Author name: Prasanna

The NCERT Solutions for Class 12 English Flamingo Chapter 3 Deep Water Consists Of All The Answers From This pdf. You Can Download The Pdf For NCERT Solutions for Class 12 English Free And Refer To The Answers To Get A Better Understanding Of The Chapter. https://mcq-questions.com/ncert-solutions-for-class-12-english-flamingo-chapter-3-deep-water/

Deep Water NCERT Solutions for Class 12 English Flamingo Chapter 3

Deep Water NCERT Text Book Questions and Answers

Deep Water Think as you read

Deep Water Ncert Solutions Class 12 Question 1.
What is the “misadventure” that William Douglas speaks about?
Answer:
William Douglas had just begun to learn swimming. One day, an eighteen-year-old boy, for fun, picked him up and tossed him into the deep end of the Y.M.C.A. pool. He hit the water surface in a sitting position. He nearly died in this misadventure.

Deep Water Class 12 Ncert Solutions  Question 2.
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?
Answer:
Douglas started going down gradually into the water. He was petrified, so he decided to jump as soon as his feet touched the bottom of the pool. However, as he jumped, he did not spring upwards. Rather he went down. There was water all around. Only his nose was out of water. He started his downward journey once again. An irresistible force brought him down.

He felt afraid and was paralysed with fear. Terror seized him, and he trembled with fright. He called for rescue but no one came. After that, blackness swept over him. He lost fear. There was no panic. He felt relaxed and lost consciousness.

Deep Water Class 12 Question Answers NCERT Solutions Question 3.
How did this experience affect him?
Answer:
The near death experience of drowning had a very strong impact on his psychology. He was deeply perturbed and shaken by the whole experience. A haunting fear of water took control of his physical strength and emotional balance for many years. As he couldn’t bear being surrounded by water, he was deprived of enjoying any water- related activity.

Deep Water Solutions Class 12 NCERT Solutions Question 4.
Why was Douglas determined to get over his fear of water?
Answer:
Douglas was determined to get over his fear of water because he believed in what Roosevelt has said, “All we have to fear is the fear itself.” Douglas regretted being deprived of enjoying water activities like canoeing, boating, swimming, fishing, etc. The wish to enjoy them and the craving to regain his lost confidence, while being in water, made him try every possible means to get rid of his fear. He was finally able to overcome this mental handicap by getting himself a swimming instructor and further ensuring that no residual fear was left.

Deep Water Class 12 Question Answer NCERT Solutions Question 5.
How did the instructor “build a swimmer” out of Douglas?
Answer:
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 every time. 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 they relaxed. After seven months, the instructor told him to swim the length of the pool.

Class 12 Deep Water Ncert Solutions Question 6.
How did Douglas make sure that he conquered the old terror?
Answer:
When Douglas was alone in the pool, the remnants of the old terror would return.He would stare at and rebuke it, then go for another length of the pool. He was not satisfied. Even after the swimming training was over, Douglas wasn’t confident about his swimming or about the fact that he had overcome the fear. He was determined to get rid of it forever. He swam alone in the pool.

There he tried every possible stroke he had learnt. He went to Lake Wentworth to dive and dived off a dock at Triggs Islands and swam two miles. He tried every possible stroke he had learnt. He fought back the tiny vestiges of terror that gripped him in middle of the lake. Finally, in his diving expedition in the warm lake, he realised that he had truly conquered his old terror. Now, he could laugh away the terror.

Deep Water Understanding the Text

Ncert Solutions Of Deep Water Class 12 Question 1.
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.
Answer:
Douglas used to feel scared of water due to his childhood experience. But he decided to learn how to swim. He chose the Y.M.C.A. pool for this purpose as it was safe. However, unfortunately, one day, while he sat on the edge of the pool, a young man tossed him into water, just for fun. Douglas had a horrific experience. He fell into the water in a sitting position. He was scared as he sank into the depth. Though only nine feet deep, still it appeared to be bottomless. Terrified, he decided his next move. When he touched the bottom of the pool, he jumped. However, he did not spring to the surface. He came up gradually.

His eyes and nose came out of the water. He saw nothing besides water. He wanted to catch a rope, but failed. Though he kept on beating the water with his arms, nothing helped him. His legs remained stiff and hung as dead weights. Finally, he felt being sucked into water again. His lungs were about to burst. His head pulsated, and fear seized him. Terror struck him like an electric charge. He trembled with fear. He shouted for help but no one could listen to him. He came up and gasped for breath, but he swallowed water. Gradually, his mind blacked out and he became unconscious.

Class 12 English Chapter 3 Question Answers Question 2.
How did Douglas overcome his fear of water?
Answer:
The panic that Douglas had experienced in the pool, haunted him. Its remembrance made him sick. As he went boating, fishing or bathing, fear gripped him. He was unable to enjoy canoeing, boating, fishing or swimming. Douglas thus, wanted to overcome this fear. He hired an instructor to learn swimming without fear. The instructor put a belt around Douglas. The rope went through a pulley that ran on an overhead cable. The instructor caught the end of the rope.

This way, they went back and forth across the pool. Each time the instructor loosened the rope, Douglas was afraid. Three months later, however, his terror began to leave him. So the instructor taught him to put his face under the water and then exhale. Further, he held Douglas at the side of the pool, and made him kick with his legs. All of this exercise was repeated hundreds of times till it was done perfectly. Thus, piece by piece, the instructor turned Douglas into a good swimmer who could swim independently using different strokes. But Douglas still felt ‘ dissatisfied. He did not feel fearless completely.

To get confidence, he went to Lake Went worth. There he dived off a dock at Triggs Island. He swam two miles using all types of strokes. Only once, memories of old terror came back. But Douglas overcame them with a laugh. So he was able to get over his fear of water totally.

Deep Water Question Answers Class 12 NCERT Solutions Question 3.
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?
Answer:
Douglas underwent a horrific experience in water. His first experience came at the sea beach with his father. A powerful wave passed over him, almost drowning him. The other experience was in the Y.M.C.A. pool. A strong wave hurled him to the deepest . part of the pool. Douglas did not know swimming. He was scared. He went up and down, his head ached, his lungs were about to burst, and an overwhelming terror seized him. In fact, he was nearly drowned.

This experience left a permanent impression on Douglas’mind. Experiencing something of this sort makes people feel like narrating it to others. So it was natural for Douglas to share his experience with the readers. But there are some other experiences too. It was the experience of total peace, with no fear of death. Here, Douglas finds that there is terror of death. But death is not terrible.

Later, Douglas was able to overcome it. Getting terrible fear and having conquered it, his will to live became intense.  He started enjoying every minute of living. His experience and ultimate conquest of his fear is a lesson for all the readers.

Deep Water Talking about the Text

Deep Water Class 12 Solutions NCERT Solutions Question 1.
“All we have to fear is fear itself.” Have you ever had a fear that you have now overcome? Elaborate.
Answer:
Roosevelt has appropriately said, “All we have to fear is fear itself.” These words have a deeper meaning for all of us. It implies that we fear, fear the most. Those who have undergone this experience of fear can only appreciate its worth. William Douglas had faced it twice in life. He had a terrible fear of water. He could not go , for swimming, canoeing, boating, rafting, etc. He realised that it would ruin his life, since it was following and haunting him wherever he went. Fear is our hard core enemy.

We must get rid of it at the earliest like Douglas. I too had a terrible experience in my life. Once I went to a snake park in Kerala. Seeing all the snakes trying to crawl up the oily well wasn’t a pleasing sight and infact brought terror of snakes in my life. One day, when I was walking on the road, I saw a small snake crossing the road. My friend, who knew about my fear, asked me to run away. This, however, had an opposite effect on me and made me confront it. I went near it and found that it didn’t harm me. Though even now, I get scared on seeing huge snakes and avoid watching them on TV and newspaper, my fear for snakes has reduced. All because I decided to fight my fear.

Deep Water Extra Questions and Answers

Deep Water Short Answer Questions

Class 12 English Deep Water Ncert Solutions Question 1.
When Douglas realised that he was sinking, how did he plan to save himself?
Answer:
Douglas did not lose hope. He planned that as soon as he would hit the bottom of the pool, he would push himself up. He sprang up as he planned and came slowly to the surface.

Class 12 English Deep Water Question Answers NCERT Solutions Question 2.
What sort of terror seized Douglas as he went down the water with a yellow glow? How could he feel that he was still alive?
Answer:
Douglas was seized with extreme terror and panic. He tried to shriek under water and felt absolutely paralysed with fear. He felt stiff and rigid, and the screams seemed to freeze in his throat. The beating of his heart and the pounding in his head were the only reminders that he was still alive.

Class 12 English Flamingo Chapter 3 Question Answers NCERT Solutions Question 3.
Why did Douglas go to Lake Wentworth in New Hampshire?
Answer:
Douglas went to Lake Wentworth in New Hampshire to get rid of his fear of water. He took training from a coach in a swimming pool. Though his fear for water decreased, it had not completely left him. Then he went to the lake to test his fear to swim all alone. He swam two miles in the lake. Thus, he conquered his phobia of water.

Class 12 English Chapter 3 Deep Water Ncert Solutions NCERT Solutions Question 4.
Which factors led Douglas to decide in favour of Y.M.C.A. pool?
Answer:
Douglas decided in favour of Y.M.C.A. pool, as it was an ideal place to learn swimming. It was safe as it was only two-three feet deep at the shallow end. Though, it was nine feet deep at the other end, the drop was gradual.

Deep Water Question And Answer Class 12 NCERT Solutions Question 5.
Why did Douglas go to Lake Wentworth in New Hampshire? How did he make his terror flee?
Answer:
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 himself under water and saw nothing but bottomless water. The old sensation returned,but only at a smaller magnitude. He laughed and rebuked terror.

Question 6.
What efforts did Douglas make to get over his fear of water?
Answer:
Douglas hired an instructor who taught him to face water and exhale. He taught Douglas
various techniques to handle water and learn swimming. Eventually, to ensure that his fear was completely off his mind, Douglas swam two miles across the lake went worth, and for any residual fear to be cleared, he hurried west to the Conrad Meadows and dived into the warm lake from on top of the Gilbert peak. He had finally conquered his fear of water.

Question 7.
How did the instructor turn Douglas into a swimmer?
Answer:
Douglas wanted to overcome his fear of water. For this, he took the help of an instructor who taught him all the strokes of swimming. He taught him to practise every part of his body separately – his limbs, his hands, how to exhale and inhale when out of water and inside water. After perfecting each part, he integrated the whole and built a complete swimmer out of Douglas.

Question 8.
What was the author’s early childhood fear of the water? How did it affect him the rest of his life?
Answer:
The author and his father once went to the beach of California when the former was three or four. While playing in the surf of the sea, the author was knocked down by the water and was buried under it. He lost his breath and a deep fear developed in his mind.

Question 9.
Why did Douglas’ mother recommend that he should learn swimming at the Y.M.C.A. swimming pool?
Answer:
Douglas’ mother recommended that he should learn swimming at the Y.M.C.A. swimming pool because it was much safer than the river where a lot of drownings had taken place. It was only 2-3 feet deep at the shallow end and 9 feet deep at the other end.

Question 10.
Mention any two long term consequences of the drowning incident on Douglas.
Answer:
After the drowning incident, Douglas always felt terrified near water. He was deprived of enjoying water activities like canoeing, boating, swimming, fishing, etc. Fear gripped him and all this spoiled his holidays.

Question 11.
What deep meaning did his experience at the Y.M.C.A. swimming pool have for Douglas?
Answer:
After his near death experience at the Y.M.C.A. pool, Douglas started fearing water. He could not enjoy any water sports or go fishing. He decided to overcome his fear and learnt swimming again. He became confident and understood that ‘all that we have to fear is fear itself’.

Question 12.
‘All we have to fear is fear itself’. When did Douglas learn this lesson?
Answer:
These words mean that we fear, fear the most. Those who have undergone this experience of fear can only appreciate its worth. Douglas faced it twice in life. He had a terrible fear of water. He could not go for swimming, canoeing, boating, rafting, etc. He realised that it would ruin his life since it was following and haunting him wherever he went. Fear is our hard core enemy.

Question 13.
How does Douglas develop an aversion to water at the age of three or four?
Answer:
The author and his father once went to the beach of California when the former was three or four. While playing in the surf of the sea, the author was knocked down by the water and was buried under it. He lost his breath and a deep fear developed in his mind. At the Y.M.C.A. pool, a strong boy threw him in the deep end of the pool. Douglas hit the water in a sitting position and slowly went to the bottom. Although he was saved later but the terror stayed with him.

