounds more stable than Fe²⁺ towards oxidation to their+3 state?
Sol. Electronic configuration of Mn²⁺ is 3d⁵. This is a half-filled configuration and hence stable. Therefore, third ionization enthalpy is’very high, i. e., third electron cannot be lost easily. Electronic configuration of Fe²⁺ is 3d⁶. It can lose one electron easily to achieve a stable configuration 3d⁵.

8.3 Explain briefly how+2 state becomes more and more stable in the first half of the first row transition elements with increasing atomic number?
Sol. Here after losing 2 electrons from j-orbitals, the 3d-orbital gets gradually occupied with increase in atomic number. Since the number of unpaired electrons in 3d orbital increases, the stability of the cations (M²⁺) increases from Sc²⁺ to Mn²⁺.

8.4 To what extent do the electronic configurations decide the stability of oxidation states in the first series of the transition elements? Illustrate your answer with examples.
Sol. In the first series of transition elements, the oxidation states which lead to exactly half-filled or completely filled d-orbitals are more stable. For example, Mn (Z = 25) has electronic configuration [Ar] 3d⁵ 4 s². It shows oxidation states + 2 to + 7 but Mn (II) is most stable because of half-filled configuration [Ar] 3d⁵. Similarly Sc³⁺ is more stable then Sc+ and Fe³⁺ is more stable than Fe²⁺ due to half filled it f-orbitals.

8.5 What may be the stable oxidation state of the transition element with the following delectron configurations in the ground state of their atoms: 3d³,3d⁵, 3d⁸ and 3d⁴?
Sol. (a) 3d³ 4s¹ = + 5.
(b) 3d⁵ 4s² = + 2, + 7,3d⁵ 4s¹ =+6.
(c)3d⁸4s² = + 2.
(d)3d⁴4s² = 3d⁵ 4s¹ = + 6(and + 3).

8.6 Name the oxometal anions of the first series of the transition metals in which the metal exhibits the oxidation state equal to its group number.
Sol. Cr₂0₇^2- and Cr0₄^2- (Group number = Oxidation state of Cr = 6).
Mn0₄^–  (Group number = Oxidation state of Mn = 7).

8.7 What is lanthanoid contraction? What are the consequences of lanthanoid contraction?
Sol. Lanthanoid Contraction : In the lanthanoids , the electrons are getting filled in the 4f-subshell. On moving from left to right, the nuclear charge increases and this increase is expected to be compensated by the increase in the magnitude of shielding effect by the 4 f- electrons However,
the f-electrons have very poor shielding effect. Consequently, the atomic and ionic radii decrease from left to right and this is knwon as lanthanoid contraction.
Consequences of lanthanoid Contraction
(a)Separation Lanthanoids: All the lanthanoids have quite similar properties and due to this reason they are difficult to separate.
(b)Variation in basic strength of hydroxides: Due to lanthanoid contraction, size of M³⁺ ions decreases and thus there is a corresponding increase in the covalent character in M—OH bond. Thus basic character of oxides and hydroxides decreases from La(OH)₃ to Lu(OH)₃.
(c)Similarity in the atomic sizes of the elements of second and third transition series present in the same group. The difference in the value of atomic radii of Y and La is quite, large as compared to the difference in the value of Zr and Hf. This is because of the lanthanoid contraction.
(d)Variation in standard reduciton potential: Due to lanthanoid contraction there is a small but steady increase in the standard reduction potential (E°) for the reduction process.
M³⁺ (aq) + 3e^– —–> 4 M(aq)
(e)Variation in physical properties like melting point, boiling point, hardness etc.

8.8 What are the characteristics of the transition . elements and why are they called transition elements? Which of the d-block elements may not be regarded as the transition elements?
Sol. General characteristics of transition elements.
(i)Electronic configuration – (n -1) d^1-10 ns^1-2
(ii)Metallic character – With the exceptions of Zn, Cd and Hg, they have typical metallic structures.
(iii)Atomic and ionic size-ions of same charge in a given series show progressive decrease in radius with increasing atomic number.
(iv)Oxidation state-Variable; ranging from+2 to +7.
(v)Paramagnetism – The ions with unpaired electrons are paramagnetic.
(vi)Ionisation enthalpy – Increases with increase in charge.
Formation of coloured ions – Due to presence of unpaired electrons.
(viii) Formation of complex compounds – Due to small size and high charge density of metal ions.
(ix)They possess catalj^c properties – Due to
their ability to adopt multiple oxidation states. .
(x)Formation of interstitial compounds.
(xi)Alloy formation.
They are called transition elements due to their incompletely filled d-orbitals in ground state or in any stable oxidation state and they are placed between s and p- block elements. Zn, Cd and Hg have fully filled d- orbitals in their ground state hence may not be regarded as the transition elements.

8.9 In what way is the electronic configuration of the transition elements different from that of the non transition elements?
Sol. Transition elements contain partially filled d-orbitals whereas non-transition elements have no d-orbitals or have completely filled d -orbitals.

8.10 What are the different oxidation states exhibited by the lanthanoids?
Sol. Lanthanides exhibits + 2, + 3 and + 4 oxidation states. The most corrtmon oxidation state of lanthanoids is +3.

8.11 Explain giving reasons:
(i)Transition metals and many of their compounds show paramagnetic behaviour.
(ii)The enthalpies of atomisation of the transition metals are high.
(iii)The transition metals generally form coloured compounds.
(iv)Transition metals and their many compounds act as good catalyst
Sol. (i) Magnetic properties: Transition elements and many of their compounds are paramagnetic, i.e., they are weakly attracted by a magnetic field. This is due to the presence of unpaired electrons in atoms, ions or molecules. The paramagnetic character increases as the number of . unpaired electrons increases. The paramagnetic character is measured in terms of magnetic moment and is given by
where n – number of unpaired electrons.
(ii) Because of large number of unpaired electrons in d-orbitals of their atoms they have stronger interatomic intefactions and hence stronger metallic bonding between atoms resulting in higher enthalpies of atomisation.
(iii) Formation of coloured compounds (both in solid state as well as in aqueous solution) is another very common characteristics of transition metals. This is due to absorption of some radiation from visible light to cause d-d transition of electrons in transition metal atom. The d-orbitals do not have same energy and under the influence of ligands, the d-orbitals split into two sets of orbitals having different energies; transition of electrons can take place from one set of d-orbitals to another set within the same sub-shell. Such transitions are called d-d transitions. The energy difference for these d-d transitions fall in the visible region. When white light is incident on compounds of transition metals, they absorb a particular frequency and remaining colours are emitted imparting a characteristic colour to the complex. Zn²⁺ and Ti⁴⁺ salts are white because they do not absorb any radiation in visible region.
(iv)Catalytic properties: Many of transition metals and their compounds act as catalyst in variety of reactions, e.g., finely divided iron in manufacture of NH₃ by Haber’s process, V₂O₅ or Pt in manufacture of H₂S0₄ by Contact process, etc.). The catalytic activity is due to following two reasons.
(a)The ability of transition metal ion to pass ” easily from one oxidation state to another
and thus providing a new path to reaction with lower activation energy.
(b)The surface of transition metal acts as very good adsorbent and thus provides increased concentration of reactants on their surface causing the reaction to occur.

