ICSE Class 10 English Literature Sample Paper 2019 with Solutions

SECTION A - DRAMA

The Merchant of Venice: Shakespeare

Question 1.
Read the extract given below and answer the questions that follow:
MOROCCO: Mislike me not for my complexion,
The shadowed livery of the burnished sun,
To whom I am a neighbour and near bred.
Bring me the fairest creature northward born,
Where Phoebus' fire scarce thaws the icicles,
And let us make incision for your love
To prove whose blood is reddest, his or mine.
I tell thee, lady, this aspect of mine
Hath feared the valiant. By my love I swear
The best-regarded virgins of our clime
Have loved it too. I would not change this hue
Except to steal your thoughts, my gentle queen.
PORTIA: In terms of choice I am not solely led
By nice direction of a maiden’s eyes.
Besides, the lottery of my destiny
Bars me the right of voluntary choosing.

(i) Where is this scene set? Account for Morocco’s presence in this place. [3 Marks]

Answer:
1. The scene is set in a room in Portia's house in Belmont.
2. Morocco is present there as a suitor who has come to seek Portia's hand in marriage.
3. He has come to take the oath and make his choice of the caskets in accordance with her father's will.

Teacher's Note:
a) Students must remember that Belmont is the setting for all casket-related scenes.
b) Ensure clarity regarding the strict conditions imposed by the dead father's will.

(ii) What can you assess of Morocco’s appearance and character based on the given extract? [3 Marks]

Answer:
1. Morocco has a dark complexion, which he refers to as the shadowed livery of the burnished sun.
2. He is proud, noble, and deeply conscious of his royal blood and bravery.
3. He is confident, eloquent, and desires to remove any prejudice against his skin color.

Teacher's Note:
a) Morocco establishes his noble lineage right at the beginning to counter Elizabethan racial prejudices.
b) Note his dramatic flair and high self-esteem.

(iii) Mention any three actions that Morocco says he would be happy to perform in order to win Portia. [3 Marks]

Answer:
1. He would make an incision in his body to prove whose blood is reddest.
2. He would challenge the sternest eyes that ever looked.
3. He would outstare the bravest men, pluck the young sucking cubs from the she-bear, or mock the lion when he roars for prey.

Teacher's Note:
a) These extreme hyperbolic claims highlight his warrior background.
b) Students should quote accurately from the wider speech if required.

(iv) What does Morocco have to swear before he makes his ‘hazard’? [3 Marks]

Answer:
1. Morocco must swear that if he chooses the wrong casket, he will never speak to any lady afterward in the way of marriage.
2. He must take this solemn oath before making his attempt.
3. Failure to abide by this rule means taking his leave immediately without penalty other than celibacy regarding marriage.

Teacher's Note:
a) The oath of the caskets ensures that suitors cannot marry elsewhere if they fail.
b) This acts as a deterrent against casual or frivolous suitors.

(v) Portia speaks of ‘the lottery of my destiny’. What exactly is she referring to? What in your opinion are Portia’s feelings regarding this matter? [4 Marks]

Answer:
1. Portia is referring to the casket test devised by her late father in his will to determine her husband.
2. She is bound by the three caskets made of gold, silver, and lead.
3. Portia feels frustrated, helpless, and resentful that she has no right to choose her own husband according to her own heart.
4. She is completely subjected to her dead father's clever mechanism.

Teacher's Note:
a) This establishes the central conflict concerning Portia's lack of agency in marriage.
b) Emphasize her dutiful yet pained submission to her father's will.

Question 2.
Read the extract given below and answer the questions that follow:
SHYLOCK: Shall I not receive my principal?
PORTIA: Thou shalt have nothing but the forfeiture,
To be taken at thy peril, Jew.

(i) Explain what Portia means by the above words. [3 Marks]

Answer:
1. Portia means that Shylock will not be allowed to take even his original loan amount (principal) back.
2. He is strictly bound to the exact terms of his bond, which grants him only the pound of flesh.
3. He must take the penalty at his own extreme legal peril.

Teacher's Note:
a) Portia uses strict legal interpretation to trap Shylock.
b) Shylock's earlier refusal of thrice the principal legally seals his fate.

(ii) How does Shylock respond to her words? [3 Marks]

Answer:
1. Shylock is stunned and backs down, saying he will take the offer of money.
2. He asks if he shall not receive the principal back.
3. He agrees to take thrice the principal and let Antonio go.

Teacher's Note:
a) Shylock quickly realizes the lethal trap of the Venetian law when his life and property are threatened.
b) Highlight his sudden panic and desperate retreat from his original demand.

(iii) What more does Portia tell Shylock about the Laws of Venice as applicable to an ‘alien’ (foreigner)? [3 Marks]

Answer:
1. Portia informs Shylock that if it is proven that an alien has sought the life of any citizen directly or indirectly, his life lies at the mercy of the Duke.
2. Half of his goods confiscate to the state's coffers.
3. The other half goes to the targeted citizen, and the offender's life is subject to the Duke's pleasure alone.

Teacher's Note:
a) This is the turning point of the trial where the tables are completely turned on Shylock.
b) Students must cite the specific statute regarding aliens plotting against citizens.

(iv) What does Antonio propose to do with his share of Shylock’s goods? [3 Marks]

Answer:
1. Antonio proposes to let go of his half of the fine.
2. He requests the Duke to allow him to hold half in use, to render it upon Shylock's death to the gentleman who recently stole his daughter (Lorenzo and Jessica).
3. Furthermore, Shylock must become a Christian and execute a gift of all his remaining goods to Lorenzo and Jessica.

Teacher's Note:
a) Antonio's mercy is conditional and forces cultural assimilation upon Shylock.
b) Note the complete dismantling of Shylock's estate and faith.

(v) What role does Portia play in this scene? What does this reveal of her character? [4 Marks]

Answer:
1. Portia plays the role of the learned young doctor of laws, Balthazar, who presides over and judges the courtroom trial.
2. She exhibits brilliant legal acumen, quick thinking, supreme confidence, and unwavering composure.
3. She balances mercy and absolute justice before deploying the strict letter of the law to save Antonio.
4. Her character is revealed as intelligent, resourceful, courageous, and deeply loyal.

Teacher's Note:
a) Portia dominates the climax of the play disguised as a man.
b) Highlight how her intellect triumphs over crude revenge.

Question 3.
Read the extract given below and answer the questions that follow:
ANTONIO: But little: I am arm'd and well prepared.
Give me your hand, Bassanio: fare you well!
Grieve not that I am fallen to this for you;
For herein Fortune shows herself more kind
Than is her custom: it is still her use
To let the wretched man outlive his wealth,
To view with hollow eye and wrinkled brow
An age of poverty; from which lingering penance
Of such misery doth she cut me off.