Question 14.
Douglas’ mother thought that Y.M.C.A. pool was safe for learning to swim. What are your views?
Answer:
Although the Y.M.C.A. pool was only two or three feet deep, but it lacked safety measures for learners. The pool remained open for hours, but there was no security. There were no ropes or ladders in the pool to help if someone happens to drown.

Question 15.
How did Douglas hope to come out when he was thrown into Y.M.C.A pool?
Answer:
Douglas planned that he would spring from the bottom of the pool and would push himself up, lie flat on the water, strike out with his arms and thrash with his legs. Then he would get to the edge of the pool and be safe.

Question 16.
What shocking experience did Douglas have at Y.M.C.A. pool?
Answer:
When Douglas was alone one day and the place was quiet, the water looked still and he observed all this sitting on the side of the pool, waiting for others, a big bruiser of a boy probably eighteen years old. A beautiful physical specimen, according to him yelled at him, picked him up and tossed him into the nine feet deep end of the pool, making him land in a sitting position, swallowing water and going straight to the bottom. Douglas unfortunately did not know to swim. He almost died.

Question 17.
How did Douglas’ introduction to Y.M.C.A. pool revive his childhood fear of water?
Answer:
Douglas remembered his experience on the beach of California when he was just three or four years old. He recalled how the waves overpowered him and though his father was with various instead of helping Douglas, he kept on laughing and enjoying his plight.

Question 18.
Why was Douglas determined to get over his fear of water?
Answer:
He was determined to get rid of his fear of water because he had suffered a lot, depriving himself from various water sports like boating, fishing and canoeing, etc.

Deep Water Long Answer Questions

Question 1.
“…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?
Answer:
Once Douglas was thrown into the swimming pool by a boy. He did not know swimming by that time. He could not come out of it by himself and was nearly drowned. Therefore, he became very much afraid of water. He dropped the idea of swimming and developed the fear of water. He made many efforts but went in vain. He could not control his feeling of terror. The writer had near death experience in the pool.

The writer made one more effort to come out but that also failed. Ife could not forget his first experience of drowning when he was swept away by a sea wave. At that time, he was with his father but he was afraid.Now, the author was so afraid of water that he could not even wade into it. He could not bathe in the river and could not enjoy any water sports.

Question 2.
How did the misadventure in Y.M.C.A. swimming pool affect Douglas? What efforts did he make to conquer his old terror?
Answer:
The misadventure at the Y.M.C.A. swimming pool affected Douglas for life. He was eleven at the time. When he was a learner and sat alone on the edge of the Y.M.C.A. pool, a young man, just for fun, threw him into the deep end of the pool.

He almost drowned. This experience left a deep scar on his mind. For days, the panic and fear kept haunting him. He began to fear water. He was possessed by it completely. It deprived him of the joy of canoeing, boating, fishing, bathing and swimming all water sports. So he decided to conquer it.

He got the services of an instructor, who trained him. First, every part of his body and then bit by bit, he built a swimmer out of Douglas. A rope was attached to the belt around the waist of Douglas and the rope went through a pulley, the other end was held by the instructor. First, the fear came back every time the instructor let go the rope. Gradually, the fear became less. Later, the instructor was no more needed.

He tried to swim alone to test himself. So he went to Lake Went worth and dived off. He swam using all the strokes that he had learnt. The traces of fear that frightened him were brushed aside. He could now laugh it all away. The fear was gone. He could swim fearlessly.

Question 3.
How did the instructor make Douglas a good swimmer?
Answer:
The haunting fear of the water followed Douglas in his fishing trips, swimming, boating and canoeing. He used every way he knew to get rid of this fear, but it held him firmly in its grip. So he finally engaged an instructor to learn swimming.
The instructor made him practise five days a week, an hour each day. He held one end of the rope in his hands and the other end through a pulley overhead of Douglas, was tied to the belt. Thus, the instructor relaxing his hold on the rope made Douglas swim back and forth in the pool.

After three months of this much training, the instructor taught Douglas to put his face under water and breathe out, and to raise his nose and breathe in. He repeated this breathing-out and breathing-in exercise hundreds of times. Bit by bit, he got rid of part of the terror which had gripped him. Next, the instructor held Douglas at the side of the pool and made him kick the water with his legs. After weeks of practice, he could command his own legs for swimming in water.Thus, piece by piece, the instructor built a swimmer. When he had perfected each piece, he put them into an integrated whole in the seventh month of the training.

Question 4.
How did Douglas try to save himself from drowning in the Y.M.C.A. pool?
Answer:
Douglas was tossed into the Y.M.C.A. pool by an older boy. He was frightened out of his wits, but on his way down, he planned how to rescue himself. He decided that when his
feet would hit the bottom, he would jump upwards and be able to come to the surface, ‘‘lie flat and paddle to the edge of the pool. He tried to do so several times.

However, it seemed difficult because his lungs seemed to burst, he was not able to push himself upwards with force. He tried to reach a rope which also he failed to do. He tried to call out for help, but his voice failed him. His legs failed to paddle, he was surrounded by water and he drafted into a state of unconsciousness.Though all his efforts to save himself failed, he was rescued by the folks at Y.M.C.A. But the incident aggravated his fear for water.

Question 5.
How did Douglas develop an aversion to water?
Answer:
Douglas developed an aversion to water first as a child when he went to the beach in
California with his father. It so happened that when he was three or four years old, he went to the beach with his father. The waves knocked him down and swept over him. He was buried in water and his breath was gone. He was frightened and there was terror in his heart at the overpowering force of the waves.

At the Y.M.C.A. pool, a strong boy threw him in the deep end of the pool. Douglas hit the water in a sitting position and slowly went to the bottom and fainted. Although he was saved later, the terror stayed with him. As a result, he could not sleep or eat for days and did not go near the water for years. He developed a strong aversion for water bodies.

Question 6.
‘Practice makes a man perfect
Douglas tried hard to reach to the level of perfection by perseverance. Comment.
Answer:
Practice means constant use of one’s intellectual and aesthetic powers. Perfect means ‘ideal, complete and excellent’. Proper planning and practice promote perfect performance. Practice depends on training and it means repeating an activity. Constant practice also sharpens talent.

One has to follow certain qualities to be perfect. These are hard work, strong will power, faith, tolerance, positive approach, self-confidence and dedication. The quality that prepares one for all other qualities is practice. One should not stop practising and be satisfied until one achieves perfection.

Practice is the best way by which one can achieve perfection. Practice makes one feel and understand the same idea or thing again and again. The more one practices, the more errorless one becomes. One doesn’t repeat the errors that were done previously. Practice begins in the cradle and ends in the grave. Right from childhood, man practises various activities like talking, reading, writing, eating, cooking, etc. For learning an art or any activity, one needs constant practice.

A child practises speaking first by’learning the alphabet, then the words, sentences and finally the speech. A child through repeated practice reaches perfection in speaking. One can’t ride a bicycle or a motor bike or drive a car at the very first instance. One needs to practise till one achieves perfection in the same. The same method applies to other areas too. Be it fine arts, cooking or writing. Determined to overcome his phobia of water, Douglas got trained under an instructor. He conquered this terror with an adamant determination, patience, undeterred single-mindedness and relentless efforts. He became fearless and courageous.

Practice enables a person to reach the heights of success in all walks of life. Practice develops outstanding qualities in one’s character. Practice not only brings perfection but also helps in building character. Thus, it is practice that makes a man perfect and helps a human being who faces every challenge in life.

Question 7.
Fear is mankind’s greatest handicap. Do you agree? Give reasons in support of your views.
Answer:
People often hesitate from trying something new because of fear. Fear of failing; fear of not being able to complete something; fear of poor outcome; fear of change; fear of making mistakes—this fear of taking risks in life impedes the progress of a lot of people, especially those who have tasted success in the past. Successful people like to win and achieve high standards, so they become deeply interested in only achieving continuous success.

They don’t care to put their reputation as a ‘winner’ at stake—so they stay in their comfortable cocoon, missing all kinds of opportunities for an even brighter future. Yet again, childhood fears and phobias also act as deterrents in our way of progress. Fear of darkness, may prevent a person from enjoying the beauty of the right sky. Fear of heights, the view of the world below, and fear of water will deprive one from enjoying various pleasures that is provided by water sports. Fear of failure prevents us from trying to move towards success. In short, fear of every nature is a handicap.

• Change needs resilience, and resilience is born of confidence. One’s confidence is highest when things are going well. You’ll cope with any setbacks far better when you’re doing so from a position of strength.
• If you wait until life has dealt you some bad blows, those necessary changes will need to be made under time, pressure and stress. That’s a bad time to make decisions. The more stressed and frantic you are, the more likely you are to make mistakes and the less you’ll be able to recover from them.

Corporations often make the same error. They get complacent when the product line is selling well and profits are high, only thinking about new ways to please their customers when those customers are already going elsewhere.Achievement is a powerful value for many successful people. Each fresh achievement adds to the drive to achieve in their lives. Failure becomes the supreme nightmare: a lurking horror that they must avoid at any cost. And the simplest way is never to take a risk.

It is important to understand that failure is in fact the pillar to success. Be it J.K. Rowling, Steve Jobs, Thomas Alva Edison, Albert Einstein, King Bruce or William Douglas from the chapter ‘Deep Water’, all of them had failed multiple times to achieve success in life. In fact, constant failure was what pushed them towards success. A little failure is essential to preserve everyone’s perspective on reality.

Fear is the greatest destroyer of human life and happiness. If you’re successful, but constandy afraid of failing, all your success hasn’t brought you what matters the most— peace of mind in the face of life’s constant unpredictability.

Question 8.
A big boy pushed Douglas into the deep end of the swimming pool which could have led to his death. Concerns regarding bullying and ragging persist in many teenage groups. Quoting examples from the text, discuss the problem of bullying and its effects on the victims. Also suggest ways to deal with this problem.
Answer:
Bullying or ragging creates many physiological problems for victims. It may or may not lead to physical harm, but psychologically it harms the victim. Douglas was also a victim of a similar incident. At the Y.M.C.A. pool, a bully threw him in the deeper end of the pool. Although he was saved, the terror stayed with him. As a result, he could not sleep or eat for days and did not go near the water for years. He also started avoiding water for a long time. Simple activities like fishing and boating, which he wanted to enjoy, couldn’t be done.

To deal with this problem, especially in schools and colleges, committees for monitoring teenagers should be set up. Once the prospective bullies know that they are being watched, they would not dare to do such actions. Equally important is the support of parents and community. Children need to be aware to understand what bullying is and report any incidents of bullying. Bullies should be severely punished and not just left with a warning. Unless some stringent measures are taken, the problem of bullying and ragging cannot be resolved.

Question 9.
Fear is something that we must learn to overcome if we want to succeed in life. How did Douglas get over his fear of water?
Answer:
Douglas had a very bad experience with water when he was very young, and the fear of water haunted him very significantly. He felt sick whenever he remembered the incident. His fear prevented him from enjoying water sports, fishing, canoeing, and swimming. He made up his mind to overcome this fear. He hired an instructor to enable him to do so. The instructor put a belt around Douglas that was connected safely to a pulley that ran on an overhead cable.

The end of the rope was in the instructor’s hand. The training began very systematically. Three months later, his confidence began increasing. All the techniques like breathing, paddling, and different strokes were introduced and perfected gradually. Though he began swimming, he had not lost his fear totally. He, therefore, went to Lake Wentforth, dived from the dock at Triggs Island and swam for two miles. He finally shut off his fears with a laugh. He made a definite attempt at overcoming his fears and succeeded in doing so.

The NCERT Solutions for Class 12 English Flamingo Chapter 7 The Interview Consists Of All The Answers From This pdf. You Can Download The Pdf For NCERT Solutions for Class 12 English Free And Refer To The Answers To Get A Better Understanding Of The Chapter. https://mcq-questions.com/ncert-solutions-for-class-12-english-flamingo-chapter-7-the-interview/

The Interview NCERT Solutions for Class 12 English Flamingo Chapter 7

The Interview NCERT Text Book Questions and Answers

The Interview Think as you read

Question 1.
What are some of the positive views on interviews?
Answer:
The writer believes that interview helps us in finding out the hidden talents of person. Several thousand celebrities have been interviewed over the years. They regard it as the highest form of deciding the truth but in practice it is an art. Thus, an interview helps us to know the truth as well as the art.

Question 2.
Why do most celebrity writers despise being interviewed?
Answer:
Most of the celebrity writers despise being interviewed as it is an unwanted intrusion into their privacy. They believe that the interview diminishes them in one way or the other. They do not want to be prey of the interview. The wife of Rudyard Kipling calls that an interview is immoral, and it is a crime.

