hap-15 to 23-SA-2  The Story of my Life: Summary (Chapter 15-22) 
The story of my life

Chapter 15 

Helen spent the next summer and winter with her family in Alabama. Staying at home made her forget about the controversy over ‘The Frost King’. Helen was scared that people would discover that the ideas were not her own. To help her, Helen’s teacher Anne Sullivan encouraged her to write the story of her own life in the form of an assignment. Helen was 12 years old at that time and used to write for a magazine called Youth's Companion. Her visit to President Cleveland’s inauguration, to Niagara Falls, and to the World’s fair were the big events of 1893. Although she couldn’t see the Falls, Helen said that their power had a big impact on her. Helen claimed that beauty and music were like goodness and love to her.

Chapter 16 

By the time Helen was 13, she could fingerspell and read in raised print and Braille. He could not only speak in English, but also a little bit of French. Helen began her formal schooling and preparation for college in for college by taking Latin and Math lessons.  She initially liked Math more, but later grew to love Latin too.

Anne Sullivan taught Helen based on her interests until now. She used to teach her what she wanted to know and provided her with experiences. However, when preparing for college, Helen worked systematically and things that did not gratify her immediately. She had to achieve her goal of receiving formal education. 

Chapter 17 

In October 1894, Helen went to the Wright-Humason School for the Deaf in New York City for two years. Miss Sullivan accompanied her and attended the school as her interpreter. Helen studied arithmetic, physical geography, French and German at the school. The school was chosen because it was the best for continuing the development of Helen’s speech and lip reading skills. Helen and her teachers were disappointed as her lip-reading and speech skills were not what they had hoped and expected to be despite the practice. Helen did not like Math. In spite of the setbacks, her admiration for geography and languages helped her form fond memories of her stay in New York.  The only thing she liked about New York was Central Park. The daily walks in Central park and closeness to nature were the two things that helped her get closer to her former life in her country.

Chapter 18 

In 1896, Helen went to Cambridge school for Young Ladies to be prepared to get into Radcliffe. It was her first experience of attending classes with girls who could hear and see. At the Cambridge School too, Miss Sullivan was to attend the classes with Helen as her interpreter. The teachers had never taught someone like Helen. The subjects that Helen learnt in the first year were English history, English literature, German, Latin, arithmetic, Latin composition and occasional themes. Miss Sullivan tried her best to spell into Helen’s hands everything that was in the books. Although Helen’s sponsors in London and Philadelphia worked to have the textbooks embossed in raised print for Helen to read, the books were not ready in time to suit Helen’s purpose. The Principal and the German teacher learnt to fingerspell so that Miss Sullivan could take a break. Although they were not as fluent as Miss Sullivan, Principal Gilman took over teaching Helen English Literature for the remaining part of the year.  

Chapter 19 Summary

Helen looked forward to her second year at Gilman’s school. However, she was confronted with unexpected difficulties that year which caused her a great deal of frustration.  She had to study mathematics without the needed tools. The classes were larger and it was not possible for the Cambridge teachers to give her special instructions. Anne Sullivan had to read all the books to her. Helen had to wait in order to buy a Braille writer so that she could do her algebra, geometry and physics.

When the embossed books and the other apparatus arrived, Helen’s difficulties began to disappear and she began to study with confidence. However, Mr. Gilman thought that Helen was overworked and was breaking down. He insisted that I was overworked, and that I should remain at his school three years longer. He made changes in her studies. A difference of opinion between Mr. Gilman and Miss Sullivan resulted in Helen’s mother withdrawing Helen and Mildred from the Cambridge school. Helen went on to continue her studies under a tutor. Helen found it easier to study with a tutor than receive instructions in class.

When Helen took her exam in June 1899, she faced many difficulties, as the administrative board of Radcliffe did not realize how difficult they were making her examinations. They did not understand the peculiar difficulties Helen had to go through. However, Helen, with her grit and determination, overcame them all.  

                

Chapter 20 

Helen Keller took the entrance exams for Radcliffe College in 1899 just after her 19th birthday. She became the first blind-deaf college student in the fall of 1900.  She had thought of college romantically, that it would be a time to reflect and think about her subjects. However, her college life was different from her fellow students. She had to use her hands to listen rather than take down notes. The speed at which the lectures took place made it difficult for Keller to understand and remember everything that was taught.

Ms. Keller and Ms. Sullivan worked hard at Radcliffe College. Ms. Sullivan attended all of Ms. Keller's classes and helped with reading. Radcliffe was not prepared for deaf or blind students at that time. Many of the other students had never met a deaf and blind person. Although she enjoyed college, Ms. Keller thought that schedules of the students were too hectic and gave no time to sit and think. She also wrote, "we should take our education as we would take a walk in the country, leisurely, our minds hospitably open to impressions of every sort."

