snapshots supplementary reader for class 11 core...

Snapshots supplementary reader for Class 11 Core Course

2016

©10x10learning.com

SNAPSHOTS

Supplementary Reader in English for Class 11 (Core Course)

1. Chapter 1 page 2

2. Chapter 2 page 12





7. Chapter 7 Page 28

Additional poems included in response to questions:

8. ‗There was a naughty boy‘ by John Keats Page 5

9. ‗Daffodils‘ by William Wordsworth Page 6

10. THE PATRIOT By Robert Browning Page 33

11. The Diverting History of John Gilpin Page 35

INTRODUCTORY

1) The readings included in this book have the following objectives:

i. to develop the student‘s awareness about her/ his own personality

ii. to help understand himself/ herself and the society they live in

iii. to introduce the society of different countries through the contemporary

writers in English literature. 1

2) The book is called ‗Snapshots‘ because all the readings are biographical in

nature and convey the situations / themes/ issues through word pictures.

These word pictures convey a description that similar to what is conveyed

1 Contemporary means present day writers who are still living and writing or writers who began new

trends and raised new themes and issues that continued through the later part of the century and are still relevant.


2016

©10x10learning.com

in a photograph. 2 Please recall, that a literary writing that develops a story

through word pictures is called a ‗Narrative‘3

3) The exam questions at this level will be to test the deeper understanding.

Take for example Question No. 4 on page 15. ―‗The Address‘ is a story of

human predicament that follows war. Comment.‖

For getting higher marks in such questions, you have to show your

grasp of the chapter and in the concluding paragraph, also refer to one or

two narratives depicting similar situations or something contrasting with

the situation in the given narrative.

a. The Questions in exams in Class 11th

are likely to be more of the

nature of ‗Comment‘ and ‗Discuss‘. This can be observed from

the questions at the end of each chapter.

Chapter 1 ‗The Summer of the Beautiful White Horse‘

by William Saroyan

About the author

Source http://www.goodreads.com/author/show/4095.

Born in Fresno, California, The United States August 31, 1908

Died May 18, 1981

Genre Literature & Fiction, Short Stories

About this author

2 There is a well known saying that a photograph conveys a thousand words. In photographic contests

prize winning photographs, on a given theme, are those that convey a deeper meaning and story through a single photograph. 3 This is because these narrated a personal experience or an imaginary situation. Today, they are

simply called a ‘Story’. ‘What’s your story?’ is a common form of question one hears in a televised Interview, or a movie . It was first used in “Terminator – The Judgement Day’, wherein John’s mother asks the Terminator ‘What’s your story?’ It has been adopted for wider use in Economic Development as in ‘India’s Growth Story’ since Liberalization or since Independence.

http://www.goodreads.com/genres/literature-fiction

http://www.goodreads.com/genres/short-stories


2016

©10x10learning.com

William Saroyan was an American - Armenian author. The setting of many

of his stories and plays was Fresno, California (sometimes under a fictional

name), the center of Armenian-American life in California and where he

grew up. Saroyan was born in Fresno, California to Armenian immigrants

from Bitlis, Turkey.

At the age of three, after his father's death, Saroyan was placed in the

orphanage in Oakland, California, together with his brother and sister, an

experience he later described in his writing. Five years later, the family

reunited in Fresno, where his mother, Takoohi, secured work at a cannery.

He continued his education on his own, supporting himself by

taking odd jobs, such as working as an office manager for the San

Francisco.

His works include: ―The Human Comedy‖, ‗My Name is Aram‘ ; ‗The

Daring Young Man on the Flying Trapeze and other stories‖ ‗The Time of

Your Life‖

Quotes from the author:

―The most solid advice for a writer is this, I think: Try to learn to breathe

deeply, really to taste food when you eat, and when you sleep really to

sleep. Try as much as possible to be wholly alive with all your might, and

when you laugh, laugh like hell. And when you get angry, get good and

angry. Try to be alive. You will be dead soon enough.‖

William Saroyan

―Try as much as possible to be wholly alive, with all your might, and when

you laugh, laugh like hell and when you get angry, get good and angry. Try

to be alive. You will be dead soon enough.‖ William Saroyan

Questions at the end of the Chapter

http://www.goodreads.com/author/show/4095.William_Saroyan


2016

©10x10learning.com

Q1. You will probably agree that this story does not have breathless

adventure and exciting action. Then what in your opinion makes it

interesting ?

Answer. The story is interesting because of the simple language used and

the graphic description of childhood emotions involved in the experience.

Intensity is built up due to the possibility of the boys getting caught. The

environment is hostile to them and the possibility of their getting caught

and punished was very high. They were taking a huge risk for fun. The

reader gets even more concerned for their safety than the boys themselves.

This dramatic narrative grips the reader with a dramatic appeal. Due to the

ease of flow of the narrative, even a simple truant by children becomes a

gripping story, making it an intensive experience.

Q2. Did the boys return the horse because they were conscience –stricken

or because they were afraid?

Answer. The boys return the horse because of their conscience , because

honesty was one of the chief characteristics of the tribe to which the boys

belonged. As a nine year old boy Aram Garoghlanian convinces his

thirteen year old cousin to return the horse.

After two weeks of having stolen and taken rides on the horse the

two boys come across the owner on the road. The owner farmer is

extremely surprised. He recognizes his horse but refuses to believe that the

boys had stolen it. He says "the horse is the twin of my horse" and "a

suspicious man would believe his eyes instead of his heart".

The boys understand that the farmer has recognized his horse and

their prank, but was being very kind in not complaining about it. To avoid

any further shame to themselves and their family, ―that night they return it

to the farmer, John Bryo. In this way their conscience saves them to protect

the Garoghlanian's fame of honesty.

Q3. ― One day back there in the good old days when I was nine and the

world was full of every imaginable kind of magnificence, and life was still

a delightful and mysterious dream....‖ The story begins in a mood of


2016

©10x10learning.com

nostalgia. Can you narrate some incident from your childhood that might

make an interesting story?

Answer. John Keats wrote to his sister Fanny the following poem from

Scotland. It is called ‗There was a naughty boy‘

―There was a naughty boy,

And a naughty boy was he

He ran away to Scotland

The people for to see –

There he found

That the ground

Was as hard,

That a yard

Was as long,

That a song

Was as merry,

That a cherry

Was as red –

That lead

Was as weighty,

That fourscore

Was as eighty,

That a door

Was as wooden

As in England –


2016

©10x10learning.com

So he stood in his shoes

And he wonder‘d

He wonder‘d,

He stood in his shoes

And he wonder‘d.

a) A very good poem on the power of the beauty of flowers to recall

childhood memories is ‗Daffodils‘ by William Wordsworth quoted

here for you.

―I WANDERED lonely as a cloud

That floats on high o‘er vales and hills,

When all at once I saw a crowd,

A host of golden daffodils;

Beside the lake, beneath the trees,

Fluttering and dancing in the breeze.