Question 3.
What is the belief in some primitive cultures about being photographed?
Answer:
Some of the world fame writers are averse to being photographed. They despise it vehemently and offer their condemnatory remarks. It is like taking a photographic portrait of somebody. After that his soul is stolen. It is the severest offence of life. Thus, many people regard it as a crime and offence.

Question 4.
What do you understand by the expression “Thumb prints on his windpipe”?
Answer:
In the writer’s opinion, interviewing is like the “thumb prints on his windpipe.” It is related to the fact of smothering a person whose finger imprints can be traced on the throat. Similarly, the writer perceives an interview as immoral, a crime and an offence. It is an assault as well as vile. No respectable person believes in an interview. This expression explains the feeling of being suffocated.

Question 5.
Who, in today’s world, is our chief source of information about personalities?
Answer:
Inspite of drawbacks, interview is the most supreme and serviceable medium of communication. Through interviews” we deduce clearly about impressions of different personalities. Through the art of questioning others, we can get every point of his/her soul from him/her. So, the interviewer has got an unmatchable power and influence.

Question 6.
The medium you like best for an interview, print, radio or television.
Answer:
The medium I like the best for an interview is the television. It has both audio and visual effect. It presents the interviewer and interviewee before the audience in their true colours. Usually celebrities accuse the reporters of misquoting them or misreporting them in the print media or the radio. This is not possible when they are face-to-face on the television.

Their lip movement and body movement while replying to probing questions are there for all to see. The recording of various expressions coming on the face of the interviewee and his/her gestures and words are the additional advantages that television holds over the print media or the radio. The print media has dull, dry woods alongside a picture, whereas the radio tries to create the atmosphere by skilful variation of the sound. Both expect a lot of attention from the reader/audience.

Question 7.
Every famous person has a right to his or her privacy. Interviewers sometimes embarrass celebrities with very personal questions.
Answer:
Interviewers want to present exclusive and intimate details about the famous person they are interviewing. Some interviewers focus on the public life and achievements of the individual only. They try to be objective in their approach as well as assessment. However, there are others who want to make their interviews spicier and usually cross the thin limit of privacy of the individual. In their zeal to present good copy, they embarrass the famous person with the personal questions.

Sometimes, the impact of such questions on famous person reveals his/her aversion as well as irritation at the silliness of the person. If they shout, they are accused of being rude and proud, and if they keep mum, they are labelled as arrogant. In my opinion, privacy of an individual must be respected.

The Interview Understanding the Text

Question 1.
Do you think Umberto Eco likes being interviewed? Give reasons for your opinion.
Answer:
After screening and going through the interview extract, one can easily notice that Umberto Eco does not allow the slightest wrinkle on his face while being interviewed. Rather, he interacts very properly and methodically. He gives details about writing his novel The Name of the Rose and the way he pursues his philosophical interests. He feels happy considering him as a University Professor. Thus, he does not think that interviewing is any kind of crime or an offence. It is only a way to detail others.

Question 2.
How does Eco find the time to write so much?
Answer:
Umberto Eco works on the theory of interstice i.e., an empty space. Eco believes that we have a lot of empty spaces in our lives. He terms them interstices. He always works in empty spaces. He gives an example by saying, “Suppose one is coming over to my place in a lift from first floor to the third floor. The wait and the time duration to come over to the third floor is an interstice.” So Umberto Eco works so much during this empty space.

Question 3.
What was distinctive about Eco’s academic writing style?
Answer:
Umberto Eco displays philosophical interests in his writing style. His books for children are about non-violence and peace. They even find ethical facts. His essays have a narrative aspect which exhibits his personal quality. It departs from the regular academic style, which is dry and boring. He started writing novels by accident at the age of 50 years.

Question 4.
Did Umberto Eco consider himself a novelist first or an academic scholar?
Answer:
Umberto Eco does not regard himself a novelist first. It gives him much elation if he is called a University Professor who writes novels on Sundays. He participates in academic conferences but not in the meetings of Pen Clubs and writers. He prefers identifying himself with the academic community.

Question 5.
What is the reason for the huge success of the novel “The Name of the Rose”?
Answer:
The novel The Name of the Rose is a detective novel at one level but it delves into metaphysics, theology and medieval history. It is a wrong belief that people do not like reading difficult experiences, and they just like trash. Two to three million copies were sold of this book in US. It proves that people like reading difficult experiences.

The Interview Extra Questions and Answers

The Interview Short Answer Questions

Question 1.
What does the author say about the interview?
Answer:
The author believes that the interview has become commonplace of journalism. Our lives have become complicated as we have to face and pass through this vile process of screening and interaction. Many celebrities had to be interviewed daily and many of them may have to pass from it a number of times. But it is piercing, troublesome and peace-disturbing as it is the wearer who realises where the shoe pinches.

Question 2.
Write down the opinions that disfavour the cause of the interview.
Answer:
Regarding the conduction of an interview, some believe that in its highest forms, the interview is a valuable source of truth. In practice, it is nothing but a simple art. It is like stealing one’s soul. People hate the interview and call it as an unwarranted intrusion into their lives.

Question 3.
How does V.S. Naipaul feel about interview?
Answer:
V.S. Naipaul vehemently condemns the cause of the interview. He believes that it is more than losing something from our body. He says that through interviews many would lose a part of our self. In reality, it is horrific for the interviewing candidate. This is the cause why people refuse to give their consent for an interview.

Question 4.
What do Rudyard Kipling and his wife comment about the interview?
Answer:
Rudyard Kipling is a man of free and frank nature. He is more condemnatory for the attitude of the interviewer. His wife Caroline calls it immoral, crime, an assault and it merits punishment. It is both cowardly and vile. She believes that a respectable person will never ask for an interview.

Question 5.
How do the other authors opine about the interview?
Answer:
Many authors do not favour the interview. H.G.Wells in an interview in 1894 referred to “the interviewing ordeal”. But he remained a frequent interviewee. Saul Bellow once agreed for an interview but he regarded it as being like thumb prints on his windpipe.

Question 6.
Umberto Eco says: “I am always doing the same thing but that is more difficult to explain.” Why does he say so?
Answer:
Umberto Eco feels elevated on calling him a professor. People think that he is doing many things but he concludes of doing himself the same thing. It is because that Umberto Eco had some philosophical interest which he followed in his novels and other academic work. His children books are based on peace and non-violence. There is a touch of philosophical and ethical interest as well.

Question 7.
What secret does Umberto Eco point out to Mukund Padmanabhan about an interview?
Answer:
Umberto Eco points out towards empty space in this universe. According to him if the empty space is eliminated from the universe, and as well as from the atoms, this universe will turn as big as our fist. In the same way, our lives are full of empty spaces. Umberto Eco calls them interstices. Eco says: “ Suppose you are coming over to my place on the third floor. You are in an elevator from the first to third floor and I am waiting for you. This is an interstice.”

Question 8.
How does Umberto Eco explain his capacity of doing so much work? What are ‘interstices’ and how does Eco use them?
Answer:
Umberto tells the secret pf his working style. People have a lot of empty spaces in their lives. He calls them ‘interstices’ or ‘intervals’. He utilises and makes use of them. This is the secret of his success. He tells his interviewer that while he was waiting for his elevator to come up, he has already written an article.

Question 9.
Describe the distinct style of ‘The Name of the Rose’.
Answer:
‘The Name of the Rose’ is the most popular and respected novel of Umberto Eco. It is a very serious novel. At one level, it appears to be a detective yarn. But it also delves into metaphysics, theology and medieval history. It is for those readers who don’t want easy experiences. But still it has a tremendous mass appeal.

Question 10.
Justify the title ‘The Interview’.
Answer:
The title of the excerpt is quite logical and apt. Umberto Eco likes to be interviewed. He cooperates fully with the interviewer, Mukund. He prefers himself to be called an academician than a novelist. He tells him that he started writing novel at the age of 50 just by accident. He wrote 40 non-fictional writings against 5 novels. He thinks himself a professor who writes novels on Sundays.

Question 11.
Why did Umberto Eco start writing novels at the age of 50, more or less?
Answer:
Umberto Eco was basically an academician. He was pursuing scholarly pursuits through academic writings. He wrote about forty non-fictional writings. He himself says that ‘he became a novelist by accident’. Perhaps that was the reason he started writing novels so late – at the age of 50, more or less.

Question 12.
“In spite of the ‘drawbacks’ the interview is a ‘supremely serviceable medium of communication’. Justify the statement.
Answer:
Many celebrities consider the interview ‘an unwarranted intrusion’ in their lives. But it has become a commonplace feature of journalism. It is a great serviceable medium of communication. We get the most vivid impressions of our contemporaries only through interviews. Everything reaches us in the simplest and true form when one asks questions of another.

Question 13.
How is Umberto Eco’s non-fictional writing a departure from his regular style?
Answer:
Umberto Eco’s non-fictional writing is a departure from his regular style. It has a ‘certain
playful and personal quality about it.’ His regular academic style is ‘depersonalised and boring’. Like other scholars Eco doesn’t make false hypotheses. On the contrary he tells the story of his research including his ‘trials and errors’.

Question 14.
‘The Name of the Rose’ is a very ‘serious novel’. Yet it enjoyed a mass audience. Give reasons for its popularity.
Answer:
Umberto Eco’s famous novel ‘The Name of the Rose’ is a very ‘serious novel’ But it enjoyed a mass audience. The interviewer wants to know the reason of its huge success. Even journalists and publishers are puzzled. People like what is served to them. If they are given to read even serious novels, they will read them. They accepted and digested a serious novel like ‘The Name of the Rose’. Its ‘timing’ was perfect. About 10 to 15 million copies of the novel were sold.

Question 15.
What is the position of the interviewer during the interview?
Answer:
According to Denis Brian, the interviewer holds a position of ‘unprecedented power and influence. He holds the balance between the audience and the man who is being interviewed. Almost everything of the celebrity reaches us through one man asking questions of another.

Question 16.
Do you think Umberto Eco likes being interviewed? Give a reasoned answer.
Answer:
Yes, Umberto Eco likes being interviewed. Throughout the interview, he remains cool and composed. He answers Makund’s questions and queries very patiently. He seems to be relaxed and tries to make Mukund quite comfortable. There is no trace of any impatience or irritation visible during the interview.

The Interview Long Answer Questions

Question 1.
Explain the word Interview and how do many writers find favour with it.
Answer:
The word ‘interview’ is derived from French derivative word “entrevue”. It is a conversation between a journalist or broadcaster and a person of public interest. It is an oral examination of an applicant for a job through the process of formal questioning. Since the word has wider implications, it duly involves screening, interaction and introspection. During the process, both the interviewer and the interviewee, participate and the interviewee has to face the horror of the interviewer.

The word interview was inserted 130 years ago. Since then it became a commonplace in journalism. In this world, all have to undergo through the process of the interview. Thousand of people are interviewed daily for one or the other kind. Depending on the merit of the interview, people have claimed in its highest form as a source of truth and in its practice, it is an art. H.G. Wells remained averse to ‘interview’ and in 1894 he referred to it as an ordeal. But forty years later he himself was found interviewing Joseph Stalin of Russia. People view that almost everything reaches us through asking the interviewer who holds a position of unprecedent power and influence.

Question 2.
What does Umberto Eco point out about himself and his novel, “The Name of the Rose”?
Answer:
In an interview with Mukund, Umberto Eco points out that he regards himself a University Professor rather than a novelist. Uikewise, he readily went in academic conferences but did not go to meetings of Pen Clubs and the writers. He links himself with the academic community. He is a professor who writes novels on Sundays. Even people have the impression that Umberto Eco is doing many things.

Here Eco tells that his work includes philosophical interest and in his novels for children one can find non¬violence and peace. He says that the universe has empty spaces and these are eliminated in all the atoms. The universe will become as big as the fist of a man. He regards these empty spaces as interstices and he works in them.

For his writing, Umberto Eco adopts informal approach. He departs from a regular academic style and his essays follow a narrative aspect, which was the crowning success for his novel The Name of the Rose. It attracted a mass audience. His novels are full of narration. Side by side his novel has metaphysics, theology and medieval history as well. It has other experiences too.

Question 3.
How does Umberto Eco pursue his philosophical and academic interests? How does he make use of ‘interstices’? How has he developed a non-fictional style?
Answer:
Umberto Eco has many philosophical interests. He pursues them through his academic works and novels. Even his children’ works are about non-violence and peace. They are the same bunch of ethical and philosophical interests. Eco wrote more than 40 scholarly works on non-fiction. Eco considers himself ‘a university professor who writes novels (only) on Sundays’. He prefers to be called an academician.

Umberto shares a secret with the interviewer. He thinks that if we eliminate the empty spaces from the universe, the world will shrink. It will become as big as a fist. Similarly, we have a lot of empty spaces or ‘interstices’ in our lives. He works in these spaces and uses them to his advantage.