Chapter 21 

In this chapter, Helen Keller goes back to tell readers about her initial experiences with reading. Helen first read when I was seven years old. That was her first connected story in May 1887. There were only a few books in raised print, which Helen read repeatedly until a time when the words were so worn and pressed that she could scarcely make them out.

During her visit to Boston, she was allowed to spend a part of each day at the Institution library, and here she used to wander from bookcase to bookcase and take down whatever her “fingers lighted upon”. When she discovered the book ‘Little Lord Fauntleroy,’ Miss Sullivan read it to her and the book became Helen’s “sweet and gentle companion” throughout her childhood.

From there she read many books and she loved "Little Women" because it gave her a sense of kinship with girls and boys who could see and hear. She also loved ‘The Jungle Book’ and ‘Wild ‘Animals I Have Known’ as she felt a genuine interest in the animals themselves, they being “real animals and not caricatures of men”.  She was fascinated by Greek literature and it was Iliad that made Greece her “paradise”. According to her, great poetry did not need an interpreter but a responsive heart. Macbeth and King Lear impressed her most among Shakespeare’s works. She read the Bible for years “with an ever-broadening sense of joy and inspiration”. She said she loved it as she loved no other book.

Helen also expresses her love for history apart from her love for literature. The first book that gave her a real sense of the value of history was Swinton's "World's History," which she received on her thirteenth birthday. Among the French writers, she liked Molière and Racine best. Literature was Helen’s Utopia, where she faced no barrier of the senses. The things that she had learned and the things that were taught to her seemed of ridiculously little importance compared with their "large loves and heavenly charities."

Chapter 22 

Books and reading were not the only things that Helen enjoyed. When Helen was not reading, she enjoyed outdoor activities. She liked swimming, canoeing, and sailing. She also loved trees and used to feel close to them so much so that she believed she could hear their sap flow and see the sun shining on the leaves. Helen felt that each one of us had the ability to understand the impressions and the emotions experienced by mankind from the beginning. Blindness or deafness could not rob us of our memory in the subconscious about the green earth. This, she termed as the sixth sense which can see, feel and hear.   

Give a brief character sketch of Helen Keller, Annie Sullivan, Alexander Graham Bell and Mr. Anagnos in The Story of My Life by Helen Keller.

Helen Keller is the main character in The Story of My Life which is a personal account of Helen's young life after she has a debilitating illness as a baby and is rendered blind and deaf. Annie Sullivan, Alexander Graham Bell and Mr Anagnos all change Helen's life dramatically and it is her first meeting with Dr. Bell which starts the process of her education and her fulfillment. In chapter III, Helen reflects how "that interview would be the door through which I should pass from darkness into light." 

Helen is a very expressive person and once she learns how to communicate, she is tireless in her efforts to learn as much as she can. She is intuitive and very demanding of others but she finds joy in the simplest things and shows appreciation through her acceptance and remarkable development. She is trusting and loving. Her high expectations do result in disappointments and one of her greatest regrets is after she unwittingly plagiarizes The Frost Fairies by Miss Margaret T. Canby which affects her confidence and belief in herself and after which her relationship with the beloved Mr Anagnos is irreparably damaged.  

Dr. Alexander Graham Bell is compassionate and kindhearted and an incredibly gifted inventor (as history will confirm). Helen dedicated The Story of My Life to him. He has a special relationship with children, especially the deaf, and his methods ensure that children are motivated and enthusiastic to learn. He is funny and immediately connects with Helen. He recommends The Perkins' Institute to the family which will begin Helen's long and extremely demanding path to learning.  

Annie comes from The Perkins' Institute for the Blind where she learnt to manage and overcome her own difficulties and is the person whom Helen recognizes as most significant in her education. Annie makes Helen "think" and the day she arrives is "the most important day I remember in all my life," such is the impact which Annie has on Helen's success. Annie is patient, determined and even stubborn, and it is her resolve which ensures that Helen is given time to adapt and to learn "language." Annie is visually impaired herself and, despite her young age and her complete lack of experience, she is dedicated and wise. She takes every opportunity to teach Helen, whether it be during lessons or out in the environment where she ensures that Helen has every opportunity to explore, discover and overcome her fears. She will become Helen's constant companion to the point that Helen feels that "the footsteps of my life are in hers."

