Class 12 English Flamingo Keeping Quiet (Pablo Neruda)

 

NCERT Solutions For Class 12 English

Flamingo

Keeping Quiet (Pablo Neruda)

 

CONTENTS

 

Ø Theme

Ø Stanza

Ø Question Answers

Ø Word Meaning

 

 

THEME

 

"Keeping Quiet" stands as a composition by Pablo Neruda, originally acknowledged as Neftali Ricardo Reyes Basoalto. Through this poem, the poet endeavors to illuminate the potency of silence and its capacity to foster peace and unity. Serving as an anti-war piece, it implores humanity to refrain from violence and the harm inflicted upon both humans and animals, emphasizing the transformative influence of self-reflection.

In the opening lines, the poet prompts readers to count up to twelve and maintain stillness, where the act of 'counting till twelve' symbolizes potential unity akin to the convergence of clock hands at twelve. Furthermore, the poet advocates for abstaining from language, which erects barriers between individuals, suggesting the adoption of the universal language of silence. The subsequent lines counsel a suspension of arm movements, representing a pause from bustling activities to rest briefly.

In ensuing stanzas, the poet envisions an unusual and serene moment bereft of rush and machinery noise, where unity prevails through silence. This cessation of violence extends to humane treatment of animals, with even salt gatherers pausing to tend to their injured hands. The poem articulates a plea for peace, discouraging the destructive consequences of war and urging adversaries to unite temporarily in idleness.

The poet underscores the distinction between stillness and total inactivity, disapproving of the latter's association with death. The verses convey a desire for an end to deaths resulting from wars or harmful activities, promoting a state of rest without confusion.

Addressing human nature, the poet critiques self-centeredness, greed, and materialism as catalysts for wars and destruction. By advocating a moment of silence, the poet envisions a remedy for the inherent sadness in human lives, suggesting that introspection can lead to a cure.

In the concluding stanza, the poet draws parallels between the cyclical rebirth observed in nature with changing seasons and the potential rejuvenation of the human soul through keeping quiet. The poem concludes with the poet expressing an intention to count till twelve once again, urging everyone to maintain quietness.

 

STANZA

Read the stanzas given below and answer the questions that follow each:


1.Now we will count to twelve and we will all keep still.

Questions

(a) Name the poem and the poet who wrote these lines.

(a) Why is the poet asking us to count to twelve?

(c) Why does the poet advise us to remain still?

(d) Determine what the terms in the passage imply.

(ii) Say number (iii) remaining calm

Answers:

(a)The title of the poem is Keeping Quiet. The poet's name is Pablo Neruda.

(b)The clock has only twelve signs for measuring hours. As a result, the poet invites us to count till the clock measures the hours.

(c)Too much activity and bustle has only resulted in tragedy for mankind. As a result, it is best to remain calm and still.

(d) (i) count (ii) still

2. For once on the face of the Earth let’s not speak in any language, let’s stop for one second,
and not move our arms so much.

Questions

(a) Name the poem and the poet who wrote these lines.

(a) The poet says, "Let us not speak in any language." Why?

(c)What should we avoid doing for a second?

(d) What do you mean by 'the face of the Earth'?


Answers:

(a)The title of the poem is Keeping Quiet. The poet is Pablo Neruda.

(b)People over the world have been indulging in wars and slaughter for petty reasons. If they remain silent, they may avoid debating, arguing, and quarreling. So, let them be quiet and not communicate in any language. This will assure stability and prosperity.

(c)We should stop all activities for a second. Man has used his arms solely to kill and destroy others. As a result, they should not move their arms in such a way that it endangers others.

 

(d) The statement "the face of the Earth" refers to the many countries that exist on the planet's surface.

3.It would be an exotic moment without rush, without engines, we would all be together
in a sudden strangeness.

Questions

(a) Name the poem and the poet who wrote these lines.

(b)What happens if there is no rush or running of engines?

(c) What kind of moment will it be?

(d)How would we all feel at that moment?

Answers:

(a)The title of the poem is Keeping Quiet. The poet is Pablo Neruda.

