What Twined About The Windows To The Roof?

What Twined About The Windows To The Roof
M. Hamel was gazing at many things. What were they? – English | Shaalaa.com M. Hamel was gazing at many things. What were they? M.Hamel was gazing at his garden outside the window, his class in front of him, the walnut- trees in the garden, and the hop vine that he had planted twined about the windows to the roof, with a broken heart that he is leaving all.

What had twined about the windows to the roof of the school?

“The Last Lesson” — lesson. English Language State Board, Class 10. I started for school very late that morning and was in great dread of a scolding, especially because M. Hamel had said that he would question us on participles, and I did not know the first word about them.

  • For a moment I thought of running away and spending the day out of doors.
  • It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field back of the saw mill the Prussian soldiers were drilling.
  • It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school.

When I passed the town hall there was a crowd in front of the bulletin-board. For the last two years all our bad news had come from there — the lost battles, the draft, the orders of the commanding officer — and I thought to myself, without stopping, “What can be the matter now?” Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with his apprentice, reading the bulletin, called after me, “Don’t go so fast, bub; you’ll get to your school in plenty of time!” I thought he was making fun of me, and reached M.

Hamel’s little garden all out of breath. Usually, when school began, there was a great bustle, which could be heard out in the street, the opening and closing of desks, lessons repeated in unison, very loud, with our hands over our ears to understand better, and the teacher’s great ruler rapping on the table.

But now it was all so still! I had counted on the commotion to get to my desk without being seen; but, of course, that day everything had to be as quiet as Sunday morning. Through the window I saw my classmates, already in their places, and M. Hamel walking up and down with his terrible iron ruler under his arm.

I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was. But nothing happened.M. Hamel saw me and said very kindly, “Go to your place quickly, little Franz. We were beginning without you.” I jumped over the bench and sat down at my desk. Not till then, when I had got a little over my fright, did I see that our teacher had on his beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered, that he never wore except on inspection and prize days.

Besides, the whole school seemed so strange and solemn. But the thing that surprised me most was to see, on the back benches that were always empty, the village people sitting quietly like ourselves; old Hauser, with his three-cornered hat, the former mayor, the former postmaster, and several others besides.

  1. Everybody looked sad; and Hauser had brought an old primer, thumbed at the edges, and he held it open on his knees with his great spectacles lying across the pages.
  2. While I was wondering about it all, M.
  3. Hamel mounted his chair, and, in the same grave and gentle tone which he had used to me, said, “My children, this is the last lesson I shall give you.

The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson. I want you to be very attentive.” What a thunderclap these words were to me! Oh, the wretches; that was what they had put up at the town-hall! My last French lesson! Why, I hardly knew how to write! I should never learn anymore! I must stop there, then! Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding on the *Saar! My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give up.

And M. Hamel, too; the idea that he was going away, that I should never see him again, made me forget all about his ruler and how cranky he was. Poor man! It was in honour of this last lesson that he had put on his fine Sunday clothes, and now I understood why the old men of the village were sitting there in the back of the room.

It was because they were sorry, too, that they had not gone to school more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country that was theirs no more. While I was thinking of all this, I heard my name called.

  1. It was my turn to recite.
  2. What would I not have given to be able to say that dreadful rule for the participle all through, very loud and clear, and without one mistake? But I got mixed up on the first words and stood there, holding on to my desk, my heart beating, and not daring to look up.
  3. I heard M.

Hamel say to me, “I won’t scold you, little Franz; you must feel bad enough. See how it is! Every day we have said to ourselves, ‘Bah! I’ve plenty of time. I’ll learn it tomorrow.’ And now you see where we’ve come out. Ah, that’s the great trouble with Alsace; she puts off learning till tomorrow.

Now those fellows out there will have the right to say to you, ‘How is it; you pretend to be Frenchmen, and yet you can neither speak nor write your own language?’ But you are not the worst, poor little Franz. We’ve all a great deal to reproach ourselves with.” “Your parents were not anxious enough to have you learn.

They preferred to put you to work on a farm or at the mills, so as to have a little more money. And I? I’ve been to blame also. Have I not often sent you to water my flowers instead of learning your lessons? And when I wanted to go fishing, did I not just give you a holiday?” Then, from one thing to another, M.

Hamel went on to talk of the French language, saying that it was the most beautiful language in the world — the clearest, the most logical; that we must guard it among us and never forget it, because when a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.

Then he opened a grammar and read us our lesson. I was amazed to see how well I understood it. All he said seemed so easy, so easy! I think, too, that I had never listened so carefully, and that he had never explained everything with so much patience. It seemed almost as if the poor man wanted to give us all he knew before going away, and to put it all into our heads at one stroke.

After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us, written in a beautiful round hand — France, Alsace, France, Alsace. They looked like little flags floating everywhere in the school-room, hung from the rod at the top of our desks. You ought to have seen how everyone set to work, and how quiet it was! The only sound was the scratching of the pens over the paper.

Once some beetles flew in; but nobody paid any attention to them, not even the littlest ones, who worked right on tracing their fish-hooks, as if that was French, too. On the roof the pigeons cooed very low, and I thought to myself, “Will they make them sing in German, even the pigeons?” Whenever I looked up from my writing I saw M.

Hamel sitting motionless in his chair and gazing first at one thing, then at another, as if he wanted to fix in his mind just how everything looked in that little school-room. Fancy! For forty years he had been there in the same place, with his garden outside the window and his class in front of him, just like that.

Only the desks and benches had been worn smooth; the walnut-trees in the garden were taller, and the hopvine that he had planted himself twined about the windows to the roof. How it must have broken his heart to leave it all, poor man; to hear his sister moving about in the room above, packing their trunks! For they must leave the country next day.

  • But he had the courage to hear every lesson to the very last.
  • After the writing, we had a lesson in history, and then the babies chanted their ba, be bi, bo, bu.
  • Down there at the back of the room old Hauser had put on his spectacles and, holding his primer in both hands, spelled the letters with them.

You could see that he, too, was crying; his voice trembled with emotion, and it was so funny to hear him that we all wanted to laugh and cry. Ah, how well I remember it, that last lesson! All at once the church-clock struck twelve. Then the *Angelus. At the same moment the trumpets of the Prussians, returning from drill, sounded under our windows.M.

Then he turned to the blackboard, took a piece of chalk, and, bearing on with all his might, he wrote as large as he could —* “Vive La France!” Then he stopped and leaned his head against the wall, and, without a word, he made a gesture to us with his hand — “School is dismissed — you may go.” -Alphonse Daudet

Reference: State Council of Educational Research and Training (2018). Term-1 English Standard-10. The Last Lesson – Alphonse Daudet (pp.162-178). Published by the Tamil Nadu Textbook and Educational Services Corporation. : “The Last Lesson” — lesson. English Language State Board, Class 10.

Who had planted the Hopvine?

Hamel was gazing at his garden outside the window, then at his class in front of him, the walnut trees in his garden and the hopvines that he had planted himself. Was this answer helpful?

What is the topic on which M Hamel would question answer?

Hamel had said that he would question us on participles. In the sentence above, the verb form ‘had said’ in the first part is used to indicate an ‘earlier past’, The whole story is narrated in the past.

Why was M Hamel gazing first at once thing then at another?

Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair and gazing first at one thing, then at another, as if he wanted to fix in his mind just how everything looked in that little school-room. Fancy! For forty years he had been there in the same place, with his garden outside the window and his class in front of him, just like that.

Only the desks and benches had been worn smooth; the walnut-trees in the garden were taller, and the hopvine that he had planted himself twined about the windows to the roof. How it must have broken his heart to leave it all, poor man; to hear his sister moving about in the room above, packing their trunks! For they must leave the country next day.

But he had the courage to hear every lesson to the very last. After the writing, we had a lesson in history, and then the babies chanted their ba, be bi, bo, bu. Down there at the back of the room old Hauser had put on his spectacles and, holding his primer in both hands, spelled the letters with them.

  • You could see that he, too, was crying; his voice trembled with emotion, and it was so funny to hear him that we all wanted to laugh and cry.
  • Ah, how well I remember it, that last lesson! All at once the church-clock struck twelve.
  • Then the *Angelus.
  • At the same moment the trumpets of the Prussians, returning from drill, sounded under our windows.M.