Dr Anagnos is the director of The Perkins' Institute for the Blind and he understands potential, encouraging Annie as her mentor when she is uncertain whether she is ready to teach at the Keller's home. He recognizes Helen's enormous capacity for learning and becomes a dear friend to her. Unfortunately, although he claims to believe Helen, he is unable to shake the feeling that she may have deceived him  in writing her version of Canby's story and he never regains his unquestionable faith in her to the point of his attitude being "hostile and menacing" (ch XIV). However, his contribution to Helen's amazing success and to the lives of many blind children with whom Helen comes into contact is indisputable.

Role  of Anne Sullivan in Helen’s  life

Helen Keller's life changed when Miss Sullivan entered her life. Miss Sullivan became her mentor, teacher, friend, and companion. Miss Sullivan had an incredible impact on Helen's life. In her autobiography, Helen described how Miss Sullivan changed her life:

Gradually I got used to the silence and darkness that surrounded me and forgot that it had ever been different, until she came–my teacher–who was to set my spirit free (The Story of My Life, Chapter I).

Miss Sullivan taught Helen how to communicate using the manual alphabet. After Helen learned to communicate, her life was transformed. Miss Sullivan continued to help and guide Helen. The teacher assisted Helen when she went to school by reading books and spelling their content into her pupil's palm. Miss Sullivan did the same thing with the lectures given by Helen's teachers and professors. With Miss Sullivan's help, Helen finished school and also went to college. Miss Sullivan helped to guide Helen in making decisions about education.

In addition to this, Miss Sullivan encouraged Helen. She encouraged her to learn all that she could and to experience life. Miss Sullivan traveled to many places with Helen. Together they went on many adventures, such as exploring the World's Fair and sailing in Nova Scotia. Miss Sullivan wished for Helen to live a full life.

How did Helen learn different subjects?

Helen had a different way of learning subjects like Geography, History, etc. She went with Miss Sullivan to an old tumble-down lumber wharf on the Tennessee River which was used during the Civil War to land soldiers.

She built dams of pebbles, made islands and lakes, dug river-beds all for fun, never realizing that she was learning a lesson. She listened to Miss Sullivan’s descriptions of burning mountains, buried cities, moving rivers of ice, etc. She made raised maps on clay so that she could feel the mountain ridges and valley and follow the course of river with her fingers.

        She learnt Arithmetic by stringing beads in groups and by arranging kindgarten straws, she learned to add and subtract. She did not have much patience to arrange more than five or six groups at a time.

        She studied Zoology and Botany also in a leisurely manner. She listened carefully to the description of terrible beasts which tramped the forests and died in the swamps of an unknown age.

        The growth of a plant itself taught her a lesson in science. She bought a lily and set it in a sunny window. Very soon she noticed the signs of opening in the pointed buds. This process was reluctant in the beginning but later on used to go on rapidly-in order and systematically. There was always one bud larger and more beautiful than the rest which pushed her outer covering with more pomp. In a way she learned from life itself.

. Helen comes face to face with nature in its new white attire in Boston. How did the snow reveal its mysterious force to Helen in The Story of My Life?

Helen spends every winter in the North during her childhood, and that is where she experiences snow.

Helen is very excited during her first big snowstorm, even though it is somewhat scary.  She describes a visit to a New England village in her childhood when she was able to “enter into the treasures of the snow” (Ch. 12).  This was something that delighted her, though she could not see or hear it.  She could still experience it with the ways of communicating she had developed.

On the third day after the beginning of the storm the snow ceased. The sun broke through the clouds and shone upon a vast, undulating white plain. High mounds, pyramids heaped in fantastic shapes, and impenetrable drifts lay scattered in every direction. (Ch. 12)

This incident shows that Helen Keller could still live a very full life, and enjoy new experiences, even though she did not have all of her senses.  See how vividly the visual descriptions are included?  They must have been described to her using her signs.  Then she wrote them for us.

Even if you cannot see and hear, there are plenty of senses left in a snowstorm.  You can still feel the cool wind on your face (she says, "air stung my cheeks like fire"), and taste the icy snow, smell the pines in the air, and feel the crunch under your feet.  I imagine that between the descriptions and these other senses, she was able to imagine the rest. 

Our favourite amusement during that winter was tobogganing. In places the shore of the lake rises abruptly from the water's edge. Down these steep slopes we used to coast. We would get on our toboggan, a boy would give us a shove, and off we went! (Ch. 12)

A snowstorm is like sensory overload.  I think this is probably why little Helen liked it so much.  Even though she did not have use of two of the main senses that we have come to rely on to experience the world, she could use the others much more during this time.  Most little kids love playing in the winter snow, but when you live in the dark, everything takes on that much more meaning

 In The Story of My Life by Helen Keller, what explains Helen's love for nature?

