Class 10 English

A Tiger in the Zoo Summary A Tiger in the Zoo Summary Explanation of “A Tiger in the Zoo” by Leslie Norris First Paragraph “He stalks in his viv id stripesThe few steps of his cage,On pads of velvet quiet,In his quiet rage.” In this opening stanza, the poet describes the tiger’s physical appearance and behavior within the confines of the zoo. The tiger, with its striking stripes, paces back and forth in its small cage. The phrase “pads of velvet quiet” emphasizes the silent, graceful movement of the tiger, while “quiet rage” suggests the suppressed anger and frustration the tiger feels due to its captivity. Second Paragraph “He should be lurking in shadow,Sliding through long grassNear the water holeWhere plump deer pass.” Here, the poet contrasts the tiger’s current situation with its natural habitat. The tiger is meant to be in the wild, hiding in the shadows and moving stealthily through the tall grass near a water source, where it can hunt deer. This imagery highlights the tiger’s natural instincts and the freedom it is deprived of in the zoo. Third Paragraph “He should be snarling around housesAt the jungle’s edge,Baring his white fangs, his claws,Terrorising the village!” In this stanza, the poet continues to describe the tiger’s natural behavior, emphasizing its role as a powerful and fearsome predator. The tiger should be roaming near human settlements at the edge of the jungle, displaying its fangs and claws, and instilling fear in the villagers. This further underscores the contrast between the tiger’s wild nature and its current state of captivity. Fourth Paragraph “But he’s locked in a concrete cell,His strength behind bars,Stalking the length of his cage,Ignoring visitors.” The poet returns to the tiger’s present condition in the zoo. The tiger is confined to a “concrete cell”, with its immense strength rendered useless behind bars. It continues to pace the length of its cage, indifferent to the people who come to see it. This stanza highlights the tiger’s sense of entrapment and the futility of its existence in captivity. Fifth Paragraph “He hears the last voice at night,The patrolling cars,And stares with his brilliant eyesAt the brilliant stars.” In the final stanza, the poet describes the tiger’s experience at night. The tiger listens to the last sounds of the day, including the voices of people and the noise of patrolling cars. It then gazes at the stars with its “brilliant eyes”, suggesting a longing for freedom and a connection to the natural world. The repetition of “brilliant” emphasizes the tiger’s undiminished spirit despite its confinement. Overall, the poem poignantly contrasts the tiger’s natural life in the wild with its restricted existence in the zoo, highlighting the loss of freedom and the inherent cruelty of captivity. Central Idea of the Poem “A Tiger in the Zoo” by Leslie Norris The central idea of the poem “A Tiger in the Zoo” by Leslie Norris revolves around the stark contrast between the life of a tiger in captivity and its natural existence in the wild. The poem highlights the tiger’s suppressed anger and frustration as it paces within the confines of its cage, deprived of its natural habitat and freedom. Through vivid imagery and contrasting descriptions, the poet emphasizes the cruelty of keeping such a majestic creature in captivity, where its natural instincts and behaviors are stifled. The poem evokes a sense of empathy for the tiger and a longing for its liberation, underscoring the broader theme of the loss of freedom and the inherent injustice of captivity for wild animals. Solution of A Tiger in the Zoo 1. Read the Poem Again, and Work in Pairs or Groups to Do the Following Tasks (i) Find the Words That Describe the Movements and Actions of the Tiger in the Cage and in the Wild. Arrange Them in Two Columns. In the Cage: Stalks Pads of velvet quiet Quiet rage Locked Behind bars Ignoring visitors In the Wild: Lurking Sliding Snarling Baring fangs Terrorising (ii) Find the Words That Describe the Two Places, and Arrange Them in Two Columns. The Cage: Few steps Concrete cell Bars Length of his cage The Wild: Shadow Long grass Water hole Jungle’s edge Village Now Try to Share Ideas About How the Poet Uses Words and Images to Contrast the Two Situations. The poet uses vivid imagery and contrasting words to highlight the difference between the tiger’s life in the wild and in captivity. In the wild, the tiger is depicted as a powerful and free creature, engaging in natural behaviors like lurking, sliding, and terrorizing. The words used to describe the wild, such as “shadow,” “long grass,” and “jungle’s edge,” evoke a sense of freedom and natural habitat. In contrast, the cage is described with words like “concrete cell,” “bars,” and “length of his cage,” which emphasize confinement and restriction. The tiger’s movements in the cage are limited and repetitive, reflecting its frustration and loss of freedom. 2. Notice the Use of a Word Repeated in Lines Such as These: (i) On Pads of Velvet Quiet, In His Quiet Rage. (ii) And Stares with His Brilliant Eyes At the Brilliant Stars. What Do You Think Is the Effect of This Repetition? The repetition of the words “quiet” and “brilliant” serves to emphasize the contrasting aspects of the tiger’s existence. “Quiet” highlights the suppressed anger and frustration of the tiger in captivity, while “brilliant” underscores the undiminished spirit and longing for freedom. The repetition creates a rhythmic and poetic effect, drawing attention to the tiger’s inner emotions and the stark contrast between its current state and its natural instincts. 3. Read the Following Two Poems — One About a Tiger and the Other About a Panther. Then Discuss: Are Zoos Necessary for the Protection or Conservation of Some Species of Animals? Are They Useful for Educating the Public? Are There Alternatives to Zoos? The Tiger by Peter Niblett: The poem describes the tiger’s frustration and longing for freedom, but also acknowledges the potential dangers of living