(b)There will be peace all around if there is no rush or the sound of engines and machines operating.

(c)It will be a captivating and beautiful occasion.

(b) We shall all relish the odd and unexpected strangeness of that time.

4. Fishermen in the cold sea would not harm whales and the man gathering salt
would look at his hurt hands.

Questions

(a) What do fisherman do in the cold sea?

(a) What does the poet advise fishermen not to do?

(c)What happened to the man collecting salt?

(d) What should the man collecting salt do?

Answers:


(a)Fishermen typically catch fish, particularly whales, in chilly waters.

(b)The poet urges fishermen not to harm or injure whales in the oceans.

(c)The man collecting salt has damaged his hands.

(d)He needs to take care of his wounded hands.

5. Those who prepare green wars,
wars with gas, wars with fire,
victory with no survivors,
would put on clean clothes
and walk about with their
brothers
in the shade, doing nothing.

Questions

(a) Name the poem and the poet who wrote these lines.

(a) What kind of wars is mentioned in the preceding lines?

(c) What type of victory would it be?

(c) How should war-lovers behave?

Answers:

(a)The title of the poem is Keeping Quiet. The poet is Pablo Neruda.

(b)Green wars, warfare with noxious gases, and wars with fire are the many types of hostilities.

(c) It will be a victory for which no survivors will remain to celebrate. Such a win would be useless.

(d) They should dress cleanly and go for a leisurely walk among the trees with their brothers.

6.What I want should not be confused
with total inactivity. i Life is what it is about;
I want no truck with death.
If we were not so single-minded
about keeping our lives moving,
and for once could do nothing,
perhaps a huge silence
might interrupt this sadness of never understanding ourselves and of threatening ourselves with
death.

Questions

(a) What does the poet want? What should it not be mistaken for?

(b)Explain: I don't want to deal with death.

(c)What do people pursue with a singular focus? Which course does the poet recommend?

(d)When might prolonged silence be beneficial?

Answers:

(a) The poet advocates for silence or stillness. Stillness should not be mistaken with absolute inactivity.

(b)Total inactivity causes death. The poet refuses to associate or deal with death. Thus, he does not advocate for death.

(c)People work tirelessly to keep their lives going forward.The poet proposes that they give themselves some rest. For once, they may do nothing.

(d)When we are disappointed with ourselves or threaten ourselves with death, a long period of stillness can be extremely beneficial.

7. Perhaps the Earth can teach us as when everything seems dead and later proves to be alive.
Now I’ll count up to twelve
and you keep quiet and I will go.

Questions

(a) What can the Earth teach us?

(b)What survives when everything else appears to have died?

(c) Who is the poet? What would he like to do?

(c) What is the poet asking us to do?

Answers:


(a) The earth can teach us how to survive on it.

(b)When all else appears to be dead, only the earth lives on.

(c) The poet is Pablo Neruda. He wants to count up to twelve.

(d) He begs us to be quiet while he counts to twelve.

QUESTION ANSWERS

 

Q1. How can achieving the act of counting up to twelve while maintaining stillness benefit us?

 Ans: Counting up to twelve is a brief activity that consumes little time. During this short interval of stillness, it provides us with a moment to reflect and assess our actions. Often, the world's problems stem from our haste and impatience, and violence may result from anger. Embracing tranquility and stillness in this momentary pause offers us a necessary break, fostering introspection and promoting peace.

Q2. Does the poet advocate for complete inactivity and death?

Ans: No, the poet does not endorse complete inactivity or death. He explicitly states that 'stillness' should not be conflated with total inactivity. Total inactivity leads to death, but the poet, Pablo Neruda, distances himself from such notions. His concept of stillness entails a cessation of harmful and hostile human activities rather than advocating for absolute passivity.

Q3. What does the poet mean by the 'sadness' referenced in the poem? [All India 2014]

Ans: The poet suggests that human sadness originates from our own actions and thoughts. Ironically, despite our capacity for understanding, we often fail to comprehend ourselves and our behaviors. Hasty actions can have harmful and disastrous consequences, and the poet contends that humans are the creators of their own misfortunes. The constant threat of death looms over us due to our thoughts and actions, portraying the tragic nature of human existence.