In The Story of My Life by Helen Keller, nature is fascinating, comforting and terrifying for Helen. When she is very young, Helen finds that the garden brings her relief from her frustrations; it is "the paradise of my childhood" (chapter 1). She recognizes sections of the garden by the smells and also the texture of the leaves and she is particularly in awe of the roses. The garden is her refuge because she can rely on her other senses (not sight and hearing) and, even if only momentarily, she is not restricted by her disabilities.

In chapter 5, after Annie Sullivan arrives and begins teaching Helen, she encourages Helen's love of the outdoors and helps her make the connection between her world and the world around her by making Helen feel that "birds and flowers and I were happy peers." Helen even remembers that her first lessons with Annie are "in the beneficence of nature." Helen notes that Annie does not concentrate on academic subjects at first but rather on "beauty in the fragrant woods, in every blade of grass, and in the curves and dimples of my baby sister's hand." However, Helen also learns about the unpredictability of nature and remembers how whilst climbing a tree "a nameless fear clutched at my heart." However, she sees it as another learning opportunity, and although she takes a long time to get over her fear, she does do so and feels "like a fairy on a rosy cloud."

Helen's education revolves around nature and she recognizes that "everything that could hum, or buzz, or sing, or bloom had a part" (chapter 6). Annie uses clay to teach Helen Geography and people send her collectibles which allow Helen to make associations and "learn from life itself." Helen recognizes that this love of nature stems from Annie's "genius" and continues to relish it. When out in the snow, she even suggests that the light is so bright that "it penetrated the darkness that veils my eyes" (ch 12). She finds the wind "exhilarating" while tobogganing and never misses an opportunity. She is inspired by her surroundings and this contributes to her positive frame of mind. 

.A note on Helen Keller's education.

Helen Keller (1880 – 1968) was a great humanitarian who overcame the challenges of being blind and deaf. Keller’s education began on March 3, 1887 when she met Anne Sullivan who her parents hired to teach her. The relationship she formed with her teacher, Anne Sullivan, continued for over 50 years. With the help of Sullivan, by the time she was seven years old, Keller had learned to finger spell words and use over 60 hands gestures to communicate her thoughts, ideas, wants and desires. She also learned to read braille and print letters in a block style. She read several classical works, such as the Bible, Shakespeare’s Lamb’s Tales, Louisa May Alcott’s Little Women, Charles Dickens’ A Child’s History of England, Heidi by Johanna Spyri, and The Swiss Family Robinson by Johann David Wyss. By the time she was nine years old, she was speaking and reading lips

Keller’s formal education began in 1888, when she enrolled in the Perkins Institute for the Blind, where she studied for four years. Some of the subjects she studied there were arithmetic, geography and French. She attended the Wright-Humason School for the Deaf in New York, and in 1896, she studied at The Cambridge School for Young Ladies to prepare for matriculation at Radcliffe College. She graduated from Radcliffe in 1904 and made history by becoming the first deaf blind person to obtain a Bachelor of Arts degree and also graduate cum laude. While at Radcliffe, her teacher, friend, and companion Anne Sullivan had interpreted lectures and course materials for her.

Keller was a lifelong learner and was a voracious reader of braille books. She also continued learning about politics, philosophy, poetry, history, economics, German, Latin, and French. Throughout her life, she received several honorary degrees. She became the first to receive one from Harvard University. In addition to Harvard, she received honorary degrees from Berlin, Delhi, India; Berlin, Germany; Temple University, Witwatersrand and Johannesburg, South Africa, and the Universities of Glasgow, Scotland.

Lesson-5  Patol Babu

 Answer the following questions briefly(a) What was the news that Nishikanto Ghosh gave Patol Babu?

Ans.   Nishikanto Babu told Patol Babu that his brother-in law, who was in the film business, was looking for an actor for a film they were shooting. The character he described reminded Nishikanto Babu of Patol Babu so he gave him his address and asked him to get in touch with him.

(b) How did Patol Babu react? Why?

 Ans.  Patol Babu was taken aback by the acting offer. He was surprised as it seemed unbelievable to him that a 52-year old nobody like him was getting a chance to act in a film.

(c) Why had Patol Babu lost his first job in Calcutta?

 Ans   The Second World War had resulted in Patol Babu being retrenched from his nine-year-old clerical job at Hudson and Kimberley.

(d) How does Patol Babu reconcile to the dialogue given to him?
Ans. Initially Patol Babu was very dejected to know that he was required to speak just one word ‘Oh!’, but later he accepted it because the director told him that he was the only one who had the speaking part that day. Even the lead actor had no dialogues to speak that day.

(e) Who was Mr. Pakrashi? How do his words help Patol Babu in enacting his role?