Umberto Eco has evolved a distinct non-fictional style. His scholarly works have a certain playful and personal quality about them. It is different from his regular style which is ‘depersonalised and often dry and boring’. He is different from other scholars. Eco tells the story of his research. Even he includes his ‘trials and errors’. His essays always have a narrative aspect. This narrative style of his scholarly works was fully developed later on in his novels.

Question 4.
Several thousand celebrities have been interviewed over the years, some of them repeatedly.’ But still many of them ‘despise the interview as an unwarranted intrusion in their lives’. Describe opinions for and against the interview as mentioned in the lesson.
Answer:
The interview has become an indispensable feature of journalism today. Several thousand celebrities have been interviewed over the years. Some of them have been interviewed repeatedly. Opinions vary. Some consider it a source of truth. Some call it a great art. It is the most effective and powerful medium of knowing important persons or celebrities.

Usually celebrities despise being interviewed. They consider it as an ‘unwarranted intrusion’ into their lives. They somehow feel that it diminishes them. Naipaul feels that people are ‘wounded by interviews’. They lose a part of themselves. Lewis Carrol never consented to be interviewed. Rudyard Kipling considered it immortal and an offence against his person. H.G. Wells interviewed Joseph Stalin.

But he also considered it as ‘an ordeal’. Saul Bellow considered interviews as ‘thumbprints on his windpipe’.In spite of some of these drawbacks, the interview remains ‘a supremely serviceable medium of communication’. Because of this, the interview holds a position of great power and influence.

Question 5.
What picture do you form of Umberto Eco after reading the extract of the interview of Eco that was taken by Mukund Padmanabhan?
Answer:
‘The Interview’ is an extract from an interview of Umberto Eco. The interviewer Padmanabhan helps us know many aspects of his writings, style and ideas. He emerges as a many-sided genius.Even the novelist David Lodge can’t understand how Umberto Eco can do all things he does. Eco answers it very modestly.

He only gives the impression of doing many things. Actually, he is doing the same thing. He pursues his philosophical interests through his academic writings and novels. Eco himself tells the secret of his success. He feels there a lot of‘empty spaces’ in our lives. He calls them ‘interstices’. He works in these empty spaces. He utilises them to his advantage.

Umberto Eco prefers himself to be called an academician rather than a novelist. He wrote more than 40 philosophical writings against just five novels. He started writing novels just by accident and that too at a late age of 50. Modesty and honesty are the signs of a great writer like Eco. Mukund Padmanabhan asks the reason behind the huge success of ‘The Name of the Rose’. Umberto honestly replies that the success of this novel is a mystery even to him. Perhaps, he wrote it at an appropriate time. Had it been written 10 years before or after, perhaps it wouldn’t have been such a huge success.

The NCERT Solutions for Class 12 English Flamingo Chapter 5 Indigo Consists Of All The Answers From This pdf. You Can Download The Pdf For NCERT Solutions for Class 12 English Free And Refer To The Answers To Get A Better Understanding Of The Chapter. https://mcq-questions.com/ncert-solutions-for-class-12-english-flamingo-chapter-5-indigo/

Indigo Lesson NCERT Solutions for Class 12 English Flamingo Chapter 5

Indigo NCERT Text Book Questions and Answers

Indigo  Think as you read

Class 12 English Indigo Ncert Solutions Question 1.
Strike out what is not true in the following.
(a) Rajkumar Shukla was:
(i) a sharecropper
(ii) a politician
(iii) delegate
(iv) a landlord

(b) Rajkumar Shukla was:
(i) poor
(ii) physically strong
(iii) illiterate
Answer:
(a) a politician, a landlord
(b) physically strong

Indigo Class 12 Ncert Solutions Question 2.
Why is Rajkumar Shukla described as being‘resolute’?
Answer:
Rajkumar Shukla requested Gandhiji to go with him to his area called Champaran. Gandhiji was engaged at that time. However, Shukla did not let go of Gandhiji. He followed him wherever he went. Finally, Gandhiji had to arrange and fix time to go with him. This shows that Shukla was resolute.

Class 12 English Chapter 5 Question Answer NCERT Solutions Question 3.
Why do you think the servants thought Gandhi to be another peasant?
Answer:
Gandhiji was quite simple in his dress and manners. He never thought himself as a great leader. That is why, servants believed him to be another peasant.

Indigo Class 12 Questions And Answers NCERT Solutions Question 4.
List the places that Gandhi visited between his first meeting with Shukla and his arrival at Champaran.
Answer:
Gandhiji visited the following places: Patna, Rajendra Prasad’s house, Muzaffarpur, Professor Malkani’s home and lastly Champaran.

Question 5.
What did the peasants pay the British landlords as rent? What did the British now want instead and why? What would be the impact of synthetic indigo on the prices of natural indigo?
Answer:
The peasants had to grow indigo on 15 per cent of their land. This product was submitted as rent to the British landlords. Synthetic indigo was developed by Germany. The landlords thus, did not need to raise indigo on their land any longer. They demanded compensation from the peasants for freeing them from the indigo-raising agreement.

Question 6.
The events in this part of the text illustrate Gandhi’s method of working. Can you identify some instances of this method and link them to his ideas of satyagraha and non-violence?
Answer:
Gandhiji had always followed the voice of his conscience. He never supported anything immoral. He followed this principle all through his fight against the British injustice. He never paid evil for evil. He followed the principle of non-violence even as the authorities raised blows on him. His path was that of satyagraha non-violence for truth. Dandi March was a good example.

Question 7.
Why did Gandhi agree to a settlement of 25 per cent refund to the farmers?
Answer:
The whole situation in front of Gandhiji was a deadlock. He wanted to break this deadlock somehow. The British planters wanted some excuse for prolonging the dispute with the peasants. However, Gandhiji proved too wise for them. The deadlock was ended by accepting what the planters wanted.

Even so the British had to compromise with their pride. Gandhiji agreed to a settlement of 25 per cent refund to the farmers; in fact, the amount was less important than the fact that the landlords had to be forced to return part of the money and with it, part of their pride and prestige.

So far the planters had behaved as if they were above the law, they had to realise that Britishers were not above the law. The peasants now saw that they too had rights and defenders, and they learned courage. The peasants were also saved from the trouble of spending time and money on court cases. Within a few years, the British planters abandoned their estates and left. The land came back to the peasants and this was the end of indigo sharecropping.

Question 8.
How did the episode change the plight of the peasants?
Answer:
The peasants now had courage. They believed that they had rights which they could defend. Gradually, the British planters left their estates. These estates now came back to the peasants. Indigo sharecropping disappeared permanently. They were no longer indebted to the British planters.

Indigo Understanding the Text

Question 1.
Why do you think Gandhi considered the Champaran episode to be a turning point in his life?
Answer:
Gandhiji considered the Champaran episode a turning point in his life because this episode released the peasants from the mortal fear of British landlords and made them aware of their rights. Not only this, the farmers got back 25% of the compensation money. They also developed courage.

This episode proved to be the beginning of the cultural, social and economic transformation of the poor and badly exploited and terrified peasants. Thus, the British planters were forced to leave the land of the peasants and they became the owners of their lands. This was an attempt to fight injustice and remove sufferings of the peasants. It ignited the feelings of patriotism among simple farmers. It became the first success of Non-cooperation Movement for Gandhiji.

Question 2.
How was Gandhi able to influence lawyers? Give instances.
Answer:
The lawyers desired Andrews to stay in Champaran and help them. However, Gandhiji opposed them. He said that taking the help of an Englishman would be their weakness. They should learn to win the battle with their own strength. They should learn to be self-dependent.

Question 3.
What was the attitude of the average Indian in smaller localities towards advocates of ‘home rule’?
Answer:
The average Indian in smaller localities felt afraid to show sympathy for advocates of ‘home rule’. They probably feared the consequences.

Question 4.
How do we know that ordinary people too contributed to the freedom movement?
Answer:
The ordinary people stood with Gandhiji at every juncture. At Motihari, they flocked
in thousands as they learnt that Mahatma had some trouble with the authorities. The ordinary people supported in their own little way. Rajkumar Shukla and Professor Malkani defied all odds and contributed to the fight. Prof. J. B. Kriplani motivated a large number of students, and welcomed Gandhiji at Muzaffarpur railway station at midnight. The spontaneous demonstration outside the court was also quite significant. Civil disobedience could triumph in India only because of the unity of ordinary people.

Indigo Talking about the Text

Question 1.
“Freedom from fear is more important than legal justice for the poor.” Do you think that the poor of India are free from fear after Independence?
Answer:
In the chapter, Gandhi makes it possible for the sharecroppers of Champaran to shed their fear of the British landlords. According to him, the first step towards self-reliance is freedom from fear. Unfortunately, the poor people are not free from fear even after the Independence. The poor people live in a continual fear of the police, who instead of taking care, often end up maltreating them. Due to globalisation and the craze for the foreign products, the poor are becoming poorer.

Question 2.
The qualities of a good leader.
Answer:
A good leader is the person who leads the minds and convinces people to follow his set of ideas or beliefs. He thinks for the people and works for them. He should be sincere in his approach and should be a man of principles. A good leader inherits some qualities that set him apart from the rest. Truth, honesty, patriotism, morality, spirit of service and sacrifice are the qualities of a good leader. He should be courageous in the face of adversity and should never quit. He should encourage and motivate others to bring out the best in them, and should appreciate the efforts of others without being bias or partial.

Indigo Extra Questions and Answers

Indigo Short Answer Questions

Question 1.
How did Gandhiji react to the Commissioner’s advice? Where did he go?
Answer:
Gandhiji was asked to leave the Tirhut division at once by the commissioner. He did not leave, instead, he proceeded to Motihari, the capital of Champaran.

Question 2.
Why did the servants think Gandhiji to be another peasant?
Answer:
Gandhiji was a simple man and he used to dress in a dhoti, which was the dress that the farmers in India used to wear. Hence, the servants thought Gandhiji to be another peasant.

Question 3.
“The battle of Champaran is won!” What led Gandhiji to make this remark?
Answer:
Gandhiji said these words when he was able to win the lawyers’ trust. Earlier, these lawyers had certain misconceptions about Gandhiji, but as they saw his determination towards the peasants’ liberation, they came in his full support.

Question 4.
Why did Gandhiji go to Lucknow in December 1916? Who met him there and why?
Answer:
Gandhiji went to Lucknow to attend the annual convention of the Indian National Congress. A poor peasant named Rajkumar Shukla met him there. He was from Champaran. He wanted Gandhiji to come to Champaran to help the poor sharecroppers.

Question 5.
Why did the landlords compel the peasants to do as per the terms of a long-term contract?
Answer:
The landlords forced peasants to plant indigo on 15 per cent of their land. All the indigo produce had to be surrendered as rent. The peasants felt sour about it.

Question 6.
What did the British planters try to do when they came to know that synthetic indigo had been developed by Germany?
Answer:
The British planters realised that it was no longer profitable to produce natural indigo. The synthetic indigo was much cheaper. Thus, they compelled the peasants to give them compensation for not having to plant indigo on their land.

Question 7.
What happened when the British planters asked the peasants for compensation for releasing them from the 15 per cent agreement?
Answer:
The sharecropping agreement seemed irksome to the peasants. Therefore, many of them signed it willingly. However, others engaged lawyers to fight their cases. So the landlords hired thugs.

Question 8.
How was Gandhi treated at Rajendra Prasad’s house?
Answer:
Since Gandhiji was quite simple in his dress and manners, Rajendra Prasad’s servants mistook him to be a peasant. They did not allow him to draw water from the well lest it be polluted. They let him stay on the grounds.

Question 9.
What were the terms of the indigo contract between the British landlords and the Indian peasants?
Answer:
The fertile land was divided into large estates owned by Englishmen and worked by Indian tenants. The peasants had to grow indigo on 15 per cent of the land. This product was submitted as rent to the British landlords.

Question 10.
Why was Gandhiji opposed to C.F. Andrews helping him in Champaran?
Answer:
Gandhiji was opposed to C.F. Andrews helping him in Champaran because he was a foreigner. C.E Andrews was a social worker in Champaran. He was a close follower of Gandhiji. He felt that a foreigner’s help should not be sought to free India of foreigners. According to him, self-reliance was of utmost importance.

Question 11.
When Gandhi got the wholehearted support of the lawyers, he said, ‘The battle of Champaran is won’. What was the essence behind his statement?
Answer:
The essence behind this statement was that now he would be able to defeat Britishers who were exploiting poor peasants and would make the lawyers help poor sharecroppers to’ get back their lost respect and money as well. Further, Gandhiji was ready to tutor all the lawyers how to fight this struggle.