(i) Where is this scene set? To whom are these words addressed? To what question does Antonio respond with the words, ‘But little:’? [3 Marks]

Answer:
1. The scene is set in a street, or more accurately a prison or courtroom setting just before the execution in Venice.
2. These words are addressed to Bassanio.
3. Antonio responds with 'But little:' to Bassanio's plea or question regarding how much preparation or hope he has, or specifically to Bassanio's urging to arm himself against Shylock.

Teacher's Note:
a) Establish the melancholic and resigned tone of Antonio at this moment.
b) Note the deep bond of friendship between Antonio and Bassanio.

(ii) What does Antonio mean when he says, “Grieve not that I have fallen to this for you”? [3 Marks]

Answer:
1. Antonio tells Bassanio not to feel guilty or sorrowful that Antonio is facing death because of the bond he signed for Bassanio's sake.
2. He willingly sacrifices his life out of supreme love and friendship for Bassanio.
3. He absolves Bassanio of any emotional burden or blame.

Teacher's Note:
a) This underlines the Elizabethan ideal of platonic friendship.
b) Antonio's self-sacrificing nature is contrasted with Shylock's vindictiveness.

(iii) What does Antonio instruct Bassanio to do immediately after speaking these lines? [3 Marks]

Answer:
1. Antonio instructs Bassanio to speak well of him to his new wife (Portia).
2. He tells him to bid his wife write how Antonio loved him, speak well of him after his death.
3. He asks Bassanio to judge whether Bassanio had not once a love.

Teacher's Note:
a) Antonio wants to be remembered affectionately after his anticipated execution.
b) Emphasize the emotional intensity of the farewell.

(iv) What is Bassanio’s response to this speech? [3 Marks]

Answer:
1. Bassanio declares that he is married to a wife who is as dear to him as life itself, but life itself, his wife, and all the world are not valued by him above Antonio's life.
2. He states he would sacrifice everything, including his wife, to deliver Antonio from the Jew.
3. He expresses profound grief and despair at losing his dearest friend.

Teacher's Note:
a) Bassanio matches Antonio's devotion with his own emotional declaration.
b) Note how this sets up the ring episode later in the play.

(v) On what note does Antonio conclude his speech? What does this reveal of Antonio’s attitude to life and death? [4 Marks]

Answer:
1. Antonio concludes on a philosophical and welcoming note towards death, considering it a merciful release from a lingering life of poverty and misery.
2. This reveals that Antonio is world-weary, deeply melancholic, and indifferent to survival.
3. He views death not as a tragedy, but as a kind intervention of Fortune.
4. His fatalistic attitude stems from his chronic sadness and readiness to sacrifice himself for love.

Teacher's Note:
a) Antonio's melancholy is a persistent character trait throughout the play.
b) Contrast his passive acceptance of death with Shylock's aggressive thirst for life and revenge.

The Mousetrap: Agatha Christie

Question 4.
Read the extract given below and answer the questions that follow:
MOLLIE: (Moving down to the sofa and sitting) Oh! I do so want everything to go well at first. First impressions are so important.
GILES: (Moving down to Right of the sofa) Is everything ready? Nobody’s arrived yet, I suppose?
MOLLIE: No, thank goodness. I think everything’s in order. Mrs. Barlow’s hooked it early. Afraid of the weather, I suppose.
GILES: What a nuisance these daily women are. That leaves everything on your shoulders.
MOLLIE: And yours! This is a partnership.

(i) When and where does this conversation take place? Briefly describe the weather outside. [3 Marks]

Answer:
1. The conversation takes place in the great hall of Monkswell Manor in the late afternoon / early evening on a winter day when the guesthouse is newly opened.
2. Outside, there is a heavy snowstorm raging.
3. The weather is worsening rapidly, threatening to cut off the house completely.

Teacher's Note:
a) Setting the scene in an isolated country house during a blizzard creates the classic locked-room mystery atmosphere.
b) Ensure students mention both the location and the severe snow weather.

(ii) On whom do Mollie and Giles wish to make a favourable impression? Why is it important that they do so? [3 Marks]

Answer:
1. They wish to make a favorable impression on their very first paying guests arriving at Monkswell Manor.
2. It is important because this is their first venture running a guest house.
3. Their future livelihood and business success depend entirely on positive word-of-mouth and good first impressions.

Teacher's Note:
a) The success of their newly inherited estate depends heavily on this venture.
b) Highlight Mollie's anxiety regarding domestic perfection.

(iii) Who is Mrs. Barlow? Why has she left early? [3 Marks]

Answer:
1. Mrs. Barlow is the local daily help or cleaning woman hired by Mollie and Giles.
2. She has left early because she is afraid of the worsening weather and the heavy snowstorm.
3. She wants to avoid getting stranded or trapped by the blizzard.

Teacher's Note:
a) Mrs. Barlow's abrupt departure burdens Mollie with all the manual work.
b) It also isolates the house further from the outside world.

(iv) Explain what Mollie is referring to when she says, “This is a partnership.” [3 Marks]

Answer:
1. Mollie means that running Monkswell Manor and managing its chores is a shared responsibility between her and her husband Giles.
2. She rejects the notion that all domestic and operational burdens should fall solely on her shoulders just because she is a woman.
3. They are equal partners in this new business venture.

Teacher's Note:
a) This establishes the equal dynamic between Mollie and Giles early in the play.
b) It highlights the domestic realism typical of Christie's setups.

(v) What mood does the playwright seek to create in the above extract? What techniques does she use? [4 Marks]

Answer:
1. The playwright seeks to create a mood of nervous excitement, domestic anticipation, and underlying tension.
2. She uses stage directions (moving down to the sofa, sitting) to convey restlessness and anxiety.
3. Dialogue about the severe weather hints at impending isolation and danger.
4. The juxtaposition of cheerful guesthouse preparation with ominous external conditions builds suspense.

Teacher's Note:
a) Agatha Christie expertly builds atmosphere through casual dialogue and environmental portents.
b) Students should analyze both tone and technical stagecraft.

Question 5.
Read the extract given below and answer the questions that follow:
MRS. BOYLE: You’re very young.
MOLLIE: Young?
MRS. BOYLE: To be running an establishment of this kind. You can’t have had much experience.
MOLLIE: (backing away) There has to be a beginning for everything hasn’t there?
MRS. BOYLE: I see. Quite inexperienced. (She looks around) An old, old house. I hope you haven’t got dry rot. (She sniffs suspiciously).
MOLLIE: Certainly not!

(i) State the three complaints that Mrs. Boyle makes. [3 Marks]

Answer:
1. She complains that Mollie and Giles are very young and completely inexperienced in running a guesthouse.
2. She complains that the house is an old, old building.
3. She suspects and complains about the potential presence of dry rot in the house.