Ans.  Mr. Pakrashi was Patol Babu's mentor. He was a wonderful actor, without a tract of vanity in him. He remembered that he had said that however small a part he was offered, never  to consider it beneath his dignity,to accept it. These words influenced Patol Babu a lot and they helped him enact his role with confidence and determination. From these words, Patol Babu drew spirit, energy, inspiration and dignity to enact such a small role. He no more felt his role in the movie to be condescending.

(f) How do we know that Patol Babu was a meticulous man?
Ans.  Patol Babu was indeed a meticulous man. When he got his dialogue, monosyllabic exclamation 'Oh!', he tried his best to give his best. First he tried to understand different inflections of 'Oh!' when spoken in different tones carrying different meanings in various ways. Along with that he worked out how he would react physically when the collision took place, how his features would be twisted in pain, how he would express pain and surprise. When his turn came, he even suggested for a rehersal. He calculated his steps and timed it excellently well. All these things shows his hard-work and pain taking attitude.

(g) Why did Mr. Mullick turn down Patol Babu's request for a rehearsal?
Ans. Mr Mullick was a very busy and preoccupied director. He had no patience to grant rehearsal for an insignificant role. Moreover, the scene had to be shot in sunlight and as the clouds were seen approaching, he had to take the shot quickly. So he declined Patol Babu’s request for a rehearsal.

(h) What were the special touches that Patol Babu gave to his role to make it more authentic?
Ans.  Patol Babu was given the role of an absent-minded pedestrian who collided with the hero Chanchal Kumar on his way from his car to office. First of all, he himself rehearsed his own bit. He worked out his steps, his reactions and his facial expressions. When the shot was ready, he suggested to Barren Mullick if he had a newspaper open in his hand then it would be more natural and realistic. then, he calculated his speed and distance of the spot where the collision was to take place and expressed his feelings of anguish, surprise and irritation in proper ratio and proportion. In this way, he timed it very well.

4.(a)  'I hope the part calls for some dialogue?' Who says this? Why does he /she ask this question?
Ans. Patol babu says  this. He asked Naresh Dutt, the producer of the film to know about this role and the dialogue so as to be very clear in mind, what he has to do exactly because Naresh Dutt has not told him anything about it till now.
(b) 'Were these people pulling his legs? Was the whole thing a gigantic hoax?
A meek, harmless man like him, and they had to drag him into the middle of the city to make a laughing stock out of him. How could anyone be so cruel?' Why does Patol Babu have these thoughts?
Ans. Patol babu has all these thoughts as soon as he gets the dialogue from Jyoti. It is a single exclamatory word 'Oh!'. He feels upset and displeased at this dialogue. He has spoiled his day. He has come all the way into the middle of the city for such a small dialogue.
(c) Patol Babu is an amateur actor for whom walk-on part in a movie turns into an ultimate challenge. Discuss.

Ans. Patol Babu is initially very disappointed because of the small role he had been given. Then he is reminded of his mentor’s words that “however small a part, never consider it beneath your dignity to accept it”. Motivated by these words, Patol Babu decides to rehearse his part before the final shoot. He chooses a reclusive spot to practice. As he practices, he realises that a monosyllabic exclamation could be said in different ways and carried different meanings. He also rehearsed how he would react physically when the collision took place - he would twist his face in pain, fling his arms, and crouch to show pain and surprise. He really worked hard at his part and performed it to perfection.

(d) Do you agree with the statement that Patol Babu is a practical man who comes to terms with whatever life has to offer? Give reasons for your answer.
Ans. Yes, I do agree with this statement. Patol Babu has to struggle hard to earn his livelihood. But he does not lose heart. He tries many jobs, every means of earning a livelihood. He is an iron-willed man, undeterred by hardships of life.

As soon  as he gets an offer to play a walk on part in a movie, he accepted it. He performs it to his own utmost satisfaction. He puts all the labour and imagination into one shot. It is true that he needs money but he does not run after it. He performs his act with perfection, dedication and experience intense satisfaction of true actor.

(e) Why does Patol Babu walk away before he can be paid for his role? What does this reveal about his character?
Ans. Patol Babu executed his part to perfection. However, he wondered whether the immense effort he had put in to enact a small role would be appreciated by everybody or not. The film unit usually got hold of some people, made them do their parts and paid them a small amount. They were not bothered about the quality of performance.
Although Patol Babu performed a small role, he felt that taking money for it would be trivialising his performance. He was a true actor for whom creative satisfaction was foremost and not money.