8.12 What are interstitial compounds? Why are such compounds well known for transition metals?
Sol. Transition metals form large number of interstitial compounds. They are able to entrap small atoms of elements like H, G, N, B, etc., in their crystal lattice and even can make weak bonds with them.
Due to formation of interstitial compounds, their malleability and ductility decreases and tensile . strength increases. Steel and cast iron are hard in comparison to wrought iron due to the presence of trapped carbon atoms in interstitial spaces.

8.13 How is the variability in oxidation states of transition metals different from that of the non transition metals? Illustrate with examples.
Sol. The variability of oxidation states, a characteristic of transition elements, arises due to incomplete filling of d-orbitals in such a way that their oxidation states differ from each other by unity, e.g., Fe²⁺, Fe³⁺, Cr²⁺, Cr³⁺. This is in contrast with the variability of oxidation states of non-transition elements where oxidation states normally differ by a unit of two. i.e., Sn²⁺, Sn⁴⁺, P³⁺ and P⁵⁺, etc.
in the p-block the lower oxidation states are favoured by the heavier members (due to inert pair effect), the opposite is true in the groups of J-block.For example, in group 6, Mo (VI) and W (VI) are found to be more stable than Cr (VI). Thus Cr (VI) in the form of dichromate in acidic medium is a strong oxidising agent, whereas MOO₃ and WO₃ are not.

8.14 Describe the preparation of potassium dichromate from iron chromite ore. What is the effect of increasing pH on a solution of potassium dichromate?
Sol. Potassium dichromate is prepared from chromate, which in turn is obtained by the fusion of chromite ore (FeCr₂O₃) with sodium or potassium carbonate in free excess of air. The reaction with sodium carbonate occurs as follows:

The yellow solution of sodium chromate is filtered and acidified with sulphuric acid to give a solution from which orange sodium dichromate, Na₂Cr,0₇.2H₂0 can be crystallised.

Sodium dichromate is more soluble than potassium dichromate. The latter is therefore, prepared by treating the solution of sodium dichromate with potassium chloride.

Orange crystals of potassium dichromate crystallise out. The chromates and dichromates depending upon p^H of the solution. If p^H of potassium dichromate is increased it is converted to yellow potassium chromate.

8.15 Describe the oxidising action of potassium dichromate and write the ionic equations for its reaction with:
(i)iodide
(ii)iron (II) solution and
(iii)H₂S
Sol. K₂Gr₂0₇is a powerful oxidising agent. In dilute sulphuric acid medium the oxidation state of Cr changes from+6 to + 3. The oxidising action can be represented as follows:

8.16 Describe the preparation of potassium permanganate. How does the acidified permanganate solution react with (i) iron (II) ions (ii) S0₂ and (iii) oxalic acid? Write the ionic, equations for the reactions.
Sol. Potassium permanganate (KMn04) is prepared by the fusion of a mixture of pyrolusite (Mn0₂),potassiufn hydroxide and oxygen, first green coloured potassium manganate is formed. 2MnO₂ + 4KOH + 0₂ —> 2K₂Mn0₄+2H₂0 The potassium manganate is extracted by water, which then undergoes disproportionation in neutral or acidic solution to give potassium permanganate.

8.17 For M²⁺/M and M³⁺/M²⁺ systems the E° values
for some metals are as follows:
Cr²⁺/Cr   –> -0.9 V
Mn²⁺/Mn  –> -1.2V
Fe²⁺/Fe     –> -0.4 V
Cr³⁺/Cr²⁺  –> -0.4 V
Mn³⁺/Mn²⁺   –>+ 1.5V
Fe³⁺/Fe²⁺   –>+ 0.8V
(ii)the ease with which iron can be oxidised as compared to a similar process for either chromium or manganese metal.
Sol. (i) Cr³⁺/Cr²⁺ has negative reduction potential. Hence, Cr³⁺ cannot be reduced to Cr²⁺. Mn³⁺/Mn²⁺ has a large positive reduction potential. Hence, Mn³⁺ can be easily reduced to Mn²⁺. Fe³⁺/Fe²⁺ has small positive reduction potential. Hence, Fe³⁺ is more stable than Mn³⁺ but less stable than Cr³⁺.
(ii)From the E° values, the order of oxidation of the metal to the divalent cation is : Mn > Cr > Fe.

8.18 Predict which of the following will be coloured in aqueous solution? Ti³⁺, V³⁺,Cu⁺, Sc³⁺, Mn²⁺, Fe³⁺ and Co²⁺ Give reasons for each.
Sol. Among the above mentioned ions, Ti³⁺, V³⁺, Mn²⁺ , Fe³⁺ and Co²⁺ are coloured. These ions are coloured due to presence of unpaired electrons, they can undergo d-d transitions

8.19 Compare the stability of +2 oxidation state for the elements of the first transition series.
Sol. In general, the stability of +2 oxidation state in first transition series decreases from left to right due to increase in the sum of first and second ionisation energies. However Mn²⁺ is more stable due to half filled d-orbitals (3d⁵) and Zn²⁺ is more stable due to completely filled d-orbitals (3d¹⁰).

8.20 Compare the chemistry of actinoids with that of the lanthanoids with special reference to
(i)electronic configuration,
(ii)atomic and ionic sizes and
(iii)oxidation state
(iv)chemical reactivity.
Sol. (i) Electronic configuration: The general electronic configuration of lanthanoids is [Xe]⁵⁴ 4f^1-14 5d^0-1  6s² and that of actinoids is [Rn]⁸⁶ 5f^0-14 6d^0-1  7s², lanthanoids . belong to 4 f series whereas actinoids belong to 5f-series.
(ii) Atomic and ionic sizes: Both lanthanoids and actinoids show decrease in size of their atoms or ions in + 3 oxidation state as we go from left to right. In lanthanoids, the decrease is called lanthanoid contraction whereas in actinoids, it is called actinoid contraction. The contratibn is greater from element to element in actinodes due to poorer shielding by 5f electrons.
(iii)Oxidation state: Lanthanoids show limited oxidation states (+ 2, + 3, + 4) out of which + 3 is most common whereas actinoids show +3, +4, +5, +6, +7 oxidation states.This is because of large energy gap between 4f 5d and 6s orbitals. However, actinoids show a large number of oxidation states because of small energy ap- between 5f 6d and Is orbitals.
(iv) Chemical reactivity: The earlier members
of the lanthanoids series are quite reactive similar to calcium but, with increase in atomic number, they behave more like aluminium. The metals combine with hydrogen when . gently heated in the gas. Carbides, Ln₃C, Ln₂C₃ and LnC₂ are formed when the metals are heated with carbon. They liberate hydrogen from dilute acid and burn in halogens to form halides. They form oxides M₂0₃ and hydroxides M(OH)₃.
Actinoids are highly reactive metals, especially when finely divided. The action of boiling water on them gives a mixture of oxide and hydride and combination with most non-metals take place at moderate temperatures. HCl attacks all metals but most are slightly affected by nitric acid owing to the formation of protective oxide layers, alkalis have no action. Actinoids are more reactive than lanthanoids due to bigger atomic size and lower ionisation energy.