Q4. Which natural symbol does the poet invoke to illustrate that life persists beneath apparent stillness?

Ans: To emphasize the idea that life exists beneath apparent stillness, the poet invokes the earth as a living symbol. The earth, he argues, never experiences complete inactivity, as nature continues its work even during moments of apparent stillness. This concept is vividly depicted in the lines: "as when everything seems dead and later proves to he alive."

Q5. Select a quiet space, and for about five minutes, maintain physical and mental stillness. Observe if there are any changes in your state of mind.

Ans: Extension Activity: Self-study.

Q6. Why does Pablo Neruda encourage us to maintain stillness?

Ans: Embracing stillness is crucial for serene reflection and introspection. In moments of silence, the voice of conscience becomes audible. The poet firmly believes that many of humanity's afflictions and miseries arise from the hurried and rash actions of individuals. He wishes for people to disengage from undesirable activities and find a moment of stillness.

Q7. Why is it advised not to "speak in any language" and to "not move our arms so much"?

 Ans: People across the world communicate in diverse languages, often engaging in unnecessary debates and disputes that can escalate into destructive wars. The poet encourages individuals to cease speaking in any language and instead communicate through the heart. Historically, arm movements have been associated with causing harm. Hence, the poet urges people to refrain from excessive arm movements, promoting mutual understanding among humanity.

Q8. When can we experience the moment described by Pablo Neruda as "sudden strangeness," and why is it considered exotic?

 Ans: The moment of "sudden strangeness" can be experienced when ceaseless activity, relentless rush, and noise come to a halt. Life burdened with misery, pain, and troubles caused by constant motion becomes momentarily suspended. In this exotic moment, marked by an unusual stillness, individuals can feel completely relaxed, both physically and mentally.

Q9. What does the poet ask the fisherman and the man collecting salt to do? What message is conveyed through this request?

 Ans: Pablo Neruda discourages violence and directs the fishermen not to harm whales in the polar regions. Similarly, he advises the salt-collector with injured hands to prioritize self-care. The poet promotes a message of non-violence and compassion, discouraging harm to both marine life and oneself.

Q10. What types of war does the poet mention?

 Ans: The poet opposes all forms of war, including environmental wars, wars involving poisonous gases, and wars with fire. He advocates for a complete cessation of all types of war to foster peace and harmony.

Q11. What alternative does Pablo Neruda propose instead of engaging in wars? Ans: Instead of participating in wars, the poet suggests that people should come together with their best attire and accompany their brothers. They should take a leisurely walk under the shade of trees, engaging in a peaceful and joyous activity that fosters a sense of togetherness.

Q12. How does the poet differentiate 'stillness' from 'total inactivity,' and why does Neruda reject any association with death?

 Ans: Pablo Neruda favors stillness or silence as a momentary pause for reflection, distinct from permanent inactivity resembling death. He emphasizes that life continues during moments of stillness, and he distances himself from death, refusing any association with it.

Q13. Why does the poet believe that people should not be excessively single-minded?

Ans: The poet observes that people tend to be excessively single-minded, constantly engrossed in their pursuits and activities. He advocates for moments of respite and rest, encouraging individuals to embrace peace and silence rather than being perpetually absorbed in motion and activity.

Q14. What causes men to become sad, and how can this sadness be alleviated? Ans: Men become sad due to their failure to understand themselves and the constant threat of death resulting from their actions. To alleviate this sadness, the poet suggests that a prolonged silence, a moment of introspection, can interrupt these feelings of helplessness and fear.

Q15. How might a prolonged silence interrupt the sadness of men?

Ans: Men's sadness stems from their lack of self-understanding and the fear of death caused by their actions. A prolonged silence could interrupt this sadness by providing a pause for reflection and introspection, allowing individuals to reassess their lives and actions.

Q16. Justify the title 'Keeping Quiet.'