Continuous as the stars that shine

And twinkle on the milky way,

They stretched in never-ending line

Along the margin of the bay:

Ten thousand saw I at a glance,

Tossing their heads in sprightly dance.

The waves beside them danced; but they

Out-did the sparkling waves in glee:

A poet could not but be gay,


2016

©10x10learning.com

In such a jocund company:

I gazed – and gazed – but little thought

What wealth the show to me had brought:

For oft, when on my couch I lie

In vacant or in pensive mood,

They flash upon that inward eye

Which is the bliss of solitude;

And then my heart with pleasure fills,

And dances with the daffodils.‖

Q4. The story revolves around characters who belong to a tribe in Armeia.

Mourad and Aram are members of the Garoghlanian family. Now locate

Armenia and Assyria on the atlas and prepare a writ –up on the

Garoghlanian tribes. You may write about people, their names , traits,

geographical and economic features as suggested in the story.

House styles of Armenians


2016

©10x10learning.com

Armenia focus is on the small scale where all can earn a livelihood. A fruit

seller on road side

An Armenian family in

2009

Armenian folk dance


2016

©10x10learning.com

Modern Armenian clothing

Stamp issued to honour Saroyan


2016

©10x10learning.com

Map of Armenia


2016

©10x10learning.com

Try This Out

―The horse stood on its hind legs, snorted, and burst into a fury of speed

that was the loveliest thing I had ever seen.‖ These lines could be an

artist‘s delight. Try to draw a picture as depicted in the above lines.


2016

©10x10learning.com

CHAPTER 2 The Address

By Marga Minco

Marga Minco (b. 1920) grew up in a Jewish family of five in Breda. Unlike

her sister, brother and parents, she escaped being arrested and went into

hiding during World War II. In 1957 she made her literary debut with the

short novel Het bittere kruid (Bitter Herbs), the laconic and devastating

story of a young girl who gets away when her parents are arrested, and

finally discovers that she has lost everyone who was close to her. The book

was a great success both in the Netherlands (more than 400,000 copies

sold) and abroad.

New work followed at irregular intervals: De andere kant (The

Other Side, 1959), Een leeg huis(An Empty House, 1966), De val (The

Fall, 1983) and De glazen brug (The Glass Bridge, 1986). Minco lives and

works in Amsterdam.

Source http://www.letterenfonds.nl/en/author/199/marga-minco

Q1. ―Have you come back‖ said the woman. ‗I thought that no one had

come back.‘ Does this statement give some clue about the story? If yes,

what is it?


2016

©10x10learning.com

Answer. The story is about a Jew girl in Holland, during the Second World

War ( 1939-1945). In this period, Hitler‘s policy was to search out and

send all Jews in areas won by Germany to special camps, where they were

killed by poisonous gas. Once caught , very few escaped or survived.

The girl in this story had been caught, along with her parents and

brother. She had managed to escape. She reached the address given to her

by her mother years ago. When she reaches there, the door is opened the

woman. The girl recognises the woman but the woman keeps her face

expressionless. The words given in the question are spoken by the woman

who had opened the door. It gives the clue that the girl who had reached

the door of the person who was supposed to help her, was not going to

offer any help. It also conveys that the girl was not welcome in that house,

and should not expect any assistance from the woman.

Q2. The story is divided into pre-War and post war times. What hardships

do you think the girl underwent during these times?‖

Answer. During the pre-war times the girl‘s family was prosperous. She

had grown up along with her brother using the silver cutlery. She had

taken delight on how her mother had arranged very properly all the

valuable, antique items they possessed. But she could not understand why

a strange woman dressed poorly, would visit her mother, and take away

Bags full of their silver wares. In fact the bags she carried were often

heavy for a single woman to transport and yet she came alone repeatedly,

and would always be about to leave at the time the girl returned home.

The reasons her mother gave about these visits, did not convince the girl.

In the post war period, when the girl survives and returns to the address

of that strange woman, she finds that the woman would not even allow her

to enter the house on her first visit.

When the girl visits the house the second time, it is the daughter

of that woman who opens the door and invites her in to wait for her mother

to return. Inside the house the girl finds all her own family‘s belongings

and silverware. She suffers seeing the valuables arranged in so clumsy a

manner. The experience brings back all the memories of her happy


2016

©10x10learning.com

childhood, when she had touched and used the things. Now that her family

was no more with her, the childhood memories became a source of grief

and agony for the girl. Therefore, in the post war period the girl went

through the hardship of having to claim her property from an unjust

relative who was unwilling to give it back. She also suffered because even

if she had got her parents things back from the woman, they would agonize

her perpetually.

Q3. Why did the narrator of the story want to forget the address?

Answer. The narrator of the story wanted to forget the address because it

was reminding her of not only the past injustice during the war, but also of

the present injustice at the hand of a family friend , who was supposed to

help her after her ordeal.

The girl reasons that it would not be possible for her to forget her

childhood memories linked to her family possessions kept in the house, but

be forgetting the address she could make a clean break with the past, and

begin her life afresh. If she remembered the address and continued to

return back to fetch her family‘s property, she would be facing further

hardship. The woman whom the girl‘s mother had trusted had betrayed that

trust as she had made clear her unwillingness to allow the girl to even enter

the house. On her mother‘s advice the narrator had remembered the

address in the hope of finding relief, compassion, and succour in that

house. Now when she finds the woman who was supposed to help her,

refusing to let her step into the house,

Q4. ―The Address‖ is a story of human predicament that follows war.‖

Comment.

Answer . In a war every one is a loser and a sufferer in one way or the

other. In the hostile environment, no one is able to trust anyone else, and

moral and ethical values are the first casualty. This is because by spying

on their neighbour and family members, each one tries to exploit the

situation to their advantage. Those in administration offer favours of food

and other essential items of daily life , that become scare for the ordinary

people. The army alone is the biggest beneficiary of war as all supplies

and expenditure are diverted to the armed forces. Ideals and human values


2016

©10x10learning.com

become non-existent in the environment of war because the priority of

survival becomes more important than practicing of the ideals. Everybody,

during a war, is faced by this human predicament - whether to ensure the

physical survival of self, or to secure the moral ideals one is aware of.

Chapter 3. Ranga‘s Marriage

Masti Venkatesha Iyengar

Source http://www.karnataka.com/personalities/masti-venkatesha-

iyengar/

Was a Jnanpith Award Winner writer in Kannada literature. Did MA

(English Literature) from Madras University in 1912. He was editor of the

monthly journal Jivan from 1944 to 1965. Remains one of the most

famous icons of Kannada literature . Photograph can be viewed on the

source website

Q1. Comment on the influence of English the language and the way of

life – on Indian life as reflected in the story. What is the narrator‘s attitude

to English?