Teacher's Note:
a) Mrs. Boyle is established immediately as a critical, hypercritical, and disagreeable guest.
b) Check that all three specific grievances are clearly itemized.

(ii) What answer does she give when Giles tells her that she is welcome to leave? [3 Marks]

Answer:
1. Mrs. Boyle responds that she has no intention of leaving.
2. She remarks that it would be out of the question to venture out in this dreadful weather.
3. She states that she has paid her money and expects to be accommodated, despite her complaints.

Teacher's Note:
a) Mrs. Boyle likes to complain but is not willing to subject herself to the snowstorm outside.
b) Her obstinate presence adds to the tension inside the house.

(iii) What does this tell you about her character? [3 Marks]

Answer:
1. It reveals that Mrs. Boyle is perpetually dissatisfied, fault-finding, arrogant, and domineering.
2. She enjoys exerting authority and making others feel inadequate.
3. She is hypocritical, as she criticizes everything yet refuses to leave when given the option.

Teacher's Note:
a) Mrs. Boyle represents the classic unlikeable victim archetype in murder mysteries.
b) Note her abrasive treatment of her hosts.

(iv) Who is she really? [3 Marks]

Answer:
1. Mrs. Boyle is one of the magistrates associated with the tragic Longridge Farm child abuse case years ago.
2. She was legally responsible for placing the three abused children with the brutal foster parents.
3. She is the second victim targeted and murdered by the serial killer during the play.

Teacher's Note:
a) Her past actions directly connect her to the motive behind the murders.
b) This background drives the central plot of the mystery.

(v) What happens to her at the end? Why? [4 Marks]

Answer:
1. Mrs. Boyle is murdered; she is strangled to death in the library by the unknown assailant.
2. She is killed because she was directly responsible as a magistrate for placing the three abused children in the care of the cruel foster parents at Longridge Farm.
3. The murderer, acting out of a desire for revenge for the death of his brother, systematically executes those responsible for the tragedy.
4. Her death shocks the household and escalates the terror of being snowbound with a killer.

Teacher's Note:
a) Mrs. Boyle's murder confirms that the threat is internal and connected to the past.
b) Emphasize the thematic link between past cruelty and present retribution.

Question 6.
Read the extract given below and answer the questions that follow:
TROTTER: We don’t actually know a thing. All we’ve got so far is that the woman who joined with her husband in ill-treating and starving those children has been killed, and that the woman magistrate who was responsible for placing them there has been killed. (He moves down to Right of Sofa.) The telephone wire that links me with police headquarters has been cut…

(i) What is Mollie’s response to this? How is she answered? [3 Marks]

Answer:
1. Mollie is terrified, panicked, and exclaims in horror upon realizing that the murderer is present in the house and that they are completely cut off.
2. She is answered by Trotter, who calmly explains the grim reality of their isolated situation.
3. Trotter emphasizes that they are trapped together with the killer.

Teacher's Note:
a) This marks the height of the locked-room panic in the play.
b) Note Trotter's methodical approach to managing the terror.

(ii) What news does Trotter give Mollie about the children’s father? [3 Marks]

Answer:
1. Trotter reveals that the children's father died of grief and alcoholism in the army shortly after the tragedy.
2. He explains the background of the troubled family.
3. This adds depth to the tragic history driving the murders.

Teacher's Note:
a) The backstory unveils the full scale of the tragedy at Longridge Farm.
b) Ensure accurate recall of the father's fate.

(iii) What is Mollie’s ‘surmise’? [3 Marks]

Answer:
1. Mollie's surmise is that the eldest boy, who survived the horrific ordeal and was thought to have joined the army, might have deserted or returned.
2. She suspects he is the one seeking vengeance.
3. Her intuition points toward the surviving brother as the killer.

Teacher's Note:
a) Mollie's deduction helps narrow down the psychological profile of the murderer.
b) Connect this to the overarching theme of wartime trauma and vengeance.

(iv) Why is Major Metcalfe a possible suspect? [3 Marks]

Answer:
1. Major Metcalfe's background and movements are somewhat mysterious.
2. He has unexplained absences and a military bearing that could mask a deep-seated motive.
3. In a classic whodunit, every adult male character under the roof falls under suspicion, and Metcalfe's calm demeanor hides his true identity as a trained professional.

Teacher's Note:
a) Christie uses red herrings extensively to misdirect the audience.
b) Metcalfe's true identity is revealed at the very end.

(v) How is the mystery solved? [4 Marks]

Answer:
1. The mystery is solved when Sergeant Trotter's true identity is exposed.
2. It is revealed that the real Sergeant Trotter got stuck in a drift, and the man posing as Trotter is actually the psychotic surviving twin brother of the abused boy.
3. Major Metcalfe is revealed to be a real detective inspector working undercover.
4. The fake Trotter is trapped when he tries to murder Mollie, thus exposing his guilt conclusively.

Teacher's Note:
a) The twist ending is one of the most famous in detective fiction history.
b) Emphasize the brilliant deception played by the murderer throughout the investigation.

SECTION B - POETRY

A Collection of Poems

Question 7.
Read the extract given below and answer the questions that follow:
And then the old man shook his head,
And with a natural sigh -
"'Tis some poor fellow's skull," said he,
"Who fell in the great victory."
(After Blenheim, Robert Southey)

(i) Who is the old man? What causes him to sigh? [3 Marks]

Answer:
1. The old man is Kaspar, an old peasant living near the site of the historic Battle of Blenheim.
2. He sighs when he picks up a human skull while plowing his farm field.
3. The discovery of the gruesome relic of war prompts his natural sigh.

Teacher's Note:
a) Kaspar represents the ordinary peasant conditioned to accept war blindly.
b) Note the ironic contrast between his casual mention of the skull and the horrific reality of war.

(ii) What incident prompted the old man to give an account of the Battle of Blenheim? [3 Marks]

Answer:
1. His grandchildren, Wilhelmine and Peterkin, found a large round object while playing near the rivulet.
2. Peterkin brought it to Kaspar to ask what it was.
3. This discovery of the skull prompted Kaspar to narrate the story of the famous battle.

Teacher's Note:
a) The poem begins with innocent children stumbling upon grim reminders of past slaughter.
b) This frames the anti-war theme effectively.

(iii) How did the battle affect the old man’s family? [3 Marks]

Answer:
1. The battle caused immense devastation to Kaspar's family.
2. Their home and the surrounding village were burnt to the ground, forcing his father to flee with his homeless mother.
3. Many newborn infants and innocent people suffered and died during the widespread destruction.

Teacher's Note:
a) Despite recounting these horrors, Kaspar paradoxically maintains that it was a famous victory.
b) This highlights the brainwashing effect of war propaganda.