Fire and Ice Summary Fire and Ice Summary Line-by-Line Explanation of Robert Frost’s “Fire and Ice” 1. “Some say the world will end in fire” This line introduces one of the two possible ways people believe the world might end – through fire, which could represent passion, desire, or anger. 2. “Some say in ice.” The second possible way the world might end is through ice, which could symbolize cold indifference, hatred, or isolation. 3. “From what I’ve tasted of desire” The speaker has experienced desire, which is associated with the intense passion and heat of fire. 4. “I hold with those who favour fire.” Based on the speaker’s experience with desire, they agree with those who believe fire will be the world’s end. This suggests that the speaker sees desire as a powerful, potentially destructive force. 5. “But if it had to perish twice,” The speaker considers the hypothetical situation of the world ending twice. 6. “I think I know enough of hate” The speaker also has experience with hate, which is associated with the cold, unforgiving nature of ice. 7. “To say that for destruction ice” The speaker believes that ice, representing hate, could also effectively destroy the world. 8. “Is also great” Ice, like fire, has immense destructive power. 9. “And would suffice.” Either fire or ice would be sufficient to bring about the world’s end, emphasizing that both passionate desire and cold hatred can lead to destruction. Overall, the poem uses the metaphors of fire and ice to explore the destructive potential of two extreme human emotions: desire and hate. Frost suggests that either of these intense feelings could ultimately lead to the world’s demise. Central Idea of Robert Frost’s “Fire and Ice” The central idea of Robert Frost’s poem “Fire and Ice” is that the world could be destroyed by either of two extreme emotions: desire or hate, represented by fire and ice, respectively. Metaphors of Fire and Ice Frost uses the metaphor of fire to symbolize desire, passion, and intense emotion, while ice represents hate, coldness, and indifference. The poem suggests that both of these powerful human emotions have the potential to lead to the world’s destruction. Contemplation of the World’s Fate The speaker in the poem contemplates the two possible fates of the world and concludes that either fire or ice would be sufficient to bring about its end. This implies that the destructive forces of uncontrolled desire and unchecked hatred are equally dangerous and that humans must be cautious of the consequences of letting these emotions run rampant. Warning About Extremes Ultimately, the poem serves as a warning about the dangers of extremes and the need for balance and moderation in our passions and emotions. It prompts readers to reflect on the impact of their own desires and hatred, and to consider the far-reaching consequences of allowing these feelings to dominate their lives and the world around them. Solution of Fire and Ice Poem 1. Do you think the world will end some day? Have you ever thought what would happen if the sun got so hot that it ‘burst’, or grew colder and colder? A: The question of whether the world will end is a topic of much speculation and debate. Many religious and philosophical traditions have their own beliefs about the end of the world, while scientific theories suggest various possible scenarios. If the sun were to ‘burst’ or explode, it would likely result in the destruction of Earth and the end of all life on our planet. On the other hand, if the sun grew colder and colder, Earth would eventually become uninhabitable as temperatures dropped and the planet froze. However, the timeline for such events is measured in billions of years, and the exact fate of our world remains uncertain. 2. For Frost, what do ‘fire’ and ‘ice’ stand for? A: In Robert Frost’s poem “Fire and Ice,” ‘fire’ and ‘ice’ are metaphors for human emotions and traits. Based on the given list, ‘fire’ could represent: Greed Conflict Avarice Fury Lust Hatred These emotions are often associated with passion, intensity, and destructive potential. On the other hand, ‘ice’ could symbolize: Insensitivity Cruelty Intolerance Coldness Indifference Rigidity These traits are characterized by a lack of empathy, coldness, and emotional detachment. Frost suggests that either extreme, the passionate ‘fire’ or the cold ‘ice,’ could lead to the world’s destruction. 3. What is the rhyme scheme of the poem? How does it help in bringing out the contrasting ideas in the poem? A: The rhyme scheme of “Fire and Ice” is as follows: ab abc bcb cb The first two lines (ab) introduce the contrasting ideas of ‘fire’ and ‘ice’ as potential causes of the world’s end. The next four lines (abc, bcb) expand on these ideas, with the speaker reflecting on their personal experiences with desire (fire) and hate (ice). The final three lines (cb) bring the two ideas together, suggesting that both fire and ice are equally capable of destroying the world. The rhyme scheme helps to emphasize the contrast between the two elements by linking them through sound. The alternating rhymes create a sense of balance and opposition, reflecting the poem’s central theme of two contrasting forces that could lead to the same outcome. Additionally, the compact and interconnected nature of the rhyme scheme mirrors the idea that fire and ice, despite their differences, are both potential harbingers of the world’s end. Poetic Devices in Robert Frost’s “Fire and Ice” Here are some poetic devices used in Robert Frost’s poem “Fire and Ice,” along with examples: 1. Alliteration The repetition of initial consonant sounds in words that are close together. Example: “Some say the world will end in fire, / Some say in ice.” 2. Metaphor A comparison between two unlike things without using “like” or “as.” Example: “Fire” and “ice” are used as metaphors for desire and hate, respectively. 3. Anaphora The repetition of a word or phrase at the beginning of successive clauses or lines.