8.21 How would you account for the following:
(i) Of the d⁴ species, Cr²⁺ is strongly reducing while manganese (III) is strongly oxidizing.
(ii) Cobalt (II) is stable in aqueous solution but in the presence of complexing reagents it is easily oxidised.
(iii) The d¹ configuration is very unstable in ions.
Sol. (i) E° value for Cr³⁺/Cr²⁺ is negative (-0-41 V) whereas E° values for Mn³⁺/Mn²⁺is positive (+1.57 V). Hence, Cr²⁺ ion can easily undergo oxidation to give Cr³⁺ ion and, therefore, act as strong reducing agent whereas Mn³⁺ can easily undergo’ reduction to give Mn²⁺ and hence act as an oxidizing agent.
(ii) Co (III) has .greater tendency to form coordination complexes than Co (II). Hence, in the presence of ligands, Co (II) changes to Co (III), i.e., is easily oxidized.
(iii) The ions with dx configuration have the tendency to lose the only electron present in d-subshell to acquire stable d° configuration. Hence, they are unstable and undergo oxidation or disproportionation.

8.22 What is meant by disproportionation? Give two examples of disproportionation reaction in aqueous solution
Sol. Disproportionation reactions are those in which the same substance undergoes oxidation as well as reduction, i.e., oxidation number of an element increases as well as decreases to form two different products.

8.23 Which metal in the first series of transition metals exhibits + 1 oxidation state most frequently and why?
Sol. Cu has electronic configuration 3 d¹⁰ 4s¹. It can easily lose 4s¹ electron to acquire the stable 3d¹⁰ configuration. Hence, it shows + 1 oxidation state.

8.24 Calculate the number of unpaired electrons in the following gaseous ions : Mn³⁺, Cr³⁺, V³⁺ and Ti³⁺. Which one of these is the most stable in aqueous solution.
Sol. Mn³⁺ = 3d¹ = 4 unpaired electrons, Cr³⁺ = 3d³ = 3 electrons,V³⁺ = 3d² = 2 electrons, Ti³⁺=3d¹ = l electron.Out of these, Cr³⁺ is most stable in aqueous solution because of half-filled t_2g level.

8.25 Give examples and suggest reasons for the following features of the transition metal chemistry:
(i) The lowest oxide of transition metal is basic the highest is amphoteric/ acidic.
(ii) A transition metal exhibits highest oxidation state ih oxides and fluorides.
(iii) The highest oxidation state is exhibited in oxoanions of a metal.
Sol. (i) The lower oxide of transition metal is basic because the metal atom has low oxidation state whereas higher once are acidic due to high oxidation state. For example, MnO is basic whereas Mn₂O₇is acidic. Oxides in lower oxidation state are ionic hence basic. Oxides in higher oxidation state are covalent hence acidic
(ii) A transition metal exhibits higher oxidation states in oxides and fluorides because oxygen and fluorine are highly electronegative elements, small in size and strongest oxidising agents. For example, osmium shows an oxidation states of + 6 in O₅F₆and vanadium shows an oxidation states of + 5 in V₂O₅.
(iii) Oxo metal anions have highest oxidation state, e.g., Cr in Cr₂0₇^2- has an. oxidation state of + 6 whereas Mn in Mn0₄^– has an oxidation state of + 7. This is again due to the combination of the metal with oxygen, which is highly electronegative and oxidizing agent.

8.26 Indicate the steps in the preparation of:
(i)K₂Cr₂0₇from chromite ore
(ii)KMn0₄ from pyrolusite ore.
Sol.

8.27 What are alloys? Name an important alloy which contains some of the lanthanoid metals. Mention its uses.
Sol. An alloy is a homogeneous mixture of two or more metals and non-metals. An important alloy containing lanthanoid metals is misch metal which contains 95% lanthanoid metals (Ce, La and Nd) and 5% iron along with traces of S, C, Ca and Al. It is used in making parts of jet engines.

8.28 What are inner transition elements? Decide which of the following atomic numbers are the atomic numbers of the inner transition elements: 29,59,74,95,102,104.
Sol. The f-block elements in which the. last electron enters into f-sub shell-are called inner-transition elements. These include lanthanoids (Z=58 to 71) and actinoids (Z=90 to 103). Thus, the elements with atomic numbers 59,95 and 102 are the? inner transition elements.

8.29 The chemistry of the actinoid elements is not so smooth as that of the lanthanoids. Justify this statement by giving some examples from the oxidation state of these elements.
Sol. Lanthanoids show limited number of oxidation state, viz, + 2, + 3 and + 4 (out of which + 3 is most common). This is because of large energy gap between 4f 5d and 6s subshells. The dominant oxidation state of actinoids is also + 3 but they show a number of other oxidation states also. For example, uranium (Z=92) and plutonium (Z – 94), show + 3, + 4, + 5 and + 6, neptunium (Z = 94) shows + 3, +4, + 5 and + 7, etc. This is because of the small energy difference between. 5f, 6d and 7s orbitals of the actinoids.

8.30 Which is the last element in the series of the actinoids? Write the electronic configuration of this element. Comment on the possible oxidation state of this element
Sol. Last actinoid=Lawrencium (Z = 103)
Electronic configuration = [Rn]⁸⁶ 5f¹⁴ 6d¹ 7s² Possible oxidation state = + 3.

8.31 Use Hund’s rule to derive the electronic configuration of Ce³⁺ ion, and calculate its magnetic moment on the basis of ‘spin-only’ formula.
Sol.