(f) Do you think making a movie is an easy job? Discuss with reference to the story

Ans. The story, Patol Babu, Film Star, describes a film shoot. Filmmaking is a long and tedious process. Every scene has to be rehearsed many times before it is finally shot. Plenty of heavy equipments and expensive cameras are used. Film actors have to shoot in extreme weather conditions, sometimes in front of large crowds. The noise and extreme weather can, at times, distract an actor. The production unit has to see minor details, arrange for actors for small roles, and arrange for props. In short making a film is a combined effort of many people.

Writing Task 

9. Patol Babu writes a letter to Nishikanto Ghosh to thank him for being instrumental in his getting a role in a film. He also shares his experience at the film shoot including the excitement and deep satisfaction that he derived from the same. Write the letter in about 200 words.

Examination Hall
New Delhi.

8th Dec.2014

Dear Nishikanto Babu,
How are you? Hope you are doing fine. It was indeed a pleasure meeting you the other day. I wanted to thank you for recommending me for that role.

At first, I was surprised that an acting offer would come my way after so many years. However, as you know how passionate I am about acting that I just couldn’t refuse. When I reached the shooting site, I realised how different acting in a film was than acting on stage. I saw so many new things—cameras, lights, make up artists, production people, etc. It was a completely new experience for me. I must confess something—I was initially disappointed with my role and dialogue. It was a very small part with almost no dialogue. however, my mentor’s advice motivated me and I rehearsed and performed my part to perfection. In fact I can say that it was my finest performance till date.

I am very grateful to you as it was because of you that I had this fantastic experience at the first place.

I must also add that your brother-in-law is a thorough gentleman. He took good care of me. Thanks again.

Yours truly,

Patol Babu

Poem -   Snake

Question 6
   a) The poet decides to stand and wait till the snake has finished drinking because he was second to come over there. The snake was the first comer. Unless the snake was gone, he couldn’t go to the trough.
This tells us that the poet respects the snake and his right to exist.it also tells us that the poet is quite generous ,gentlemanly and  considerate.

b)  From the above mentioned stanzas, the picture of the snake emerges very beautiful and clear.
 The snake is yellow-brown or golden-brown in colour. It weakly trails his soft belly over the edge of the stone trough. It seems tired and thirsty and drank water slowly. Just like a cattle, it raises its head and then drinks some more water. It has a two-forked tongue, which it flickered and mused while drinking.

c) The poet described the day and atmosphere to be hot. It is clear through phrases used in the poem like: ‘On a hot, hot day’, ‘in the deep, strange scented shade…’, ‘burning bowels of the earth’, ‘day of Sicilian July, when Etna smoking’.

  d)  By this the poet wants to convey that there is intense heat inside the hole of the earth as it is burning.

   e) I think the snake was not conscious of the poet’s presence as if it were, it couldn’t have behaved majestically and as if it were in a dream. It looked around like a god but not at the poet, though it looked in the direction where the poet stood.

   f) The snake’s thirst was satiated as it looked dreamily after drinking the water. The expressions used to justify the same are: ‘and flickered his two-forked tongue’, ‘mused a moment’, ‘he drank enough’, ‘and lifted his head dreamily.’

   g)The poet has a dual attitude towards the snake. It is because he is caught in between by human instinct and rational thought. Human instinct makes him appreciate the snake and love animals. However, the voice of human education or rational thought says that snakes are poisonous and are to be killed.

h)  The irony of the situation lies in the fact that the poet likes the snake for its beauty and considered it like a king and a guest, yet he hit the snake with a log. Moreover, though he did not want it to go, his act forces the snake to leave immediately.

i) The expressions are: ‘and flickered his two-forked tongue/ from his lips’, ‘and mused a moment’, ‘But must I confess, I liked him’, ‘How glad I was…’, ‘like a guest in quiet’, ‘I stared with fascination’, ‘Like a king in exile.’

j) We find the snake thirsty at the beginning of the poem. It draws its slack body over the edge of the water-trough leisurely and slowly. But when the poet strikes a log at it, it ‘convulses and writhes’ like lightening

k)  The poet feels this way because he feels regret and realizes that he shouldn’t have thrown a log to kill the snake.The snake had come to satiate his thirst,was his guest and had harmed him in no way.
The expressions are: ‘how paltry,how vulgar,’what a mean act,’I despised myself’.

l) The poet makes an allusion to the albatross because it was shot by the Ancient mariner, although nobody wanted it to die. However, later on board the ship, everybody agreed on it being a right thing to do. Later, the mariners wanted it back as it brought with it, the wind to steer the ship. Likewise, the poet in Snake wants the snake back to accept his hospitality like an honored guest.

m) It means that the poet has something to regret for ever. This is that he shouldn’t have thrown a log to kill the snake.