Dust of Snow Summary Dust of Snow Summary Line-by-Line Explanation of “Dust of Snow” by Robert Frost “The way a crow” The poem begins by introducing a crow, a common black bird. “Shook down on me” The crow’s action is described as shaking something down upon the narrator. “The dust of snow” What the crow shakes down is revealed to be fine snow, described as “dust of snow.” “From a hemlock tree” The snow is shaken off from a hemlock tree, an evergreen tree known for its small needles. “Has given my heart” The simple act of the crow shaking snow onto the narrator has affected their emotional state or mood. “A change of mood” The narrator experiences a shift in their emotional state or mindset. “And saved some part” This change in mood has a positive effect, “saving” or redeeming a portion of the narrator’s day. “Of a day I had rued.”The narrator had initially regretted or felt sorrow about the day, but the crow’s action has changed that. Central Idea of “Dust of Snow” by Robert Frost The central idea or theme of Robert Frost’s poem “Dust of Snow” is that small, seemingly insignificant moments or events in nature can have a profound impact on one’s mood, perspective, and outlook on life. Impact of Small Moments in Nature In the poem, the simple act of a crow shaking snow from a hemlock tree onto the poet is enough to change his mood and save a portion of a day that he had initially regretted. This suggests that even on our worst days, a brief interaction with nature or a fleeting moment of beauty can shift our mindset and provide a glimmer of hope or positivity. Challenging Preconceived Notions The poem also challenges our preconceived notions and associations by using a crow and a hemlock tree, which are often linked with negative symbolism, to represent a moment of unexpected joy or redemption. This implies that we should be open to finding beauty and meaning in unlikely places and that even the darkest elements in life can have a positive impact. Overall Message Overall, the central idea of “Dust of Snow” is that we should be receptive to the small, surprising moments in life that can change our perspective and that nature has the power to uplift and inspire us, even in the midst of difficult times. Dust of Snow Solution Q1. What is a “dust of snow”? What does the poet say has changed his mood? How has the poet’s mood changed? A1. “Dust of snow” refers to the fine, powdery snow that the crow shakes off the hemlock tree and onto the poet. This small, seemingly insignificant event is what the poet says has changed his mood. The poet’s mood has changed from one of regret or sorrow (“a day I had rued”) to a more positive or hopeful one, as the crow’s action has “saved some part” of his day. Q2. How does Frost present nature in this poem? The following questions may help you to think of an answer.(i) What are the birds that are usually named in poems? Do you think a crow is often mentioned in poems? What images come to your mind when you think of a crow?(ii) Again, what is “a hemlock tree”? Why doesn’t the poet write about a more ‘beautiful’ tree such as a maple, or an oak, or a pine?(iii) What do the ‘crow’ and ‘hemlock’ represent — joy or sorrow? What does the dust of snow that the crow shakes off a hemlock tree stand for? A2. Frost presents nature in a unique and thought-provoking way in this poem:(i) Crows are not typically the birds mentioned in poetry, which often focuses on more melodic or symbolically beautiful birds like nightingales, doves, or swans. Crows are often associated with darker imagery, such as death, mystery, or ill omens. By choosing a crow, Frost challenges traditional poetic conventions and symbolism.(ii) A hemlock tree is an evergreen known for its poisonous properties. By not choosing a more conventionally “beautiful” tree, Frost suggests that beauty and significance can be found in unexpected places, and that even seemingly dark or negative elements in nature can have a positive impact.(iii) The crow and hemlock tree, often associated with darker themes, ironically represent a moment of joy or hope in the poem. The dust of snow that the crow shakes from the hemlock tree symbolizes a small, fleeting moment of beauty or grace that has the power to change the poet’s perspective and mood. Q3. Have there been times when you felt depressed or hopeless? Have you experienced a similar moment that changed your mood that day? A3. Personal experiences of feeling depressed or hopeless, and moments that have changed one’s mood, will vary from individual to individual. However, the poem suggests that small, unexpected moments in nature or in daily life can have a profound impact on our emotional state and can help us find hope or beauty in difficult times. Many people might relate to the idea of a seemingly small event or interaction suddenly shifting their perspective and improving their mood, even on a day that seemed bleak or regrettable. Poetic Devices in “Dust of Snow” by Robert Frost Robert Frost’s poem “Dust of Snow” employs several poetic devices that enhance its meaning and emotional impact. Here are some of the key devices used: 1. Imagery Imagery involves using descriptive language to create visual pictures in the reader’s mind. In this poem, Frost uses imagery to describe the scene vividly: “The way a crow / Shook down on me / The dust of snow / From a hemlock tree” creates a clear visual of a crow shaking snow off a tree onto the speaker. 2. Symbolism Symbolism is the use of symbols to represent ideas or qualities. In this poem: The “crow” and “hemlock tree” are often associated with negative connotations (crows with bad omens and hemlock with poison). However, in

Long Walk to Freedom Summary Long Walk to Freedom : Nelson Mandela Solution, Summary, Word Meaning Long Walk to Freedom Summary Apartheid was a political system in South Africa that segregated people based on race. Nelson Mandela, a key figure in the fight against apartheid, spent 30 years in prison for his activism. In 1994, South Africa held its first democratic elections, and Mandela became the nation’s first black president. Historic Inauguration Mandela’s inauguration on May 10, 1994, marked the end of over three centuries of white rule. The event took place at the Union Buildings amphitheatre in Pretoria and was attended by dignitaries from over 140 countries. Mandela emphasized that South Africa would never again experience racial oppression and highlighted the significance of the day as a victory for justice, peace, and human dignity. Mandela’s Speech In his speech, Mandela acknowledged the extraordinary human disaster of apartheid and celebrated the birth of a society that all humanity could be proud of. He thanked international guests for their support and pledged to liberate South Africans from poverty, deprivation, suffering, and discrimination. He called for the end of oppression and the dawn of freedom. Military Display and National Unity The inauguration featured a display of military precision and loyalty to the new democratic government. The event was symbolized by the playing of two national anthems, representing unity between blacks and whites. Mandela reflected on the history of racial domination and the sacrifices made by countless individuals to achieve freedom. Reflection on Apartheid and Courage Mandela discussed the deep wounds inflicted by apartheid and the resilience it