8.32 Name the members of the lanthanoid series which exhibit+4oxidatk>nstatesandthosewhichexhibit +2 oxidation states. Try to correlate this type of behaviour with the electronic configurations of these elements.
Sol. + 4 oxidation state in Ce (Z = 58), Pr (Z = 59), Tb (Z = 65).
+ 2 oxidation state in Nd (Z = 60), Sm(Z=62), Eu (Z = 63), Tm (Z=69), Yb (Z = 70).
+ 2 oxidation state is exhibited when the lanthanoid has the configuration 5cf 6s2 so that two electrons are-easily lost.
+ 4 oxidation state is exhibited by the elements which after losing four electrons acquire configuration 4f° or 4f¹

8.33 Compare the chemistry of actinoids with that of lanthanoids with reference to:
(i)Electronic configuration
(ii)Oxidation states
(iii)Chemical reactivity
Sol. (i)Electronic configuration : In lanthanoids 4f- orbitals are progressively filled whereas in actinoids 5f-orbitals are progressively filled.
(ii)Oxidation states : Lanthanoids shows +3 oxidation state. Some elements shows +2 and +4 oxidation state also. Actinoids shows +3, +4, +5 +6, +7 oxidation states. Although +3 and +4 are most common.
(iii)Chemical reactivity : Actinoids are more reactive than lanthanoids due to bigger atomic size and lower ionisation energy.

8.34 Write the electronic configurations of the elements with the atomic numbers 61,91,101 and 109.
Sol. Z=61 (Promethium, Pm) [Xe]⁵⁴4f⁵5d⁰ 6s²
Z = 91 (Protactinium, Pa) => [Rn]⁸⁶ 5f² 6d¹ 7s²
Z = 101 (Mendelevium, Md)=> [Rn]⁸⁶ 5f¹³ 6d⁰ 7s²
Z = 109 (Meitnerium, Mt) [Rn]⁸⁶ 5f¹⁴ 6d⁷ 7s²

8.35 Com pare the general characteristics of the first series of the transition metals with those of the second and third series metals in the respective vertical columns. Give special emphasis on the following points:
(i)electronic configurations
(ii)oxidation states
(iii)ionisation enthalpies and
(iv)atomic sizes
Sol. (i) Electronic configuration: The elements in the same vertical column generally have similar electronic configuration. First transition series shows only two exceptions, i.e., Cr = 3d⁵  4s¹  and Cu = 3d¹⁰ 4s¹. But second transition series shows more exceptions, i.e., Y = 4d¹ 5s², Nb = 4d¹ , 5s¹ , Mo=4d⁵  5s¹ , Ru=4d¹  5s¹ , Rh=4d⁸  5s¹ , Pd , =4d¹⁰ 5s°, Ag=4d¹⁰ 5s¹ . In third transition, there are two exceptions, i.e„ Pt = 5d⁹  6s¹  and Au = 5d¹⁰ 6s¹ .
Thus in the same vertical column, in a number of cases, the electronic configuration of the elements of three series are not similar.
(ii) Oxidation states: The elements in the same vertical column generally show similar oxidation states. The number of oxidation states shown by the elements in the middle of each series is maximum and minimum at the extreme ends.
(iii)Ionization enthalpies: The first ionization enthalpies in each series generally increases gradually as we more from left to right though some exceptions are observed in each series. The first ionization enthalpies of some elements in the second (4d) series are higher while some of them have lower value than the elements of 3d series in the same vertical column. However, the first ionization enthalpies of third (5d) series are higher than those of 3d and Ad series. This is because of weak shielding of nucleus by 4f-electrons in the 5d series.
(iv)Atomic sizes: In general, ions of the same charge or atoms in a given series show progressively decrease in radius with increasing atomic number though the decrease is quite small. But the size of the atoms of the Ad series is larger then the corresponding elements of the 3d series whereas size of elements of the 5d-series nearly the same as those of Ad series because of lanthanoid contraction.

8.36 Write down the number of 3d electrons in each of the following ions:Ti²⁺, V²⁺, Cr³⁺, Mn²⁺, Fe²⁺, Fe²⁺, Co²⁺, Ni²⁺ and Cu²⁺. Indicate how would you expect the five 3d orbitals to be occupied for these hydrated ions (octahedral).
Sol.

8.37 Comment on the statement that elements of the first transition series possess many properties different from those of heavier transition elements.
Sol. The above mentioned statement is true, because
(a) Atomic radii of the heavier transition elements (4d and 5d series) are larger than .those of the corresponding elements of the first transition series though those of Ad and 5d series are very close to each other.
(b)Melting and boiling points of heavier transition elements are greater than those of the first transition series due to stronger intermefallic bonding.
(c)Enthalpies of atomisation of 4d and 5d series are higher than the corresponding elements of the first series.
(d)Ionization enthalpies of 5 clseries are higher than the corresponding elements of 3d and 4 d series.

8.38 What can be inferred from the magnetic moment values of the following complex species?

Sol.

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NCERT Solutions For Class 12 Chemistry Chapter 9 Coordination Compounds

NCERT Solutions CBSE Sample Papers ChemistryClass 12 Chemistry

NCERT INTEXT QUESTIONS

9.1.Write the formulas for the following coordination compounds:
(i)Tetraamminediaquacobalt(IlI) chloride
(ii)Potassium tetracyanidonickelate(II)
(iii)Tris(ethanp-1,2-diamine) chromium(III) chloride
(iv)Amminebromidochloridonitrito-N- platinatc(II)
(v)Dichloridobis(ethane-l ,2-diamine) platinum (IV) nitrate
(vi)Iron(III)hexacyanidoferrate(II)
Ans.(i) [CO(NH₃)₄(H₂O)₂]Cl₃.
(ii)K₂[Ni(CN)₄]
(iii)[Cr(en)₃]Cl₃
(iv)[Pt (NH₃) Br Cl (N0₂)]^–
(v)[PtCl₂(en)₂](N0₃)₂
(vi)Fe₄[Fe(CN)₆]₃

9.2. Write the IUPAC names of the following coordination compounds:
(i)[Co(NH₃)₆]Cl₃
(ii)[Co(NH₃)₅Cl]Cl₂
(iii)K₃[Fe(CN)₆l
(iv)K₃lFe(C₂O₄)₃]
(v)K₂[PdCl₄]
(vi)[Pt(NH₃)₂Cl(NH₂CH₃)]Cl
Ans. (i) Hexaamminecobalt (III) chloride
(ii)Pentaamminechloridecobalt (III) chloride
(iii)Potassium hexacyanoferrate (III)
(iv)P9tassiumtrioxalatoferrate(III)
(v)Potassium tetrachloridopalladate (II)
(vi)Diamminechloride (methylamine) platinum (II) chloride

9.3.Indicate the types of isomerism exhibited by the . . following complexes and draw the structures for these isomers:
(i)K[Cr(H₂O)₂(C₂O₄)₂]
(ii)[CO(en)₃]Cl₃
(iii)[CO(NH₃)₅(NO₂)(NO₃)₂], .
(iv)[Pt(NH₃)(H₂O)Cl₂]
Ans, (i)(a) geometrical isomerism (cis and tram)

9.4.Give evidence that [Co(NH₃)₅Cl]S0₄ and [Co(NH₃)₅S0₄]Cl  are ionisation isomers.
Ans. When dissolved in water, they give different ions in solution which can be tested by adding AgN0₃ solution and BaCl₂ solution, i.e.,

9.5.Explain on the basis of valence bond theory that [Ni(CN)₄]^2- ion with square planar structure is diamagnetic and the[Ni(CN)₄]^2- ion with tetrahedral geometry is paramagnetic.
Ans.