Answer. The story reflects the influence of English in a small village in

India where one person only has sent his son to the city to study English.

All others knew to read and write in Kannada only. An English knowing

person was deemed to acquire superior air and power similar to the English

rulers. His views on many matters were expected to change and be

different after learning English. He was also deemed to have become so

learned that everyone else looked foolish. He was, therefore, derided by

his own friends.

It was also assumed that he has already travelled to England and

back, because no one actually knew how far England was. As Gundabbatta

says when asked if he had ever been to England, ―No, annayya, I have left

http://www.karnataka.com/personalities/masti-venkatesha-iyengar/

http://www.karnataka.com/personalities/masti-venkatesha-iyengar/


2016

©10x10learning.com

that to you. Running around like a flea pestered dog, is not for me ―. The

reference to an English knowing Indian as a ―flee pestered dog‖ is made

because the villagers would pursue him perpetually, to know more about

England. This was similar to the manner fleas pursue a dog. Every time

they heard something from him, they spread it around quickly. So others

would come to confirm the information directly and the cycle of being

pestered could continue.

After learning English, one was also expected to become different

and to give up one‘s religious beliefs. Therefore, on his return after six

months, the villagers try to confirm that the boy‘s ‗ hands, legs, eyes, nose‘

were all in their original place‖. An old woman confirms for herself that

the boy was still wearing his sacred thread and nothing had changed while

he was away to learn English. The influence of English on village life,

inspired awe as well as ridicule.

The narrator refers to English as ‗the priceless commodity‘. He

informs that it was a matter of shame and great disrespect, if any English

word was used while speaking in Kannada.

Q2. Astrologers‘ perceptions are based more on hearsay and conjecture

than what they learn from the study of the stars. Comment with reference

to the story.

Answer. In the story , Shyama the narrator, is trying to fix the marriage

of Ranga with Ratna. After confirming about Ranga‘s interest in Ratna,

Shyama goes to Shastri, the village astrologer, alone and advices him on

what to say when he comes later in the day with Ranga.

When Shyama and Ranga arrive, Shyama does all the talking,

asking Shastri about the reason for the Ranga appearing to be lost in his

own thoughts. Shastri completes the formality of astrological calculations,

to declare that the reason was ‗a girl‘. Shyama encourages Shastri to

predict, further about who the ‗girl‘ is likely to be, and whether their

venture would go any further. At this Shastri first makes a general

reference of her name being connected to something found in the oceans.

Shyama hints and encourages Shastri to conclude that girl‘s name should

have something to do with jewels or ‗Ratna‘ found in the ocean. At this


2016

©10x10learning.com

Shyama observes that it is not possible as the girl called Ratna is already

married.

Thus, the story reveals that the village astrologer is likely to base his

predictions more on hearsay and conjecture than on his competence in the

subject , because in a village each person is well known to the older

generation, from birth and through life. He is also well aware of the

village gossips about everyone. When anyone wants to seek social

approval for something they wish to do they confide in the astrologer and

involve him in ‗predicting ‗ the event as a heavenly intervention.

Q3. Indian society has moved a long way from the way the marriage is

arranged in the story. Discuss.

Answer. Indian society discussed in the story is of the period, when

eligible young men were hesitant to express their choice of a girl for

marriage. Their wanting to discuss their own marriage , particularly with

their parents or elders was sign of and it was considered as ‗unbecoming

behaviour‘ even for a son. There was no question of asking for the

choice of the prospective bride. No girl would or could express her choice

, not even to her mother. This was because all decisions on all important

matters of life were taken by the elder men in the family. The mother could

bring it up with her father but the final decision would be his.

It was the parents who arranged the marriages of their children at

the appropriate time. However, the elders in the family or immediate

social circle, were expected to understand the feelings of youngsters, and

work towards ‗arranging‘ their marriage. But the pretence of formality

would always be maintained. In the story, the fact that Ranga and Ratna

name their first son as Shyama , the narrator, indicates how grateful both

were to the narrator, for having ‗read their minds‘ and got them married.

The situation of a young man going and speaking directly to any

prospective bride , with a proposal for marriage, was simply unthinkable,

and constituted a breach of good upbringing and behaviour. In contrast,

today, love marriages are a common practice . Even in arranged marriages,

the willingness of the boy and the girl are clearly discussed with them. The

final decision is of the two persons to be married even where the family


2016

©10x10learning.com

arranges it. Inter- region, inter- religion, international marriages, based

on personal choice, are fast becoming a norm and gaining in wider

acceptability. There is a wider choice available to young men and women

to establish their careers, before getting married. As such the Indian

society has moved away from the way marriage is arranged in the story.

Q4. What kind of a person do you think the narrator is?

Answer. The narrator comes across as a kind and sympathetic person,

who shows great sensitivity to the feelings of others. He is a shrewd

observer, but does not jump to conclusions about his observations being

correct. He first tests out what he has observed by directly involving the

person, to confirm whether he is correct. Only then he moves ahead with

his plan. While carrying out his plan, he create situations favourable to the

person concerned. Though these are pre-planned and created by narrator,

the person benefitting from it does not suspect so, because the narrator

involves others also in his plan. In this way, the narrator is always ready

to do good for others.

After observing Ranga‘s inclination to like Ratna, he first

confirms his observation, by arranging for Ranga to hear Ratna sing. His

observation gets confirmed and he plans with the astrologer Shastri , to

predict before Ranga that he was likely to meet and like a girl whose name

would be associated with something from the oceans. In this way the

acceptability of the society for Ranga‘s choice is arranged and the way for

his marriage with Ratna gets cleared. The self respect and good behaviour

of Ranga is also safeguarded by the narrator.

Chapter 4. Albert Einstein at School

Patrick Pringle

About the author


2016

©10x10learning.com

Born 1935, in Rochester NY Freelance writer and photographer, wildlife

biologist, and educator. Lima Central School, Lima, NY, high school

science teacher, 1961-62; American Museum of Natural History, New

York, NY, associate editor, 1963-65, senior editor, 1965-67, executive

editor of Nature and Science (children's magazine), 1967-70; New School

for Social Research (now New School University), New York, NY, faculty

member, 1976-78; Kean College of New Jersey, Union, writer-in-

residence, 1985-86; Highlights for Children Writers Workshop, faculty

member, beginning 1985.

Famous works include

―101 great lives‖ ; ―Whey they were Boys‖ ; ― Jolly Roger‖; ―Stand and

Deliver: Highwaymen from Robin Hood to Dick Turpin.‖ .

Q1. What do you understand of Einstein‘s nature from his conversations

with his history teacher, his mathematics teacher and the head teacher?

Answer . Einstein‘s nature as revealed in his conversations with his

teacher indicated that he was a self thinking person, who tried to raise

questions, that appeared to cause discomfort for his teachers.