Question 12.
Though the sharecroppers of Champaran received only one-fourth of the compensation, how can the Champaran struggle still be termed a huge success and victory?
Answer:
The Champaran struggle was termed a huge success and victory because Gandhiji was able to make the landlords surrender part of the money and their prestige by making them agree to handover 25% of the money as compensation. More important was the fact that peasants understood that they also had rights and people to defend them if they had problems. They learnt to be courageous when they stood behind Gandhiji to break the deadlock between the farmers and the landlords.

Question 13.
The lesson, ‘Indigo’ highlights Gandhiji’s method of working. Can you identify them and link them to his ideas of Satyagraha and non-violence?
Answer:
Gandhiji opposed unjust laws; his politics addressed day-to-day problems of the common man. He showed a willingness to oppose laws and even go to jail. His disobedience was always peaceful, and for truth and justice. He led through embarrassing people who were hypocrites (lawyers).

Question 14.
How did Mahatma Gandhi uplift the peasants of Champaran?
Answer:
Gandhiji gave them economic relief, made them overcome fear and to be united, taught them courage, provided solutions for their cultural and social backwardness, and improved their health and sanitary conditions.

Question 15.
Why is Rajkumar Shukla described as being resolute?
Answer:
Rajkumar Shukla was a poor, illiterate peasant from Champaran. When he came to know that Gandhi was in Lucknow, he decided to meet him and ask him to help the poor sharecroppers of Champaran. He requested Gandhi to come to Champaran but Gandhi was not free. He had appointments in Cawnpore and in other parts of India. Shukla followed him everywhere and even to his Ashram at Ahmedabad and urged him to fix a date. Finally, Gandhi had to agree to visit Champaran. This clearly shows that Shukla was resolute.

Indigo Long Answer Questions

Question 1.
The Champaran episode was a turning point in Gandhiji’s life. Elucidate.
Answer:
Before the Champaran episode, Gandhiji was not aware of the reality of the peasants of his motherland. ,On the insistence of Rajkumar Shukla, a sharecropper, Gandhiji went to Champaran and saw the miserable condition of the poor illiterate farmers. It was an eye-opener for him. The Britishers exploited the farmers to grow indigo. When it was not needed, they had to render compensation in order to be freed from old agreement.

Gandhiji was shocked to see them going to the court. He gathered them. This was the first step to free them from their fear of the British. The officials felt powerless without Gandhiji’s co-operation. He made them realise that the power of the British could be challenged by Indians.

The peasants were made to realise that they too had rights. The British landlords left the estate to the peasants and returned to their land after some time, thus ending indigo sharecropping. Through the Champaran episode, he made it clear to the British that they could not order Indians in their own country and through his personal example taught masses to be self-reliant and motivated them into civil disobedience.

Question 2.
Why did Rajkumar Shukla invite Gandhiji to Champaran? How did Gandhiji solve the problem of the indigo farmers?
OR
Why did Gandhiji consider freedom from fear more important than legal justice for the poor peasants of Champaran?
Answer:
Rajkumar Shukla was a poor peasant from Champaran. Under an old agreement, the peasants were compelled by the British to grow indigo on 15% of their land and part with it as rent. For this, Rajkumar Shukla had been advised to speak to Gandhiji who he was told, would be able to do something about their problem.

The landlords had learned that Germany had developed synthetic indigo. They forced the sharecroppers to sign agreements to pay them compensation to be freed from the 15 per cent arrangement. The sharecroppers, who refused, engaged lawyers. The information about synthetic indigo reached the peasants who had signed the agreements. They wanted their money back.

Gandhiji organised a gathering of the peasants at Motihari around the court. This was the beginning of their liberation from fear of the British. Though Gandhiji co-operated with the British and regulated the crowd, but it was a clear proof that their might could be challenged. He inspired the lawyers to fight for justice for the sharecroppers.

After the inquiry committee’s report, the peasants expected the entire sum of money as refund, but Gandhiji asked for 50% only. He was offered a refund of 25%. Gandhiji accepted it.According to Gandhiji, at that stage, money was less important. The landlords had to surrender their prestige and the peasants realised that they too had rights. This was their first lesson in courage. This is how their problem was solved.

Question 3.
Which factors helped the fear-stricken peasants of Champaran to achieve freedom?
Answer:
There were several factors in which Gandhiji’s contribution was remarkable.
The peasants were sharecroppers with the British planters. According to an old agreement, the peasants had to produce indigo on 15 per cent of the land and give it as rent to the landlords. Around 1917, it was told that Germany had developed synthetic indigo. So the British planters now no longer desired the indigo crop. To release the peasants from the old agreement, they demanded compensation from them. Most of the illiterate peasants agreed to it. However, others refused. Lawyers were engaged to go to the court.

At that time, Gandhiji appeared in Champaran. He fought a long battle for the poor peasants for one year and managed to get justice for them. The peasants now became courageous and became aware about their rights. Along with the political and economic struggle, Gandhiji worked on the social level also. He made arrangements for the education, health and hygiene of the families of poor peasants by teaching the lesson of self-reliance. It was one of the ways to forward the struggle for Indian independence.

The peasants now had courage. They believed that they had rights which they could defend. Gradually, the British planters left their estates. These estates now came back to the peasants. Indigo sharecropping disappeared for all times to come.

Question 4.
Give an account of Gandhiji’s efforts to secure justice for the poor indigo sharecroppers of Champaran.
Answer:
Gandhiji went to Champaran on receiving reports of exploitation of the poor sharecropper peasants at the hands of British planters. He began by trying to get the facts. The British landlords as well as commissioner of Tirhut were non-cooperative. Lawyers from Muzaffarpur briefed him about the court cases of these peasants. Gandhiji and the lawyers collected depositions by about ten thousand peasants. Notes were made on other evidence. Documents were collected. The whole area throbbed with the activities of the investigators and forceful protests of landlords.

The lieutenant governor summoned Gandhiji. After four protracted interviews, an official commission of enquiry was appointed to look into the indigo sharecroppers’ situation. Gandhiji was the sole representative of the peasants. The official enquiry assembled huge quantity of evidence against the big planters.

They agreed in principle to make refunds to the peasants. After consolation, a settlement of 25 per cent refund to the farmers was agreed upon. This was a moral victory for the peasants. They recognised their rights and became courageous. Within a few years, the British planters gave up tVieir estates. These now went back to the peasants. They became the master of the land. Thus, indigo sharecropping disappeared.

Question 5.
How was the Champaran episode a big success? Elucidate.
Answer:
The fight and the success of Champaran was the success of Civil Disobedience Movement started by Gandhiji. It was the attempt of the poor peasants who were helpless to the fraud met out to them. One of them contacted Gandhiji. Gandhiji’s presence in Bihar raised a huge row in Champaran. Thousands of peasants held a demonstration to protest against the government. The government was baffled. The orders for Gandhiji to quit Champaran were disobeyed by him. Afterwards, an enquiry commission was set up which ordered the sharecroppers to get 25 per cent of their money. The cruel landlords were made to surrender the partial amount of the extorted money. The efforts of Gandhiji and the peasants made the government realise its mistake.

Question 6.
Exploitation is a universal phenomenon. The poor indigo farmers were exploited by the British landlords to which Gandhiji objected. Even after our independence, we find exploitation in unorganised labour sector.
What values do we learn from Gandhiji’s campaign to counter the present day problems of exploitation?
Answer:
The weak are exploited and the strong prey on them is a universal fact. In the case of the poor illiterate indigo farmers, they were exploited by the British landlords. Gandhiji objected to it and freed the farmers from the agreement and brought an end to indigo sharecropping. In his manner of tackling the issue, he went
stepwise:

• he gathered information
• fearlessly he stated’his points
• in the final negotiations, he did not bother about the money; it was the submission of the opponent’s pride and prestige.

Similarly, we can proceed with such issues as Gandhiji’s method of solving the problem has universality about it. Today, we can follow it this way: one must be fully aware of one’s weaknesses and must try to overcome them, find ways of getting justice, never give in to any kind of exploitation, if trapped, try to come out of it wisely, get united when in trouble and seek help. Do not compromise your self-respect, values or dignity at any cost. Try to come out of the darkness of ignorance as soon as possible. Mistakes once made, must not be repeated.

Question 7.
Though Rajkumar Shukla was an illiterate peasant; he was resolute and was able to bring a change in the lives of the people of Champaran. Taking hints from the text, write an article on the topic, “Grit and Determination can take you a long way”.
Answer:
Grit and determination plays a very important role in one’s life. A person who doesn’t give up too easily and has tendency to step ahead without thinking too much about the difficulties is able to accomplish anything. We can take the example of Rajkumar Shukla. He wanted Gandhiji to go with him to his area called Champaran. Gandhiji was engaged at that time.

However, Shukla did not leave Gandhiji. He followed him wherever he went. Finally, Gandhiji had to arrange and fix time to go with him. Shukla’s resolute nature led to a change in the lives of the people of Champaran. His persistence bore fruit. It is important to pursue our goals with grit and determination to be successful. The will to succeed, will one day result in triumph. It is possible that it might take a long time to succeed but success will definitely be achieved.

Question 8.
‘Dialogue and not violence can resolve situations of conflict and injustice’. Prove the statement with reference to the lesson, ‘Indigo’.
Answer:
Gandhiji met Rajkumar Shukla, a poor peasant from Champaran at Lucknow. Shukla wanted Gandhiji to come to Champaran to help the poor sharecroppers who were compelled by the British to grow indigo on 15 % of their land and part with it as rent. Since the development of synthetic indigo, cultivation of indigo had become a waste. The landlords wanted sharecroppers to sign agreements to be freed from the 15 per cent arrangement by paying compensation. After understanding the problem, Gandhiji wanted to meet the secretary of British Landlord’s Association, but he was refused.

Then he tried to meet Commissioner of Tirhut who bullied him and ordered to leave. However, he defied the order and organised a gathering of the peasants around the court. Gandhiji proved that British power was no longer unchangeable. The authorities got afraid and postponed the case.

Gandhiji was released on bail. He inspired the lawyers to fight for justice for the sharecroppers. The case was dropped and Gandhiji agreed for 25% refund as was agreed by landlords. Finally, indigo sharecropping was abandoned and land was given to peasants. This became the first success of Non-cooperation Movement for Gandhiji.

These NCERT Solutions for Class 12 Maths Chapter 13 Probability Miscellaneous Exercise Questions and Answers are prepared by our highly skilled subject experts. https://mcq-questions.com/ncert-solutions-for-class-12-maths-chapter-13-miscellaneous-exercise/

NCERT Solutions for Class 12 Maths Chapter 13 Probability Miscellaneous Exercise

Question 1.
A and B are two events such that P (A) ≠ 0. Find P(B|A), if
i. A is a subset of B
ii. A ∩ B = Φ
Solution:

Question 2.
A couple has two children.
Find the probability that both children are males, if it is known that atleast one of the children is male.
Solution:
The sample space, S = {MM, MF, FM, FF},
where M denote male and F denote female.
Let A: both children are males
B : atleast one child is a male
A = {MM},
B = {MM, MF, FM}
\(\mathrm{A} \cap \mathrm{B}=\{\mathrm{MM}\}, \mathrm{P}(\mathrm{A})=\frac{1}{4}\)
\(P(B)=\frac{3}{4}, P(A \cap B)=\frac{1}{4}\)

Question 3.
If a leap year is selected at random, what is the chance that it will contain 53 Tuesdays?
Solution:
A leap year contains 366 days = 52 weeks + 2 days
The last 2 days can be
i. Monday, Tuesday
ii. Tuesday, Wednesday
iii. Wednesday, Thursday
iv. Thursday, Friday
v. Friday, Saturday
vi. Saturday, Sunday
vii. Sunday, Monday
Of these seven possibilities, (i) & (ii) are favourable to 53 Tuesdays.
∴ P(53 Tuesday) = \(\frac { 2 }{ 7 }\)

Question 4.
An experiment succeeds twice as often as it fails. Find the probability that in the next six trials, there will be atleast 4 successes.
Solution:
Let p be the probability of a success and q the probability of failure.
Then p + q – 1 and p = 2q
Solving p = \(\frac { 2 }{ 3 }\) and q = \(\frac { 1 }{ 3 }\)
Let X be the number of success.
Then X is a binomial distribution with

Question 5.
How many times must a man toss a fair coin so that the probability of having atleast one head is more than 90%?
Solution:
Tossing a coin many times is a Bernoulli trial. Here success is obtaining a Head.
∴ P = \(\frac { 1 }{ 2 }\)
q = 1 – p = 1 – \(\frac { 1 }{ 2 }\) = \(\frac { 1 }{ 2 }\)
Let X be the number of heads obtained
Then X is a binomial distribution B(n, \(\frac { 1 }{ 2 }\))

We know 2¹ = 2, 2² = 4, 2³ = 8, 2⁴ = 16, 2⁵ = 32 and so on
Hence the minimum value of n is 4 i.e. n > 4
i.e. the man has to toss the coin atleast 4 times.