Ans: The title 'Keeping Quiet' is apt as it underscores the importance of stillness and contemplation. In a world marked by incessant activity leading to troubles, maintaining quiet introspection can save individuals from harmful and violent actions. The title reflects the poet's call for a pause and reflection on the fate of humanity, fostering mutual understanding.

Q17. Which is the exotic moment that the poet refers to in 'Keeping Quiet'?

 Ans: The exotic moment referenced by the poet in 'Keeping Quiet' is when everyone maintains stillness, and there is a temporary cessation of rush and noise. During this unique moment, machines stop, creating a sudden strangeness that is fascinating for all, allowing them to collectively enjoy the beauty of stillness.

WORD MEANING

 

S.No.

Word

Meanings

1

Still

Without movement, Calm

2

Exotic

Unusal, Strange

3

Rush

Hurry

4

Engines

Factory, Vehicles

5

Whale

Type of a big Fish

6

Huge

Very Big

7

Interrupt

 Break



Class 12 English Flamingo My Mother at Sixty-six (Kamala Das)

 

NCERT Solutions For Class 12 English

Flamingo

My Mother at Sixty-six (Kamala Das)


 CONTENTS

Ø Theme

Ø Stanza

Ø Question Answers

Ø Word Meaning

 

 THEME

‘My Mother at Sixty-Six’ encapsulates the narrator's apprehension about losing her mother due to the inevitable decline in health and loss of vitality that accompanies old age. The poet acknowledges this reality and grapples with the conflict between her mother's dependency on her and her own set of duties and responsibilities. The poem poignantly conveys a sense of helplessness in the face of these conflicting emotions. The sentiments expressed by the poet are fundamentally universal, tapping into the common fear of losing a beloved individual that resonates with readers.

In terms of its form, the poem adopts a narrative structure comprised of fourteen lines composed as a single sentence, employing enjambment. The use of commas punctuating this extended sentence creates a stream of consciousness effect, where one thought seamlessly transitions into the next. This stylistic choice enhances the organic flow of the narrative.

IMPORTANT STANZAS FOR COMPREHENSION

Read the stanzas given below and answer the questions that follow each:

1. Driving from my parents home to Cochin last Friday morning, 1 saw my mother, beside me,
doze, open mouthed, her face ashen like that of a corpse and realised with pain
that she was as old as she looked but soon

Questions

(a) While driving, where was the poet headed, and who accompanied her on the journey?

 (b) Regarding her mother, what did the poet notice?

(c) What caused her mother's face to resemble that of a lifeless body?

(d) Point out terms in the text that indicate: (i) nap (ii) inert body (iii) sensed.

Top of Form


Answers:


(a) The poet was en route from her parents' residence to the Cochin airport, with her mother as her companion.

 (b) She observed that her mother was napping, mouth agape.

(c) Her mother's countenance appeared pallid, faded, and devoid of vitality, resembling that of a deceased person due to the effects of aging.

(d) (i) doze (ii) corpse (iii) realised.

2She looked but soon
put that thought away, and
looked out at Young
Trees sprinting, the merry children spilling
out of their homes,

Questions

(a) What dawned on the poet, and what emotions did she experience?

 (b) Following that realization, what action did the poet take?

(c) What observations did she make about the external world?

 (d) Locate terms in the text that signify: (i) sprinting swiftly (ii) joyous.

Answers:

(a)Her mother was lost in her thoughts. It pained her.

(b) The poet redirected her focus away from her mother and turned her gaze outward.

 (c) The juvenile trees seemed to race backward, akin to a swift sprint, while cheerful children emerged from their homes.

 (d)(i) sprinting (ii) merry.

3 but after the airport’s
security check, standing a few yards away, I looked again at her, wan, pale
as a late winter’s mooft and felt that old
familiar ache, my childhood’s fear, but all I said was, see you soon,
Amma,
all I did was smile and smile and
smile

Questions

(a) Following the security check, what action did the poet take?

 (b) What prompted the poet to liken her mother’s face to a moon in the late winter?

(c) What constitutes the fear from the poet’s childhood?

 (d) In what manner do the poet’s farewell words and her smile contrast with her actual emotions?