In History, he was not interested in learning by rote, about what

battle was fought when? He wanted to know ‗why‘ those battles were

fought. Einstein was brilliant in Mathematics, and has got the respect of

his teacher in learning more than what was taught in class.

The teacher acknowledged that Einstein would be able to teach

him more about mathematics. Einstein‘s good reputation as a genius in

mathematics, had been conveyed to the head teacher. The head teacher

asked him to leave the school on his own, so that he would not have to be

expelled from school. Expulsion would have meant that Einstein would

have difficulty in getting admission in any other school. The head teacher

and Einstein reached an agreement on this matter, and Einstein walks out

of the school, without a word to anyone.

Q2. The school system often curbs individual talents. Discuss.


2016

©10x10learning.com

Answer. School systems are created as frameworks at a given point of

time and then continued for decades. The world environment, thinking and

ideas change, while the school system continues unchanged. This develops

obsolescence or dead wood among the ideas being taught.

As students have a greater sense of curiosity than adults, their

questions and new ideas are not encouraged by teachers. Teachers also

need to retain their superiority so that discipline is maintained. Therefore,

discouragement of new ideas and questions by students are discouraged by

teachers. Such a system often curbs individual talents. For example, the

standard line of there being seven colours has continued since the ray of

light was refracted through a prism to split it into seven colours in

laboratory conditions. Science is able to define with absolute certainty

only two colours of black and white. White occurs when all rays are

reflected back and black occurs when all rays of light energy are absorbed

by a substance.

This principle has since been updated to include ‗grey ‗ as the

eight colour of the clouds against which the seven colours of a rainbow

become visible. The ninth and tenth colours are white and black. But the

school books are not yet updated to include these ten colours and continue

with the seven colour framework.

An individual student could raise the question of why are white,

black and grey colours not included to make the total of ten colours of light

energy. But if such a question is raised, the student will be asked to sit

down and learn what is given in the book, and no more. This way that

individual talent will get curbed by the school system.

Q3. How do you distinguish between information gathering and insight

formation?

Answer. Information gathering is collecting of information already

available in the books and well established practices. This mostly pertains

to responding to questions such as ‗What?‘, When? Where? Insight

formation happens when questions of ‗How? And Why‘ about the

information are raised. Today , as in 2015, it is well established that real


2016

©10x10learning.com

learning happens when students are able to raise relevant questions in the

respective subject.

Chapter 5 Mother‘s Day

J. B. Priestley

Source http://www.goodreads.com/author/show/87149.J_B_Priestley

J.B. Priestley

born

in Bradford, The United Kingdom September 13, 1894

died August 14, 1984

website

http://www.jbpriestley.co.uk/

genre

Literature & Fiction, Mystery & Thrillers, Politics

About this author

John Boynton Priestley, the son of a schoolmaster, was born in

Bradford in September 1894, and after schooling he worked for a time in

the local wool trade. Following the outbreak of the Great War in 1914,

Priestley joined the British Army, and was sent to France --in 1915 taking

part in the Battle of Loos. After being wounded in 1917 Priestley returned

to England for six months; then, after going back to the Western Front he

suffered the consequences of a German gas attack, and, treated at Rouen,

he was declared unfit for active service and was transferred to the

Entertainers Section of the British Army. When Priestley left the army he

studied at Cambridge University, where he completed a degree in Modern

History and Political Science

Quotations :

―I have always been delighted at the prospect of a new day, a fresh try, one

more start, with perhaps a bit of magic waiting somewhere behind the

http://www.jbpriestley.co.uk/


http://www.goodreads.com/genres/mystery-thrillers

http://www.goodreads.com/genres/politics


2016

©10x10learning.com

morning.‖

― J.B. Priestley

―Like its politicians and its wars, society has the teenagers it deserves.‖

― J.B. Priestley

Q1. This play written in 1950s, is a humorous and satirical depiction of

the status of the mother in the family.

(i) What are the issues it raises?

(ii) Do you think it caricatures these issues or do you think that the

problems it raises are genuine? How does the play resolve the

issues? Do you agree with the resolution?

Answer. The play ―Mother‘s Day‘ raises issues that are universal for a

middle aged, middle class housewife, across all countries. These include

(a) Neglect of mother by husband and children continually for as

long as twelve years.

(b) Mother‘s continued neglect of herself and her own happiness,

by keeping the happiness and comfort of her children above her own.

(c) Her husband and children treating her as a servant by leaving

her alone at home to cook for them while they are all out enjoying

their evening.

(d) The mother‘s keeps postponing trying to discuss her being

neglected, with her husband and children . Therefore, unless she

starts immediately, it never happens.

I think that the problems it raises are genuine. The advice that good

or bad fortune of a mother is in her own hands is practical. Her own

fortune can be good if the mother asserts herself and puts her foot

down, till other members of the family start treating her with respect

she deserves, and appreciate her contribution in making their lives

comfortable. Her fortunes would continue to be bad if she continues

to place the interests of other members above her own happiness and

interest, and keeps postponing discussing her hurt feelings with

them.

http://www.goodreads.com/author/show/87149.J_B_Priestley

http://www.goodreads.com/author/show/87149.J_B_Priestley


2016

©10x10learning.com

Q2. If you were to write about these issues today what are some of the

incidents, examples and problems that you would think relevant?

Answer. The issues for a middle aged, middle class mother, would be

more complicated today as many middle class mothers are working

women as well. Therefore, they carry a double load of brining up a

family as well as attending to their professional work. For the first 18

years of their children‘s lives, these include :

a. responsibility of overseeing children‘s homework and studies,

b. Shopping for various needs of the home as well as of children

c. Dropping them to school or the school bus stop and fetching

them back

d. washing and ironing their clothes and school uniforms

e. preparing breakfast and packing snacks or lunch for the day

f. of nursing them during illness; and giving them time and

company at play;

g. If employed herself, of going to work herself after sending

children to school

h. Public transport regularity and availability issues

i. Working the daily routine like clockwork.

j. Even if a maid is employed for cleaning and washing work,

maids cannot be depended for regularity and punctuality, and

often create more problems than providing help.

k. Contacting teachers to find out the progress of her children in

college.

l. For college going children, issues involved include (a) finding

time to help out with their shopping for appropriate clothes, (b)

finding and funding their special tutorial classes, (c ) acquainting

their college friends to ensure that the teenager does not fall into

wrong company or adopt bad habits.

Q3. Is drama a good medium for conveying a social message? Discuss.

Answer. Yes, the drama is a good medium for conveying social

messages. This is because the message can be presented in a more

interesting manner through a drama. Drama has a conversation like


2016

©10x10learning.com

quality, and a few characters are sufficient to bring a situation to life.

Simple language in the dialogues replicates the day to day life, and issues

can be raised through the conversation of two characters, while other

characters can be used to re-enforce the issues . The reactions of

characters makes the social messaging sharper and more interesting. In

the end, the tension raised by the issues can be resolved by suggesting

solutions through one or more characters. The dialogues of various

characters can be used to express different viewpoints on the same issues

and on the solutions offered.