Q.7    Diary entry
day/date                                                                                                    time
Dear diary
 I had a terrible incident in my life, today. I did something for which I shall regret throughout my life. A snake visited my water trough today in the afternoon. It was extremely hot and he had come to quench his thirst. Knowing this, I fought against my consciousness and threw a log at him. I know it was a very selfish and cruel thing to do and my indecisive mind couldn’t focus well. It expected hospitality but my mind was in a state of dilemma. I was torn between rational thought and conscience I threw the log at him and Iimmediately regretted my action.I had no right to harm him as he had harmed me in no way and was a guest of mine.
(poet)

Question 8:(just read the answer you don’t have to write)

  By using alliteration, sibilance and onomatopoeia, D.H.Lawrence has succeeded in creating a kind of visual and sensory effect on us. In line ‘And trailed his yellow- brown slackness, soft-bellied down,’ we feel the onomatopoeia effect in ‘trailed’, ‘slackness’, and ‘soft- bellied down.’ We almost hear both the sound and the movement of the snake. Equally in line ‘And flickered his two- forked tongue,’ /f/ sound (sibilance) and onomatopoeic effect in ‘flickered’ lend a visual and sensory movement to the snake.

 In the line ‘Softly drank through his straight/ gum, into this slack long body/ Silently’, the /s/ sound conveys the snake’s feature of the snake through sibilance. In doing so, the poet has been successful in bringing out the image of the snake through the sound, movement and shape. Another example of onomatopoeic word ‘slowly’ and /s/ sound indicates the use of sibilance, conveys this effect: ‘And slowly turned his head,/ And slowly, very slowly, as if thrice a dream’.


Question 9:
literary devices.1) Repetition:
Hot, hot day;
Earth brown, earth golden;
Was it cowardice, was it perversity, was it humility;
I was afraid, I was most afraid;
And slowly, very slowly, as if thrice adream.

Simile:
as drinking/ cattle do;
And lifted around like a god;
And slowly, very slowly, as if thrice a dream;
And lifted his head, dreamily, as one who has drunken;
and I, like a second comer;
like a king in exile;
he had come like a guest;
writhed like lightening.SNAKE

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Virtually true – By Paul Stewart

Textual Questions

1. According to the newspaper, what had happened to Sebastian Shultz?

Sebastian Shultz was badly injured in a car accident. His condition was described by doctors as critical but stable. In spite of doctors’ efforts Sebastian could not regain consciousness. He went  into coma.

2. 'Dad's nutty about computers.' What evidence is there to support this statement?

Michael’s dad was crazy about computers. He had bought the latest computer which could do anything: paint, play music, create displays. He also bought many latest psycho-drive games and a virtual reality visor and glove. In fact, he was so obsessed that he couldn’t resist buying anynew gadgets and gizmos that came on the market.

3. In what way did the second game seem very real?

There are various instances in the chapter to describe that the second game seemed very real,such as “As I lowered myself down I felt the dragon's fiery breath”, “And the whole time I could hear and feel and even smell the evil dragon following in close pursuit”, etc.

4. The last game has tanks, jeeps, helicopters, guns and headings would you put this and the  other games under?

Warzone can be categorised under simulation games. Wildwest is a strategy game. Dragonquest is a fantasy role-playing game and Jailbreak is an action game.

5. What was Michael's theory about how Sebastian had entered the games?

According to Michael, Sebastian was probably playing those games when he banged his head in the accident. The computer had saved his memory into its own. Michael bought a lot of games at the fair. Some of them were the stolen ones of Sebastian. When Michael was playing those games, the computer was trying to retrieve Sebastian’s memory.

'That was my idea' said Sebastian excitedly.' If only it would go a big faster’.

i. Where was Sebastian when he spoke these words?

Sebastian had just broken a jail with help of Michael and was on the rooftop.

ii. What was his idea, and what was he referring to?

Sebastian was referring to be rescued by a helicopter from the jail, before the guards catch up on him.

iii. Was the idea a good one and did it eventually succeed? How?

The idea was a good one, yet did not succeed because the jail guards and their dogs catch up on them, while Sebastian slips and falls down.

1. Why did the news of the 'miracle recovery' shock Michael?

The news article mentioned that a fourteen-year-old boy called Sebastian Shultz, who had gone into a coma following the accident, had miraculously recovered. Michael was shocked to read this. When he saw the picture of Sebastian, he realised that he was the same person whom he had met in the virtual world and was trying to rescue him. Michael couldn’t understand that how he could meet Sebastian if he was in coma.

2. Michael's meeting with Sebastian Shultz had been a chance meeting. Where had it taken place and how?

Michael’s chance meeting with Sebastian had taken place in the virtual world. He had met

Sebastian for the first time in a game called Wildwest.