Answers:

(a) Post the security check, the poet cast her gaze once more upon her mother's face from a short distance.

(b) The mother's visage, pallid and devoid of color, mirrors the late winter moon, lacking both brilliance and vigor.

 (c) The dread of growing old and the inevitable experiences of death and separation.

(d) The poet’s reassuring parting words and smiles sharply contrast with the familiar ache of childhood fear. Her expressions and words are a conscious effort to conceal the turmoil within.

QUESTIONS ANSWERS

Q1. What type of discomfort and anguish does the poet experience?

 Ans: Upon witnessing her mother's pallid and cadaverous countenance, the poet is afflicted by a familiar, longstanding pain. This ache, possibly rooted in her childhood, resurfaces. Aging, an inherent facet of life, affects everyone indiscriminately. The poet's mother, like all, is not exempt from the passage of time and its inevitable consequences, including separation and mortality.

Q2. Why are the young trees described as ‘sprinting’?

Ans: The poet, en route to the Cochin airport, observes the young trees seeming to pass by rapidly as she looks outside the moving car. The speed of the vehicle creates an illusion of the trees running swiftly or sprinting. This description serves to contrast the poet's dozing mother with the energetic, lively impression of the trees.

Q3. Why has the poet brought in the image of the merry children ‘spilling out of their homes’?

Ans: The poet introduces the image of joyful children 'spilling out of their homes' to establish a sharp contrast. The exuberant children emerging from their residences in abundance create an image of happiness and a spontaneous overflow of life. This vivid contrast enhances the impact, particularly when compared to the poet's dozing, aged mother, whose pallid face resembles that of a lifeless corpse. The stark opposition of these two images intensifies the poetic effect.

Q4. Why has the mother been compared to the ‘late winter’s moon’?

Ans: The poet's mother, at the age of sixty-six, exhibits a shriveled and pallid visage resembling that of a corpse. Her countenance has lost the radiance and vigor of youth. Similarly, the late winter’s moon appears dim and obscured, lacking its characteristic shine and strength. This comparison is fitting and effective, employing a simile that accurately reflects the shared attributes of the mother and the late winter’s moon.

Q5. What do the parting words of the poet and her smile signify?

 Ans: The poet’s farewell words of reassurance and her continuous smiles stand in stark contrast to the familiar childhood ache or fear. Her expressions and words are a purposeful effort to conceal her genuine emotions. The parting words, "See you soon, Amma," serve as a comforting assurance to her aged mother, whose ashen face resembles that of a lifeless body. Likewise, the persistent smiles function as a means to suppress the internal turmoil and childhood fears within the poet's heart.

Q6. What was the poet’s childhood fear? [All India 2014]
Ans: The child is always in fear of being separated from his parents. In the same way, the poet’s fear as a child was that of losing her mother or her company.

Q7. Describe the world inside the car and compare it to the activities taking place outside?
Ans: The pale and faded face of the poet’s mother looks lifeless like a corpse. Her dozing with mouth wide open suggests passivity, decay and death. Outside the car, the poet watches young trees speeding past them. They seem to be running fast or sprinting. Happy children are moving out of their homes cheerfully. They present an image of life, dynamism and activity.

Q8. What poetic devices have been used by Kamala Das in ‘My Mother at Sixty-six’?
Ans: The poem 'My Mother at Sixty-six' is abundant in vivid imagery, skillfully employing the literary techniques of comparison and contrast. Kamala Das effectively employs similes to enhance the descriptive elements of the poem. The poet vividly depicts her mother's aged countenance, describing it as 'ashen,' akin to that of a lifeless corpse. Another simile is employed, likening the mother's 'wan, pale' face to the appearance of 'a late winter’s moon.'

The poem stands out for its adept use of contrasts. The elderly, 'dozing' woman indoors is juxtaposed against the youthful trees appearing to be 'sprinting,' and the joyful children enthusiastically 'spilling' out of their homes. These contrasts contribute to the overall depth and impact of the poetic composition.