9.6.[NiCl₄]^2- is paramagnetic while [Ni(CO)₄] is diamagnetic though both are tetrahedraL Why?
Ans.

9.7. [Fe(H₂O)₆]³⁺is strongly paramagnetic whereas [Fe(CN)₆]^3-is weakly paramagnetic. Explain.
Ans.

9.8. Explain[CO(NH₃)₆]²⁺ is an inner orbital complex.whereas [Ni(NH₃)₆]²⁺ is an outer orbital complex.
Ans.

9.9.Predict the number of unpaired electrons in the square planar [Pt(CN)₄]^2- ion.
Ans.

9.10.The hexaquomanganese(II) ion contains five unpaired electrons, while the hexacyano ion contains only one unpaired electron. Explain using Crystal Field Theory.
Ans.

9.11.Calculate the overall complex dissociation equilibrium constant for the Cu(NH₃)₄²⁺ ion, given that β₄ for this complex is 2.1 x 10¹³.
Ans. Overall stability constant (β₄) = 2.1 x 10¹³.
Thus, the overall dissociation constant is

NCERT EXRECISES

9.1 Explain the bonding in coordination compounds in terms of Werner’s postulates.
Ans.The main postulates of Werner’s theory of coordination compounds are as follows:
(a)Metals possess two types of valencies called
(i) primary valency which are ionisable; (ii) secondary valency which are non- ionisable
(b)Primary valency is satisfied by the negative ions and it is that which a metal exhibits in the formation of its simple salts.
(c)Secondary valencies are satisfied by neutral ligand or negative ligand and are those which metal exercises in the formation of its complex ions. Every cation has a fixed number of secondary valencies which are directed in space about central metal ion in certain fixed directions, e.g„ In CoCl₃-6NH₃, valencies between Co and Cl are primary valencies and valencies between Co and NH₃ are secondary. In COCl₃-6NH₃ , six ammonia molecules linked to Co by secondary valencies are directed to six corners of a regular octahedron and thus account for structure of COCl₃-6NH₃ as follows:

In modern theory, it is now referred as coordination number of central metal atom or ion.

9.2 FeS04 solution mixed with (NH₄)₂SO₄solution in 1:1 molar ratio gives the test of,Fe²⁺ion but CuSO₄solution mixed with aqueous ammonia in 1:4 molar ratio does not give the test of Cu²⁺ ion. Explain why. 
Ans. FeSO₄ solution mixed with (NH₄),S04 solution in 1 : 1 molar ratio forms a double salt, FeS04 (NH₄)₂SO₄-6H₂O (Mohr’s salt) which ionizes in the solution to give Fe²⁺ions. Hence it gives the tests of Fe²⁺ ions. CuSO₄ solution mixed with aqueous ammonia in 1:4 molar ratio forms a complex salt, with the formula [CU(NH₃)₄]SO₄. The complex ion [Cu(NH₃)₄]²⁺ does not ionize to give Cu²⁺ ions. Hence, it does not give the tests of Cu²⁺ ion.

9.3 Explain with two examples each of the following: coordination entity, ligand, coordination number, coordination polyhedron, homoleptic and heteroleptic.
Ans. Coordination entity: It constitutes of a central atom/ion bonded to fixed number of ions or molecules by coordinate bonds e.g. [COCl₃(NH₃)₃], [Ni (CO)₄] etc.
Ligand : The ions/molecules bound to central atom/ion in coordination entity are called ligands. Ligands in above examples are CL, NH₃, CO Coordination number : This is the number of bond formed by central atom/ion with ligands. Coordination polyhedron : Spatial arrangement of ligands defining the shape of complex. In above cases Co and Ni polyhedron are octahedral and tetrahedral in [CoCl₃ (NH₃)₃] and [Ni(CO)₄] respectively.
Homoleptic : Metal is bound to only one kind of ligands eg Ni in[Ni(CO)₄]
Heteroletric Metal is bound to more than one kind of ligandseg Coin [CoCl₃(NH₃)₃]

9.4 What is meant by unidentate didentate and ambidentate ligands? Give two examples for each.
Ans. A molecule or an ion which has only one donor atom to form one coordinate bond with the central metal atom is called unidentate ligand, e.g,, Cl- and NH₃.
A molecule or ion which contains two donor atoms and hence forms two coordinate bonds with the central metal atom is called adidentate

A molecule or an ion which contains two donor atoms but only one of them forms a coordinate bond at a time with the central metal atom is called

9.5 Specify the oxidation numbers of the metals in the following coordination entities:
(i) [Co(H₂O)(CN)(en)₂]²⁺ (ii) [CoBr2(en)₂]⁺ (iii) [PtCl₄]^2- (iv) K₃[Fe(CN)₆] (v) [Cr(NH₃)₃CI₃]
Ans.

9.6 Using IUPAC norms write the formulas for the following:
(i)Tetrahydroxozincate(Il)
(ii)Potassium tetrachloridopalladate (II)
(iii)Diamminedichlorido platinum (II)
(iv)Potassium tetracyanonickelate (II)
(v)Pentaamminenitrito-O-cobalt(III)
(vi)Ilexaamminccobalt (III) sulphate
(vii)Potassium tri(oxalato) chromate (III)
(yiii)Hexaammineplatinum (IV)
(ix)Tetrabromidocuprate(II)
(x) Pentaamminenitrito-N-cobalt (III)
Ans. (i)[Zn(OH)₄]^2- (ii)K₂[PdCl₄]
(iii)[Pt(NH₃)₂Cl₂]
(iv)K₂[Ni(CN)₄]
(v)[Co(NH₃)₅(ONO)]²⁺
(vi)[Co(NH₃)₆]²(SO₄)₃
(vii)K₃[Cr(C₂O₄)₃]
(viii)[Pt(NH₃)₆]4+
(ix)[CuBr₄]^2-
(x)[Co(NH₃)₅(N0₂)]²⁺

9.7 Using IUPAC norms write the systematic names of the following:
(i) [Co(NH₃)₆]CI₃,
(ii)[Pt(NH₃)₂CI (NH₂CH₃)] Cl
(iii) [Ti(H₂0)₆]3+
(iv) [Co(NH3)₄Cl(N02)]CI
(v)|Mn(H₂0)₆]²⁺
(vi)[NiCl₄]^2-
(vii)[Ni(NH₃)₆]CI₂
(viii)[Co(en)₃]³⁺
(ix) [Ni(CO)₄]
Ans. (i) Hexaammine cobalt (III) chloride.
(ii) Diammine chlorido (methylamine) platinum (II) chloride.
(iii) Hexaaquatitanium (III) ion.
(iv) Tetraammine chlorido nitrito-N-cobalt (IV) chloride.
(v)Hexaaquamanganese (II) ion.
(vi)Tetrachloridonickelate (II) ion.
(vii)Hexaammine nickel (II) chloride.
(viii)Tris (ethane -1,2-diamine) cobalt (III) ion.
(ix) Tetra carbonyl nickel (0).