fostered among South Africans. He praised the courage, wisdom, and generosity of leaders like Oliver Tambo and Walter Sisulu. Mandela learned that true courage is overcoming fear and that love is more natural to the human heart than hate. Twin Obligations Mandela spoke about the twin obligations every man has: to his family and to his community and country. Under apartheid, fulfilling these obligations was nearly impossible for black South Africans. Mandela’s journey from personal freedom to fighting for the freedom of his people transformed him into a leader willing to sacrifice everything for justice. Freedom and Humanity Mandela emphasized that freedom is indivisible; the chains on one person are chains on all. He argued that both the oppressor and the oppressed are robbed of their humanity. True freedom requires liberating both parties from hatred, prejudice, and narrow-mindedness. Character Sketch of Nelson Mandela Nelson Mandela, South Africa’s first black president, is celebrated for his unwavering fight against apartheid. Born into the Thembu royal family, he joined the African National Congress (ANC) and co-founded its Youth League. Mandela’s activism led to 27 years of imprisonment, during which he became a global symbol of resistance and hope. Released in 1990, he led negotiations to dismantle apartheid and was elected president in 1994. Known for his resilience, courage, and commitment to reconciliation, Mandela emphasized unity and equality. His legacy endures as a beacon of justice, human dignity, and the power of forgiveness. Difficult Words from Lesson Along with Their Meanings Apartheid – A political system of racial segregation and discrimination. Inauguration – A formal ceremony to mark the beginning of a major public leader’s term of office. Amphitheatre – A building without a roof, with many rows of seats rising in steps, typically used in ancient Greece and Rome. Supremacy – The state or condition of being superior to all others in authority, power, or status. Resilience – The ability to recover quickly from difficulties; toughness. Emancipation – The act of freeing someone from slavery or oppression. Deprivation – The state of lacking or being denied something considered to be a necessity. Discrimination – The unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex. Array – An impressive display or range of a particular type of thing. Chevron – A pattern in the shape of a V. Despised – Regarded with contempt or disdain. Profound – Very great or intense; having deep insight or understanding. Wrought – (Old fashioned) Done or achieved. Patriots – People who vigorously support their country and are prepared to defend it against enemies or detractors. Generosity – The quality of being kind and generous. Virtuous – Having or showing high moral standards. Indivisible – Unable to be divided or separated. Prejudice – Preconceived opinion that is not based on reason or actual experience. Inclinations – Natural tendencies or urges to act or feel in a particular way. Inevitably – As is certain to happen; unavoidably. Twilight existence – A half-secret life, like a life lived in the fading light between sunset and darkness. Illusion – Something that appears to be real but is not. Transitory – Not permanent; temporary. Curtailed – Reduced in extent or quantity; imposed a restriction on. Animated – Full of life or excitement; lively. In Column A are some expressions you will find in the text. Make a guess and match each expression with an appropriate meaning from Column B. (i) A rainbow gathering of different colours and nations – A beautiful coming together of various peoples, like the colours in a rainbow(ii) The seat of white supremacy – The centre of racial superiority(iii) Be overwhelmed with a sense of history – Feel deeply emotional, remembering and understanding all the past events that have led up to the moment(iv) Resilience that defies the imagination –  great ability (almost unimaginable) to remain unchanged by suffering (not losing hope, goodness or courage) (v) A glimmer of humanity – A sign of human feeling (goodness, kindness, pity, justice, etc.)(vi) A twilight existence – A half-secret life, like a life lived in the fading light between sunset and darkness Would you like me to explain any of these matches or provide more context from the text? Solution to Long Walk to Freedom : Nelson Mandela  First set of Oral Comprehension Check questions: 1. Q: Where did the ceremonies take place? Can you name any

A Letter to God A Letter to God Solution, Summary, Word Meaning, Character Sketch Summary of “A Letter to God” by G.L. Fuentes: Lencho, a hardworking and simple farmer, lived with his family in a solitary house on the crest of a low hill in a valley. He eagerly awaited a good harvest from his field of ripe corn, which was dotted with lovely flowers promising an excellent yield. However, his hopes were shattered when a devastating hailstorm ravaged the entire valley, leaving his crops utterly destroyed. The corn was obliterated, the flowers were gone, and not a single leaf remained on the trees. Lencho’s soul was filled with sorrow as he witnessed the aftermath of the storm, realizing that his family would go hungry that year. Despite the dire circumstances, Lencho’s faith in God remained unshakable. As a devout man, he firmly believed that God’s eyes saw everything, even the depths of one’s conscience. Desperate for help, Lencho decided to write a letter to God, asking for a hundred pesos to sow his field again and sustain his family until the next crop. He addressed the envelope simply to “God” and mailed it with complete confidence that God would receive his plea. When the postmaster came across the letter addressed to God, he was initially amused but quickly became impressed by Lencho’s unwavering faith. Realizing the gravity of the situation and not wanting to shatter Lencho’s trust in God, the postmaster decided to take action. He collected money from his employees and friends, managing to gather 70 pesos. The postmaster then placed the money in an envelope addressed to Lencho and signed it as “God,” hoping to maintain Lencho’s belief. Upon receiving the letter with the money, Lencho was not surprised at all. His faith was so strong that he expected God to answer his prayers. However, when he counted the money and discovered only 70 pesos instead of the requested hundred, Lencho became angry. Without a moment’s hesitation, he wrote another letter to God, stating that he had only received 70 pesos and that God should send the remaining 30 pesos. Interestingly, Lencho specifically instructed God not to send the money through the mail, as he believed the post office employees to be a “bunch of crooks” who must have stolen the missing amount. The story of “A Letter to God” beautifully showcases the unshakable faith that Lencho had in God, even in the face of adversity. It also highlights the postmaster’s compassionate attempt to preserve Lencho’s faith, going above and beyond his duties to collect money and send it to Lencho on behalf of God. The irony lies in the fact that Lencho, unaware of the postmaster’s kindness, accused the post office employees of stealing the remaining money, not realizing that it was their generosity that allowed him to receive any money at all. This tale serves as a reminder of the power of faith and the importance of kindness and