Hamel stood up, very pale, in his chair. I never saw him look so tall. “My friends,” said he, “I—I—” But something choked him. He could not go on. Then he turned to the blackboard, took a piece of chalk, and, bearing on with all his might, he wrote as large as he could —* “Vive La France!” Then he stopped and leaned his head against the wall, and, without a word, he made a gesture to us with his hand — “School is dismissed — you may go.” In between writing, the narrator noticed M.

  • Hamel, who sat still and peered at various objects in the little classroom as if he wanted to remember everything before departing.M.
  • Hamel had been teaching there for the past forty years,
  • The only differences were that the desks in the classroom had worn out over time, the walnut trees in the garden outdoors had grown taller, and the hop vines he’d planted himself were twined around the roof’s windows.

The narrator believes that the teacher must be heartbroken to be moved away from where he has spent his last forty years of life. As M. Hamel and his sister were prepared to depart the next day, the sound of his sister’s packing and moving their baggage had been heard from the room upstairs,M.

Hamel had the courage to hear the lesson from the entire class. After the writing task, they had a lesson on history. Later, the babies chanted and sang their rhymes ba, be bi, bo, bu, On the other hand, Hauser had put on his spectacles and recited the letters with the students while holding the primer in both hands.

He was sobbing, and his voice was trembling as he recited. The narrator had mixed emotions: he found it amusing to witness an old man like Hauser crying and trembling, but he also felt emotional like Hauser. This was a lesson the narrator will never forget.

  • Just then, the church clock struck twelve, and Angelus began.
  • Angelus are the prayers said in the morning, in the middle of the day and in the evening in the Roman Catholic Church,
  • At the same time, the sound of trumpets being played by Prussian soldiers returning from training was heard.M.
  • Hamel’s face had become dull and colourless as the class came to an end.

He stood up straight and still, and Franz claims he had never been that tall before. Here the term “look so tall” doesn’t speak the actual increase in height; instead, height is the symbolic representation of M. Hamel’s delight in the language he teaches or his respect,M.

What does the poet tell us about the window of the shed?

Ncert Solutions for Class 7 English Honeycomb Poem Chapter 3 The Shed Class 7 English Chapter 3 Poem – The Shed – NCERT Solutions – Free PDF Download Honeycomb Chapter 3 in English for Class 7 One of the most fascinating chapters in the English syllabus for Class 10 is The Shed.

On INFINITY LEARN, you can get the NCERT Solutions for Class 7 English Honeycomb Chapter 3 he Shed in PDF format. You can get the PDFs for free from INFINITY LEARN and read them to improve your exam preparation. You can learn how to write good exam responses by looking through these NCERT Solutions, NCERT Solutions English Honeycomb Chapter 3 for Class 7 NCERT Solutions English Honeycomb Chapter 3 for Class 7 NCERT Solutions English Honey the Shed highlights all of the important ideas in this chapter, making it an excellent study resource.

If you have access to NCERT Solutions for Class 7 Science, Maths solutions, and solutions for other topics, subjects like Science, Maths, and English will become easier to study. You can also get NCERT Solutions for Class 7 Maths to help you revise the entire syllabus and improve your exam scores. Download PDF 1. Answer the following questions. i) Who is the speaker in the poem? A. The speaker in the poem is a little girl. ii) Is he/she afraid or curious, or both? A. She is both afraid and curious. iii) What is he/she planning to do soon? A. She is planning to look into the shed soon.

iv) “But not just yet” suggests doubt, fear, hesitation, laziness or something else. Choose the word which seems right to you. Tell others why you chose it.A. Her words suggest hesitation and fear. She is afraid of the ghost and the strange noise.2. Is there a room in your house or a house in your neighbourhood/locality where you would rather not go alone, and never at night? If there is such a place and a story to go with it, let others hear all about it.A.

There is a store room in my house which is in the backyard of the house. It is a little away from the main structure. It is full of odd objects and not even lit properly. Thus, going to the store room, at night, calls for a lot of courage. My mother once asked me to fetch certain things from the store room.

When I entered the store room, I felt as if I saw the movement of shadows. Screamed with terror, but later got to know that those shadows were nothing but my mind’s imagination. NCERT Solutions for Class 7 English Honeycomb Chapter 3 Honeycomb’s third chapter is titled The Shed. Frank Flynn is the author of the poem.

Frank Flynn’s own life has been an unfathomable trip. He transitioned from being a seasoned Australian physician to a fledgling poet. He primarily creates fantasy poems for youngsters under the age of ten. His poetry is well-liked by the kids, who take great pleasure in reading them.

The Shed is poetry set in an ancient, dusty location. It describes an old, rusted shed where the poet has the uneasy impression that someone is staring at him from inside the shed whenever he walks by. His brother also informs him about the existence of a ghost who resides in the house. The poet, on the other hand, is convinced that ghosts do not exist and that there is no such ghost in the shed.

He also mentions that he hasn’t worked up enough bravery to enter the shed yet, but that one day he will get the courage to do so and explore it. Students will be better prepared for the exam if they use our NCERT Solutions Class 7 English Honeycomb Chapter 3 The Shed to understand the poetry and prepare the questions and answers in the exercise.

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All of the study materials on INFINITY LEARN are free, and using them will help you enhance your exam marks. The English language is one of the most fascinating to study. The rich literature teaches students a variety of moral principles that are extremely important in a student’s life.

Language and communication skills are also crucial to a student’s overall growth. It also increases students’ self-assurance. English is one of the most intriguing topics in Class 7 but also one of the most difficult to pass. You may be asking why it is so difficult to get a good grade on this topic, despite the fact that it is quite intriguing.

The reason for this is that exam answers, whether they be prose or poetry, must be concise and clear. So go ahead and download and study the NCERT Solutions for Class 7 English Honeycomb Chapter 3 The Shed on INFINITY LEARN to ace your exam. Frequently Asked Questions (FAQ)

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How trustworthy are the NCERT Solutions for Class 7 English Honeycomb Chapter 3, The Shed?

Yes, the NCERT Solutions for Class 7 English Honeycomb Chapter 3 The Shed are a good source of information. At INFINITY LEARN, we think that our students should never sacrifice the quality of their education and should only be given the greatest study materials.

Why Use NCERT Solutions for Class 7 English Chapter 3 The Shed to Study?

Ans: The NCERT Solutions questions are frequently asked in exams. As a result, learning NCERT Solutions Class 7 English Chapter 3 The Shed is crucial. INFINITY LEARN NCERT Solutions are written by highly qualified English teachers. You will be able to learn and evaluate the poem thoroughly if you study these NCERT Solutions. As a result, you’ll be better prepared for your tests.

Can I get a free copy of the NCERT Solutions for Class 7 English Honeycomb Chapter 3 The Shed?

Ans: Yes, the NCERT Solutions Class 7 English Honeycomb Chapter 3 The Shed may be downloaded for free. These NCERT Solutions are accessible in PDF format, and referring to them will make it easier for you to understand the poetry.

What is the location of the shed?

Ans: The poet’s shed is located at the foot of his garden. The door is hung with a spider web, and the hinges are rusty. A creak in the wind is heard by the poet, who is laying on his bed listening to it. The poem was written by Frank Flynn.

What is the state of the window mentioned in Class 7 English Honeycomb’s poem The Shed Chapter 3?

Frank Flynn is the author of the poem The Shed. The glass panes in the window of the shed at the bottom of the poet’s garden were cracked and very dusty. It gave the poet the impression that someone was looking at him. Refer to the NCERT Solutions for Chapter 3 of Class 7 English Honeycomb on the INFINITY LEARN website and app, which are available for free.

What is the subject of Class 7 Honeycomb’s poetry The Shed Chapter 3?

Ans: Frank Flynn’s poem “The Shed” portrays the old shed at the foot of the poet’s garden in detail. The shed was filthy and full of spider webs, and the glass panes were cracked. It was a concern that arose as a result of the poet’s brother’s story. At the same time, the poet was curious to observe what was going on, but his anxiety kept him from doing so.

In the poem The Shed, who is the speaker?

Ans: The poet was startled by his brother’s story about a ghost in the shed. From the window, the poet had the distinct impression that someone was watching at him. Frank Flynn, a poet, is the speaker. He talked about the old shed and how horrible it was in terms of condition. From the window, the speaker always felt as though someone was watching at him.