Q4. Discuss in groups, plays or films with a strong message of social

reform, that you have watched.

The film ‗Mary Kom‘ on the life of a living sports legend has a very

strong message of social reform needed in giving equal opportunities to

girls and boys to show their competence in any sport. Mary was the

eldest daughter in a father dominated family, who wanted to learn

‗boxing‘ .

Her father was willing to let her become an athlete for which she

had joined the training camp. But boxing being a male dominated and a

rough game, was not deemed as appropriate for a daughter. Her father

was afraid that she would hurt herself while learning boxing , and

thereafter, no one would marry her. He was also certain that Mary could

not be successful in a male dominated game. As such, he does not give his

approval to Mary to pursue a career in boxing.

1. Mary goes ahead and joins the boxing classes. When her father

finds out from others in the village , he burns down her boxing

gloves that had been given to her by her teacher. Her father stops

talking to Mary, but she continues with her training.

2. At the boxing federation, she faces obstacles from the federation

official, who want to send another boxer who is declared a winner

despite being less talented than Mary. Her anger alienates the

federation officials against her.


2016

©10x10learning.com

3. One man , however, is very supportive of her efforts as he

admires her. He assists her in every way possible and accompanies

her on her first national and international boxing rounds. After,

she wins her first world championship , he proposes to her. She

accepts the proposal as he promises to allow her to continue with

her boxing after marriage.

4. Mary‘s decision to marry meets the disapproval of her Coach, who

declares that the body and physical strength changes after a woman

becomes a mother and boxing would be the first sacrifice. The

Coach refuses to attend the wedding.

5. Mary becomes a mother of twins, and after six months, re-works

her stressful exercise schedule to prepare for the next

championship. The revival is difficult and hard, but is achieved

through application of mind and hard work.

6. The husband stays home to take care of the twin babies, while

Mary goes for her next boxing championship. On the night of the

final round, one of her child dies due to illness.

7. The strong social message in the film, based on real life story, is

that girls too can achieve national and international fame, even in

male dominated sports, given the equal opportunity to learn and

show their capability.

8. The mindset that career is for girls only till they do not get

married, has also been challenged and changed in this film. Mary

Kom won successive international titles even after becoming a

mother. Only the support of her husband and her family made that

possible.

9. This movie therefore, has strong social message of giving equality

of opportunity for girls in sports. For this support and cooperation

of the relevant sport federation is essential. The sports bureaucracy

has its own corrupt practices and ego trips. The bureaucrats and

their families stay in five star hotels while sportspersons are made

to stay in unfurnished sheds. The fact that sportsperson represent

the country in international tournaments and work hard for

winning medals for their countries, needs to be appreciated and

valued by Governments at the Centre and the States.


2016

©10x10learning.com

Chapter 6 The Ghat of the Only World

Amitav Ghosh

Amitav Ghosh, a pioneer of English literature in India, was born

in Calcutta (Now Kolkata) in the year 1956. Amitav Ghosh was raised

and educated at the same time in as different locations as Bangladesh, Sri

Lanka, Iran, Egypt, India and the United Kingdom. His father was a

retired officer of pre-independence Indian Army. He completed his high

school education from The Doon School and his bachelors from St.

Stephen‘s College, Delhi University, Delhi. He completed his higher

studies in England where he went on to receive his Ph.D. in social

anthropology from Oxford University. The name ‗Shahid‘ means ‗first

hand witness‘ . This is on page 60 of the book.

Q1. What impressions of Shahid do you gather from the piece?

Answer. In this story entitled ―The Ghat of the Only World‘ , Shahid

comes across as a very strong minded person. He had been undergoing

treatment for cancer for over a year, but had never discussed his pains or

made any mention of ‗dying‘. Even as he was being consumed by cancer,

his life and home would be a perpetual carnival, an endless mela of talk,

laughter, food and poetry.

Shahid was a very practical person, able to call spade a spade. He was

not taken in by politeness of manner in serious matters such as his own

terminal disease. He was also frank about what he expected his friend to

do for him and often took his friend by surprise with his clear expression

of thought.

The author describes Shahid‘s voice as extra-ordinary – ―at once

lyrical and fiercely disciplined‖. Shahid had ―a sorcerer‘s ability to

transmute the mundane into the magical‖. He was a gregarious person,

and held parties at his home on most evenings. ―I love it that so many

people are here‖ ....‖I love it that people come and there‘s always food. I


2016

©10x10learning.com

love this spirit of festivity ; it means that I don‘t have time to be

depressed‖. He also loved the magnificent view of the Manhattan

skyline, the Brooklyn waterfront across the East River, that slipped like a

‗ghat’. Even as he was being consumed by cancer, his life and home

would be a perpetual carnival, an endless mela of talk, laughter, food and

poetry.

Q2. How do Shahid and the writer react to the knowledge that Shahid is

going to die?

When Shahid mentions for the first time , the possibility of his dying,

he says it jocularly . When the writer consoles him politely about the

possibility of living longer, Shahid cuts short the writer‘s false comfort

very sharply and expresses sarcastically, the hope that the writer, as his

friend would perhaps write something about him This indicates the

practical side of Shahid‘s view to life. The writer is taken aback, first by

the comical manner in which Shahid had mentioned that he was going to

die, and then the seriousness with which he almost reprimands the writer

for not having written anything about him so far.

Later, when all medicines were discontinued, he was given one year

or less of life remaining. The writer asked him what he was going to do?

He responded in a quiet and untroubled voice ―I would like to go back to

Kashmir to die‖. He had made peace with his approaching death that he

had known as coming for long. There was no trace of anguish or conflict

in him. Surrounded by the love of his family and friends, he was calm,

contented , and at peace. He died peacefully in his sleep . For the writer,

it was amazing that ― so brief a friendship‖ with Shahid ― had left so vast

a void.‖

Q3. Look up the dictionary for the meaning of the word ‗diaspora‘. What

do you understand of the Indian diaspora from this piece?‖

Answer. ―Diaspora‘ means people who are born in one country but grow

up and settle in another country for professional and livelihood reasons ,

constitute the diaspora of that country . These include few families

settled in different and distant places, but have the one bond of belonging

to the same country. They tend to follow their native cultural practices


2016

©10x10learning.com

where they are settled. The bond of memories of their place of origin and

identity, keeps them in touch with each other , even in distant places

across the world.

Chapter 7 Birth

Archibald Joseph Cronin

Born July 19, 1896, in Cardross Dumbartonshire Scotland

Died on Jan. 6, 1981, in Montreux, Switzerland

Scottish novelist and physician whose works combining realism with social

criticism won a large Anglo-American readership

Q1. ― I have done something: oh God! I have done something at last.‖

Why does Andrew say this? What does he mean?