(iv) Name the two countries that fought each other in the battle. Which army won? What reason does the old man give for the victory? [3 Marks]

Answer:
1. The English and the French fought each other in the Battle of Blenheim.
2. The English army won the battle.
3. Kaspar cannot give any concrete political or tactical reason for the victory; he merely repeats that it was a famous victory because everybody said so.

Teacher's Note:
a) Kaspar's ignorance exposes the absurdity and emptiness of glorifying war.
b) Ensure students note his blind acceptance of popular opinion.

(v) Point out the refrain in the poem. What effect does the refrain have on the reader? What do you think is the poet’s attitude to war? [4 Marks]

Answer:
1. The refrain in the poem is the repeated phrase "But what they fought each other for, / I could not well make out" and "But 'twas a famous victory".
2. The refrain emphasizes the mindless glorification of war despite utter ignorance of its purpose or cost.
3. The poet Robert Southey has a deeply anti-war, satirical attitude towards the glamorization of military conflicts.
4. He highlights the futility and tragic human cost of war through the contrast between Kaspar's praise and the grim reality.

Teacher's Note:
a) Southey's poem is a classic anti-war satire.
b) Emphasize how the refrain underscores the poem's central irony.

Question 8.
Read the extract given below and answer the questions that follow:
‘All right!’ you’ll cry. ‘All right!’ you’ll say,
‘But if we take the set away,
What shall we do to entertain
Our darling children? Please explain!’
(Television, Roald Dahl)

(i) What important lesson does the poet say he has learnt at the start of the poem? [3 Marks]

Answer:
1. The poet states that he has learned never to put a television set in a home.
2. Or better yet, to install a sensible alternative or throw the idiot box away entirely.
3. He warns parents about the destructive addictive power of television on children.

Teacher's Note:
a) Dahl adopts a humorous, didactic, and direct tone addressing parents.
b) Note the conversational opening of the poem.

(ii) Describe some of the scenes that the poet says he has seen in houses which have televisions. [3 Marks]

Answer:
1. The poet describes children rotting their minds, staring hypnotically at the screen like drugged zombies.
2. He depicts rooms littered with discarded toys and children fighting, chewing, and yelling.
3. He notes children's eyes getting blurred and dazed from non-stop viewing.

Teacher's Note:
a) Dahl uses exaggerated, grotesque imagery to highlight screen addiction.
b) Mention the chaotic state of households dominated by television.

(iii) List the ways in which television viewing affects the mind of a ‘beloved tot’. [3 Marks]

Answer:
1. It clogs and clatters up the mind.
2. It makes the child completely unable to think or understand imaginative concepts.
3. It turns their brains as soft as cheese and robs them of all creative imagination and the love for reading.

Teacher's Note:
a) Dahl's critique targets the intellectual decay caused by passive entertainment.
b) Emphasize the loss of imagination.

(iv) What other activity does the poet recommend to entertain children? Mention two ways in which this activity would benefit them. [3 Marks]

Answer:
1. The poet strongly recommends reading books and filling nurseries with shelves stacked with books.
2. First benefit: It stimulates children's imagination, making them discover fantasy worlds like dragons, gypsies, queens, and whales.
3. Second benefit: It sharpens their intellect, expands their vocabulary, and brings joy and wonder to their minds.

Teacher's Note:
a) Dahl champions the traditional habit of reading over modern electronic media.
b) Check that both benefits are clearly stated.

(v) What does the poet advise readers to do at the end of the poem? What does he assure them will happen if they followed his suggestion? What would you say is the central idea in this poem? [4 Marks]

Answer:
1. The poet advises readers to throw away their television sets and install bookshelves in their place.
2. He assures them that children will initially throw tantrums, scream, and yell, but will eventually thank their parents and fall in love with reading books.
3. The central idea of the poem is a strong critique of television addiction and an impassioned plea to revive the habit of reading among children for intellectual growth.

Teacher's Note:
a) The poem uses satire and exaggeration to advocate for children's literature.
b) Ensure all three parts of the question are answered concisely.

Question 9.
Read the extract given below and answer the questions that follow:
Their logs held tight in death‘s still hands
Was proof of human sin.
They didn’t die from the cold without
They died from the cold within.
(The Cold Within, James Patrick Kinney)

(i) What was the weather like when the six people found themselves together? [3 Marks]

Answer:
1. The weather was bitterly cold, freezing, and stormy.
2. A dying fire threatened to go out in the extreme sub-zero environment.
3. The severe external cold matched the freezing hatred in their hearts.

Teacher's Note:
a) Establish the literal and symbolic setting of the poem.
b) Note how physical cold mirrors emotional isolation.

(ii) Why wouldn’t the third man put his piece of log in the dying fire? [3 Marks]

Answer:
1. The third man sat in rags and noticed that one of the group members was poor and destitute.
2. He refused to share his log simply out of spite and class prejudice.
3. He wanted to withhold his firewood to spite someone of a lower social class.

Teacher's Note:
a) Each character's refusal represents a specific human prejudice (class, race, religion, greed).
b) Ensure accurate identification of the third man's motive.

(iii) What did the black man see in his piece of wood? Give an instance from the poem to show that his feelings were somewhat justified. [3 Marks]

Answer:
1. The black man saw blackness and the reflection of systemic racial injustice and prejudice in his piece of wood.
2. He noticed a white man sitting across from him who showed clear racial hatred and hostility.
3. The instance from the poem is: "His coat was lashed, his face was black / Across the way, sitting next to him, / A white man passed the slack." / and "The black man's face bespoke revenge / As the fire passed from his sight."

Teacher's Note:
a) The poem explores intersectional prejudices, including racism.
b) Quote or reference the text accurately.

(iv) Who among the gathering was an opportunist? How can you say so? [3 Marks]

Answer:
1. The rich man was the opportunist in the gathering.
2. He held back his log because he was thinking only of his wealth and wondering how to keep what he had stored away from the lazy poor.
3. He hoarded his resources selfishly instead of saving everyone's life.

Teacher's Note:
a) The rich man represents economic greed and selfishness.
b) Explain how his refusal stems from hoarding wealth.

(v) Would you say that ‘The Cold Within’ is an apt title for this poem? Give reasons for your answer. [4 Marks]

Answer:
1. Yes, 'The Cold Within' is an apt and profound title for the poem.
2. While the characters froze to death from the bitter cold outside, the real cause of their demise was the emotional coldness, hatred, prejudice, and selfishness inside their hearts.
3. The title operates on both a literal and a metaphorical level.
4. It highlights the central moral that human bigotry is more fatal than any external weather.

Teacher's Note:
a) The title encapsulates the poem's core theme of spiritual and emotional isolation.
b) Emphasize the contrast between external and internal elements.