How does the poet describe the shed in Chapter 3 of English Honeycomb Class 7?

Ans: The poet detailed the state of the shed located at the foot of the poet’s garden. The shed was in a dreadful and frightening state. Spider webs hung from the ceiling, and the windows were cracked. There was constantly the impression that someone was looking out the window.

What is the significance of the window in the story?

NCERT solutions for class 8 English It So Happened The open window – Comprehension Check (Page 57) Questions:

  1. Why had Framton Nuttel come to the “rural retreat”?
  2. Why had his sister given him letters of introduction to people living there?
  3. What had happened in the Sappleton family as narrated by the niece?

Answers:

  1. Framton Nuttel was suffering from some nervous disorder and worry. So he decided to spend a few days in some village and relax in peace.
  2. His sister knew that Framton would meet very few people in the countryside. He would feel lonely and bored. His condition could grow worse. So she gave him let­ters of introduction to all people she knew there. One was addressed to Mrs. Sappleton.
  3. The niece played a practical joke on Sappleton when she came to know that he was a total stranger. She said that her aunt’s husband, two brothers and a dog had gone for hunting through the window three years ago. They never returned. But the aunt was still hoping to see them back through the open window.

Comprehension Check (Page 60) Questions:

  1. What did Mrs Sappleton say about the open window?
  2. The horror on the girl’s face made Framton swing around in his seat. What did he see?

Answers:

  1. Mrs Sappleton said that her husband and brothers would be entering the house any time. The window was kept open till it was dark. They would enter through the open window
  2. Framton swung around to know the reason for the girl’s horror. Soon he saw three figures coming towards the window.

Comprehension Check (Page 61) Questions:

  1. Why did Framton rush out wildly?
  2. What was the girl’s explanation for his lightning exit?

Answers:

  1. The niece had told Nuttel that her aunt’s husband and brothers had been missing, for three years. When Framton saw them coming, he thought they were ghosts. So he rushed out wildly in fear.
  2. The girl explained that Framton had a bitter experience of the dogs. So he made a sudden exit on seeing the dog.

Exercise (Page 61) Discuss in Small groups. Question 1: Is this a mystery story? Give a reason for your answer. Answer: The open window is not truly a mystery story. It shows the fertile imagination of a young girl. She plays a practical joke on Framton and tells a cooked up story.

  • Poor Framton falls a prey to her prank and runs out of the house hurriedly.
  • Question 2: You are familiar with the ‘irony’ of the situation in a story.
  • Remember the cop and the Anthem in Class VII Supplementary Reader!) Which situations in The Open Window’ are good examples of the use of irony? Answer: “Irony’ refers to the contrast between what is intended or expected and what actually occurs.

The open window has irony of situation. Poor Framton goes to countryside for rest and relief from his nervousness. But Mrs Sappleton’s niece plays such a joke that he suddenly rushes out. He mistakes Mrs sappleton’s husband and brother as their ghosts. Question 3: Which phrases/sentences in the text do you find difficult to understand? Select a few and guess the meaning of each.

  • Came into the nice division – The category of nice people.
  • Masculine habitation. – The room seemed to suggest that there lived some male persons there.
  • “Bertie, why do you bound? – Bound means ‘jump’. But here it means a person whose behaviour is unpleasant to other people.

MORE QUESTIONS SOLVED I. SHORT ANSWER TYPE QUESTIONS Question 1: What is the significance of the window in the story’? Answer: The window in the story, reveals niece’s habit of playing jokes and pranks. The window is central to the story. Through it the aunt’s husband along with his two brothers-in-law had gone out hunting.

  • Framton is frightened to see them coming towards the window.
  • Taking them for ghosts, he rushes out of the gate.
  • Question 2: What was Framton Nuttel suffering from? Answer: Framton Nuttel was suffering from nervous disorder and excitement.
  • The doctor advised him complete rest and relaxation in the countryside.

Question 3: Why does Framton retire to the countryside? Answer: Framton retires to the rural retreat on the doctor’s advice. He needed rest and relief from mental excitement. Question 4: Whom does Framton contact in the rural resort? Answer: Framton goes to Mrs Sappleton’s house in the countryside.

He carries an introduction letter from his sister. But he first meets Mrs Sappleton’s niece, Vera. Question 5: What did Framton admit as well as notice in Mrs Sappleton’s room? Answer: Mr Framton tells Vera that he doesn’t know anybody in that village. He wondered whether the lady was married or a widow.

But he did notice that some male member has been living in the room. Question 6: What sort of tragedy had happened in Mrs Sappleton’s life, as narrated by the niece? Answer: Vera told Framton about a family mishap three years ago. Mrs Sappleton’s husband, along with her two brothers had gone for shooting.

They were caught in a wet marshy land. They never returned. But the aunt was still hoping that they would return home and enter through the open window. Question 7: What did Framton notice about host’s chief concern? Answer: Framton noticed that the host was turning her eyes constantly towards the open window.

She was giving very little attention to his story of sickness. Her chief concern was to notice her husband’s returning home. Question 8: What did the aunt and her niece say about Framton’s sudden exit? Answer: Mrs Sappleton and her niece told different stories why Framton had run out of the house in such a hurry.

The lady called him an extraordinary man who talked only about his illneses. Perhaps he had seen a ghost, so he had dashed off. But Vera said that the caller had a horror of dogs. So the sight of spaniel made him push out. II. LONG ANSWER TYPE QUESTIONS Question 1: Who was Vera? What joke did she play? What was its outcome? Answer: Vera was the niece of Mrs.

Sappleton. She was a young girl of fifteen. She was fun loving and mischievous. She knew how to oust a stranger from the house. She played a joke on him (Framton) and made him run out. She narrated a cooked up story about her aunt’s husband, her two brothers and the open window.

She told him that three years ago her aunt’s husband along with her two brothers had gone for shooting. They were caught in a wet marshy land. They never returned. But the aunt, Mrs. Sappleton, was still hoping that they would return home and enter through the open window. When Mrs. Sappleton came to Framton, she also confirmed the story of the hunting party.

This story had a deep effect on Framton. He was frightened to see them coming towards the window. Taking them for ghosts, he rushed out of the gate in great hurry.

What is the moral of the story the last lesson?

The Last Lesson: About the author – The Last Lesson is written by French novelist Alphonse Daudet, who is well known for his short tales and novels that simply portray realism, human sentiments, and humor. One of his most well-known stories, “The Last Lesson,” is about national pride, the value of education, and how for certain people, receiving an education is a privilege.

Why was the lesson called the last lesson?

Hamel said it was their last French lesson because the order had come from Berlin to teach only German in the schools of Alsace and Lorraine and the new master would come to the school from the following day. Was this answer helpful?

What is the theme of the lesson the last lesson?

The theme of the story ‘The Last Lesson’ is linguistic chauvinism of the proud conquerors and the pain that is inflicted on the people of a territory by them by taking away the right to study or speak their own language and thus make them aliens in their own land of birth.

What did M Hamel write at the end of the class question answer?

Answer : M Hamel wrote ‘ Vive La France! ‘ on the backboard to show his love for his country as well as for the French language.

What did M Hamel teach the class in his last lesson short answer?

Hamel gave his last lesson to his students with utmost devotion and sincerity. He praised French as the most beautiful, the clearest and most logical language in the world. He emphasized the importance of one’s mother tongue and how it would always give people a sense of freedom and belonging even if they are enslaved.

What did M Hamel tell the class about the French language?

Hamel told them that French was the most beautiful language in the world. It was the clearest and the most logical language. He asked them to guard it among them and never forget it.

Who is the teacher in the story last lesson?

Furthermore, it is the school French teacher M. Hamel’s last day. This teacher has been working there for forty years.

What is the name of blacksmith in the last lesson?

The name of the blacksmith was ​ Wachter.

Why was Mr Hamel dressed different that day?

Hamel was a French teacher and that day was going to be his last French lesson at the school. So he dressed in his best Sunday clothes to mark this special occasion.

What does the poet think about the window?

The Shed Extra Questions and Answers Short Type –

  • (1) What do you mean by a shed?
  • Ans:- A shed is a small room, away from the main house, for storing or keep things animals, tools, vehicles, etc.
  • (2) Describe briefly the shed according to the poet.