Answer. Andrew says these words, as the last sentence in the story, at

the time he is walking home, after reviving and saving a new born baby.

By saying so to himself, he acknowledges that this was the most difficult

situation he had faced in his profession. As a doctor, for the first time he

had an experience and satisfaction of having saved a life. He therefore, is

speaking out aloud to himself , and thanking God for this opportunity for

doing ‗something at last‘, that would give him satisfaction all his life..

Q2. There lies a great difference between textbook medicine and the

world of practicing physician. Discuss.

Answer. The textbook medicine only gives procedures and conditions

that are expected to exist in perfect conditions, where all facilities are

available. It gives the best known remedies for various ailments and

medical problems.


2016

©10x10learning.com

But, in the world of practicing physician, ideal conditions as

described in textbooks do not exist. Several adaptations and risks have to

be taken by the physician to save life. In the case described in the story,

Andrew , the physician had reached the mother, sometime after child

birth. The mid-wife / nurse had already presumed that the child was

dead. The doctor had found the baby wrapped in sodden newspapers and

kept under the mother‘s bed.

He orders the midwife to quickly fetch two separate basins filled

with hot water and cold water. He then placed the baby on a blanket and

began giving it artificial respiration. After the water basins were brought,

he began splashing the baby alternatively with cold and warm water. For

fifteen minutes he continued with no success. Then he started rubbing the

child with a towel, crushing and releasing its chest with both hands.

As the child began to snort and gasp for breath, a bubble of

mucous came out of its nostril. The child‘s white skin began to turn pink,

and it began to cry . That sound was ‗exquisite‘ to the ears of the

physician. But the effort of half an hour and its anxiety , followed by the

relief of success, had emotionally drained Andrew. Having revived the

baby, he handed it over to the nurse, as he himself was feeling dazed and

weak. He wanted to be out in the open and therefore, leaves the house

without his bag, saying that he will collect later.

Q3. Do you know of any incident when someone has been brought back

to life from the brink of death through medical help. Discuss medical

procedures such as organ transplant and organ regeneration that are used

to save human life.

m. No such incident is known to me.

Chapter 8 ‗The Tale of Melon City‘

Vikram Seth

Source http://www.goodreads.com/author/show/28345.Vikram_Seth

Born in Calcutta (now Kolkata), West Bengal, India June 20, 1952


2016

©10x10learning.com

Genre Literature & Fiction, Biographies & Memoirs, Poetry

Vikram Seth is an Indian poet, novelist, travel writer, librettist, children's

writer, biographer and memoirist. During the course of his doctorate

studies at Stanford, he did his field work in China and translated Hindi and

Chinese poetry into English. He returned to Delhi via Xinjiang and Tibet

which led to a travel narrative From Heaven Lake: Travels Through

Sinkiang and Tibet (1983) which won the Thomas Cook Travel Book

Award.

The Golden Gate: A Novel in Verse (1986) was his first novel describing

the experiences of a group of friends who live in California.

A Suitable Boy (1993), an epic of Indian life set in the 1950s, got him the

WH Smith Literary Award and the Commonwealth Writers Prize.

Quotes

―God save us from people who mean well.‖ Vikram Seth, A Suitable Boy

―But I too, hate long books: the better, the worse. If they're bad they merely

make me pant with the effort of holding them up for a few minutes. But if

they're good, I turn into a social moron for days, refusing to go out of my

room, scowling and growling at interruptions, ignoring weddings and

funerals, and making enemies out of friends. I still bear the scars of

Middlemarch.‖

Vikram Seth, A Suitable Boy

Satire is a genre of literature, and sometimes graphic and performing arts,

in which vices, follies, abuses, and shortcomings are held up to ridicule,

ideally with the intent of shaming individuals, corporations, government or

society itself, into improvement.[1]

Although satire is usually meant to be


http://www.goodreads.com/genres/biographies-memoirs

http://www.goodreads.com/genres/poetry

http://www.goodreads.com/author/show/28345.Vikram_Seth

http://www.goodreads.com/work/quotes/1651078

http://www.goodreads.com/author/show/28345.Vikram_Seth

http://www.goodreads.com/work/quotes/1651078

http://en.wikipedia.org/wiki/Genre

http://en.wikipedia.org/wiki/Literature

http://en.wikipedia.org/wiki/Graphic_arts

http://en.wikipedia.org/wiki/Performing_art

http://en.wikipedia.org/wiki/Satire#cite_note-FOOTNOTEElliott2004-1


2016

©10x10learning.com

humorous, its greater purpose is often constructive social criticism, using

wit to draw attention to both particular and wider issues in society.

A feature of satire is strong irony or sarcasm "in satire, irony is

militant"[2]

but parody,burlesque, exaggeration,[3]

juxtaposition, comparison,

analogy, and double entendre are all frequently used in satirical speech and

writing. This "militant" irony or sarcasm often professes to approve of (or

at least accept as natural) the very things the satirist wishes to attack.

Satire is nowadays found in many artistic forms of expression, including

literature, plays, commentary, television shows, and media such as lyrics.

Q1. Narrate ‗The Tale of Melon City‘ in your own words.

Answer. In a land far, far away, a king wanted an arch to be constructed,

spanning the major road, so that all could see the greatness of the king and

his kingdom. The workmen constructed the arch and asked the king to

come and see it. But as the king rode on his chariot his crown hit the arch

and fell down, as the height of the arch was too low. Annoyed by this the

king proclaimed that the builder would be hanged. For this rope and

gallows was arranged.

The builder pleaded for mercy, saying that it was not his fault, but was

the fault of the workmen. At this the king decided to hang the workmen.

They pleaded that the fault was in the wrong size of the bricks supplied by

the mason.

The mason was brought before the King, who said that it was the

architect‘s fault . The architect pleaded that when the design had been

shown to the king, the king had made certain changes. The king found the

situation to be complex and tricky, and asked that the wisest man in his

kingdom be brought before him.

The wisest man was also a very old man, who needed to be

carried to be brought before the king. He said that as it was the arch that

had brought down the crown, the arch should be hanged.

A Councillor objected that the arch had touched the King‘s head

and therefore, had become sacred. It could not be hung. The king

http://en.wikipedia.org/wiki/Social_criticism

http://en.wikipedia.org/wiki/Wit

http://en.wikipedia.org/wiki/Irony

http://en.wikipedia.org/wiki/Sarcasm

http://en.wikipedia.org/wiki/Satire#cite_note-2

http://en.wikipedia.org/wiki/Parody

http://en.wikipedia.org/wiki/Burlesque_(literary)

http://en.wikipedia.org/wiki/Exaggeration

http://en.wikipedia.org/wiki/Satire#cite_note-Claridge2010p257-3

http://en.wikipedia.org/wiki/Double_entendre


2016

©10x10learning.com

postponed the hanging to consider the finer points of the situation. But as

someone had to be hung for the mistake, each person was measured to

reach the noose. Everyone fell short, except the King.