SECTION C - PROSE

A Collection of Short Stories

Question 10.
Read the extract given below and answer the questions that follow:
He gave her a shove. But she did not move, rather she let herself be moved only by him and nothing else. They edged away from her; they would not look at her. She felt them go away.
(All Summer in a Day, Ray Bradbury)

(i) Who is ‘she’? Describe her. [3 Marks]

Answer:
1. 'She' is Margot, a frail, delicate nine-year-old girl living on the planet Venus.
2. She is pale, frail, and looks like an old photograph washed out by years of rain.
3. She suffers from psychological trauma caused by her memories of the warm, sunny Earth.

Teacher's Note:
a) Margot is alienated from her classmates because of her Earth origins.
b) Note her physical fragility.

(ii) Where is this story set? Mention any two ways in which the way of life on their planet differs from life on earth. [3 Marks]

Answer:
1. The story is set on the planet Venus in a subterranean colony.
2. First difference: It rains incessantly on Venus for seven years continuously, with the sun appearing only once every seven years for just two hours.
3. Second difference: The children live in underground tunnels and domes, cut off from natural sunlight, plants, and open skies.

Teacher's Note:
a) Establish the dystopian sci-fi setting of Ray Bradbury's story.
b) Ensure both planetary differences are clearly stated.

(iii) To what does she compare the sun? What does this tell us about her? [3 Marks]

Answer:
1. Margot compares the sun to a penny or a yellow flower that blooms for just an hour.
2. This shows her deep yearning, poetic imagination, and vivid memory of sunlight from her early life on Earth.
3. It highlights her profound emotional attachment to warmth and light, which the other children cannot comprehend.

Teacher's Note:
a) Margot's memories of Earth set her apart from her Venus-born peers.
b) Emphasize her poetic description of the sun.

(iv) Why did the other children not come to her aid when William shoved her? [3 Marks]

Answer:
1. The other children disliked, resented, and envied Margot because she was different and remembered the sun.
2. They lacked empathy and were cruel due to their own pent-up frustration with the endless rain.
3. They shared William's bullying attitude towards her.

Teacher's Note:
a) Mob mentality and childhood cruelty are central themes in the story.
b) Explain the root of their collective hostility.

(v) How does her behaviour set her apart from the others? Why do you suppose the other children treat her the way they do? [4 Marks]

Answer:
1. Margot's behavior sets her apart because she is withdrawn, quiet, refuses to play their games, and clings desperately to her memories of Earth.
2. She is depressed by the incessant rain and refuses to sing songs about the sun unless she remembers it accurately.
3. The other children treat her with cruelty and jealousy because they are bitter about never having seen the sun themselves and resent her superiority.
4. Their jealousy culminates in locking her in a closet just as the sun is about to appear.

Teacher's Note:
a) This story is a poignant exploration of bullying born out of ignorance and envy.
b) Highlight the tragic irony of her missing the sun after all her waiting.

Question 11.
Answer the following questions with reference to R.K. Narayan’s short story entitled ‘A Horse and Two Goats’:
The foreigner followed his look and decided that it would be a sound policy to show an interest in the old man’s pets. He went up casually to them and stroked their backs with every show of courteous attention. Now the truth dawned on Muni. His dream of a lifetime was about to be realised.

(i) What did Muni often dream of? [3 Marks]

Answer:
1. Muni often dreamed of acquiring sudden wealth by selling his skinny sheep or goats.
2. He dreamed of buying a little staple food like peg-ended millet or purchasing a new pair of cattle.
3. He hoped for a miraculous financial turnaround from his abject poverty.

Teacher's Note:
a) Establish Muni's humble and impoverished background in the village of Kritam.
b) Note the contrast between his grand illusions and harsh reality.

(ii) How was the foreigner dressed? Why did Muni feel the urge to run when he first laid eyes on him? What stopped him from doing so? [3 Marks]

Answer:
1. The foreigner was dressed in a khaki shirt, tan trousers, boots, a sun helmet, and carried a water jug strapped to his belt.
2. Muni felt the urge to run because he thought the foreigner was a policeman or a revenue officer coming to arrest him over some past unpaid debt or trouble.
3. His age, weak legs, and the fact that he had nowhere to run stopped him from fleeing.

Teacher's Note:
a) The cultural and linguistic gap between Muni and the American tourist creates immediate comic confusion.
b) Check all three parts of the question are answered.

(iii) Muni assumed that a recent incident had brought this visitor to his village. Give details of this incident. [3 Marks]

Answer:
1. Muni assumed the foreigner had come regarding a murder committed in the nearby big town.
2. A dead body had recently been found slashed and left near the railway tracks.
3. Muni feared the police were rounding up villagers for questioning.

Teacher's Note:
a) This local crime adds to Muni's superstitious paranoia.
b) Emphasize the comedic misunderstanding of the visitor's purpose.

(iv) What was the visitor actually interested in? What did he offer Muni soon after they met? Why did the offer surprise Muni? [3 Marks]

Answer:
1. The visitor was actually interested in buying the clay horse statue near the pedestal.
2. He offered Muni a hundred-rupee currency note for the statue.
3. The offer surprised Muni because he thought the American was buying his goats for a business transaction, not realizing the foreigner was purchasing a clay statue.

Teacher's Note:
a) The central irony of the story lies in the miscommunication over the horse statue.
b) Explain Muni's bewilderment at the large currency note.

(v) Which part of the story do you find most amusing? Give reasons for your answer. [4 Marks]

Answer:
1. The dialogue exchange where Muni talks about his life, myths, and local politics while the American talks about business and buying the horse statue is most amusing.
2. Neither character understands a single word the other is saying, yet both carry on a polite conversation.
3. Muni thinks the American is a businessman buying his goats, while the American thinks Muni is a wise old man selling a historical artifact.
4. This brilliantly highlights the theme of cultural miscommunication and linguistic barriers through satire.

Teacher's Note:
a) Narayan's story is a masterclass in situational irony and cross-cultural humor.
b) Support the answer with specific reference to their dialogue mismatch.

Question 12.
Answer the following questions with reference to Ernest Hemingway’s short story, ‘The Old Man at the Bridge’:

(a) Explain why the narrator takes so much time to converse with the old man. Use details from the story to support your answer. [4 Marks]

Answer:
1. The narrator stops and lingers with the old man because he is struck by the man's profound exhaustion, utter desolation, and resignation to his fate.
2. As a scout whose duty is to cross the bridge and inspect the enemy's advance, he feels a deep human empathy for the refugee.
3. The old man is too tired to walk any further, sitting beside the pontoon bridge as artillery fire approaches.
4. The narrator's conversation highlights the tragic plight of ordinary civilians displaced by war.

Teacher's Note:
a) Hemingway's minimalist prose emphasizes the emotional weight of simple exchanges.
b) Note the juxtaposition of military duty and civilian suffering.