Question 6.
In a game, a man wins a rupee for a six and loses a rupee for any other number when a fair die is thrown. The man decided to throw a die thrice but to quit as and when he gets a six, Find the expected value of the amount he wins/loses.
Solution:
The game ends in the following ways.
i. The man gets 6 in 1^st throw. In this case, he earns ₹ 1.
P(getting 6 ¡n 1^st throw) = \(\frac { 1 }{ 6 }\)

ii. The man does not get 6 in 1^nd throw and 6 in 2^nd throw. In this case he earns ₹ 0
(In 1^st throw, he earns ₹ 1 and in 2^nd throw he loses ₹ 1)
P(not getting 6 on 1^st throw & 6 in 2^nd throw) = (\(\frac { 5 }{ 6 }\))(\(\frac { 1 }{ 6 }\)) = \(\frac { 5 }{ 6 }\)

Question 7.
Suppose we have four boxes A, B, C and D containing coloured marbles as given below:

One of the boxes has been selected at random and a single marble is drawn from it. If the marble is red, what is the probability that it was drawn from box A? box B?
Solution:
Let E₁ : selecting box A
E₂ : selecting box B
E₃ : selecting box C
E₄ : selecting box D
A : selecting a red ball
E₁, E₂, E₃ and E₄ are mutually exclusive and exhaustive events.
∴ \(\mathrm{P}\left(\mathrm{E}_{1}\right)=\mathrm{P}\left(\mathrm{E}_{2}\right)=\mathrm{P}\left(\mathrm{E}_{3}\right) \dot{\mathrm{P}}\left(\mathrm{E}_{4}\right)=\frac{1}{4}\)
\(\mathrm{P}\left(\mathrm{A} \mid \mathrm{E}_{1}\right)=\frac{1}{10}, \quad \mathrm{P}\left(\mathrm{A} \mid \mathrm{E}_{2}\right)=\frac{6}{10}\)

Question 8.
Bag I contains 3 red and 4 black balls and Bag II contains 4 red and 5 black balls. One ball is transferred from Bag I to Bag II and then a ball is drawn from Bag II. The ball so drawn is found to be red in colour. Find the probability that the transferred ball is black.
Solution:
E₁ : a red ball is transferred from bag I to bag II
E₂ : a black ball is transferred from bag I to bag II
A : a red ball is taken from bag II after transferring a ball
E₁ and E₂ are mutually exclusive and exhaustive events

Question 9.
If A B are two events such that P(A) ≠ 0 and P(B|A) = 1, then
a. A ∩ B
b. B ∩ A
c. B = Φ
d. A = Φ
Solution:

Question 10.
If P(A|B) > P(A), then which of the following is correct:
a. P(B | A) < P(B)
b. P(A ∩ B) < P(A). P(B) c. P(B | A) > P(B)
d. P(B | A) = P(B)
Solution:

Question 11.
If A and B are any two events such that P(A) + P(B) – P(A and B) = P(A), then
a. P(B|A) = 1
b. P(A|B) = 1
c. P(B|A) = 0
d. P(A|B) = 0
Solution:

These NCERT Solutions for Class 12 Maths Chapter 13 Probability Ex 13.4 Questions and Answers are prepared by our highly skilled subject experts. https://mcq-questions.com/ncert-solutions-for-class-12-maths-chapter-13-ex-13-4/

NCERT Solutions for Class 12 Maths Chapter 13 Probability Exercise 13.4

Question 1.
State which of the following are not the probability distributions of a random variable. Give reasons for your answer.

Solution:
P (0) + P (1) + P (2) = 0.4 + 0.4 + 0.2 = 1
It is a probability distribution.

(ii) P (3) = – 0.1 which is not possible.
Thus it is not a probability distribution.

(iii) P(-1)+P(0)+P(1) = 0.6 + 0.1 + 0.2 = 0.9 ≠ 1
Thus it is not a probability distribution.

(iv) P (3) + P (2) + P (1) + P (0) + P (-1)
= 0.3 + 0.2 + 0.4 + 0.1 + 0.05 = 1.05 ≠ 1
Hence it is not a probability distribution.

Question 2.
An urn contains 5 red and 2 black balls. Two balls are randomly drawn. Let X represent the number of black balls. What are the possible values of X ?. Is X a random variable?
Solution:
These two balls may be selected as RR, RB, BR, BB, where R represents red and B represents black ball, variable X has the value 0,1,2, i.e., there may be no black balls, may be one black ball, or both the balls are.black. Yes , X is a random variable.

Question 3.
Let X represent the difference between the number of heads and the number of tails obtained when a coin is tossed 6 times. What are possible values of X?
Solution:
Let ‘w’ denote the number of heads and ‘n’ the number of tails when a coin is tossesd six times
X is the difference between m and n
∴ X = |m – n|

∴ The possible values of X are 0, 2, 4, 6.

Question 4.
Find the probability distribution of
(a) number of heads in two tosses of a coin.
(b) number of tails in the simultaneous tosses of three coins.
(c) number of heads in four tosses of a coin.
Solution:
i. When a coin is tossed twice, the sample
space S = {HH, HT, TH, TT}
Let X denote the number of heads.
Then X takes the values 0, 1, 2.
P(X = 0) = P(two tails) = P{TT} = \(\frac { 1 }{ 4 }\)
P(X = 1) = P(one head & one tail)
= P{HT,TH} = \(\frac { 2 }{ 4 }\) = \(\frac { 1 }{ 2 }\)
P(X = 2) = P(two heads) = P{HH} = \(\frac { 1 }{ 4 }\)
∴ The probability distribution of X is

ii. When a coin is tossed 3 times, the sample space S = {HHH, HHT, HTH, HTT, THH, THT, TTH, TTT}
Let X denote the number of tails.
Then X take values 0, 1, 2, 3.
P(X = 0) = P(no tail) = P{HHH} = \(\frac { 1 }{ 8 }\)
P(X = 1) = P(one tail & two heads)
= P{HHT, THH, HTH} = \(\frac { 3 }{ 8 }\)
P(X = 2) = P(two tails & one head)
= P{HTT, THT, TTH} = \(\frac { 3 }{ 8 }\)
P(X = 3) = P(three tails) = P(TTT) = \(\frac { 1 }{ 8 }\)
The probability distribution of X is

iii. When four coins are tossed, sample space, S = {HHHH, HHHT, HHTH, HHTT, HTHH, HTHT, HTTH, HTTT, THHH, THHT, THTH, THTT, TTHH, TTHT, TTTH, TTTT}
Let X denote the number of heads in the four tosses of a coin.
Then X can take the values 0, 1,2, 3 and 4
P(H) = \(\frac { 1 }{ 2 }\) ,P(T) = \(\frac { 1 }{ 2 }\)
P(X = 0) = P(TTTT) = \(\frac { 1 }{ 2 }\) x \(\frac { 1 }{ 2 }\) x \(\frac { 1 }{ 2 }\) x \(\frac { 1 }{ 2 }\) = \(\frac { 1 }{ 16 }\)
P(X = 1) = P{HTTT, THTT, TTHT, TTTH}

Question 5.
Find the probability distribution of the number of successes in two tosses of a die, where a success is defined as
i. number greater than 4
ii. six appears on atleast one die
Solution:
i. When a die is tossed the sample space S = {1, 2, 3, 4, 5, 6}.
Let A denote the success
A: getting a number greater than 4
A = {5, 6}
P(A) = \(\frac { 2 }{ 6 }\) = \(\frac { 1 }{ 3 }\)
P(A’) = 1 – P(A)= 1 – \(\frac { 1 }{ 3 }\) = \(\frac { 2 }{ 3 }\)
Let X denote the number of successes in ‘two tosses of a die.
Then X takes the values 0, 1, 2
P(X = 0) = P(A’A’) = \(\frac { 2 }{ 3 }\) x \(\frac { 2 }{ 3 }\) = \(\frac { 4 }{ 9 }\)
P(X = 1) = P(A A’ or A’ A)
= \(\frac { 1 }{ 3 }\) x \(\frac { 2 }{ 3 }\) + \(\frac { 2 }{ 3 }\) x \(\frac { 1 }{ 3 }\) = \(\frac { 4 }{ 9 }\)
P(X = 2) = P(AA) = \(\frac { 1 }{ 3 }\) x \(\frac { 1 }{ 3 }\) = \(\frac { 1 }{ 9 }\)
The Probability distribution of X is

ii. Let B denote the event of getting 6 on atleast one die
∴ B = {(1, 6), (2, 6), (3, 6), (4, 6), 6), (6, 6), (6, 1), (6, 2), (6, 3), (6, 4), (6, 5)}
Let X denote the number of success
Then X takes the values 0 and 1
P(X = 0) = P(B’)= 1 – P(B)
= 1 – \(\frac { 11 }{ 36 }\) = \(\frac { 25 }{ 36 }\)
P(X = 1) = P(B) = \(\frac { 11 }{ 36 }\)
∴ The probability distribution of X is

Question 6.
From a lot of 30 bulbs which include 6 defectives, a sample of 4 bulbs is drawn at random with replacement. Find the probability distribution of the number of defective bulbs.
Solution:
Let D denote a defective bulb
∴ P(D) = \(\frac { 6 }{ 30 }\)
∴ P(D’) = 1 – P(D) = 1 – \(\frac { 1 }{ 5 }\) = \(\frac { 4 }{ 5 }\)
Let X denote the number of defective bulbs in the sample of 4 bulbs.
Then X takes the values 0, 1, 2, 3, 4

Another Method:
There are 6 defective bulbs and 24 non defective bulbs
P(getting a defective bulb) = \(\frac { 6 }{ 30 }\) = \(\frac { 1 }{ 5 }\)
P(getting a non defective bulb) = \(\frac { 24 }{ 30 }\) = \(\frac { 4 }{ 5 }\)
Let X denote the number of defective bulbs.
Then X takes the values 0, 1, 2, 3, 4
P(X = 0) = P(no defective bulb)

Question 7.
A coin is biased so that the head is 3 times as likely to occur as tail. If the coin is tossed twice, find the probability distribution of number of tads.
Solution:

Question 8
A random variable X has the following probability distribution:

Determine
(i) k
(ii) P(X < 3) (iii) P(X > 6)
(iv) P(0 < X < 3)
Solution:
(i) k

Question 9.
The random variable X has a probability distribution P (X) of the following form, where k is some number

(a) Determine the value of k
(b) Find P(X < 2), P (X ≤ 2), P(X ≥ 2)
Solution:

Question 10.
Find the mean number of heads in three tosses of a fair coin.
Solution:
When 3 coins are tossed, the sample space S = {HHH, HHT, FITH, HTT, THH, THT, TTH, TTT}
Let X denote the number of heads
Then X takes the values 0, 1, 2, 3
P(X = 0) = P(no head) = \(\frac { 1 }{ 8 }\)
P(X = 1) = P(one head) = \(\frac { 3 }{ 8 }\)
P(X = 2) = P(two heads) = \(\frac { 3 }{ 8 }\)
P(X = 3) = P(three heads) = \(\frac { 1 }{ 8 }\)
The probability distribution of X is

Question 11.
Two dice are thrown simultaneously. If X denotes the number of sixes, find the expectation of X.
Solution:
Let X denote the number of 6’s when two dice are thrown.
Then X takes the values 0, 1, 2
P(X = 0) = P(no six on both dice)

Question 12.
Two numbers are selected at random (without replacement) from the first six positive integers. Let X denote the larger of the two numbers obtained. Find E(X).
Solution:
There are six numbers 1, 2, 3, 4, 5, 6 one of them is selected in 6 ways
When one of the numbers has been selected, 5 numbers are left, one number out of 5 may be select in 5 ways
∴ No. of ways of selecting two numbers without replacement out of 6 positive integers = 6 x 5 = 30