empathy towards others. It also gently touches upon the human tendency to sometimes overlook the goodwill of others and focus on perceived shortcomings. “A Letter to God” is a thought-provoking story that encourages readers to reflect on their own beliefs and actions, while appreciating the selfless acts of kindness that often go unnoticed in our lives. Difficult Words A Letter to God Along with Their Meanings 1. Intimately – In a detailed or thorough way; closely2. Solitary – Alone; isolated3. Conscience – A person’s moral sense of right and wrong4. Amiable – Friendly and pleasant5. Resolution – A firm decision to do something6. Contentment – A state of happiness and satisfaction7. Affixed – Attached or added8. Irony – A state of affairs that appears perversely contrary to what one expects9. Naive – Showing a lack of experience, wisdom, or judgment10. Unquestioning – Accepting something without doubt11. Gale – A very strong wind12. Cyclone – A violent tropical storm in which strong winds move in a circle13. Tornado – A violent storm whose center is a cloud in the shape of a funnel14. Typhoon – A violent tropical storm with very strong winds (in the western Pacific)15. Whirlwind – A very strong wind that moves very fast in a spinning movement16. Emphatically – In a forceful way17. Crest – The top of a hill or mountain18. Draped – Covered or hung loosely19. Plague – A destructive influx or infestation20. Sorrowful – Full of or characterized by sorrow21. Evident – Clearly seen or understood; obvious22. Obliged – Required to do something as a duty or because of a law23. Correspondence – Communication by exchanging letters24. Comprehension – The ability to understand something25. Aspect – A particular part or feature of something26. Funnel – A tube or pipe that is wide at the top and narrow at the bottom27. Contradicts – Deny the truth of (a statement) by asserting the opposite Oral Comprehension Check Oral Comprehension Check 1: Q1: What did Lencho hope for?A1: Lencho hoped for rain to water his field of ripe corn. Q2: Why did Lencho say the raindrops were like ‘new coins’?A2: Lencho compared the raindrops to new coins because they were valuable for his crops, just like money. He said, “The big drops are ten cent pieces and the little ones are fives.” Q3: How did the rain change? What happened to Lencho’s fields?A3: The rain changed into a hailstorm with strong winds. Lencho’s fields were completely destroyed by the hail. The corn was ruined, flowers were gone from the plants, and not a leaf remained on the trees. Q4: What were Lencho’s feelings when the hail stopped?A4: When the hail stopped, Lencho’s soul was filled with sadness. He felt devastated, saying, “A plague of locusts would have left more than this. The hail has left nothing.” Oral Comprehension Check 2: Q1: Who or what did Lencho have faith in? What did he do?A1: Lencho had complete faith in God. He wrote a letter to God asking for help, specifically requesting 100 pesos

Class 10 English Solution, Summary Class 10 English Solution, Summary, Word Meanings, Character Sketches etc Explore comprehensive solutions and summaries for Class 10 English chapters and poems. Delve into captivating stories like “A Letter to God” and “Nelson Mandela: Long Walk to Freedom,” and insightful poems by Robert Frost and others. Perfect for students seeking clear, concise explanations and a deeper understanding of their syllabus. Chapters 1. A Letter to God by G.L. Fuentes 2. Nelson Mandela: Long Walk to Freedom by Nelson Rolihlahla Mandela 3. Two Stories about Flying– I. His First Flight by Liam O’ Flaherty– II. Black Aeroplane by Frederick Forsyth 4. From the Diary of Anne Frank by Anne Frank 5. Glimpses of India– I. A Baker from Goa by Lucio Rodrigues– II. Coorg by Lokesh Abrol– III. Tea from Assam by Arup Kumar Datta 6. Mijbil the Otter by Gavin Maxwell 7. Madam Rides the Bus by Vallikkannan 8. The Sermon at Benares 9. The Proposal by Anton Chekov Poems 1. Dust of Snow by Robert Frost 2. Fire and Ice by Robert Frost 3. A Tiger in the Zoo by Leslie Norris 4. How to Tell Wild Animal by Carolyn Wells 5. The Ball Poem by John Berryman 6. Amanda! by Robin Klein 7. The Trees by Adrienne Rich 8. Fog by Carl Sandburg 9. The Tale of Custard the Dragon by Ogden Nash 10. For Anne Gregory by William Butler Yeats Footprints without Feet A Triumph of Surgery The Thief’s Story The Midnight Visitor A Question of Trust Footprints without Feet The Making of a Scientist The Necklace Bholi The Book that Saved the Earth

The Trees The Trees Summary & Explanation “The Trees” by Adrienne Rich Explanation Paragraph 1 “The trees inside are moving out into the forest,the forest that was empty all these dayswhere no bird could sitno insect hideno sun bury its feet in shadowthe forest that was empty all these nightswill be full of trees by morning.” Explanation:The poet begins by describing a surreal scene where trees that were once inside (perhaps in a house or a confined space) are now moving out into the forest. The forest, which has been empty and lifeless for a long time, will soon be filled with trees by morning. This imagery suggests a sense of liberation and renewal, as the trees reclaim their natural habitat. Paragraph 2 “All night the roots workto disengage themselves from the cracksin the veranda floor.The leaves strain toward the glasssmall twigs stiff with exertionlong-cramped boughs shuffling under the rooflike newly discharged patientshalf-dazed, moving to the clinic doors.” Explanation:Here, the poet describes the physical effort of the trees as they try to free themselves from their confined space. The roots are working hard to break free from the cracks in the veranda floor, and the leaves and twigs are straining and stiff from being cramped for so long. The boughs (branches) are compared to patients who have just been discharged from a clinic, still dazed and slowly making their way to freedom. This simile emphasizes the struggle and effort involved in breaking free. Paragraph 3 “I sit inside, doors open to the verandawriting long lettersin which I scarcely mention the departureof the forest from the house.The night is fresh, the whole moon shinesin a sky still openthe smell of leaves and lichenstill reaches like a voice into the rooms.” Explanation:In this stanza, the poet shifts to a more personal perspective. She is sitting inside, with the doors open to the veranda, writing letters. Despite the significant event of the trees leaving, she barely mentions it in her letters. The night is described as fresh and open, with the moon shining brightly. The smell of leaves and lichen (a type of plant) permeates the room, almost as if nature itself is speaking. This suggests a deep connection between the poet and the natural world. Paragraph 4 “My head is full of whisperswhich tomorrow will be silent. Listen.The glass is breaking.The trees are stumbling forwardinto the night. Winds rush to meet them.The moon is broken like a mirror,its pieces flash now in the crownof the tallest oak.” Explanation:In the final stanza, the poet’s mind is filled with whispers, indicating thoughts or voices that will be gone by tomorrow. She urges the reader to listen as the glass breaks, symbolizing the final barrier being shattered as the trees move forward into the night. The winds rush to greet the trees, signifying a welcoming embrace from nature. The moon, now described as