9.8 List various types of isomerism possible for coordination compounds, giving an example of each.
Ans. Coordination compounds exhibit stereo isomerism and structural isomerism.
Two types of stereoisomerism and their examples are as follows.

9.9 How many geometrical isomers are possible in . the following coordination entities?
(i) [Cr(C₂O₄)₃]^3- (ii) [CoCl₃(NH₃)₃]
Ans. (i) [Cr(C₂O₄)₃]^3- => No geometrical isomers
are possible in this coordination entity.
(ii) [Co(NH₃)₃ Cl₃] => Two geometrical isomers are possible (fac and mer) in this coordination entity.

9.10 Draw the structures of optical isomers of
(i) [Cr(C₂O₄)₃]^3-
(ii)[PtCI₂(en)₂]²⁺
(iii)[Cr(NH₃)₂CI₂(en)]⁺
Ans.

9.11 Draw all the isomers (geometrical and optical) of
(i)[CoCl₂(en)₂]⁺
(ii)[Co(NH₃) Cl (en)₂]²⁺
(iii) [Co(NH₃)₂Cl₂(en)]⁺
Ans:

9.12 Write all the geometrical isomers of [Pt(NH₃)(Br)(Cl) (Py)] and how many of these will exhibit optical isomerism?
Ans: Three isomers of[Pt(NH₃)(Br)(Cl)(Py)] are possible.

These are obtained by keeping the position of one of the ligand, say NH3 fixed and rotating the positions of others. This type of isomers do not show any optical isomerism. Optical isomerism only rarely occurs in square planar or tetrahedral complexes and that too when they contain unsymmetrical chelating ligand.

9.13.  Aqueous copper sulphate solution (blue in colour) gives: (i) a green precipitate with aqueous potassium fluoride and (ii)a bright green solution with aqueous potassium chloride. Explain these experimental results.
Ans: Aqueous CuS0₄ solution exists as [Cu(H₂0)₄]S0₄ which has blue colour due to [Cu(H₂0)₄]²⁺ ions.
(i) When KF is added, the weak H₂0 ligands are replaced by F^– ligands forming [CUF₄]^2- ions which is a green precipitate.

(ii)When KCl is added, Cl^– ligands replace the weak H₂0 ligands forming [CuCl₄]^2- ion which has bright green colour.

9.14 What is the coordination entity formed when excess of aqueons KCN is added to an aqueous solution of copper sulphate? Why is it that no precipitate of copper sulphide is obtained when H₂S (g) is passed through this solution?
Ans: First cupric cyanide is formed which decomposes to give cuprous cyanide and cyanogen gas. Cuprous cyanide dissolves in excess of potassium cyanide to form the complex, K₃[Cu(CN)₄],

Thus, coordination entity formed in the above reaction is [Cu(CN)₄]^3-. As CN^– is a strong ligand, the complex ion is highly stable and does not dissociate/ionize to give Cu²⁺ ions. Hence, no precipitate,with H₂S is formed.

9.15.  Discuss the nature of bonding in the following coordination entities on the basis of valence bond theory:
(i) [Fe(CN)₆]^4-
(ii) [FeF₆]^3-
(iii) [Co(C₂O₄)₃]^3-
(iv) [CoF₆]^3-
Ans:

9.16 Draw figure to show the splitting of d-orbitals in an octahedral crystal field.
Ans:

9.17 What is spectrochemical series? Explain the difference between a weak field ligand and a strong field ligand.
Ans: The arrangement of ligands in order of their increasing field strengths, i.e., increasing crystal field splitting energy (CFSE) values is called spertrochemical series.
The ligands with small value of CFSE (Δ₀) are called weak field ligands whereas those with large value of CFSE (Δ₀) are called strong field ligands.

9.18 What is crystal field splitting energy? How does the magnitude of Δ₀ decide the actual configuration of d-orbitals in a coordination entity?
Ans: When the ligands approach a transition metal ion, the d-orbitals split into two sets, one with lower energy and the other with higher energy. The difference of energy between the two sets of orbitals is called crystal field splitting energy (Δ₀ for octahedral field). If Δ₀ < P (pairing energy), the fourth electron enters
one of the e°g, orbitals giving the configuration t³_2ge¹_g, thus forming high spin complexes. Such ligands for which Δ₀ < P are called weak field ligands. If Δ₀ > P, the fourth electron pairs up in one of the t_2g orbitals giving the configuration t⁴_2ge¹_g thereby forming low spin complexes. Such ligands for which Δ₀> P are called strong field ligands.

9.19 [Cr(NH₃)₆]³⁺ is paramagnetic while [Ni(CN)₄]^2- is diamagnetic. Explain why?
Ans:

9.20 A solution of [Ni(H₂0)₆]²⁺ is green but a solution of [Ni(CN)₄]^2-is colourless. Explain.
Ans: In [Ni(H₂0)₆]²⁺, Ni is in + 2 oxidation state and having 3d⁸ electronic configuration, in which there are two unpaired electrons which do not pair in the presence of the weak H₂0 ligand. Hence, it is coloured. The d-d transition absorbs red light and the complementary light emitted is green.
In [Ni(CN)₄]^2- Ni is also in + 2 oxidation state and having 3d⁸ electronic configuration. But in presence of strong ligand CN^– the two unpaired electrons in the 3d orbitals pair up. Thus, there is no unpaired electron present. Hence, it is colourless.

9.21 [Fe(CN)₆]^4- and [Fe(H₂O)₆]²⁺ are of different cdlours in dilute solutions. Why?
Ans: In both the complexes, Fe is in +2 oxidation state with cf configuration. This means that it has four unpaired electrons: Both CN^– ion and H₂0 molecules act as ligands occupy different relative positions in the spectrochemical series. They differ in crystal field splitting energy (Δ₀). Quite obviously, they absorb radiations corresponding to different wavelengths and frequencies from the -visible region of light,
(VIBGYOR) and the transmitted colours are also different. This means that the complexes have different colours in solutions.