(b) What statements from the story suggest that the old man is about to give up on life? Quote specific statements to back your answer. [4 Marks]

Answer:
1. The old man expresses his inability to go any further due to his age and tired feet: "I am seventy-six years old. I have gone twelve kilometers now and I think I can go no further."
2. When asked about his politics, he shows absolute detachment: "I am without politics... I am seventy-six years old. I have come twelve kilometers and I think now I can go no further."
3. His overwhelming concern is only for his animals while showing total resignation regarding his own survival: "The cat will be all right, I am sure... But the others. What do you think will happen to the others?"
4. His final repeated lament underscores his fatalistic surrender: "I was only taking care of animals... There is no one to care for me now."

Teacher's Note:
a) Encourage students to use accurate quotations from Hemingway's text.
b) Highlight the tragic symbolism of the old man abandoning all hope.

(c) How does Hemingway show that war disrupts the lives of ordinary people? Is this portrayal realistic? Explain why you think so. [8 Marks]

Answer:
1. Hemingway demonstrates the disruption of war by focusing not on soldiers, battles, or political ideologies, but on an old man forced to abandon his beloved animals.
2. The old man represents countless civilian refugees who lose their homes, livestock, and livelihoods overnight due to geopolitical conflicts they do not understand.
3. His pets - two goats, a cat, and four pairs of pigeons - are his entire world, symbolizing innocence and simple domesticity destroyed by the advancing artillery.
4. The setting at the pontoon bridge with trucks, carts, and trudging peasants under a gray, overcast sky visually reinforces the bleakness of displacement.
5. This portrayal is deeply realistic because war invariably uproots the most vulnerable members of society, destroying innocent lives who have no political affiliations.
6. Hemingway's understated, objective style makes the tragedy even more poignant.
7. The old man's fixation on his animals rather than his own safety reflects the numbing psychological shock experienced by real refugees.
8. Thus, the story serves as a timeless universal anti-war statement.

Teacher's Note:
a) This is a long essay-type question requiring thorough analysis of Hemingway's theme and style.
b) Ensure students evaluate both the literary portrayal and its real-world relevance.

Animal Farm: George Orwell

Question 13.
Read the extract given below and answer the questions that follow:
These three had elaborated old Major’s teachings into a complete system of thought, to which they gave the name of Animalism.

(i) Who had elaborated on Old Major’s teachings? [3 Marks]

Answer:
1. The three pigs who elaborated on Old Major's teachings were Snowball, Napoleon, and Squealer.
2. They took Old Major's deathbed philosophy and converted it into a formal ideology.
3. They organized secret meetings to spread this doctrine among the other animals.

Teacher's Note:
a) Identify the trio of pigs who take over the intellectual leadership after Old Major's death.
b) Note how Animalism forms the foundation of the rebellion.

(ii) When and where did they hold their secret meetings? How did the meetings end? [3 Marks]

Answer:
1. The secret meetings were held at night in the big barn after Mr. Jones had gone to sleep.
2. They were held regularly during the weeks following old Major's death.
3. The meetings typically ended with the animals enthusiastically singing their revolutionary anthem, 'Beasts of England'.

Teacher's Note:
a) The clandestine nature of the meetings mimics real-world revolutionary movements like Bolshevism.
b) Emphasize the unifying role of 'Beasts of England'.

(iii) What had Old Major said about the ‘nature of this life of ours’? [3 Marks]

Answer:
1. Old Major stated that the life of animals is miserable, laborious, and short.
2. He declared that animals are born into labor, given only enough food to keep breath in their bodies, and slaughtered cruelly when they are no longer useful.
3. He concluded that the root cause of all their misery is human tyranny.

Teacher's Note:
a) Old Major's speech is the catalyst for the entire rebellion.
b) Note his depiction of human exploitation.

(iv) Who were the most faithful disciples? How did they contribute towards the preparations for the rebellion? [3 Marks]

Answer:
1. The two cart-horses, Boxer and Clover, were the most faithful disciples.
2. They absorbed everything the pigs told them and passed it on to the other animals by simple arguments.
3. They formed the bedrock of physical loyalty and hard work necessary for the farm's functioning.

Teacher's Note:
a) Boxer and Clover represent the hardworking, gullible working class exploited by totalitarian leaders.
b) Check both their identity and their contribution.

(v) Mention any two changes that were seen on the farm in the days immediately after the rebellion? How would you justify such change? [4 Marks]

Answer:
1. First change: The farmhouse was declared a museum, and human tools like whips, bits, and reins were burned in the fire.
2. Second change: Manor Farm was officially renamed 'Animal Farm', and the Seven Commandments of Animalism were painted on the barn wall.
3. Justification: These changes symbolize a complete break from human oppression, the eradication of instruments of torture, and the establishment of self-rule and equality among the animals.
4. They represent the utopian dawn of the revolution before corruption sets in.

Teacher's Note:
a) The early days of Animal Farm reflect revolutionary idealism.
b) Ensure both changes and their symbolic justification are explained.

Question 14.
Read the extract given below and answer the questions that follow:
Snowball had made a close study of some back numbers of the Farmer and Stockbreeder which he had found in the farmhouse, and was full of plans for innovations and improvements....Napoleon produced no schemes of his own, but said quietly that Snowball’s would come to nothing, and seemed to be biding his time. But of all their controversies, none was so bitter as the one that took place over the windmill.

(i) In what ways, according to Snowball, would the building of a windmill make the lives of the animals easier? [3 Marks]

Answer:
1. The windmill would generate electrical power to run machinery on the farm.
2. It would operate chaff-cutters, turnip-slicers, milking machines, and provide lighting and heating in the stalls.
3. It would reduce the animals' heavy physical labor, leaving them with a three-day work week.

Teacher's Note:
a) Snowball represents the visionary, inventive, but politically naive leader.
b) Note the practical benefits promised by the windmill project.

(ii) How did the animals respond to the idea of building a windmill? [3 Marks]

Answer:
1. The animals were deeply divided and fascinated by Snowball's grand vision.
2. They were captivated by the prospect of leisure and mechanized ease.
3. However, they were also influenced by Napoleon's counter-arguments regarding food production.

Teacher's Note:
a) The animals easily sway between competing political factions.
b) Emphasize their initial enthusiasm for the project.

(iii) What did Napoleon do just before the animals could vote on Snowball’s Windmill proposal? What was the outcome of his action? [3 Marks]

Answer:
1. Just before the vote, Napoleon uttered a peculiar high-pitched whimper.
2. Fierce, blood-hounds he had secretly reared charged into the barn and chased Snowball off the farm.
3. The outcome was Snowball's violent expulsion, allowing Napoleon to seize absolute dictatorial control.

Teacher's Note:
a) This scene mirrors Stalin's expulsion and exile of Trotsky.
b) Note the introduction of brute military force in farm politics.