broken like a mirror, reflects its pieces in the tallest oak tree, creating a vivid and striking image. This could symbolize a new beginning or transformation. Central Idea of “The Trees” by Adrienne Rich The central idea of “The Trees” is the theme of liberation and the return to one’s natural state. The poem uses the metaphor of trees breaking free from their confined indoor space and moving into an empty forest to symbolize a journey towards freedom and authenticity. This act of liberation is not just physical but also emotional and spiritual, as it involves a deep connection with nature and a reclaiming of one’s true self. The struggle of the trees to free themselves and the imagery of the forest coming back to life highlight the effort and determination required to break free from constraints. The poet’s personal reflections and the vivid descriptions of nature add depth to this theme, suggesting that true liberation involves a harmonious relationship with the natural world. Overall, “The Trees” by Adrienne Rich is a powerful exploration of the desire for freedom and the transformative journey towards reclaiming one’s natural state. Difficult Words from “The Trees” by Adrienne Rich 1. Veranda: A roofed platform along the outside of a house, level with the ground floor. 2. Disengage: To separate or release something from something to which it is attached or connected. 3. Strain: To make a strenuous or unusually great effort. 4. Twigs: Small thin branches of a tree or bush. 5. Exertion: Physical or mental effort. 6. Cramped: Feeling or causing someone to feel uncomfortably confined or hemmed in by lack of space. 7. Boughs: Main branches of a tree. 8. Shuffling: Walking by dragging one’s feet along or without lifting them fully from the ground. 9. Dazed: Unable to think or react properly; bewildered. 10. Scarcely: Only just; almost not. 11. Lichen: A simple slow-growing plant that typically forms a low crusty, leaflike, or branching growth on rocks, walls, and trees. 12. Whispers: Soft or confidential speaking or murmuring. 13. Stumbling: Tripping or losing balance while walking; moving with difficulty. 14. Crown: The top part of a tree. 15. Half-dazed: Partially unable to think or react properly; semi-bewildered. Poetic Devices in “The Trees” by Adrienne Rich 1. Personification Definition: Giving human characteristics to non-human objects or abstract ideas. Example: “The trees inside are moving out into the forest.” The trees are described as if they have the ability to move on their own, which is a human characteristic. 2. Imagery Definition: Descriptive language that appeals to the senses (sight, sound, smell, touch, taste). Example: “The night is fresh, the whole moon shines in a sky still open the smell of leaves and lichen still reaches like a voice into the rooms.” This line creates vivid sensory images of sight (moon shines), smell (smell of leaves and lichen), and sound (like a voice). 3. Simile Definition: A comparison using “like” or “as”. Example: “long-cramped boughs shuffling under the roof like newly discharged patients half-dazed, moving to the clinic doors.” The boughs are compared to patients who have just been discharged from a clinic,

Amanda ! Amanda ! Summary & Explanation “Amanda!” by Robin Klein Explanation Stanza 1 “Don’t bite your nails, Amanda!Don’t hunch your shoulders, Amanda!Stop that slouching and sit up straight, Amanda!” In this stanza, the speaker (likely a parent or guardian) is giving Amanda a series of commands. They are telling her not to bite her nails, not to hunch her shoulders, and to sit up straight. This indicates that Amanda is being constantly corrected and told what to do. “(There is a languid, emerald sea,where the sole inhabitant is me—a mermaid, drifting blissfully.)” Here, Amanda escapes into her imagination. She envisions herself as a mermaid in a calm, green sea, drifting peacefully. This fantasy represents her desire for freedom and tranquility, away from the constant nagging. Stanza 2 “Did you finish your homework, Amanda?Did you tidy your room, Amanda?I thought I told you to clean your shoes, Amanda!” The speaker continues to question Amanda about her responsibilities. They ask if she has finished her homework, tidied her room, and cleaned her shoes. This shows the pressure Amanda faces to meet various expectations. “(I am an orphan, roaming the street.I pattern soft dust with my hushed, bare feet.The silence is golden, the freedom is sweet.)” In her imagination, Amanda now sees herself as an orphan wandering the streets. She enjoys the silence and the freedom that comes with it. This fantasy reflects her longing for independence and a life free from constant instructions.’ Stanza 3 “Don’t eat that chocolate, Amanda!Remember your acne, Amanda!Will you please look at me when I’m speaking to you, Amanda!” The speaker warns Amanda not to eat chocolate because it might cause acne. They also demand her attention when they are speaking. This further illustrates the control and scrutiny Amanda is under. “(I am Rapunzel, I have not a care;life in a tower is tranquil and rare;I’ll certainly never let down my bright hair!)” Amanda imagines herself as Rapunzel, living in a tower without any worries. She finds this life peaceful and unique. By saying she will never let down her hair, she implies that she wants to stay in her fantasy world, away from the demands of reality. Stanza 4 “Stop that sulking at once, Amanda!You’re always so moody, Amanda!Anyone would think that I nagged at you, Amanda!” The speaker accuses Amanda of sulking and being moody. They also defensively suggest that others might think they are nagging her, even though they clearly are. This highlights the lack of understanding and empathy from the speaker towards Amanda’s feelings. Summary The poem “Amanda!” by Robin Klein captures the inner world of a young girl named Amanda who is constantly being nagged and instructed by an authoritative figure. To escape this relentless control, Amanda retreats into her imagination where she envisions herself as a mermaid, an orphan, and Rapunzel—each representing freedom and peace. The poem poignantly illustrates the clash between a child’s desire for independence and the adult world’s expectations and control. Poetic Devices in “Amanda!” Imagery Imagery involves using descriptive language to create vivid pictures in the reader’s mind. The poem is rich in imagery, especially in Amanda’s imaginative escapades. Example: “There is a languid, emerald sea, where the sole inhabitant is me— a mermaid, drifting blissfully.” “I am an orphan, roaming the street. I pattern soft dust with my hushed, bare feet.” Metaphor A metaphor is a figure of speech that directly compares two unlike things without using “like” or “as.” Example: “I am Rapunzel, I have not a care; life in a tower is tranquil and rare.” Alliteration Alliteration is the repetition of consonant sounds at the beginning of words that are close to each other. Example: “Stop that slouching and sit up straight, Amanda!” (repetition of the ‘s’ sound) “I pattern soft dust with my hushed, bare feet.” (repetition of the ‘s’ sound) Repetition Repetition involves repeating words or phrases to emphasize a point or theme. Example: The name “Amanda” is repeated throughout the poem to emphasize the constant nagging she experiences. “Don’t” is repeated in the first stanza to highlight the series