Question 13.
Let X denote the sum of the numbers obtained when two fair dice are rolled. Find the variance and standard deviation of X.
Solution:
When two dice are rolled, then the sample space S has 36 simple events.
Let X denote the sum of numbers on the two dice Then X takes the values 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
P(X = 2) = P{(1,1)} = \(\frac { 1 }{ 36 }\)
P(X = 3) = P{(1,2), (2,1)} = \(\frac { 2 }{ 36 }\)
P(X = 4) = P{(1,3),(2,2),(3,1)} = \(\frac { 3 }{ 36 }\)
P(X = 5) = P{(1,4),(2,3),(3,2),(4,1)} = \(\frac { 4 }{ 36 }\)
P(X = 6) = P{(1,5), (2,4), (3,3), (4,2), (5,1)} = \(\frac { 5 }{ 36 }\)
P(X = 7) = P{(1,6), (2,5), (3,4), (4,3), (5,2), (6, 1)} = \(\frac { 6 }{ 36 }\)
P(X = 8) = P{(2,6), (3, 5), (4,4), (5, 3), (6,2)} = \(\frac { 5 }{ 36 }\)
P(X = 9) = P{(3,6), (4,5), (5,4), (6,3)} = \(\frac { 4 }{ 36 }\)
P(X = 10) = P{(4, 6), (5, 5), (6,4)} = \(\frac { 3 }{ 36 }\)
P(X=11) = P{(5,6),(6, 5)} = \(\frac { 52}{ 36 }\)
P(X =12) = P{(6, 6)} = \(\frac { 1 }{ 36 }\)
The probability distribution of X is

Question 14.
A class has 15 students whose ages are 14, 17, 15, 14, 21, 17, 19, 20, 16, 18, 20, 17, 16, 19 and 20 years. One student is selected in such a manner that each has the same chance of being chosen and the age X of the selected student is recorded.What is the probability distribution of the random variable X ? Find mean, variance and standard deviation of X?
Solution:
X denotes the age of the student selected.
∴ X takes the values 14, 15, 16, 17, 18, 19, 20, 21
The data can be summarised into the following table

Question 15.
In a meeting, 70% of the members favour and 30% oppose a certain proposal. A member is selected at random and we take X = 0, if he opposed, and X = 1, if he is in favour Find E (X) and Var (X).
Solution:
X takes the values 0 and 1

Question 16.
The mean of the number obtained on throwing a die having written 1 on three faces, 2 on two faces and 5 on one face is
(a) 1
(b) 2
(c) 5
(d) \(\frac { 8 }{ 3 }\)
Solution:
Let X denote the number written on the face of the die.
Then X takes the values 1, 2, 5

Question 17.
Suppose that two cards are drawn at random from a deck of cards. Let X be the number of aces obtained. What is the value of E (X)?
(a) \(\frac { 37 }{ 221 }\)
(b) \(\frac { 5 }{ 13 }\)
(c) \(\frac { 1 }{ 13 }\)
(d) \(\frac { 2 }{ 13 }\)
Solution:
Let X denote the number of aces
Then X can take the values 0, 1, 2
P(X = 0) = P(no ace)

The NCERT Solutions for Class 12 English Flamingo Chapter 1 The Last Lesson Consists Of All The Answers From This pdf. You Can Download The Pdf For NCERT Solutions for Class 12 English Free And Refer To The Answers To Get A Better Understanding Of The Chapter. https://mcq-questions.com/ncert-solutions-for-class-12-english-flamingo-chapter-1-the-last-lesson/

The Last Lesson NCERT Solutions for Class 12 English Flamingo Chapter 1

The Last Lesson NCERT Text Book Questions and Answers

The Last Lesson Think as you read

The Last Lesson Question Answer Class 12 NCERT Solutions Question 1.
What was Franz expected to be prepared with for school that day?
Answer:
Franz was expected to be prepared with participles. Mr Hamel had told the class that he would be taking a test on the topic that day.

The Last Lesson Question Answers Class 12 NCERT Solutions Question 2.
What did Franz notice that was usual about the school that day?
Answer:
Usually when the school begins, there would be a lot of commotions. But that day, everything was quiet and it appeared to be like a Sunday, but the students were at their places and Mr Hamel was walking up and down with his terrible iron ruler under his arm.

The Last Lesson Class 12 Questions And Answers Question 3.
What had been put up on the bulletin board?
Answer:
The bulletin-board notified the general public about an order from Berlin. It stated that only German will be taught to the students in the schools of Alsace and Lorraine.

The Last Lesson Question And Answer NCERT Solutions Class 12 Question 4.
What changes did the order from Berlin cause in school that day?
Answer:
The order from Berlin brought all the routine hustle-bustle of the school life to a stand¬still. The teacher, M. Hamel became more sympathetic to his students and taught his lessons with more patience. The students became more attentive in their classes. The villagers were sitting at the usually empty back benches and had come to show their respect and gratitude to M. Hamel.

They regretted not going to school. The order also brought about a great change in people’s feelings towards their country and their native language. There was a general sadness about not being able to utilise the opportunities of learning French when it was possible to do so.

Class 12 English Chapter 1 Question Answers The Last Lesson Question 5.
How did Franz’s feelings about M. Hamel and the school change?
Answer:
Franz was shocked when M. Hamel told the students about the order from Berlin and that it was their last French lesson. He forgot about his teacher’s ruler and crankiness. He developed a sudden fondness for M. Hamel, and was disturbed by the idea of being separated from him forever. He understood the pain and agony his teacher was undergoing. And he became more sympathetic towards his teacher.

His school, too, now carried a different meaning. His books and lessons seemed old friends, whom he couldn’t give up. He realised with pain that how much French meant to him and regretted not being attentive in his classes earlier. Suddenly, he felt that the ‘difficult concepts’ had never actually been difficult.

The Last Lesson Understanding the Text

The Last Lesson Questions And Answers Class 12 NCERT Solutions Question 1.
The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen?
Answer:
M. Hamel told the students and the 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 the most logical language in the world. He said that for the enslaved people that their language was the key out of prison. Only then the people realised the importance of their language. This shows people’s love for their own culture, traditions and country. Pride in one’s language reflects pride in the motherland.

Ncert Solutions For Class 12 English Flamingo The Last Lesson Question 2.
Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean?
Answer:
Alphonse Daudet’s ‘The Last Lesson’ very prominently raises the question of linguistic and cultural hegemony of the colonial and imperial powers and their lust for controlling the world and influencing their cultures and identities. Enforcement of German on the defeated nation was a way of realising this. The order to teach German rather than . French in schools was released.

Franz is flabbergasted on hearing this and understands that this order would deprive him of learning his mother tongue. He also wondered if the pigeons would have to coo in German. By compelling them to use a foreign language was like snatching away their language from them, which he felt would be unfair and unkind.

The language was as natural to them as cooing is to the pigeon. So compulsion to speak another language is like dominating the force of nature and enslaving it. As it is next to impossible to alter the way pigeons sing, the same way, it is difficult for people to accept a language which is forcibly imposed on them. Adopting a new language causes pain and discomfort.
Or
This sentence could possibly mean that however hard the authorities try to embed German language in the culture of Alsace and Lorraine, the natural status of French for them, will remain unchanged. French flows in the air and the entire place is full of its effect. Even though they train students in German, the basic mode of communication would remain unchanged like the cooing of the pigeons.

The Last Lesson Talking about the Text

Last Lesson Question Answer Class 12 NCERT Solutions Question 1.
“When people are enslaved, as long as they 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 language taken away from them or had a language imposed on them?
Answer:
Some examples of the native language taken away from its people and/or imposition of the language of the conqueror are:

• Portuguese becoming the lingua franca of Angola.
• English imposed on the various Celtic people.
• Spanish imposed on the Basques and the Catalans.
• Turkish imposed on the Kurds.

The Last Lesson Class 12 NCERT Solutions Question 2.
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
Answer:
A linguistic minority in a state does not have as much liberty to exercise linguistic skills as the natives of the state. They initially try to learn the jargons in order to cope with the day-to-day activities and finally begin to understand the native language with regular interaction. At the workplace and educational organisations, English or the link language helps a lot to cope with the work and learning process. But when it comes to understanding the basic norms of the society, in order to socialise, one does face a sort of linguistic barrier during communication.

To keep their language alive, the linguistic minorities can form small communities where . they can celebrate their festivals as per their traditions. Moreover, they can continue to speak their native language at their homes in order to make their children learn the language. People must even try to visit their native places at regular intervals in order to stay close to their roots.

The Last Lesson Ncert Solutions Class 12 Question 3.
Is it possible to carry pride in one’s language too far? Do you know what ‘linguistic chauvinism’ means?
Answer:
Yes, it is possible to carry pride in one’s language too far if one is fond of one’s own language at the cost of belittling of other languages. Indifference towards other languages is not healthy for any democracy like India.

When the sense of belonging to one’s own language crosses the thin line between ‘pride’ and ‘proud’, it becomes linguistic chauvinism. If people feel good about their language and traditions, they must have tolerance for other languages too. Everybody has the right to follow the religion as well as speak the language as per their choice.

The Last Lesson Working with Words

Notice the underlined words in these sentences and tick the option that best explains their meanings.
(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 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.
Answer:
(a) (ii) startling and unexpected.
(b) (ii) are attached to their language.
(c) (iii) early enough.
(d) (ii) seemed very confident.

The Last Lesson Extra Questions and Answers

The Last Lesson Short Answer Questions

Last Lesson Question Answers Class 12 NCERT Solutions Question 1.
How was the scene in the school, on the morning of the last lesson, different from thaton other days?
OR
How was M. Hamel’s class different the day Franz went late to school?
Answer:
Generally, there would be a great bustle, closing and shutting of desks, lessons repeated loudly in unison, rapping of the teachers’ ruler on the table, all of which could be heard out in the street. But that everything was quite different. There was no noise. All were in their seats, Franz walked in late and M. Hamel let him calmly. He then noticed that his sir was dressed in his best clothes and there were the elders of the village seated in the class. It was a bit later that Franz realised why the day was different. It was their last French lesson.

The Last Lesson Class 12 NCERT Solutions Question 2.
How does M. Hamel pay a tribute to the French language?
OR
What did M. Hamel tell them about the French language? What did he ask them to do and why?
Answer:
M. Hamel went on to talk about French language. He told that it was the most beautiful language of the world. It was the clearest and the most logical of all languages. He asked the people to guard it among themselves and never forget it. As long as people ‘hold fast to their language, they have the key to freedom’.

Question 3.
One order from Berlin changed the scenario of the school. Comment.
Answer:
The order from Berlin led to the announcement that French would not be taught anymore, and instead, German would be taught by a new master. This was to be their last French lesson. The class was quiet as it was a Sunday morning with no hustle and bustle. The teacher, M. Hamel was patient and calm but inwardly emotional. He was in his special dress. The sad villagers were sitting on the last benches like the other students and the teacher explained the lesson very patiently.

Question 4.
“What a thunderclap these words were to me!” Which were the words that shocked and surprised little Franz?
Answer:
M. Hamel said, “My children, this is the last French lesson I shall give you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. The new master will come tomorrow. This is your last French lesson. I want you to be attentive”. These words of his teacher were a thunderclap for Franz.

Question 5.
Who did M. Hamel blame for the neglect of learning on the part of boys like Franz?
Answer:
M. Hamel blamed the parents for the neglect of learning of French language as they engaged the boys in farm work. He also blamed himself to some extent as he too assigned the work of gardening to boys like Franz. He also gave them a holiday whenever he wanted to go for fishing.

Question 6.
“This is your last French lesson.” How did Franz react to this declaration of M. Hamel?
OR
How did Franz react to the declaration that it was their last French lesson?
Answer:
The announcement made by M. Hamel left a great impact not only on Franz but all the other citizens. Franz was shocked to hear that M. Hamel was leaving and that it was his last lesson. He realised that he would not be able to read and speak his own mother tongue and regretted his lack of interest and carelessness.

Question 7.
How did M. Hamel say farewell to his students and the people of the town?
Answer:
M. Hamel looked very pale and tall when he stood up in his chair. All the students were quiet. The village people old Hauser, the former Mayor, the former postmaster and several others were present in the schoolroom. The teacher told the villagers that French was the most beautiful language in the world. He ended the lesson by writing Vive La France on the blackboard. He made a gesture with his hand to indicate that the school is dismissed and students could go home.

Question 8.
Why had the bulletin board become a centre of attention during the last two years?
Answer:
For the past two years, the news of lost battles, the draft and the orders of the commanding officer were displayed on the bulletin board. People thronged the bulletin board to read all this information. This was the reason why it had become a centre of attention.

Question 9.
What was tempting Franz to keep away from school ‘that morning’?
Answer:
Franz was supposed to learn participles as part of his schoolwork, which he had not done. Therefore, he was afraid of being scolded by M. Hamel. Also, he wanted to spend the day outdoors as it was warm and bright. The sight of the chirping birds and the Prussian soldiers drilling appealed to him more than the rules of participles.

Question 10.
What was unusual about M. Hamel’s dress and behaviour on the day of his last French lesson?
Answer:
Whenever Franz arrived late, he was met by an angry teacher. This time however, he was astounded when he was welcomed by a kind and polite M. Hamel. This was quite contrary to his nature. Moreover, he was dressed in his best clothes, a beautiful green coat, frilled shirt and an embroidered black silk cap, which he wore only on inspection and prize days.