Therefore, the king was hung by royal decree. To fill the

throne, the councillors declared that the one to pass the city gates next,

would choose the next king. The man who passed was an idiot, who chose

a melon because he liked melons. Therefore, a melon was crowned as the

next king. If anyone asked why the king looked like a melon, it was

replied that it was by ‗customary choice‘.

Q2. What impression would you form of a state where the King was ‗just

and placid‘ ?

Answer. The broad impression one gets is that a ―just and placid‖ king

would merely apply the law or the custom of his kingdom , strictly by the

word, and does not apply his mind in reasoning . Reason provides a limit

to the extent an absurd situation can be allowed to go. Here, in the

kingdom described in the poem, the absurd is not happening due to any

external interference. The next step is deliberated at every stage, to

reach another foolish conclusion. In the end , we get a basket of foolish

suggestions that are worked out in the name of justice. There is simply no

application of the mind or the common sense .

Q3. How, according to you, can peace and liberty be maintained in a state?

Answer. Peace and liberty can be maintained in a State only if the ruler is

intelligent, and the law of the land is reasonable. The application of any

law or customs, needs to have limits. They should involve an objective

analysis of the situation and a review of changes needed, from time to time.

If continued for too long, laws and customs tend to become arbitrary.

They can destroy liberty and peace, in such situations, in place of

maintaining them.


2016

©10x10learning.com

Q4. Suggest a few instances in the poem which highlight humour and

irony.

An example of irony

THE PATRIOT

By Robert Browning

AN OLD STORY

It was roses, roses, all the way,

With myrtle mixed in my path like mad;

The house-roofs seemed to heave and sway,

The church-spires flamed, such flags they

had,

A year ago on this very day.

The air broke into a mist with bells,

The old walls rocked with the crowd and

cries.

Had I said, "Good folk, mere noise repels—

But give me your sun from yonder skies!"

10They had answered "And afterward, what

else?"

Alack, it was I who leaped at the sun

To give it my loving friends to keep!

Naught man could do, have I left undone:

And you see my harvest, what I reap

This very day, now a year is run.

There's nobody on the house-tops now—

Just a palsied few at the windows set;

For the best of the sight is, all allow,

At the Shambles' Gate—or, better yet,

By the very scaffold's foot, I trow.


2016

©10x10learning.com

I go in the rain, and, more than needs,

A rope cuts both my wrists behind;

And I think, by the feel, my forehead bleeds,

For they fling, whoever has a mind,

Stones at me for my year's misdeeds.

Thus I entered, and thus I go!

In triumphs, people have dropped down

dead,

"Paid by the world, what dost thou owe

Me? "—God might question; now instead,

'Tis God shall repay: I am safer so.

Q5. The Tale of Melon City‘ has been narrated in a verse form. This is a

unique style which lends extra charm to an ancient tale. Find similar

examples in your language. Share them in the class.

The verse style used in ‗The Tale of Melon City‘ is called the ‗Ballad‘

form.

Another famous example is given below.

The Diverting History of John Gilpin

From Wikipedia, the free encyclopedia

Illustration by Randolph Caldecott.

http://en.wikipedia.org/wiki/Randolph_Caldecott

http://en.wikipedia.org/wiki/File:Randolph_Caldecott_collection-page_0066_crop-balance-cenhance.jpg


2016

©10x10learning.com

The Diverting History of John Gilpin Shewing how he went Farther than

he intended, and came safe Home again is a comic ballad by William

Cowper about John Gilpin, written in1782. The ballad concerns a draper

called John Gilpin who rides a runaway horse. Cowper heard the story

from Lady Anna Austen at a time of severe depression, and it cheered him

up so much that he put it into verse.[1]

The poem was published

anonymously in the Public Advertiser in 1782, and then published with The

Task in 1785.[2]

It was very popular, to the extent that "pirate copies were

being sold all across the country, together with Gilpin books and toys."[1]

The poem was republished in 1878, illustrated by Randolph Caldecott and

printed by Edmund Evans. Caldecott's image of Gilpin riding the horse is

the basis for the design of the obverse of the Caldecott Medal.

Source for complete text http://www.bartleby.com/41/324.html

JOHN GILPIN was a citizen

Of credit and renown,

A train-band captain eke was he

Of famous London town.

John Gilpin‘s spouse said to her dear, 5

‗Though wedded we have been

These twice ten tedious years, yet we

No holiday have seen.

‗To-morrow is our wedding-day,

And we will then repair 10

Unto the Bell at Edmonton,

All in a chaise and pair.

‗My sister, and my sister‘s child,

Myself, and children three,

Will fill the chaise; so you must ride 15

On horseback after we.‘

http://en.wikipedia.org/wiki/Ballad

http://en.wikipedia.org/wiki/William_Cowper



http://en.wikipedia.org/wiki/John_Gilpin

http://en.wikipedia.org/wiki/1782_in_poetry

http://en.wikipedia.org/wiki/John_Gilpin

http://en.wikipedia.org/wiki/Bolting_(horse)

http://en.wikipedia.org/wiki/The_Diverting_History_of_John_Gilpin#cite_note-Williams-1

http://en.wikipedia.org/wiki/Public_Advertiser

http://en.wikipedia.org/wiki/The_Task_(poem)



http://en.wikipedia.org/wiki/1785_in_poetry

http://en.wikipedia.org/wiki/The_Diverting_History_of_John_Gilpin#cite_note-cocel-2

http://en.wikipedia.org/wiki/Copyright_infringement

http://en.wikipedia.org/wiki/Merchandising

http://en.wikipedia.org/wiki/The_Diverting_History_of_John_Gilpin#cite_note-Williams-1

http://en.wikipedia.org/wiki/Randolph_Caldecott

http://en.wikipedia.org/wiki/Edmund_Evans

http://en.wikipedia.org/wiki/Caldecott_Medal

http://www.bartleby.com/41/324.html


2016

©10x10learning.com

He soon replied, ‗I do admire

Of womankind but one,

And you are she, my dearest dear,

Therefore it shall be done. 20

‗I am a linen-draper bold,

As all the world doth know,

And my good friend the calender

Will lend his horse to go.‘

Quoth Mrs. Gilpin, ‗That‘s well said; 25

And for that wine is dear,

We will be furnished with our own,

Which is both bright and clear.‘

John Gilpin kissed his loving wife;

O‘erjoyed was he to find, 30

That though on pleasure she was bent,

She had a frugal mind.

The morning came, the chaise was brought,

But yet was not allowed

To drive up to the door, lest all 35

Should say that she was proud.