of commands given to Amanda. Enjambment Enjambment occurs when a sentence or phrase runs over from one line to the next without a terminal punctuation mark. Example: “There is a languid, emerald sea, where the sole inhabitant is me— a mermaid, drifting blissfully.” Contrast Contrast is used to highlight differences between two elements. In this poem, there is a stark contrast between Amanda’s real life and her imaginative world. Example: The nagging commands and questions from the authoritative figure contrast sharply with Amanda’s peaceful and liberating fantasies. Personification Personification involves giving human characteristics to non-human things. Example: “The silence is golden, the freedom is sweet.” (Silence and freedom are given human-like qualities of being ‘golden’ and ‘sweet.’) Symbolism Symbolism involves using symbols to represent ideas or qualities. Example: The “emerald sea” symbolizes tranquility and freedom. Rapunzel’s tower symbolizes isolation but also a peaceful retreat from the outside world. Irony Irony involves a contrast between expectation and reality, often highlighting a discrepancy. Example: The speaker says, “Anyone would think that I nagged at you, Amanda!” which is ironic because the entire poem consists of the speaker nagging Amanda. Difficult Words and Their Meanings Languid: Slow, relaxed, and unenergetic. Emerald: A bright green color, often associated with the gemstone emerald. Sole: The only one; single. Inhabitant: A person or animal that lives in or occupies a place. Blissfully: In a manner characterized by extreme happiness or joy. Orphan: A child whose parents are dead. Roaming: Moving about or traveling aimlessly or unsystematically, especially over a wide area. Pattern: To create a repeated decorative design. Hushed: Quiet and still. Tranquil: Calm, peaceful, and free from disturbance. Sulking: Being silent, morose, and bad-tempered out of annoyance or disappointment. Moody: Given to unpredictable changes of mood, especially sudden bouts of gloominess or sullenness. Questions and Answers Question 1: How old do you think Amanda is? How do you know this? Answer: Amanda is likely a

The Trees The Trees Summary & Explanation “Fog” by Carl Sandburg Explanation First Line: “The fog comes on little cat feet.” Explanation: The poet begins by comparing the fog to a cat. Just like a cat moves quietly and stealthily on its soft paws, the fog also arrives silently and almost unnoticed. This comparison helps us visualize the gentle and quiet nature of the fog’s arrival. Second Line: “It sits looking over harbour and city” Explanation: Here, the fog is personified as if it has the ability to sit and observe. The fog settles over the harbor and the city, much like a cat might sit and watch its surroundings. This line emphasizes the stillness and calmness of the fog as it envelops the area. Third Line: “on silent haunches” Explanation: Continuing with the cat metaphor, “haunches” refers to the back legs of a cat when it sits. The fog, like a cat, sits silently on its haunches. This reinforces the idea of quietness and stillness, suggesting that the fog is almost alive, with a presence that can be felt but not heard. Fourth Line: “and then moves on.” Explanation: Finally, the fog, like a cat, does not stay in one place for long. It eventually moves on, continuing its silent journey. This line captures the transient nature of fog—it comes quietly, stays for a while, and then leaves just as quietly. Summary The poem uses the metaphor of a cat to describe the fog. It arrives quietly, sits and observes the surroundings in a calm and silent manner, and then moves on. The imagery of a cat helps convey the gentle, mysterious, and transient nature of fog. Difficult Words in the Poem “Fog” Harbour: A place on the coast where ships may moor in shelter, especially one protected from rough water by piers, jetties, and other artificial structures. Haunches: The back legs and hips of an animal, especially when it is sitting or crouching. Questions and Answers Based on the Poem “Fog” Q1 Question: What does Sandburg think the fog is like? Answer: Sandburg thinks the fog is like a cat. Question: How does the fog come? Answer: The fog comes quietly and stealthily, like a cat on little cat feet. Question: What does ‘it’ in the third line refer to? Answer: The word ‘it’ in the third line refers to the fog.Question: Does the poet actually say that the fog is like a cat? Find three things that tell us that the fog is like a cat. Answer: No, the poet does not explicitly say that the fog is like a cat. However, three things that tell us that the fog is like a cat are: The fog comes on little cat feet. It sits looking over harbor and city. It sits on silent haunches and then moves on. Q2 Question: Find metaphors for the following words and complete the table below. Also try to say how they are alike. Word Metaphor How they are alike Storm Tiger Pounces over the fields, growls Train Snake Slithers along the tracks, long and winding Fire Dragon Breathes out flames, fierce and consuming School Beehive Buzzing with activity, structured and organized Home Nest Cozy and protective, a place of comfort and safety Question: Think about a storm. Try to visualize the force of the storm, hear the sound of the storm, feel the power of the storm and the sudden calm that happens afterwards. Write a poem about the storm comparing it with an animal. Answer: Poem: The storm roars like a lion,With a mighty, thunderous cry,It pounces on the land,As dark clouds fill the sky. Its mane of lightning flashes,Its claws of wind do tear,The trees bend low in reverence,To the lion’s mighty glare. But as quickly as it came,The lion moves along,Leaving behind a tranquil calm,A gentle, soothing song. Q3 Question: Does this poem have a rhyme scheme? Poetry that does not have an obvious rhythm or rhyme is called ‘free verse’. Answer: No, this poem does not have a rhyme scheme. It is written in free verse. Poetic Devices in Poem “Fog” by Carl Sandburg 1. Metaphor Example: “The fog comes on little cat feet.” The fog is directly compared to a cat, suggesting it moves quietly and stealthily. 2. Personification Example: “It sits looking over harbour and city on silent haunches and then moves on.” The fog is given human-like qualities, such as sitting and looking, which helps to create a vivid image of the fog’s behavior. 3. Imagery Example: “on silent haunches” This phrase creates a visual image of the fog sitting quietly, much like a cat would, enhancing the reader’s sensory experience. 4. Simile Example: While the poem does not explicitly use “like” or “as” to make a comparison, the entire poem is an extended metaphor that functions similarly to a simile by comparing the fog to a cat. 5. Alliteration Example: “silent haunches” The repetition of the ‘s’ sound in “silent” and “haunches” adds a musical quality to the poem and emphasizes the quietness of the fog. 6. Enjambment Example: The lines “It sits looking / over harbour and city / on silent haunches / and then moves on.” The continuation of a sentence without a pause beyond the end of a line, couplet, or stanza helps to maintain the flow and rhythm of the poem, mimicking the smooth movement of the fog. 7. Symbolism Example: The fog itself can be seen as a symbol of mystery, uncertainty, or change, as it comes and goes quietly, altering the landscape temporarily.