Question 11.
Why had M. Hamel put on his fine Sunday clothes? Why were the old men of the village sitting there in the back of the classroom?
OR
Who occupied the back benches in the classroom on the day of the last lesson? Why?
Answer:
The back benches were occupied by the people of the village. Old Hansar, who had his three cornered hat, the former Mayor, the former post master and several other elders. They had come to express their respect and regard for M. Hamel and sorrow that he had to leave from their midst.

Question 12.
How did Franz perform when his turn came to recite? How did M. Hamel react?
Answer:
Franz’s name was called and he was asked to recite. Despite his best efforts, he got mixed up on the first words. He stood there holding on to his desk. His heart beat fast. And he did not dare look up. M. Hamel told him in a polite tone that he would not scold him as he was not the only one who neglected learning French. Many others in Alsace shared his fate because of procrastination. He said that every one had a great deal to reproach themselves with.

Question 13.
“We’ve all a great deal to reproach ourselves with.” Why did M. Hamel blame the parents and himself too for not showing due attention and care to the learning of French?
Answer:
M. Hamel did not hold Franz responsible for neglecting the learning of French. Most people of Alsace only pretended to be Frenchmen. But they could neither speak nor write their own language. The parents were not anxious to have them learn. They preferred to put children on a farm or at the mills to earn a little more money. He . even held himself responsible as he often sent his students to water his flowers instead of learning their lessons. He also used to give a holiday whenever he wanted to go fishing.

Question 14.
What does M. Hamel say about French language? What did he urge upon his students and villagers to do?
Answer:
M. Hamel talked at length about the French language. He considered French to be the most beautiful language in the world. It was the clearest and the most logical language too. He urged his students to guard it among themselves and reminded them never to forget it.

Question 15.
How does M. Hamel prove to be an ideal teacher?
Answer:
M. Hamel brings home the message of importance of love of mother tongue and patriotism. He explains things well and asks students to continue learning French even when he is gone. Hence, he proves to be an ideal teacher.

Question 16.
How was M. Hamel dressed differently that day? Why?
Answer:
M. Hamel wore a green coat, frilled shirt and black silk cap to the class. He announced that it was their last lesson in French and that German will be taught in the school in the future. He was proud of being French and was upset by occupation of Alsace by Germans. He was very attached to the town, the school and its people.

Question 17.
What had the narrator counted on to enter the school unnoticed?
Answer:
The teacher’s rap of the ruler, the banging of the desks, and the lessons repeated would be so loud that it could be heard in the street. The author thought this background would be a shield and he could enter the school unnoticed.

Question 18.
What changes did the order from Berlin cause in the school?
Answer:
The order from Berlin directed schools in the districts of Alsace and Lorraine in France to teach German instead of French.

Question 19.
Why were the elders of the village sitting in the classroom?
Answer:
The elders of the village came to the classroom to attend the last lesson of French in the school as a mark of respect to the French teacher, Mr Hamel who had been teaching there for the last forty years. These elders had not studied well, and could not read and write their mother tongue, French and so as it was the last opportunity for them, they came to attend the class.

Question 20.
How did Franz react to the declaration that it was their last French lesson?
Answer:
Franz was shocked and sad when he heard this news. Suddenly, he developed a liking for his language and was keen to learn French. He was remorseful for not learning well in the past and was sad that his teacher, Mr Hamel would go away.

Question 21.
What did Franz wonder about when he entered the class that day?
Answer:
He wondered why the classroom was still with no great bustle, the sound of desks opening and closing, lessons being repeated in unison, very loudly and M. Hamel’s great ruler rapping on the table.

Question 22.
Why was Franz not scolded for reaching the school late that day?
Answer:
Franz was not scolded that day as the situation was different than the other days. It was the last lesson in French by M. Hamel, who taught for forty years there. He regretted neglecting his classes earlier and wanted to compensate on the last day, before he left.

Question 23.
How were the parents and M. Hamel responsible for the children’s neglect of the French language?
Answer:
Parents were never keen or anxious to make their children learn French. They rather made them work in the fields or mills. Mr Hamel also lacked sincerity. He made the children water his garden during class hours or dismissed his class when he wanted to go for fishing.

Question 24.
“We’ve all a great deal to reproach ourselves with”, said M. Hamel. Refer to the context and explain what he wanted to convey to his students.
Answer:
M. Hamel wanted to convey to his students that still no loss has caused. If they desire, they can do a lot. Further, he advised them to move on and not to look back. He boosted the morale of his students by saying that though they have to blame themselves for not attending the school and he himself had to blame and disgrace himself for giving the holiday to students but hoped that they could mend their ways.

The Last Lesson Long Answer Questions

Question 1.
What is ‘linguistic chauvinism’? Analyse the order from Berlin in this light. How do you justify M. Hamel’s views about French and the new-found love of the people towards their language?
Answer:
Carrying pride in one’s language too far leads to ‘linguistic chauvinism’. We can analyse the order from Berlin in this light. It is nothing but a pure example of linguistic chauvinism. The imposition of German language over the French-speaking population can’t be justified at all. It is the worst kind of colonialism.

M. Hamel’s love for French is genuine. The shocking order from Berlin arouses patriotic feelings in him. He loves French and feels it to be the most beautiful language in the world. He calls it the clearest and the most logical language too. He regrets that the people of Alsace did not pay much heed to the learning of this great language. He asks the people to safeguard it among themselves.

It is the key to their unity and freedom. The people of Alsace, particularly the village elders, suddenly realise how precious their language is to them. Students like Franz too are not immune to patriotic feelings. Franz feels sorry for neglecting the learning of French. He hates the idea of German language being imposed on them. He remarks sarcastically, “Will they make them sing in German, even the pigeons?” The last lesson was so impactful that it helped to revive the love for the language among the people of Alsace.

Question 2.
How can you estimate M. Hamel as a man with a ruler and as a man with a gesture?
OR
How does M. Hamel prove to be an ideal teacher?
Answer:
In ‘The Last Lesson’, Alphonse Daudet presents M. Hamel’s character with due sympathy and respect. Initially, he is presented in the mould of a traditional schoolmaster. He used his terrible ruler under his arm. Everyone could hear the rapping of the ‘great ruler’ on the table even outside in the street. Franz reminds us ‘how cranky’ M. Hamel was. The students used to dread their schoolmaster. Franz was scared of being scolded as he had not prepared his lesson on participles. For a moment, he even thought of running away from school. Mr Hamel was a hard task master. He maintained discipline in the class.

The other side of Mr Hamel’s character is seen after the order from Berlin came. He had been transformed now. He became soft and gentle towards his students. He didn’t scold Franz for coming late. He did not even use his ruler when little Franz got mixed up and confused when his turn to recite came. He declared that it was his last lesson in French as from the next day German would be taught in the schools of Lorraine and Alsace. He would leave the next day. A new teacher would come in his place. He wore his best dress in honour of the last lesson.

M. Hamel was given respect not only by his students but even by the village elders. He was totally dedicated to the cause of teaching. He had been teaching for forty years in the same school. The village elders came to pay their respect to such a grand teacher. They sat on the back benches to listen to his last lesson.

M. Hamel loved France and French from the depth of his heart. He regarded French as the most beautiful language in the world. He told the people to guard it among themselves and never to forget it. On hearing the sound of trumpets of the Prussian soldiers under his window, patriotic feelings overpowered him. He mounted the chair and tried to speak, however something choked him. He wrote “Vive La France” with a piece of chalk on the blackboard and dismissed the class.

Question 3.
Write a character sketch of Franz.
Answer:
Franz was a student of a school in Alsace. His schoolmaster was M. Hamel. Franz was not brilliant. Franz enjoyed spending time out of doors. He liked the warm and bright day, and loved to listen to the chirping of the birds and watching the drilling of the Prussian soldiers. He preferred this instead of being in the classroom. He didn’t prepare his lesson on participles. When he was asked to recite, he got mixed up and confused. He was not excited to go to school and did not show any interest in M. Hamel’s teaching.But he was scared of M. Hamel’s scolding. He always dreaded the great ruler that M. Hamel kept under his arm. Franz knew how ‘cranky’ M. Hamel was.

However, Franz was forced to change his opinion about M. Hamel. An order came from Berlin pronouncing that German language would be taught in the schools of French districts of Alsace and Lorraine. On knowing that it was the last lesson that Mr Hamel was going to deliver, his views about him changed. He started respecting the man who had spent forty years in the same school. He felt sorry for not learning French.

He shared M. Hamel’s views about French. It was the most beautiful language in the world. Franz sarcastically remarked, “Will they make them sing in German, even the pigeons?” After the last lesson, his views about French took a patriotic turn. He listened to M. Hamel’s last lesson with rapt attention and dignity, and regretted having been careless and inattentive.

Question 4.
Our native language is part of our culture and we are proud of it. How does the presence of village elders in the classroom and M. Hamel’s last lesson show their love for French?
OR
Our language is part of our culture and we are proud of it. Describe how regretful M. Hamel and the village elders are for having neglected their native language, French.
Answer:
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 the most logical language in the world. He said that for the enslaved people, their language was the key out of prison. Only then the people realised the importance of their language. This shows people’s love for their own culture, traditions and country. Pride in one’s language reflects pride in motherland.

When Franz jumbled while it was his turn to answer, M. Hamel expresses regret at the pathetic state of the language among the folks of Alsace. He regrets the fact that everyone chose to procrastinate. Also, he felt that the parents preferred their children worked in the farms for that extra income. He worried that the Germans would ridicule them for being incapable of speaking and writing their language. He blames everyone including himself for being careless, lazy and Lackadaisical (unenthusiastic and lack of determination).

Question 5.
Everybody during the last lesson is filled with regret. Comment.
Answer:
Everybody during the last lesson is filled with regret. There was a general sadness about not being able to utilise the opportunities of learning French when it was easily accessible. Franz wished that he had attended classes more often and regretted not being attentive in his classes earlier. He suddenly found his lessons more interesting and easy. The villagers, who were sitting at the usually empty back benches and had come to show their respect and gratitude to M. Hamel, regretted not going to school more than they did.

The order also brought about a great change in the feelings of the people towards their country and their native language. M. Hamel regretted sending his students to water his flowers instead of learning their lessons. He also regretted giving holiday to students whenever he wanted to go on fishing.

Question 6.
What changes did the narrator find in the school when the order from Berlin came?
Answer:
The order from Berlin prohibited teaching of French in the schools of Alsace and Lorraine. Instead, German was to be taught in the schools. Franz was late for school that day. He noticed that the hustle and bustle was missing. There was no opening and closing of desks, no repetition of lessons or rapping of the teacher’s ruler on the table could be heard. It was all very quiet and still.

Franz was further surprised because, instead of meeting an angry teacher, he was welcomed by a kind and polite teacher, who was dressed in his best clothes, a beautiful green coat, frilled shirt and an embroidered silk cap, which he wore only on inspection and prize days. The back benches were occupied by the village people who never came to school, as they were more concerned about their livelihood. He was further astounded to know that M Hamel was going to teach his last lesson that day.

Question 7.
Justify the title of the story, ‘The Last Lesson’.
Answer:
The title of the story, ‘The Last Lesson’ is self-relieving. The whole story revolves around the title. The beginning of the story serves as preparation for it. The title also conveys the central theme of the story—the fact that sometimes even the most precious things in our lives are taken for granted. The people of Alsace never gave much importance to the mother tongue, French.

They did not even insist their children to pay any attention to their language. They did not encourage regular attendance of their children in French classes. They preferred their children to work and earn, instead of studying. The order from Prussians made them realise the importance of their mother tongue. So they attend M. Hamel’s last lesson altogether. Thus, the title, ‘The Last Lesson’ is justified.

Question 8.
Write a character sketch of M. Hamel as a teacher.
Answer:
M. Hamel was a true French man who has been teaching French in the districts of Alsace and Lorraine for forty years. He loved his profession and was proud of his language, French. He had a deep sense of respect for his mother tongue. He considered French to be the most beautiful language of the world. As a teacher, he was very particular and strict in imparting knowledge to his students. When France was overtaken by Prussians, he was depressed because French was banned from being taught in the schools. While taking his last lesson, he tried his best to remain calm and composed.

His sorrow was evident in the way he was sitting in the class while his students were completing their writing assignment. He felt tormented at the fact that people had become indifferent to learning French and appealed to them to keep their language alive. He was a true patriot. He believed that mother tongue is a means of holding one’s identity and self¬respect. At the end of his last lesson, he writes ‘Vive La France!’ on the blackboard. This shows his love and concern for the people and the language of his country.