Ans:- The shed is situated at the bottom of the poets garden. In the shed, a spider’s web is hanging on the door. The poet feels that someone is staring at him. The window glasses were also broken at one side. He wishes to step inside the shed one day. (3) What did his brother threat him? Ans:- The poets brother threated him by lying that inside the shed there stays a ghost who hides under the rotten floor boards.

  1. If he dare to enter the shed, the ghost might chop off his head down.
  2. 4) Did the poet believe to his brother? If not why? Ans:- Although the poet was scared but did not believe him because there was on one staring at him anymore nor making weird noises.
  3. Also the topsiders too had gone from his web.
  4. 5) What happened to the window of the shed? Ans:- The window is covered with dust at one side of the shed.

The glasses of the window panes are broken. The poet often feels that someone is staring at him through the window. He wishes to peep inside through the window one day whenever he pass that way.

What is the windows poem about?

Poem & Analysis of ‘The Windows’ by George Herbert George Herbert (3 April 1593 – 1 March 1633) Lord, how can man preach thy eternal word? He is a brittle crazy glass; Yet in thy temple thou dost him afford This glorious and transcendent place, To be a window, through thy grace.

But when thou dost anneal in glass thy story, Making thy life to shine within The holy preachers, then the light and glory More reverend grows, and more doth win; Which else shows waterish, bleak, and thin. Doctrine and life, colors and light, in one When they combine and mingle, bring A strong regard and awe; but speech alone Doth vanish like a flaring thing, And in the ear, not conscience, ring.

The Soul and the Window in Herbert’s The Windows The poem The Windows was written by George Herbert(1593-1633).Herbert was an important metaphysical poet of 17th century. The present poem is a metaphysical poem with an innovative metaphoric representation.

In the beginning the poet asks God, how man can preach the sacred preachings of God? As man is imperfect and impure, how man can use God’s eternal word? The poet says despite his imperfection, God has allowed him to be in the holy temple (church) as a window. Further, the poet describes about the grace of God.

He says by his grace, he is in the holy place of god. When the story of god is inscribed on the glasses of the windows, the window shines. In other words, the poet’s life shines when the story of god is inscribed in his soul. By the light, glory, preachings of god an ordinary window turns out to be extraordinary.

The ordinary glasses are waterish, bleak, thin and full of dust. But by the grace of god, the window becomes sacred and reverential. The poet suggests that because of god’s grace and his preachings, he becomes sacred. Then the poet indicates his intense desire to mingle with god. His union with the god is similar to the combination of colours and light on the window.

The poet indicates that, doctrine and life, preaching and practice should mingle with each other in his life inseparably. This is also an indication of poet’s total union with the god. The poet suggests that the words of god should become a part of his conscience.

  1. George Herbert develops a hyperbolic comparison between his soul and the windows of the church.
  2. Herbert ingeniously shows how an ordinary window becomes extraordinary and reverential by the grace of god.
  3. As a priest, Herbert seriously contemplated about the relationship between god and man.
  4. The poem is an indication of his inner struggle and contemplation.

Here, we can see a typical metaphysical conceit, where two dissimilar things like windows and soul are compared to each other. However at the end, we can notice that Herbert tries to develop a harmonious relationship with god. He wants his soul to become sacred by the preachings of god.

What does the poet suggest about the windows?

The poet asks us to be strong to face the power of wind. As wind is all powerful and moves at per it’s own will. it destroys weaklings in the way. The poet wants us to be brave and also make our doors and windows strong such that wind can’t destroy them.

What do windows and doors symbolize?

Liberation – Windows and doors are associated with the concepts of freedom, liberation and escapism. If someone claims that something has metaphorically “gone out of the window,” there’s a strong insinuation that the subject in question has well and truly freed itself, and probably won’t be returning.

What does the word window symbolism?

Windows and symbolism Windows, symbolically, can often represent a portal. A view into another world. Perhaps an inner world or a view into your soul. It is also a barrier, a place to view the world but unable to participate. Seeing through a window and desiring what’s on the other side is also a common theme.

  • Famous opening scene of Breakfast at Tiffany’s where Holly Golightly looks through the window in the at Tiffany’s jewellery in the film, ‘Breakfast at Tiffany’s’.
  • more window action from the same film.

Another device is the viewing through the window to create a sense of danger or potential threat. A suspense tool.

The use of Mirrors and doorways can give you a sense that they lead to a magical world but it is the act of viewing through something that determines the intention.

: Windows and symbolism

What did the author see from the window?

NCERT Solutions for Class 6 English Chapter 5 A Different Kind of School Working With the Text (Page 62) A. Put these sentences from the story in the right order and write them out in a paragraph. Don’t refer to the text.

  • I shall be so glad when today is over.
  • Having a leg tied up and hopping about on a crutch is almost fun, I guess.
  • I don’t think I’ll mind being deaf for a day—at least not much.
  • But being blind is so frightening.
  • Only you must tell me about things.
  • Let’s go for a little walk.
  • The other bad days can’t be half as bad as this.

Ans: Let’s go for a little walk. Only you must tell me about things. I shall be so glad when today is over. The other bad days can’t be half as bad as this. Having a leg tied up and hopping about on a crutch is almost fun, I guess. I don’t think I’ll mind being deaf for a day, at least not much.

But being blind is so frightening.B. Answer the following questions: 1. Why do you think the writer visited Miss Beam’s school? (1) Ans: The writer had heard much about Miss Beam’s new teaching method. So he visited her school to see the new play-way method personally.2. What was the ‘game’ that every child in the school had to play? (9) Ans: Every child in the school had to play the role of being blind, deaf, dumb, injured and lame once in a term.

It was a sort of game and training.3. “Each term every child has one blind day, one lame day “. Complete the line. Which day was the hardest? Why was it the hardest? (9, 11, 15) Ans: ” one injured day and one dumb day.” Being blind was the hardest day. The student felt that he/she was going to be hit by something every moment.4.

  • paragraph numbers
  • What Twined About The Windows To The Roof Ans: What Twined About The Windows To The Roof
  • B. Re-word these lines from the story:

1. I had heard a great deal about Miss Beam’s school.2. Miss Beam was all that I had expected – middle-aged, full of authority.3. I went to the window which overlooked a large garden.4.”We cannot bandage the children’s mouths, so they really have to exercise their will-power”.

  1. Ans: 1. The writer had heard people praising the teaching methods at Miss Beam’s school.2.
  2. The writer found Miss Beam a middle aged and dominating woman.3.
  3. The author looked out of the window and saw a large garden.4.
  4. The children had to use their will power to keep quiet.C.
  5. Given below is a page from a dictionary.

Look at it carefully and (i)find a word which means the same as Write down the word and its two meanings. (ii)find a word meaning a part of the school year. (iii)find a word that means Ans: (i)terrible – (a) causing fear. (b) very bad. (ii)term – (a) a fixed length of time. What Twined About The Windows To The Roof What Twined About The Windows To The Roof What Twined About The Windows To The Roof

  1. 2. Now make lists of
  2. (i) all the words on the page (plus any more that you can think of) that begins with terr. Ans: terrace, terrible, terrify, territory, terrain (ii)five words that may follow the last word on the page, that
  3. Ans: Those, this, theatre
  4. Ans: The word ‘thank’ means to express gratitude for kindness, gift or service.
  5. She has only herself to thank for what happened.
  6. D.A poem for you to read All but Blind What Twined About The Windows To The Roof
  7. Speaking and Writing (Page 66)
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(iii)write down your own meaning of the word Then write down the meaning given in the dictionary. Example: There is no need to thank me. We thanked them for all their help.A. Make a short list of things you find difficult to do. For example: What Twined About The Windows To The Roof Ans: Attempt yourself.B. Look at your hands carefully. Now, write down for each finger one action for which that finger is particularly important. For example, the second (or index) finger helps to hold the knife down firmly when cutting. MORE QUESTIONS SOLVED I.SHORT ANSWER TYPE QUESTIONS 1. Describe the appearance of Miss Beam. Ans: Miss Beam was middle-aged, dominating, yet kindly. Her hair was turning grey and she was a little fat.2. What did Miss Beam teach the children at her school? Ans: The children were taught simple spelling, adding, subtracting, multiplying and writing.3.