So three doors off the chaise was stayed,

Where they did all get in;

Six precious souls, and all agog

To dash through thick and thin. 40

Smack went the whip, round went the wheels,

Were never folk so glad,

The stones did rattle underneath,

As if Cheapside were mad.


2016

©10x10learning.com

John Gilpin at his horse‘s side 45

Seized fast the flowing mane,

And up he got, in haste to ride,

But soon came down again;

For saddle-tree scarce reached had be,

His journey to begin, 50

When, turning round his head, he saw

Three customers come in.

So down he came; for loss of time,

Although it grieved him sore,

Yet loss of pence, full well he knew, 55

Would trouble him much more.

‘Twas long before the customers

Were suited to their mind,

When Betty screaming came down stairs,

‗The wine is left behind

‗Good lack,‘ quoth he—‗yet bring it me,

My leathern belt likewise,

In which I bear my trusty sword,

When I do exercise.‘

Now Mistress Gilpin (careful soul!) 65

Had two stone bottles found,

To hold the liquor that she loved,

And keep it safe and sound.

Each bottle had a curling ear,

Through which the belt he drew, 70

And hung a bottle on each side,

To make his balance true.

Then over all, that he might be


2016

©10x10learning.com

Equipped from top to toe,

His long red cloak, well brushed and neat; 75

He manfully did throw.

Now see him mounted once again

Upon his nimble steed,

Full slowly pacing o‘er the stones,

With caution and good heed. 80

But finding soon a smoother road

Beneath his well-shod feet,

The snorting beast began to trot,

Which galled him in his seat.

So, ‗Fair and softly,‘ John he cried, 85

But John he called in vain;

That trot became a gallop soon,

In spite of curb and rein.

So stooping down as needs he must

Who cannot sit upright, 90

He grasped the mane with both his hands,

And eke with all his might.

His horse, who never in that sort

Had handled been before,

What thing upon his back had got 95

Did wonder more and more.

Away went Gilpin, neck or nought;

Away went hat and wig;

He little dreamt, when he set out,

Of running such a rig. 100

The wind did blow, the cloak did fly,

Like streamer long and gay,


2016

©10x10learning.com

Till, loop and button failing both,

At last it flew away.

Then might all people well discern 105

The bottles he had slung;

A bottle swinging at each side.

As hath been said or sung.

The dogs did bark, the children screamed,

Up flew the windows all; 110

And every soul cried out, ‗Well done!‘

As loud as he could bawl.

Away went Gilpin—who but he?

His fame soon spread around;

‗He carries weight! He rides a race!‘ 115

‗‘Tis for a thousand pound!‘

And still, as fast as he drew near,

‘Twas wonderful to view,

How in a trice the turnpike-men

Their gates wide open threw. 120

And now, as he went bowing down

His reeking head full low,

The bottles twain behind his back

Were shattered at a blow.

Down ran the wine into the road, 125

Most piteous to be seen,

Which made his horse‘s flanks to smoke

As they had basted been.

But still he seemed to carry weight,

With leathern girdle braced; 130

For all might see the bottle-necks


2016

©10x10learning.com

Still dangling at his waist.

Thus all through merry Islington

These gambols he did play,

Until he came unto the Wash 135

Of Edmonton so gay;

And there he threw the Wash about

On both sides of the way,

Just like unto a trundling mop,

Or a wild goose at play. 140

At Edmonton his loving wife

From the balcony spied

Her tender husband, wondering much

To see how he did ride.

‗Stop, stop, John Gilpin! Here‘s the house!‘ 145

They all at once did cry;

‗The dinner waits, and we are tired;‘

Said Gilpin‗So am I!‘

But yet his horse was not a whit

Inclined to tarry there! 150

For why?his owner had a house

Full ten miles off at Ware.

So like an arrow swift he flew,

Shot by an archer strong;

So did he fly which brings me to 155

The middle of my song.

Away went Gilpin, out of breath,

And sore against his will,

Till at his friend the calendar‘s

His horse at last stood still. 160


2016

©10x10learning.com

The calendar, amazed to see

His neighbour in such trim,

Laid down his pipe, flew to the gate,

And thus accosted him:

‗What news? what news? your tidings tell; 165

Tell me you must and shall—

Say why bareheaded you are come,

Or why you come at all?‘

Now Gilpin had a pleasant wit,

And loved a timely joke; 170

And thus unto the calendar

In merry guise he spoke:

‗I came because your horse would come,

And, if I well forebode,

My hat and wig will soon be here, 175

They are upon the road.‘

The calendar, right glad to find

His friend in merry pin,

Returned him not a single word,

But to the house went in; 180

Whence straight he came with hat and wig;

A wig that flowed behind,

A hat not much the worse for wear,

Each comely in its kind.

He held them up, and in his turn 185

Thus showed his ready wit,

‗My head is twice as big as yours,

They therefore needs must fit.


2016

©10x10learning.com

‗But let me scrape the dirt away

That hangs upon your face; 190

And stop and eat, for well you may

Be in a hungry case.‘

Said John, ‗It is my wedding day,

And all the world would stare,

If wife should dine at Edmonton, 195

And I should dine at Ware.‘

So turning to his horse, he said,

‗I am in haste to dine;

‘Twas for your pleasure you came here,

You shall go back for mine.‘ 200

Ah, luckless speech, and bootless boast!

For which he paid full dear;

For, while he spake, a braying ass

Did sing most loud and clear;

Whereat his horse did snort, as he 205

Had heard a lion roar,

And galloped off with all his might,

As he had done before.

Away went Gilpin, and away

Went Gilpin‘s hat and wig; 210

He lost them sooner than at first;

For why? they were too big.

Now Mistress Gilpin, when she saw

Her husband posting down

Into the country far away, 215

She pulled out half a crown;


2016

©10x10learning.com

And thus unto the youth she said

That drove them to the Bell,

‗This shall be yours, when you bring back

My husband safe and well.‘ 220

The youth did ride, and soon did meet

John coming back again:

Whom in a trice he tried to stop,

By catching at his rein;

But not performing what he meant, 225

And gladly would have done,

The frighted steed he frighted more,

And made him faster run.

Away went Gilpin, and away

Went postboy at his heels, 230

The postboy‘s horse right glad to miss

The lumbering of the wheels.

Six gentlemen upon the road,

Thus seeing Gilpin fly,

With postboy scampering in the rear, 235

They raised the hue and cry:

‗Stop thief! stop thief!—a highwayman!‘

Not one of them was mute;

And all and each that passed that way

Did join in the pursuit. 240

And now the turnpike gates again

Flew open in short space;

The toll-men thinking, as before,

That Gilpin rode a race.


2016

©10x10learning.com

And so he did, and won it too, 245

For he got first to town;

Nor stopped till where he had got up

He did again get down.

Now let us sing, Long live the King!

And Gilpin, long live he! 250

And when he next doth ride abroad

May I be there to see!

snapshots supplementary reader for class 11 core...

Documents