The Tale of Custard the Dragon The Tale of Custard the Dragon Summary & Explanation The Tale of Custard the Dragon Explanation Paragraph 1: “Belinda lived in a little white house,With a little black kitten and a little grey mouse,And a little yellow dog and a little red wagon,And a realio, trulio, little pet dragon.” Explanation: Belinda lives in a small white house with her pets: a black kitten named Ink, a grey mouse named Blink, a yellow dog named Mustard, and a small pet dragon named Custard. The poet uses playful language (“realio, trulio”) to emphasize the dragon’s presence. Paragraph 2: “Now the name of the little black kitten was Ink,And the little grey mouse, she called him Blink,And the little yellow dog was sharp as Mustard,But the dragon was a coward, and she called him Custard.” Explanation: The poet introduces the names of Belinda’s pets. The kitten is Ink, the mouse is Blink, and the dog is Mustard. Despite his fierce appearance, the dragon is a coward, so Belinda calls him Custard. Paragraph 3: “Custard the dragon had big sharp teeth,And spikes on top of him and scales underneath,Mouth like a fireplace, chimney for a nose,And realio, trulio daggers on his toes.” Explanation: Custard is described in detail. He has big sharp teeth, spikes on his back, scales underneath, a mouth like a fireplace, a nose like a chimney, and sharp claws like daggers. Despite his fearsome appearance, he is actually very timid. Paragraph 4: “Belinda was as brave as a barrel full of bears,And Ink and Blink chased lions down the stairs,Mustard was as brave as a tiger in a rage,But Custard cried for a nice safe cage.” Explanation: Belinda and her other pets are described as very brave. Belinda is compared to a barrel full of bears, Ink and Blink are so brave they chase lions, and Mustard is as fierce as an angry tiger. In contrast, Custard is cowardly and always wants to be in a safe cage. Paragraph 5: “Belinda tickled him, she tickled him unmerciful,Ink, Blink and Mustard, they rudely called him Percival,They all sat laughing in the little red wagonAt the realio, trulio, cowardly dragon.” Explanation: Belinda and her pets often tease Custard for being cowardly. They call him Percival (a reference to a knight from Arthurian legend known for his naivety) and laugh at him while sitting in their red wagon. Paragraph 6: “Belinda giggled till she shook the house,And Blink said Weeck! which is giggling for a mouse,Ink and Mustard rudely asked his age,When Custard cried for a nice safe cage.” Explanation: Belinda laughs so hard that it shakes the house. Blink makes a giggling sound (“Weeck!”), and Ink and Mustard mockingly ask Custard’s age. Custard responds by crying for his safe cage. Paragraph 7: “Suddenly, suddenly they heard a nasty sound,And Mustard growled, and they all looked around.Meowch! cried Ink, and ooh! cried Belinda,For there was a pirate, climbing in the winda.” Explanation: Suddenly, they hear a disturbing noise. Mustard growls, and everyone looks around. Ink cries “Meowch!” and Belinda exclaims “ooh!” when they see a pirate climbing through the window. Paragraph 8: “Pistol in his left hand, pistol in his right,And he held in his teeth a cutlass bright,His beard was black, one leg was wood;It was clear that the pirate meant no good.” Explanation: The pirate is described as menacing. He has pistols in both hands and a bright cutlass (sword) in his teeth. He has a black beard and a wooden leg, indicating he is dangerous and up to no good. Paragraph 9: “Belinda paled, and she cried Help! Help!But Mustard fled with a terrified yelp,Ink trickled down to the bottom of the household,And little mouse Blink strategically mouseholed.” Explanation: Belinda turns pale and cries for help. Mustard runs away in fear with a yelp. Ink hides at the bottom of the house, and Blink quickly finds a hole to hide in. Paragraph 10: “But up jumped Custard, snorting like an engine,Clashed his tail like irons in a dungeon,With a clatter and a clank and a jangling squirm,He went at the pirate like a robin at a worm.” Explanation: Surprisingly, Custard jumps up bravely. He snorts like an engine and clashes his tail loudly. With lots of noise and movement, he attacks the pirate fiercely. Paragraph 11: “The pirate gaped at Belinda’s dragon,And gulped some grog from his pocket flagon,He fired two bullets, but they didn’t hit,And Custard gobbled him, every bit.” Explanation: The pirate is shocked to see Custard attacking him. He drinks some grog (alcohol) from his flask and fires two bullets at Custard, but misses. Custard then eats the pirate completely. Paragraph 12: “Belinda embraced him, Mustard licked him,No one mourned for his pirate victim.Ink and Blink in glee did gyrateAround the dragon that ate the pirate.” Explanation: Belinda hugs Custard, and Mustard licks him in gratitude. No one feels sorry for the pirate. Ink and Blink dance around Custard joyfully. Paragraph 13: “But presently up spoke little dog Mustard,I’d have been twice as brave if I hadn’t been flustered.And up spoke Ink and up spoke Blink,We’d have been three times as brave, we think,And Custard said, I quite agreeThat everybody is braver than me.” Explanation: After the incident, Mustard claims he would have been braver if he hadn’t been scared. Ink and Blink also claim they would have been even braver. Custard humbly agrees that everyone else is braver than him. Paragraph 14: “Belinda still lives in her little white house,With her little black kitten and her little grey mouse,And her little yellow dog and her little red wagon,And her realio, trulio little pet dragon.” Explanation: The poem returns to its beginning description. Belinda continues to live in her white house with her pets: Ink the kitten, Blink the mouse, Mustard the dog, and Custard the dragon. Paragraph 15: “Belinda is as brave as a barrel full of bears,And Ink and Blink chase lions down the stairs,Mustard is as brave as