What was the real aim of Miss Beam’s school? Ans: The real aim of Miss Beam’s school was not to teach so many subjects to make them thoughtful. They were trained to be kind to others and become responsible citizens. The school aimed at teaching ‘thoughtfulness’.4. What did the author point out about the children in the playground? Ans: The,author complained that not all children were healthy and active-looking.

Some were blind or lame and crippled.5. What did Miss Beam tell the author about the game being played among the friends? Ans: Miss Beam explained to the author that no child was lame, blind or crippled. They were, in fact, being made to understand misfortune.

Every child had one blind day. one lame day and one dumb day. They were helped by other children.6. How did the little-bandaged girl make the author much more thoughtful than he ever thought? Ans: The bandaged girl asked the author to describe things to her. The author had to observe places and persons very carefully.

He noticed the colour of the hair or skirt. He discovered after a while that he had become thoughtful. II.LONG ANSWER TYPE QUESTIONS 1. In what respect was Miss Beam’s school different from others? Ans: Miss Beam ran a school. But it was very different from others.

  1. The children were taught how to spell words, do sums and write.
  2. The teacher taught to them interesting lessons.
  3. But the real aim of the school was to make children sensitive and good citizens, kind and responsible.
  4. They were given practical training to develop such a character.2.
  5. What did Beam’s school aim to teach? Why? Ans: Miss Beam’s school was a training ground to turn out good citizens.

Bookish knowledge intends to know what is right and what is wrong. But Miss Beam’s school aimed at developing the habit to help the blind, the lame and the needy 3. Which incident made the visitor to the school ten times more thoughtful than ever? Ans: The narrator had heard a lot about the unique method of teaching in Beam’s school.

At first, he saw a blind girl being led out. Then he saw a lame boy. He thought that the students were not at all healthy and active. But soon he came to know that that they were just acting to be blind, lame, crippled etc. Meanwhile, he was asked to lead a blind girl around. The blind girl asked him many questions.

And he had to apply his brain to describe people and things. He realised that he had become ten times more thoughtful than ever. : NCERT Solutions for Class 6 English Chapter 5 A Different Kind of School

What did France see through the window when he reached his school?

As Monsieur Hamel opened a grammar and read them their lesson, Franz was amazed at how well he understood everything. It all seemed very easy and he listened to his teacher with rapt attention, realizing the worth and quiet dedication of this man. ​Franz’s love for his mother tongue became apparent when he wondered if the pigeons too would be forced to sing in German.

What did Franz see through the window on reaching school?

Question Answer of the last lesson :- – Question answer of the last lesson :- Question 13:- How was the scene in the school in the morning of the last lesson different from that other days ? OR What did Franz wonder about the day ? Answer :- There was usually lots of noises when the school began,

  • For example, there was the opening and closing of desks,
  • The sounds of teacher’s great ruler rapping on the table could be heard,
  • But that day it was all very quiet,
  • It was a quiet as Sunday morning,
  • Question 14 :- What did Franz see through the window when he reached his school ? Answer :- Franz saw that his classmates were already in their places,

His teacher Mr M.hamel was walking up and down in the classroom, He was holding his terrible iron ruler under his arms, Question 15 :- Why was franz not scolded for reaching the school late that day ? Answer :- That day, Franz was not scolded because it was Mr M.hamel’s last day at the school,

  • He was said to leave the school, Besides, the village people were sitting there on the back Benchers.
  • Question 16 :- How was Mr M.hamel dressed on his last day in school ? Answer :- Mr M.hamel was dressed in his best clothes,
  • He was in his beautiful green coat and a frilled shirt,
  • He was wearing a little black silk cap,

He never wore this dress expect on inspection and prize day. Question 17 :- What information did Mr M hamel give to the children in his class ? Answer :- Mr M.hamel told the children that it would be his last lesson to his class, Orders had come from Berlin to teach only German in the school of Alsace and Lorraine,

  • He said that the new master was coming the next day,
  • Question 18 :- What had been put up on the bulletin board ? Answer :- It was an order from Berlin,
  • It said that only German would be taught in the school of Alsace and Lorraine,
  • The new teachers were coming the next day,
  • Question 19 :- What changes did the order from Berlin cause in the school that day ? Answer :- It was all quiet,

There were no noises, It was as quiet as a Sunday Morning, Mr M hamel sad it would be his last lesson, Everybody look said, The village people had come to thank Mr M.hamel for his 40 years of faithful service, Question 20 :- What changes came over little Franz after he heard Mr M.hamel’s announcement ? Answer :- Franz was shocked when he heard that Mr M.hamel was leaving the school for ever,

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What did can’t see through the window when he reached his school?

PROSE-1, THE LAST LESSON Alphonse Daudet Textual Question Q.1. What was Franz expected to be prepared with for school that day? Ans:- He was expected to be prepared with the rules for the user of participles.Q.2. What did Franz notice that that was unusual about the school that day? Ans:- He noticed that it was all very still with no trace of the usual commotion.

  1. It was as quiet as Sunday morning.Q.3.
  2. What had been put up on the bulletin board? Ans:- It was about an order form Berlin that only German was to be taught in the school of Alsace and Lorraine.Q.4.
  3. What changes did the order from Berlin cause in school that day? Ans:- There was complete silence everywhere.

Everyone looked sad and serious. Old people of the village had come to thank Mr. Hamel for his faithful service of forty years.Q.5. How did Franz’s feeling about Mr Hamel and school change? Ans:- Franz was now very sad for Mr Hamel. He forgot al about his rod and his cranky nature.

  • Now he no longer hated school.
  • He looked upon books as his friends.Q.6.
  • The people in the story suddenly realise how precious their language is to them.
  • What shows you this? Why does this happen? Ans:- everyone in the class listens carefully to whatever Ms Hamel says.
  • Everyone is sad at his leaving the school.

All this happens because Mr Hamel makes then realise that when people are enslaved, as long as they hold fast to their language, it is as if they had the key to their prison.Q.7.Franz thinks, will they make them sing in German, even the pigeons? What could this mean? Ans:- It means that the German can enslave the French but they can’t take away their love of the French language.

  1. It is in their blood and cannot be finished as long as they are alive.
  2. SHOT-ANSWER TYPE QUESTIONS Q.1.
  3. What dread did little Franz have when he started for school in the morning ? Ans:- Franz was late school that morning.
  4. He feared the teacher would scold him,Also, the teacher was to ask question on participles.

But Franz did not know a Word about participles. Naturally, he was in great fear.Q.2. What thought came to Franz’s mine while going to school in the morning? Why? Ans:- Franz was late for school. He feared the teacher would scold him. Also, the teacher was to ask question on participles.

  1. But Franz did not know a work about participles.
  2. So he thought of running away and spending the day out of doors.Q,3.
  3. What sights did Franz see on his way to school? Ans:- First of all, he says Prussian soldiers drilling in an open field.
  4. Then he passed by the town hall.
  5. A crowd stood in front of the bulletin board.

Franz wondered what the matter could be on the news.Q.4. why did Franz think of running away and spending the day out of doors? Ans:- Franz was late for school. He feared the teacher would scold him. Also, the teacher was to ask questions on participles.

Franz did not know a word of them. So he thought of running away and spending the day out of doors.Q.5. what things tempted Franz to keep away from school? Ans:- It was a warm and bright day. Birds were chirping in the trees. Some Prussian soldiers were drilling in an open field. For Franz, it was far more tempting than going to school.Q.6.

what did Franz see when he passed by the town hall? Ans:- Franz says a crowd in front of the bulletin board. For the last two years, all bad news had come from there. Franz wondered what the matter could be there that day. However, he did not stop there.

He hurried by as fast as he could.Q.7.What did the blacksmith say to Franz? Ans:- Franz was late for school. He was going as fast as he could. The blacksmith was going with standing in front of the bulletin board at the town hall. On seeing Franz, “Don’t go fast, boy. You’ll get to school in plenty of time!” Q.8.

what was Franz expected to be prepared with for school that day? Ans:- The teacher had said that would ask questions on participles. So Franz was expected to be prepared with the rules for the use of participles. But poor Franz didn’t know a word of them.Q.9.

  • What usual noises could be heard in the street when the school began? Ans:- One could hear the opening and closing of desk.
  • Then there was the loud noise of lessons repeated in unison.
  • The teacher’s great ruler rapping on the table could also be heard.Q.10.
  • How was the scene in the school in the morning of the last lesson different from that on other day? Ans:- There were usually noises when the school began.