 

WORD MEANING

 

1.    Ashen: pale

2.    Beside: alongside

3.    Corpse: dead body

4.    Doze: nap

5.    Pale: dull, colourless

6.    Spilling: let out

7.    Sprinting: Moving fast

8.    Wan: dim, weak


Class 12 English Vistas Chapter 6 – Memories of childhood Theme

 

NCERT Solutions For Class 12 English

Vistas

Chapter 6 – Memories of childhood

Theme

Part 1

The story "The Cutting of My Long Hair" depicts the prejudice that Native American Indians faced in the west at the hands of the English. It emphasizes the wickedness of racial discrimination. The writer was forced by school officials to wear Western dress and get her hair chopped. The suffering of a minority-group member at the hands of powerful management. Her tribe thought that cowards got their hair chopped. She was opposed to having her long hair cut, but the mighty took over.

Part 2

The narrative "We Too Are Human Beings" addresses the evil of social inequality. This is an excerpt from the author's memoir, 'Kurukku'. Bama, a Tamil Dalit girl, shares her experience in third grade. Although she was unaware of the harmful consequences of untouchability, she had experienced humiliation and embarrassment in her surroundings. The sample demonstrates how caste bias causes low caste folks to be seen as untouchables. Low caste members not only show respect for high caste members, but they also taint everything they touch.

Class 12 English Vistas Chapter 6 – Memories of childhood Summary

 

NCERT Solutions For Class 12 English

Vistas

Chapter 6 – Memories of childhood

Summary

Part 1 The Cutting of My Long Hair

The narrative commences with Zitkala's initial experience at the Carlisle Indian School, an institution designed for Native Americans to assimilate into mainstream American culture by relinquishing their own heritage. Zitkala expresses her discomfort when the school authorities confiscate her shawl before entering the dining hall. She questions the conformity of other Indian girls, who, in her opinion, compromise their modesty by wearing tight clothes that reveal their entire body shape, along with having their hair cut short, a practice she deems undesirable. According to Zitkala, her mother had told her that only cowards or mourners should have their hair shaved off.

As the story unfolds, Zitkala and her peers are escorted to the dining hall, where she attracts the attention of a fair-skinned woman due to her failure to adhere to table manners. Judewin, another Indian girl, informs Zitkala that the woman intends to cut her hair. Resisting vehemently, Zitkala refuses to resemble a coward or mourner, seeking refuge under a bed in an upstairs room. Her disappearance prompts a search, and she is eventually apprehended, restrained, and subjected to the humiliating experience of having her hair forcibly cut.

Feeling deeply depressed and humiliated, Zitkala reflects on how her mother would have provided comfort during such a challenging time. Ultimately, she submits to her captors, likening herself to a tamed animal.

 

Part 2 We too are human beings

The tale unfolds through the eyes of Bama, a vivacious young girl who takes delight in observing the events unfolding on her street. Despite the mere ten-minute distance from her school to home, she deliberately extends her journey to thirty minutes. Bama attributes this prolonged commute to the captivating sights she encounters along the way.

During her walk home, she witnesses a monkey's performance, a snake charmer captivating his audience, and a persistent cyclist. Noteworthy landmarks include a renowned temple with a large bell and a tribal vendor selling clay beads and needles. The street also boasts various snack stalls and intriguing street performances. Bama shares the occurrence of political parties delivering lectures on her street.

As she progresses, Bama observes a landlord overseeing his workers in the fields. A humorous incident involving an elderly member of her community handing a snack pack to the landlord elicits laughter from Bama. Upon recounting this incident at home, her elder brother imparts a harsh truth about their low caste status, revealing the disdain upper-caste individuals hold for the touch or presence of those from lower castes. This revelation sparks anger in Bama towards the upper-caste community.

In the days that follow, Bama's brother faces inquiries about his caste. In response, he encourages Bama to focus on her education, emphasizing that academic success is the key to earning respect. Following his advice, Bama becomes the top student in her class, not only gaining respect but also forming meaningful friendships along the way.