(iv) What did Napoleon announce after Snowball’s expulsion? [3 Marks]

Answer:
1. Napoleon announced that Sunday morning meetings were to come to an end.
2. He stated that all decisions regarding the farm would henceforth be made by a special committee of pigs presided over by himself.
3. He also later hypocritically announced that the windmill would indeed be built after all.

Teacher's Note:
a) This marks the complete abolition of democratic debate on Animal Farm.
b) Emphasize Napoleon's consolidation of power.

(v) Compare the character traits of Napoleon and Snowball. Show how the Windmill controversy led to the confrontation that had been building since the start of the novel. [4 Marks]

Answer:
1. Snowball is intelligent, inventive, eloquent, passionate, and genuinely committed to the collective welfare of the animals, whereas Napoleon is quiet, cunning, power-hungry, ruthless, and relies on intimidation and secret police.
2. The Windmill controversy brought their fundamental ideological differences to a head.
3. Snowball envisioned modernization and reduced labor, while Napoleon prioritized immediate food production and military defense.
4. This rivalry escalated into a power struggle that culminated in Napoleon's violent usurpation of power through his trained dogs, echoing historical totalitarian dictatorships.

Teacher's Note:
a) This is a crucial comparative character and thematic question.
b) Ensure students contrast both leaders and link the windmill dispute to totalitarian takeover.

Question 15.
With reference to George Orwell’s “The Animal Farm”, answer the following questions:

(i) What are some of the problems that the animals faced during the winter? Why did the animals wish to conceal their suffering? [4 Marks]

Answer:
1. During the harsh winter, the animals faced severe food shortages, dwindling rations, freezing weather, and immense hardship rebuilding the windmill.
2. They wished to conceal their suffering from the outside human world because they were terrified that human beings would gloat and conclude that the farm was failing.
3. They wanted to maintain the illusion that the revolution was a success.
4. Squealer used clever propaganda to deceive human visitors about the actual food situation.

Teacher's Note:
a) Highlight the themes of propaganda and false reporting of statistics.
b) Check both parts: the winter problems and the motive for concealment.

(ii) Why did the Hens rebel against Napoleon? What was the result of their rebellion? [4 Marks]

Answer:
1. The hens rebelled because Napoleon ordered them to surrender four hundred eggs a week to sell to human traders to purchase grain for the farm.
2. The hens protested this betrayal by flying up to the rafters and laying their eggs so they crashed and broke on the floor.
3. Napoleon acted ruthlessly, stopping their rations completely and declaring any animal feeding them would be put to death.
4. Nine hens died of starvation, and the rebellion was brutally crushed by Napoleon's terror tactics.

Teacher's Note:
a) The hens' rebellion is the first internal uprising against Napoleon's tyranny.
b) Emphasize the brutal suppression that mirrors Stalinist purges.

(iii) Do you think life was better or worse for the animals on Animal Farm since the revolution? Use examples from the text to support your answer. [8 Marks]

Answer:
1. Life on Animal Farm ultimately became far worse for the common animals after the revolution, slipping from human tyranny into totalitarian pig dictatorship.
2. While the animals initially rejoiced in self-rule and the expulsion of Mr. Jones, the utopian ideals enshrined in Animalism were systematically eroded by Napoleon and Squealer.
3. The Seven Commandments were repeatedly altered and violated, culminating in the chilling slogan: "All animals are equal, but some animals are more equal than others."
4. Food rations for the common animals (like horses, sheep, and dogs) became smaller and harsher than they had been under Jones, while the pigs enjoyed privileges, whiskey, and sleeping in the farmhouse.
5. Hard physical labor increased, particularly with the endless rebuilding of the windmill.
6. Terror, public executions, and purges replaced freedom of speech; animals were slaughtered for minor infractions under forced confessions.
7. Boxer, the most loyal worker, was betrayed and sold to the knacker's yard to buy whiskey for the pigs.
8. Finally, the pigs walked on two legs, wore human clothes, and fraternized with neighboring farmers, making life indistinguishable from the original human oppression.

Teacher's Note:
a) This is a comprehensive essay question evaluating the entire political allegory of the novel.
b) Ensure students use specific textual examples (Boxer's fate, altered commandments, pig privileges) to substantiate their arguments.

The Call of the Wild: Jack London

Question 16.
Read the extract given below and answer the questions that follow:
And this was the manner of dog Buck in the fall of 1897, when the Klondike Strike dragged men from all the world into the frozen North.

(i) What is meant by, ‘the Klondike Strike’? Why did it attract men to the frozen North? Why did these men require dogs? [3 Marks]

Answer:
1. The Klondike Strike refers to the massive gold rush in the Klondike region of Canada in 1897.
2. It attracted men from all over the world with the promise of sudden wealth and finding gold.
3. These men required strong sled dogs because the frozen terrain was impassable by horses or wheeled vehicles, and dogs were essential for hauling heavy loads across snow and ice.

Teacher's Note:
a) Establish the historical and geographical context of Jack London's novel.
b) Check that all three parts of the prompt are answered clearly.

(ii) Who is Buck? Give a brief description of his parents. [3 Marks]

Answer:
1. Buck is the protagonist of the novel, a magnificent half-St. Bernard and half-Scotch shepherd dog.
2. His father, Elmo, was a huge St. Bernard who was Judge Miller's faithful companion.
3. His mother, Shep, was a Scotch shepherd dog, giving Buck intelligence, strength, and nobility.

Teacher's Note:
a) Buck's majestic lineage explains his physical prowess and regal bearing at the start of the book.
b) Note his pampered life at Judge Miller's estate in Santa Clara Valley.

(iii) What act of treachery does Manuel, the gardener’s assistant commit? Why does he do this? [3 Marks]

Answer:
1. Manuel, the gardener's assistant, kidnaps Buck and sells him to strangers for money.
2. He does this because he has a fatal addiction to playing the Chinese lottery and is desperately in debt, needing cash to cover his gambling losses.

Teacher's Note:
a) This betrayal marks Buck's fall from pampered domesticity into the brutal primitive world.
b) Emphasize Manuel's selfish motive.

(iv) Name the men who buy Buck from the man in the red sweater. What does Buck learn of their nature? [3 Marks]

Answer:
1. The men who buy Buck are François and Perrault, French-Canadian couriers for the Canadian government.
2. Buck learns that they are fair, efficient, experienced, and merciless taskmasters who understand sled dogs completely.
3. He learns to respect their authority and leadership in the brutal northern wilderness.

Teacher's Note:
a) François and Perrault introduce Buck to the laws of the sled team.
b) Note Buck's growing adaptability to the North.