9.22 Discuss the nature of bonding in metal carbonyls.
Ans: In metal carbonyl, the metal carbon bond (M – C) possess both the σ and π -bond character. The bond are formed by overlap of atomic orbital of metal with that of C-atom of carbon monoxide in following sequence:
(a)σ -bond is first formed between metal and carbon when a vacant d-orbital of metal atom overlaps with an orbital containing lone pair of electrons on C-atom of carbon monoxide (: C = O:)
(b)In addition to σ -bond in metal carbonyl, the electrons from filled d-orbitals of a transition metal atom/ ion are back donated into anti bonding π-orbitals of carbon monoxide. This stabilises the metal ligand bonding. The above two concepts are shown in following figure:

9.23 Give the oxidation state, d-orbital occupation and coordination number of the central metal ion in the following complexes:
(i)K₃[CO(C₂O₄)₃I (ii) cis-[Cr(en)₂Cl₂]Cl (iii) (NH₄)2[CoF₄] (iv) [Mn(H₂0)₆]SO₄
Ans. (i) K₃[Co(C₂O₄)₃] =>[CO(C₂0₄)₃]^3-. x + 3 (-2) = -3 . Oxidation state, x=+3 Coordination number is also 6 as C₂0₄^2- is didentate. Co+3 is a case in which all electrons are paired
(ii) cis – [Cr(en)2Cl₂]+ Cl^–
x + 0—2 =+1
Oxidation state, x =+3
Coordination number is 6 as ‘en’ is didentate. Cr³⁺ is a cfi case, paramagnetic.
(iii) (NH₄)₂[COF₄] = (NH₄)₂²⁺[COF₄]^2-
x —4 =—2.
Oxidation state, x = + 2
Coordination number=4.
Co²⁺ is a d⁵ case, paramagnetic
(iv)[Mn(H₂0)₆]²⁺S0₄^2-
x+0f+2
.•. Oxidation state, x- + 2
Coordination number is 6.
Mn⁺² is a d⁵ case, paramagnetic

9.24 Write down the IUPAC name for each of the following complexes and indicate the oxidation state, electronic configuration and coordination number. Also give stereochemistry and magnetic moment of the complex:
(i) K[Cr(H₂0)₂(C₂0₄)₂|^-3H₂0 (ii) [Co(NH₃)₅CIlCl₂ (iii) CrCI₃(Py)₃
(iv)Cs[FeCl₄] (v)K₄|Mn(CN)₆|
Ans. (i) K[Cr(H₂0)₂(C₂0₄)₂|^-3H₂0 IUPAC name is potassiumdiaquadioxalatochromate (III) hydrate.
Coordination number = 6
Oxidation state of Cr: x + 0 + 2 (-2) = – 1
.‘. x = + 3
Shape is octahedral Electronic configuration of Cr³⁺ = 3d³=t³_2ge°_g .
Magnetic moment,

= 3-87 BM
(ii) [Co(NH₃)₅CIlCl₂IUPAC name is pentaamminechloridocobalt (III) chloride Coordination number of Co = 6 Shape is octahedral.
Oxidation state of Co, x + 0 -1 = + 2 .’. x = + 3
Electronic configuration of Co³⁺ = 3d⁶ = t⁶_2ge°_g   n=0, μ =0 .
(iii) CrCI₃(Py)₃. IUPAC name is
trichloridotripyridine chromium (III).

9.25 What is meant by stability of a coordination compound in solution? State the factors which govern stability of complexes.
Ans. Formation of a complex in solution is an equilibrium reaction. It may be represented as

The equilibrium constant of this reaction is the measure of stability of the complex. Hence the equilibrium constant is also called as stability constant or Instability constant may be defined as equilibrium constant for reverse reaction. The formation of above complex may also be written in successive steps:

Stability constant is written as
β₄=K₁K₂K₃K₄.
Greater the stability constant, stronger is the metal-ligand bond.
The stability of complex will depend on
(a)nature of metal
(b)Oxidation state of metal
(c)Nature of ligand e g. chelating ligand form stabler complexes
(d)Greater the basic strength of the ligand, more will be the stability.

9.26 What is meant by the chelate effect? Give an example.
Ans. When a didentate or a polydentate ligand contains donor atoms positioned in such a way that when they coordinate with the central metal ion, a five or a six membered ring is formed, the effect is called chelate effect. For example,

9.27 Discuss briefly giving an example in each case the role of coordination compounds in:(i)biological systems (iii) analytical chemistry
(ii)medicinal chemistry and (iv) extraction/ metallurgy of metals.
Ans. Application of coordination compounds.
(a)Used in qualitative and quantitative analysis.
(b)Determination of hardness of water
(c)Extraction of Au and Ag through complex formation
(d)Refining of Ni through complex formation
(e)Use of Rhodium complex in hydrogenation ofalkene.
(f) Use ofEDTA in lead poisoning etc.

9.28 How many ions are produced from the complex Co(NH₃)₆Cl₂ in solution?
(i) 6
(ii) 4
(iii)3
(iv)2
Ans. Coordination number of cobalt = 6
Hence, the complex is [Co (NH₃)₆] Cl₂. It ionizes in the solution as follows :

Thus, three ions are produced. Hence, the correct option is (iii)

9.29 Amongst the following ions? Which one has the highest magnetic moment value:
(i) [Cr(H₂O)₆]³⁺
(ii) [Fe(H₂0)₆]²⁺ (iii) [Zn(H₂0)₆]²⁺
Ans. The oxidation states are: Cr (III), Fe (II) and Zn (II).
Electronic configuration of Cr³⁺ = 3d³, unpaired electron = 3
Electronic configuration of Fe²⁺ = 3d⁶, unpaired electron = 4
Electronic configuration ofZn²⁺ = 3d¹⁰, unpaired electrons = 0

where V is number of unpaiared electrons Hence, (ii) has highest value of magnetic moment.

9.30 The oxidation number of cobalt in K[Co(CO)₄] is
(i)+1
(ii)+3
(iii)-1
(iv)-3
Ans.

9.31 Amongst the following, the most stable complex is:
(i) [Fe(H₂O)₆] (ii) [Fe(NH₃)₆]³⁺
(iii) [Fe(C₂O₄)₃]^3- (iv) [FeCl₆]^3-
Ans.In each of the given complex, Fe is in + 3 oxidation state. As C₂0₄^2-is didentate chelating ligand, it forms chelate rings and hence (iii) out of complexes given above is the most stable complex.