Class 12 English Vistas Chapter 6 – Memories of childhood Short question answers

 

NCERT Solutions For Class 12 English

Vistas

Chapter 6 – Memories of childhood

Short question answers

Q1. What does Zitkala-Sa remember about her ‘first day in the land of apples’?
Ans. It was a bitterly cold day. The snow was still on the ground. The trees were barren. A huge bell rung for breakfast. Its harsh metallic sound pierced the belfry overhead and reached their sensitive ears.

Q2. How did Zitkala-Sa react to the various sounds that came when the large bell rang for breakfast?
Ans. The unpleasant clatter of sneakers on bare flooring disrupted the serenity. There was a steady clash of harsh noises and an undercurrent of countless voices whispering in an unknown language. All of these noises created a commotion in which she was tightly bound. Her spirit tore itself apart in the struggle for its lost independence.

Q3. Where were the girls taken and how ?
Ans. The females filed into the dining room in a queue. The Indian girls wore stiff shoes and tight-fitting skirts. The little girls had sleeved aprons and shingled hair. They did not seem to mind that they were poorly dressed.

Q4. “I felt like sinking to the floor”, says Zitkala-Sa. When did she feel so and why ?
Ans. It was her first day of school. She was marching into the dining room with the other females in a line. She strolled silently in her comfortable moccasins. However, she felt she was immodestly clad because her blanket had been pulled from her shoulders. She felt like sinking to the floor.

Q5. How did Zitkala-Sa find the ‘eating by formula’ a hard trial?
Ans. She didn't know what to do when the numerous bells were rung and behaved differently than others. When the first bell rang, she took out her chair and sat. As she watched others standing, she began to rise. She cautiously looked around to see how chairs were used. When the second bell rang, she had to crawl back into her chair. She looked around as a man spoke at the end of the hall. She dropped her gaze as she noticed the pale-faced woman staring at her. After the third bell, others began to eat, but she started crying.

Q6. What did Judewin tell Zitkala-Sa? How did she react to it?
Ans. Judewin knew a few words in English. She'd overheard the pale-faced woman. She was discussing cutting their long, heavy hair. Judewin stated, "We must submit because they are strong." Zitkala-Sa revolted. She stated that she would not submit. She would struggle first.

Q7. How was the search made for Zitkala-Sa?
Ans They began by calling out her name loudly in the hallway. Then the steps were accelerated. The voices grew excited. The sounds became closer. Women and girls entered the room. They opened the closet doors. They peered beneath the big trunks. Someone threw up the curtains. The room was filled with unexpected brightness. Someone stooped, peered under the bed, and discovered her there.

Q8. What did Zitkala-Sa feel when her long hair was cut? ‘
Ans. When she heard them pull one of her thick braids, she lost her spirit. She had undergone the worst indignities there. People had been staring at her. She'd been tossed around in the air like a wooden puppet, and her long hair was shingled like a coward's. In her pain, she lamented her mother. She imagined herself as one of the countless small animals led by a herder.

Q9. Name some of the novelties and oddities in the streets that attracted Bama?
Ans. These featured the performing monkey, the snakecharmer's snake, the biker who had continued to bike for three days, the spinning wheels, the Maariyaata temple, and the massive bell hanging there. She also noted that pongal offerings were being cooked in front of the shrine.

Q10. Which actions of the people would Bama watch keenly in the bazaar?
Ans. She saw how each server in the numerous coffee shops cools the coffee. He'd lift a tumbler high up. Then he'd pour the contents into another tumbler held in the opposite hand. She noticed how people who were slicing onions would divert their eyes away to avoid eye irritation.

Q11. What, do you think, made Bama want to double up and shriek with laughter?
Ans. Bama noticed an older on their street approaching from the bazaar. He was a big man. He was carrying a little packet and holding it out by the string. The way he walked made Bama want to double up. She wanted to yell with laughter at the amusing sight.

Q12. How did Bama react on learning about untouchability?
Ans. Bama were sorry after hearing how upper caste people treated low caste people like them. She felt irritated and outraged. She wanted to touch the vadais personally. She pondered why their elders should run errants for the miserly rich upper caste landlords and hand them over solemnly, bowing and shrinking the whole time.