(v) Describe Buck’s first encounter with snow. How does it serve as an introduction to what lies ahead of him in the days to come? [4 Marks]

Answer:
1. Buck's first encounter with snow occurs when he steps off the ship onto the white, freezing ground at Dyea Beach, and it falls softly on his nose and tongue.
2. He is bewildered and sniffs it suspiciously, trying to understand the strange, cold element.
3. This serves as an introduction to the harsh, freezing, and unforgiving realities of the Yukon wilderness that lie ahead of him.
4. It marks the complete severance of his civilized past and his immersion into the primitive life of the North.

Teacher's Note:
a) This sensory description highlights Buck's transition from civilization to the wilderness.
b) Emphasize the symbolic significance of snow.

Question 17.
Read the extract given below and answer the questions that follow:
A warning snarl told him that the trespasser was Spitz. Till now Buck had avoided trouble with his enemy, but this was too much. The beast in him roared. He sprang upon Spitz with a fury which surprised them both, and Spitz particularly; for his whole experience with Buck had gone to teach him that his rival was an unusually timid dog, who managed to hold his own only because of his great weight and size.

(i) Why did Buck attack Spitz? What was the nature of the relationship that existed between Buck and Spitz? [3 Marks]

Answer:
1. Buck attacked Spitz because Spitz had treacherously stolen Buck's warm sleeping nest in the snow while Buck was away.
2. Their relationship was one of bitter, escalating rivalry and hatred.
3. Spitz, the lead dog, viewed Buck as a threat to his dominance, while Buck despised Spitz's malicious and treacherous nature.

Teacher's Note:
a) The conflict between Buck and Spitz is inevitable as Buck awakens his primal instincts.
b) Note Spitz's cowardly and malicious bullying.

(ii) Where did their masters decide to make camp? Describe the weather conditions at the time. [3 Marks]

Answer:
1. Their masters decided to make camp at the head of Lake Labarge.
2. The weather was intensely cold, stormy, and freezing, with a biting wind.
3. Heavy snow was falling, making camp setup extremely difficult.

Teacher's Note:
a) Establish the setting of the journey across the Yukon ice.
b) Emphasize the extreme weather conditions.

(iii) Briefly describe the unexpected happening which distracted the dogs and their masters just then. [3 Marks]

Answer:
1. The unexpected happening was the invasion of a starving pack of wild huskies.
2. Driven by ravenous hunger, hundreds of lean, wild dogs raided the camp to steal the human food rations.
3. They swarmed the camp in a frenzy of starvation.

Teacher's Note:
a) This attack demonstrates the ruthless survival struggle in the wild.
b) Mention the sheer number of invading huskies.

(iv) What do you learn about Spitz’s character from his actions during the ‘unexpected happening’? [3 Marks]

Answer:
1. Spitz is cowardly, vicious, and opportunistic.
2. During the attack, instead of helping fight off the starving invaders, Spitz ruthlessly attacked Buck when Buck was already cornered and fighting for his life.
3. He took advantage of the chaos to try and destroy his rival.

Teacher's Note:
a) Spitz's treacherous nature highlights his unfitness to lead fairly.
b) Contrast his cowardice with Buck's honorable resilience.

(v) What was the condition of the camp when the dogs returned at daybreak? To what extent is Buck’s behavior guided by his instinct to survive? [4 Marks]

Answer:
1. At daybreak, the camp was in ruins, with all provisions devoured and the sled dogs battered, bleeding, and severely mauled by the wild huskies.
2. Buck's behavior is entirely guided by his primal instinct to survive and adapt to the laws of the wild.
3. He learns to shed his civilized southern habits, trusting his growing strength, cunning, and killer instinct.
4. Survival in the Yukon demands ruthlessness, which Buck rapidly masters.

Teacher's Note:
a) Buck's evolution into a primordial beast is central to the novel's theme.
b) Emphasize the interplay between environment and animal instinct.

Question 18.
Answer the following questions with reference to Jack London’s, ‘The Call of the Wild’:

(i) What are the “laws of club and fang” that Buck learns in chapter II? How are these laws different from what Buck was used to? [4 Marks]

Answer:
1. The "law of club" teaches Buck that any human holding a club holds absolute authority and must be obeyed through fear and physical pain.
2. The "law of fang" teaches him that in the dog pack, mercy is weakness, a fallen dog is instantly torn apart by its pack-mates, and only the strong survive.
3. These laws differ drastically from Buck's civilized life at Judge Miller's sunny estate, where he lived by civilized rules of moral code, gentle treatment, cooperation, and safety.
4. In the wild, it is a brutal, lawless struggle of tooth and claw.

Teacher's Note:
a) This is a key thematic concept in Jack London's naturalism.
b) Contrast the civilized world of California with the brutal northern wilderness.

(ii) What trait in Buck’s character ensures that he will survive in the north? How is this aspect of his character shown in the story? [4 Marks]

Answer:
1. Buck's extraordinary adaptability, resilience, and supreme intelligence ensure his survival in the North.
2. Unlike other dogs who perish from the harsh climate, Buck learns rapidly from every experience, whether it is digging a hole in the snow to keep warm or stealing food like a wild animal.
3. He adapts his physical body, grows a thick winter coat, hardens his feet, and hones his hunting instincts.
4. His ability to tap into his ancestral memory and awaken the wild beast within guarantees his triumph over hostile environments and rival dogs.

Teacher's Note:
a) Darwinian survival of the fittest is exemplified through Buck's character arc.
b) Ensure students provide examples of his adaptability.

(iii) Show with references drawn from the text how Buck balances his love for Thornton with his more primitive self. [8 Marks]

Answer:
1. John Thornton is the only human Buck truly loves, representing deep emotional devotion, loyalty, and civilization, while his awakening wolf-call represents his primeval wild instincts.
2. Buck demonstrates absolute devotion to Thornton, leaping into a raging river to save him and pulling a thousand-pound sled on a bet to prove his worth.
3. When he is with Thornton, Buck is gentle, loving, and domesticated, resting his head on Thornton's knee and weeping with joy at his touch.
4. However, away from Thornton, Buck feels the irresistible call of the wild, wandering into the deep forest, hunting wild game, and battling wolves and bears.
5. He lives a dual existence: by day he is civilized and devoted to his master; by night he reverts to a primordial wolf answering the call of his ancestors.
6. This delicate balance is tragically shattered when the Yeehat Indians slaughter Thornton and the camp.
7. Upon discovering Thornton's death, Buck unleashes his ultimate killer instinct, avenging his master by slaughtering the Yeehats.
8. With his final human bond severed, Buck permanently answers the call of the wild, becoming the legendary ghost dog leading the wolf pack.

Teacher's Note:
a) This is a comprehensive essay question examining the climax and central thesis of the novel.
b) Ensure students analyze both aspects: his profound love for Thornton and his eventual regression into the wild.