9.32 What will be the correct order for the wavelengths of absorption in the visible region for the following:[Ni(NO₂)₆]^4-, [Ni(NH₃)₆]²⁺, [Ni(H₂0)₆]²⁺?
Ans. As metal ion is fixed, the increasing field strengths, i.e., the CFSE values of the ligands from the spectro-chemical series are in the order: H₂0<NH₃< NO₂^–;
Thus, the energies absorbed for excitation will be in the order:

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NCERT Solutions For Class 12 Chemistry Chapter 11 Alcohols Phenols and Ether

NCERT Solutions CBSE Sample Papers ChemistryClass 12 Chemistry

NCERT TEXTBOOK QUESTIONS SOLVED

11.1 Classify the following as primary, secondary and tertiary alcohols.



Ans. Primary alcohols: (i), (ii), (iii)
Secondary alcohols: (iv), (v)
Tertiary alcohols: (vi)

11.2 Identify aliylic alcohols in the above examples.
Ans. (ii) and (iv) i.e. H₂C=CH – CH₂OH and

11.3 Name the following compounds according to IUPAC system.

Ans.

11.4 Show how are the following alcohols prepared by the reaction of a suitable  Grignard reagent on methanal ?

Ans.

11.5 Write structures of the products of the following reactions:

Ans.

11.6 Give structures of the products you would expect when each of the following alcohol reacts with (a)HCl-ZnCl₂ (b)HBrand (c) SOCl₂
(i)Butan-1-ol
(ii)2-Methylbutan-2-ol
Ans.

11.7 Predict the major product of acid catalysed dehydration of
(i) 1-nicthylcyclohcxanoland
(ii) butan-1-ol
Ans.

11.8. Ortho and para nitrophenols are more acidic than phenol. Draw the resonance structures of the corresponding phenoxide ions.
Ans.
The resonance structures of o-and p- nitrophenoxide ions and phenoxide ion are given below:

11.9 Write the equations involved in the following reactions:
(i) Reimer-Tiemann reaction
(ii) Kolbe’s reaction
Ans. (i) Reimer-Tiemann reaction

11.10 Write the reactions of Williamson synthesis of 2-ethoxy-3-methylpentane starting from ethanol and 3-methylpentan-2-ol.
Ans. In Williamsons’s synthesis, the alkyl halide should be primary. Thus, the alkyl halide should be derived from ethanol and the alkoxide ion from 3-methylpentan-2-ol. The synthesis is as follows

11.11 Which of the following is an appropriate set of reactants for the preparation of l-methoxy-4- nitrobenzene and why?

Ans.

11.12.Predict the products of the following reactions:

Ans.

NCERT EXRECISES

11.1 Write IUPAC names of the following compounds:



Ans. (i) 2,2,4-Trimethylpentan-3-ol
(ii) 5-Ethylheptane-2,4-dioI
(iii) Butane-2,3-diol
(iv)Propane-1,2,3-triol
(v)2-Methylphenol
(vi)4-Methylphenol
(vii) 2,5-DimethylphenoI
(viii) 2,6-Dimethylphenol
(ix)1-Methoxy-2-methylpropane
(x)Ethoxybenzene
(xi)1-Phenoxyheptane
(xii) 2-Ethoxybutane

11.2 Write structures of the compounds whose IUPAC names are as follows:
(i)2-Methylbutan-2-ol
(ii)l-Phcnylpropan-2-ol
(iii)3,5-DimethyIhexane-l,3,5-triol
(iv)2,3-Dicthylphenol
(v)1-Ethoxypropane
(vi)2-Ethoxy-3-methylpentane
(vii) Cyclohexylmethanol
(viii) 3-Cyclohexylpcntan-3-ol
(ix)Cyclopcnt-3-en-l-ol
(x)4-ChIoro-3-ethylbutan-l-ol
Ans.

11.3(i) Draw the structures of all isomeric alcohols of molecular formula C₅HI₂0 and give their IUPAC names.
(ii) Classify the isomers of alcohols in question 11.3 (i)as primary, secondary and tertiary alcohols.
Ans.Eight isomers are possible. These are:

11.4 Explain why propanol has higher boiling point than that of the hydrocarbon, butane?
Ans. The molecules of butane are held together by weak van der Waal’s forces of attraction while those of propanol are held together by stronger intermolecular hydrogen bonding.

11.5 Alcohols are comparatively more soluble in water than hydrocarbons of comparable molecular masses. Explain this fact.
Ans. Alcohols can form hydrogen bonds with water and by breaking the hydrogen bonds already existing between water molecules. Therefore, they are soluble in water.

On die other hand, hydrocarbons cannot from hydrogen bonds with water and hence are insoluble in water.

11.6 What is meant by hydroboration-oxidation reaction? Illustrate it with an example.
Ans. The addition of diborane to alkenes to form trialkyl boranes followed by their oxidation with alkaline hydrogen peroxide to form alcohols is called hydroboration-oxidation. For example,

11.7 Give the structures and IUPAC names of monohydric phenols of molecular formula, C₇H₈O.
Ans.The three isomers are:

11.8 While separating a mixture of ortho and para nitrophenols by steam distillation, name the isomer which will be steam volatile. Give reason.
Ans. 0-N itrophenol is steam volatile due to chelation (intramolecular H – bonding) and hence can be separated by steam distillation from/Miitrophenol which is hot steam volatile because of intermolecular H-bonding.

11.9 Give the equations of reactions for the preparation of phenol from cumene.
Ans.

11.10 Write chemical reaction for the preparation of phenol from chlorobenzene.
Ans.

11.11 Write the mechanism of hydration of ethene to yield ethanol.
Ans.Direct addition of H₂0 to ethene in presence of an acid does not occur. Indirectly, ethene is first passed through concentrated H₂S0₄, when ethyl hydrogen sulphate is formed.

11.12 You are given benzene, cone. H₂S0₄and NaOH. Write the equations for the preparation of phenol using these reagents.
Ans.

11.13 Show how will you synthesise
(i)1 -phenylethanol from a suitable alkene.
(ii)cyclohexylmethanol using an alkyl halide by an SN₂ reaction.
(iii) Pentan-l-ol using a suitable alkyl halide?
Ans.

11.14 Give two reactions that show the acidic nature of phenol. Compare its acidity with that of ethanol.
Ans. The reactions showing acidic nature of phenol are:
(a) Reaction with sodium: Phenol reacts with active metals like sodium to liberate H, gas.

(b) Reaction with NaOH: Phenol dissolves in NaOH to form sodium phenoxide and water.

Phenol is more acidic than ethanol. This is due to the reason that phenoxide ion left after the loss of a proton from phenol is stabilized by resonance, while ethoxide ion left after less of a proton from ethanol, is not.