3. What kind of computers fascinated Michael and his dad? Why?

Michael and his dad had recently bought a Pentium 150 MHz processor, with 256 of RAM, a 1.2 GB hard disk drive and 16 speed CD ROM, complete with speakers, printer, modem and scanner.This computer could do anything: paint, play music, create displays and even make rubbish homework look fantastic.

4. Describe the first place where Michael was virtually transported.

The first place Michael was transported was the time period between the American Civil war and end of the 19th century. (mid 1830’s-1920). Geographically, it was west America. Michael was playing a game called Wildwest where he was a Sheriff caught in a gun fight in a saloon.

5. What help did Sebastian Shultz ask Michael for? How did he convey this message?

Sebastian Shultz was in the virtual world when his accident took place. As a result he got stuck there. He encountered Michael in this virtual world. He wanted Michael to rescue him. He sent a message to Michael which appeared on his printer.

6. Why did Michael fail in rescuing Sebastian Shultz the first time?

Michael couldn’t rescue Sebastian the first time because before he could save him, he was shot by gunmen.

7. The second attempt to rescue Sebastian Shultz too was disastrous. Give reasons.

Sebastian chopped the princess’s long plaits and tied them together to form a rope and

managed to flee from the tower. He and Michael headed towards the dungeons. However, the dragon followed them. As they were going down the steps, the dragon appeared and caught Sebastian. Michael tried to kill the dragon but he had already taken Sebastian. Thus, the second attempt to save Sebastian failed as well.

8. Narrate the accident that injured Sebastian Shultz.

Sebastian Shultz was badly injured in a car accident. He had banged his head. When he was brought to the hospital, the doctors described his condition critical but stable. Despite doctors’ efforts Sebastian could not regain consciousness. He had gone into coma.

9. How had Sebastian Shultz entered the games?

At the time of the accident, Sebastian was using his laptop to play one of the psycho-drive

games. He was plugged on to the computer when his head banged in the accident. The

computer had saved his memory in its own. Thus, Sebastian had entered the games but could not come out of it.

10. How was Sebastian Shultz's memory stored on Michael's disk? Did Michael discover that?

At the time of the accident, Sebastian was plugged on to the computer. The computer had saved his memory in its own. When Sebastian’s family was in the hospital, somebody stole their whole lot of games. Some of them ended up at Computer Fair, where they were bought by Michael.

Michael discovered this when he read an article on the internet about Sebastian’s miraculous discovery.

Sebastian Shultz had a close brush with death. After he recovers, he returns to school

and narrates his experience to his classmates. As Sebastian Shultz, narrate your

experience.

Hi friends, great to see you all. I had almost lost hope to meet you all again ever. Six weeks ago, I was on my way out of town with some friends for a weekend. I had my laptop with me. It was a four-hour journey to our destination. So, to engage myself, I logged on to one of my psycho-drive games. After an hour of driving on the highway, the car suddenly screeched to a halt. Since we were driving at a great speed, the driver lost control of the car and car somersaulted before falling into a ditch. As the car fell into the ditch, my head hit against the roof of the car and everything blacked out. I don’t remember what happened to me after that.

I was told that I had slipped into coma and only a miracle had brought me back. Another miraculous thing happened to me. At the time of the accident, I was in the midst of a game. Although, I entered it I couldn’t come out of it. Somebody stole my lot of games while I was in the hospital. Some of those were bought by a person called Michael, who rescued me and got me out. So, indirectly he is my saviour. I am planning to meet him soon. It is great to be back friends! I have had a harrowing time, VIRTUALLY!!

Write an article entitled 'Virtual games are a reality.

Virtual world or cyberspace is an environment using computer technology to create a simulated, three dimensionalworld that a user can manipulate and explore while feeling as if he were in that world. In a virtual reality environment, the user experiences the feeling of being inside and a part of that world. He is also able to interact with his environment in meaningful ways. Virtually real environment has benefited the health care industry. The doctors use virtual reality products to treat phobias, addictions and other mental health needs.

However, some psychologists are concerned that virtual reality games could psychologically affect a player. They suggest that these games place a player in violent situations, particularly as the perpetuator of violence and could result in the user becoming desensitised. Some psychologists also believe that these games can lead to cyber addiction. There have been several news stories of gamers neglecting their real lives for their online, in-game presence.

Another rising concern is about criminal acts. In a virtual game, defining a criminal act has been problematic. At what point can authorities charge a person with a real crime for actions within a virtual game? Studies indicate that people can have real physical and emotional reactions to stimuli within a virtual game. Thus, it’s quite possible that a victim of a virtual attack could feel real emotional trauma.

Can the attacker be punished for causing real-life distress? We don’t have answers to these questions