For example, there was the opening and closing of desk. The sound of teacher’s great rural rapping on the table could be heard. But that day it was all very quiet. it was as quiet as Sunday morning.Q.11. what did Franz see through the window when he reached his school? Ans:- Franz saw that his classmates were already in their places.

His teacher, Mr Hamel, Was walking up and down in the classroom. He was holding his terrible iron ruler under his arm.Q.12. Did Mr. Hamel gets angry with Franz for being let? Ans:- No Mr. Hamel did not get angry with Franz. Rather he said very kindly. “Go to your place little Franz. We were beginning without you.” Q.13.

How was Mr. Hamel dressed on his last day in school? Ans:- It was Mr. Hamel dressed in his best clothes. He was in his beautiful green coat and a frilled shirt. He was wearing a little black silk cap. He never wore this dress except on inspection and prize days.

Q 14. What words of Mr. Hamel was a thunderclap to Franz? Or Q. What a thunder clap these words were to me!” which were the words that shocked and surprised Franz? Or Q. What announcement did Mr. Hamel make? What was the impact of this on Franz? Ans:- Mr Hamel announcement in the class that it would be his last lesson.

Order had come from Berlin to teach only German in the school of Alsace and Lorraine. He said the the new teacher was coming the next day. These words came like a thunderclap to Franz.Q.15. what had been put up on the Bulletin board? Ans:- It was an order from Berlin.

  • It said that only German would be taught in the schools of Alsace and Lorraine.
  • The new teachers were coming the next day.Q.16.
  • What change did the order from Berlin cause in school that day? Ans.
  • It was all quiet.
  • There were no noises.
  • It was quiet as Sunday morning.
  • Mr Hamel said it would be his last lesson.

Everybody looked sad. The village people had come to thank Mr Hamel for his forty years of faithful service Q.17. How did Franz feel when Mr Hamel said that it was his last lesson at school? Or “This is your last French Lesson.” How did Franz react to this declaration of Mr Hamel ? Or “How did Franz react to the declaration that it was their last lesson ? Ans:- Franz was shocked,He cursed the Prussian rulers.

He cursed himself also. He cursed himself for not learning his lesson. He used to call his books a nuisance. But now he was sorry that he would never see Mr Hamel again.Q.18. How did Franz’s feelings about Mr Hamel and his school change? Or “What changes came over little Franz after he heard Mr Hamel’s announcement?” Ans:- Franz was shocked when he heard that Mr Hamel was leaving the school fo0r ever.

His feelings changed altogether. He cursed himself for not learning his lesson. He forgets all about Mr Hamel’s ruler and his cranky nature.Q.19. what did Mr Hamel ask Franz to recite and how did Franz fare in it? Ans:- Mr. Hamel asked Franz to recite the rule 0of principles.

But Franz got mixed up on the first words. He just stood there, holding on to his desk. His heart was beating fast and he di8d not dare to look up.Q.20.Who did Mr Hamel blame for the neglect of learning on the part of boys like Franz? Ans:- Mr Hamel blamed the parents of the boys like Franz. He said that they didn’t care about their studies.

They were anxious to put their children to some work and thus have a little more money. Mr Hamel blamed himself also. He said, “Have i not often sent you to water my flowers instead of learning your lesson.Q.21.What did Mr Hamel say about the French language? Or “What did Mr Hamel tell the students about the French language? What did he asked them to do and why?” Ans:- He told them French was the most beautiful language in the world.

He said that it was the clearest and the most logical language. He wanted his people to keep it alive and never forget it.Q.22. what happened when the church clock struck twelve? Ans:- There were sounds of the midday prayer (Angelus),At the same moment; the sound of trumpets by Prussian soldiers was heard.

They were returning from their drill. Mr Hamel stood up to say something. But something choked him and he could say nothing. He took a big piece of chalk and wrote in big letters, “Long live franc!” Q.23. what was the mood in the classroom when Mr Hamel gave his last French Lesson? Ans:- There was mood of sadness in the classroom.

  • There was complete silence everywhere.
  • Even the old people of the village had come to attend the last lesson,Everyone in the class listened attentively to whatever Mr Hamel said.Q.24.
  • How did Mr Hamel say farewell to his stu8dents and the people of the town? Ans:- Mr.
  • Hamel was too choked with emotion to say anything.

He just stood up from his chair, took a piece of chalk, and wrote on the blackboard in large word: “Long live France!” Thus he said farewell to his students and the people of the town.Q.25. who occupied the back benches in the classroom on the day of the last lesson? Why ? Ans:- It was the village people who occupied the back benches in the classroom,They had come to attend the last French lesson that Mr Hamel Was going to give to his class.

It was also a mark of their respect for him.Q.26. why did Mr Hamel write ‘vive La France ‘on the blackboard? Ans. ‘Vive La France ‘ means ‘Long Live France ‘,Mr Hamel wrote these word on the blackboard because he was too emotional at that time to be able to say anything,Q.27. ‘We’ve all a great deal to reproach ourselves with,” said Mr Hamel Comment Ans:- Hamel regrets the fact that the French, in spite of pretending to be Frenchmen, could neither speak nor write their own language,

The fault lay with them only because they never really cared to learn own language. Hamel’s comment shows how dearly he loved his country and the language of his country. LONG-ANSWER TYPE QUESTION Q.1.Reproduce in your own word what Franz did or though on his way to school? Ans:- Franz was late for school.

  • He feared that his teacher, Mr Hamel, would scold him,Moreover, the teacher had said he would ask question on participles,But Franz did not know a word about them.
  • So he thought of running away and spending the day out of doors.
  • It was a warm and bright day.
  • He saw the Prussian soldiers drilling in the open field.

It was a tempting sight. However, he hurried off to school. When he passed by the town hall, he saw a crowed in front of bulletin board. The village blacksmith was reading the bulletin. He called after Franz, saying, “Don’t go so fast, boy. You’ll get to your school in plenty of time!” Franz thought the blacksmith was making fun of him.

  • He continued going fast.
  • When he reached his school, he was all our breath.Q.2.
  • What changes did the narrator FIND IN HIS SCHOOL WHEN THE ORDER FROM Berlin came? Ans:- The narrator found the whole atmosphere of the school change.
  • The scho0ol usually began with a great bustle.
  • Lots of noises and sound coming from inside the school could be heard in the street.

For example, the opening and closing of desks could be heard. During the school hours, children could be heard repeating their lesson loudly in unison. The rapping of the teacher’s rod on the table could also be heard. But now it was all quiet. It looked like a quire.

Sunday morning. And then the narrator found that everything inside the class had also changed. And biggest shock that come to the narrator was when Mr. Hamel told about the order had come to teach the student only German. So it was Mr. Hamel’s last day at school. A new teacher was a take his place. The whole atmosphere of the school had thus changed from gaiety to gloom.Q.3.

describe the effect on the life at school, produced by the passing of Alsace and Lorraine into Prussian hand, Ans:- The whole atmosphere in the school was now changed. The school usually began with a great bustle. Lots of noises and sound coming from the school could be heard in the streets.

  • For example, the opening and closing of desks could be heard.
  • Children repeated their loudly in unison.
  • The rapping of the teacher’s rod on the table could also be heard.
  • But now it was all quiet.
  • It looked like a quiet Sunday morning.
  • The teacher, Mr.
  • Hamel, Didn’t have his iron rod in his hand.
  • Now it was under his arm.

And he was not in his usual dress. It was the dress that he wore on the day of inspection only. Today he was wearing it because it was hi s last day at that school. Now there was going to be on teaching of French there. The country had passed in to Prussian hands and orders had come that only German would be taught in the school.

  • Everybody was crestfallen at this unfortunate change.Q.4.
  • What particular thing s did Franz when he took his seat in the classroom? Ans.
  • The first thing Franz noticed was his teacher’s very fine dress.
  • He was wearing a beautiful green coat and a frilled shirt.
  • He had a little black silk cap.
  • It was all embroidered.
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Mr Hamel never wore it except on inspection and prize days. The whole school seemed very strange. But the thing that surprised Franz most was at the black of the room. The village people were sitti9ng there on the back benches. They were as quiet as the children in the classroom.

They included old Hauser, the former may, the former postmaster. He was holding it open on his knees. His great spectacles were lying across the page.Q.5. How was Mr. Hamel a different teacher while giving his last lesson? Ans:- While giving his last lesson, Mr. Hamel was different both in his dress and behaviour.

That day, he was wearing a dress that he wore only on the days of inspection and prize-giving. He was in a beautiful green coat and a frilled shirt. He had a little black silk cap that was all embroidered, usually; Mr. Hamel had an iron rod in his hand.

But today he had it under his arm. Usually, he was very strict, but now he was quite soft in his tone and words. While giving his lessons, Mr. Hamel always looked full o0f energy, but that energy, but that energy was all gone now. He knew that French would no longer be taught there and his student would forget all that he had taught them so far.

Naturally, he was different while giving his last lesson.Q.6. what were Mr. Hamel’s opening words to the class and what effect did these words have on Franz? Ans:- Mr. Hamel said in a very gentle tone, “My children, this is the last lesson i shall give you.

  1. The order has come from Berlin to teach only German in the school of Alsace and Lorrain.
  2. The new master comes tomorrow; this is your last French lesson.
  3. I want you to be very attentive.” These words were to Franz like a thunderclap.
  4. It was going to be his last lesson and he hardly knew how to write.
  5. He was full of regret for not learning his lesson.

His books had always seemed to him a nuisance. He thought them too heavy to carry. But now he saw them as old friends that he could not give up. It was a big shock to him that Mr. Hamel was going away and he would never see him again. He forgot all about his cranky nature.

He was to him now a very lovable and respectable person.Q.7. Reproduce in our own word the thing that took place after the church clock had struck twelve? Ans:- When the church clock struck twelve, there was sound of Angelus (midday Roman Catholic Prayer0. At the same moment, the trumpets of the Prussian soldiers were heard.

They were returning from their drill. Mr. Hamel stood up from his chair. He was looking very pale and tall. He began to say, “My friends, I.I.” But something choked him. He could not go on. He turned to the blackboard and took a piece of chalk. Then using all his might, he wrote as large as he could, “Long Live France!” what a great patriot Mr.

  1. Hamel was! Q.8 what did the French teacher tell his student in his last French lesson? What impact did it have on them? Why? Ans:- In his last French lesson, the teacher told his student about the beauty of the French language.
  2. He said that it was the most beautiful language in the world.
  3. He called it the clearest and the most logical of all languages.

He said that when the people are enslaved, they can be said to have the key to their prison as long as they hold fast to their language. Then the opened a book of French grammar and red out his last lesson. After his lesson in grammar, the teacher gave a lesson in writing.

  1. Everyone set to work in writing.
  2. Now it was very quit.
  3. Even the all people of village had come to thank the teacher for his services.
  4. And the teacher’s last lesson had a deep impact on them.
  5. The students listened to him with rapt attention and learning French seemed to them to be so easy.Q.9.
  6. Everybody during the last lesson is filled with regret.

Comment. Ans:- A shocking order has come from Berlin. According to this order, only German is to be taught in thought in the school of Alsace and Lorraine, the to French speaking districts. So Mr Hamel, the village come to school to thank Mr Hamel for his forty years of faithful service.

  1. They site on last benches with students about the beauty of the French language.
  2. Everyone in the class listen to him with rapt attention and learning French seems to them to be very easy.
  3. They had never been serious in learning French in their life.
  4. So them can neither speak nor write their own language properly.

And now, there will be no teaching of French in their districts. This is the reason why everybody is filled with regret during the last lesson Q.10. How different from usual was the atmosphere at the school on the day of the last lesson? Or “How did the order from Berlin change the situation? Ans:- The whole atmosphere in the school was now changed.

  1. The school usually began with a great bustle.
  2. Lots of noises and sound coming from the school could be heard in the streets.
  3. For example, the opening and closing of desks could be heard.
  4. Children repeated their lesson loudly in unison.
  5. The rapping of the teacher’s rod on the table could also be heard.
  6. But now it was all quiet.

It looked like a quiet Sunday morning. The teacher, Mr. Hamel, didn’t have his iron rod in his hand. Now it was under his arm. And he was not in his usual dress that he wore on the days of inspection only. Today he was wearing it because it was his last at that school.

What did the wind to the window?

NCERT Solutions for Class 9 English Poem Chapter 2 Wind are part of NCERT Solutions for Class 9 English, Here we have given CBSE Class 9 English Poem Chapter 2 Wind. NCERT Textbook Questions Thinking about the poem (Page 31) I. Question 1. What are the things the wind does in the first stanza? Answer: The wind breaks the doors of the window, scatters the papers and throws down the books on the shelf. Answer: Yes, I have seen ladies winnow grain in my village. People winnow grains to remove straws, chaff and dust found in grains there. It is called ‘Barsana’. More Resources for CBSE Class 9

  • NCERT Solutions
  • NCERT Solutions Class 9 Maths
  • NCERT Solutions Class 9 Science
  • NCERT Solutions Class 9 Social Science
  • NCERT Solutions Class 9 English
  • NCERT Solutions Class 9 Hindi
  • NCERT Solutions Class 9 Sanskrit
  • NCERT Solutions Class 9 IT
  • RD Sharma Class 9 Solutions

Question 3. What does the poet say the wind god winnows? Answer: The wind god winnows all the things available at home. Question 4. How does we make wind our friend? Answer: The poet suggests that we should build strong houses and fix the doors firmly to make friends with the wind.

Moreover, we should be strong enough to face the difficulties in life. Question 5. What do the last four lines of the poem mean to you? Answer: The last four lines convey the message that those who are not determined and lack confidence face defeat. And those who set their targets and make sincere efforts are not disturbed by any obstacle.

Question 6. How does the poet speak to the wind—in anger or with humour? You must also have seen or heard of the wind “crumbling lives”. What is your response to this? Is it same as the poet’s? Answer: The poet speaks to the wind with humour. I opine that the poet’s behaviour is pertinent and I have also seen the wind devastating the property mercilessly.

The poet invites the wind to attack him and intends to prepare himself for the attack. II. Question 1. The poem you have just read is originally in Tamil. Do you know any such poems in your language? Answer: Yes, I know many poems like the one given here. Additional Questions Short answer type questions Question 1.

Who are disturbed by the wind? Answer: The wind disturbs only those people who are not determined. The self confident people overcome the obstacles put before them by the wind. The wind does not have the knack to disturb the peace of mind of such people.

  • The wind blows out weak fires and makes strong fires roar and flourish.
  • Question 2.
  • What does the wind do with the books? Answer: The wind tears the pages off and throws them down from the book shelf.
  • The potent (powerful) wind scatters the books and sheets of paper on the floor.
  • It disturbs everything.

Question 3. Why does the author ask the wind to come swiftly? Answer: The author asks the wind to come swiftly so that the earthly peace and order can be retained. The wind damages the shutters of the windows, scatters the papers and tears the pages of books.

  • It disturbs everything and everyone.
  • So, the poet pleads for the welfare of the society.
  • Question 4.
  • How does the wind become the cause of rain? Answer: The wind sometimes becomes violent and appears to be a storm.
  • It brings clouds with it from distant lands.
  • There is no need to say that clouds bring rain.

It is a universal truth and scientific fact that clouds bring rain from the blue sky. Question 5. Why should the earthly people build strong houses? Answer: They should build strong houses so that they may not be damaged by the wind. They should be strong enough to endure violent winds and become a challenge to the potent wind.

  1. Question 6.
  2. Does the wind god do what we tell him? Answer: The wind god is all powerful.
  3. He is not influenced by any external factors.
  4. He doesn’t do what we tell him to do.
  5. Neither our requests nor our commands will influence him.
  6. He is mighty and sweeps away all weaklings with him.
  7. He loves strength and befriends with strong and steadfast hearts.

Question 7. What does the wind symbolise? Answer: The wind symbolises the raw and brutal power of nature. The wind god is a symbol of might and strength. He hates weaklings. He rather pokes fun at them. Be they are frail houses, crumbling doors or crumbling hearts and bodies, he spares none.

He befriends only the strong. Question 8. What does the poet ask us to do? Answer: The poet wants us to realise the true nature and power of the wind. He advises us to build strong homes. The doors must be closed firmly. Weak hearts will never succeed. Let us make our heart strong and steadfast. The wind god leaves strength and steadfastness.

Question 9. Why and how does the wind blow out weak fires? Who roar and flourish? Answer: The god of wind is against any and every shaky and weak thing. Our heart should be fired with determination and strength. Weak fires and weaklings are flown out. Only the strong roar and flourish.

His friendship is good rewarding. Let us praise the wind, the symbol of power and strength. Long answer type questions Question 1. Why does the poet suggest the people that they have to be strong? Write your answer in the context of the poem, ‘Wind’. Answer: According to the poet, the wind is very powerful.

It has power to break the shutters of the windows, scatter the papers and throw the books down the shelf. When it blows violently, it brings the clouds. It mocks at the weak and destroys their homes. The weak persons are really helpless before the wind.

But the poet is quite hopeful. He thinks that when the people build strong houses, they can challenge the wind. Actually the poet suggests the people that they should be strong at heart because the weak persons can not face the challenges of life. Only the people with strong hearts have the courage to face the challenges of life.

Question 2. How can you say that the poet of the poem ‘Wind’ is a great lover of mankind? Answer: The poet wants to make people strong at hearts. His desire is that they should be bold enough to face the challenges of life. When we have strong houses, we can protect ourselves from the angry wind.

  • In the same manner when we are strong at heart we can face the challenges of life.
  • Only the weak persons are defeated by the problems of life.
  • Similarly the poet wants that people should face the challenges of life and make their life happy.
  • His thought shows that he is really a great humanist.
  • His heart is filled with compassion for mankind.

Question 3. The wind is a symbol of power and strength. How can we befriend it and survive in our struggle for existence? Answer: The wind symbolises the uncontrollable and raw power of nature. The wind god symbolises strength and steadfastness. Weaklings who are weak in the mind and body are swept away by the mighty power of the wind.

Only those who are blessed with steadfast minds and hearts survive in the bitter struggle of life. The poet gives a broader message. Whatever we do or think must stand on the foundations of strength and power. Only strong minds and bodies can face the anger of the wind and challenges of life. We can befriend the god of wind by building strong homes and doors.

We can also win his favour by firming the body and making the heart steadfast. Value based questions Question 1. What moral lesson do you get from the poem ‘Wind’. Answer: The poem ‘Wind’ is full of moral lessons. The poet has poured out his heart in the present poem.

  • He says that people must be strong at heart because only the weak at heart are troubled by difficulties.
  • Here wind symbolises difficulties which has power to devastate life on the earth.
  • But if the people are strong at heart, they face the challenges thrown out by difficulties.
  • They struggle and at last, come out with flying colours.

Question 2. How can you say that friendship with the strong is good? Answer: When we have friendship with the strong, we learn several new things. We learn that we may become strong when we fight with difficulties. The people say that if we are strong, the wind may be our friend.

  1. How does the wind affect the weak fires ?
  2. What is the effect of the wind on strong fire ?
  3. Trace a word from the extract that means “prosper”.

Answer:

  1. The wind blows out the weak fires.
  2. The wind makes the strong fire even more strong and increases its power.
  3. Flourish.

Question 2: Wind, come softly Don’t break the shutters of the windows Don’t scatter the papers Don’t throw down the books on the shelf.

  1. Whom does the poet request in the above lines ?
  2. Write any one action of the wind.
  3. Trace a word from the extract which means “thrown in different directions”. (Board Term 1,2012, ELI-015)

Answer:

  1. The poet makes a request to the wind in the above lines.
  2. Scattering of paper/throwing books from the shelf/breaking the shutters of the window.
  3. Scatter. (Any one)

Question 3: He won’t do what you tell him, So, come, let’s build strong homes. Let’s joint the doors firmly Practice to from the body. Make the heart steadfast.

  1. What does the poet advise ?
  2. He won’t do what you tell him”, what does it mean ?
  3. Find a word from the extract that means “loyal/faithful”. (Board Term 1,201?, ELI-020)

Answer:

  1. The poet advises to build strong homes, join the door firmly, and to make our body firm and strong.
  2. It means that the wind does not follow our commands.
  3. Steadfast.

Question 4: He won’t do what you call him So, coftie, let’s build strong homes Let’s join the door firmly Practice to firm the body „ Make the heart gteadfast

  1. What does “he” stands for ?
  2. What should we do to save our homes ?
  3. The word which stands for “to fix” is (Board Term 1,2012, ELI-024)

Answer:

  1. “He” stands for wind.
  2. To save our homes, we should build strong homes and join the door firmly.
  3. Join.

Question 5: Wind, come softly Don’t break the shutters of the windows. Don’t scatter the papers Don’t throw down the books on the shelf There, look what you did – you threw them all down. You tore the pages of the books. You brought rain again. You’re very clever at poking fun at weaklings.

  1. Write about any two destructive activities of the wind.
  2. How can we make friends with the wind ?
  3. Find the word from the extract which is an antonym of “foolish”. (Board Term 1,2012, ELI-027)

Answer:

  1. Two destructive activities of the winds are – (a)Breaks the shutters of windows. (b)Scatters the papers. (c)Throws down the books. (d)Tears the pages of books. (Any two)
  2. We can make friends with the winds byjbuilding strong homes and strong body and heart.
  3. Clever.

Short Answer Type Questions (2 marks each) (About 30-40 words each) Question 1: Describe the central idea of the poem. Answer: The poem “Wind” inspires us to face the challenges thrown at us with grit and firm determination. We should be strong enough to face all the hardships of life with courage.

  • Wind symbolizes problems and obstacles that we all face and go through at some point time in our lives.
  • Question 2: Is wind regarded as a symbol of destruction in the poem? Explain.
  • Answer: In the poem, first stanza depicts the destruction caused by wind.
  • The wind tears the pages of the books, brings rain again, and destroys the daily life of the weaker section of the world.

The strong or gusty winds represent turmoil and trouble in our life. These troubles are to be ignored. Question 3: What are the figures of speech in the poem ‘Wind’? Answer: The most common figure of speech in the poem is ‘Anaphore’ which means repeating of certain words.

The repetition of the word ‘don’t’ in the first three lines of the poem is an example of Anaphore. Also, the entire poem is a metaphor as it ends on a note of application to humanity to stand against all ravages, natural or man-made. Question 4: Can wind ever be friends with us ? Answer: Wind, literally, can be our friend.

Wind is a phenomenon which teaches us to be strong. Our friends always teach us to be strong and determined. In times of need, wind wants us to bravely face our obstacles. Hence, we have to be strong when there are obstacles in our life so that we don’t get beaten up by them.

Long Answer Type Questions (4 marks each) (About 80-100 words each) Question 1: What challenges are posed by wind in the life of the poet and the common man ? Answer: In our lives, wind destructs our daily routine. It hampers and dampens the spirit of life around. According to the poet, rain and wind were deeds of nature that are perceived as the tempest forces which destroy the old and evil inside a man in order to create joy and liberty in his mind.

Wind is that difficult natural phenomenon which is very difficult to be predicted accurately just as our problems which can arise from nowhere. It can hit us at any time of our life. It mocks the very being of being alive. For frail people, literally and metaphorically, wind creates barriers.

  1. Winds do not let a frail body or a frail mind survive but on the other hand if you are strong, you have the power and the will to survive and fight back, wind can never be a threat to your living being.
  2. Question 2: Does the poem reflect the human suffering being initiated by wind? Explain with examples.

Answer: I believe that wind is a poignant example of the methaphor of God’s will for a variety of reasons. First wind is invisible, but the effects it has on other aspects of this world are clear and evident. Our poem reflects upon both the constructive and destructive paths taken by the wind.

Wind is extreme and violent, but not necessarily legitimately with anger and emotions. Wind creates compassion, but apathy at the same time in human life. Winds emphasize the passionate, intense nature of the poet, while the decay and death inherent in the metaphor suggest the sacrifice and suffering of humans.

We also see that wind is a metaphor for the god’s will because its effects in this world can be both beneficial or ostensibly destructive. We hope the NCERT Solutions for Class 9 English Poem Chapter 2 Wind help you. If you have any query regarding CBSE Class 9 English Poem Chapter 2 Wind, drop a comment below and we will get back to you at the earliest.