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The Rattrap Summary in English by Selma Lagerlof

The Rattrap by Selma Lagerlof About the Author

Selma Lagerlof (20 November 1858 – 16 March 1940), a Swedish writer, was the first female to win a Nobel Prize in literature in 1909. Her most remembered book is ‘The Wonderful Adventures of Nils’. Initially a teacher, in 1895, she devoted herself completely to writing. She wrote several books, including novels and collection of stories such as Gosta Berling’s Saga, Invisible Links and The Miracles of the Antichrist.

Author Name	Selma Lagerlof
Born	20 November 1858, Marbacka, Sweden
Died	16 March 1940, Marbacka, Sweden
Profession	Writer, Teacher
Movies	The Enchanted Boy, The Saga of Gosta Berling

The Rattrap Introduction to the Chapter

‘The Rattrap’ is a story that gives us a psychological insight into human nature. The author highlights how greed for material things entraps human beings. The story upholds the belief that the essential goodness of a human being can be awakened through love and understanding. It brings into focus the idea that the world is a rattrap. Riches, joys, shelter and food are all lucrative baits to trap mankind.

The Rattrap Theme

The chapter, ‘The Rattrap’ covers the theme of the basic human need for companionship, and shows the negative effects of loneliness. The story stresses on the fact that most human beings are prone to fall into the trap of material benefit. The author targets the materialistic approach of the people. The worldly riches have disillusioned them, and they are running after the things which are temporary.

The Rattrap Summary in English

The story begins like a fairy tale. The central character is a beggar and a petty thief who goes about selling rattraps of wire to make a small living. He finds it difficult to make both ends meet. It makes him reflect about his own condition and the world at large. He realises that the whole world is nothing but a big rattrap. It offers rich and varied baits to people who bite on them and get trapped in the rattrap.

The storyline unfolds gradually with the various baits being offered to the beggar. The old man that the tramp meets is generous with his hospitality but the bait of the three ten-kronor bills is enough to tempt him. Next at the Ramsjo ironworks, while seeking shelter for the night, the tramp bites the bait offered to him by the owner (though he initially refuses it), the ironmaster, of mistaken identity. Edla, the ironmaster’s daughter, offers yet another bait of full-hearted generosity, comfortable living and a magically peaceful Christmas for the tramp. Finally, the bitter truth dawns on the hosts.

Edla is downcast when she learns that the peddler is a thief. The tramp undergoes a change of heart after experiencing her kindness. He returns the stolen money and writes a letter to her, thanking her for helping him escape the rattrap. He attains nobility of spirit and ‘becomes’ Captain Von Stahle. The story ends with the victory of human goodness.

The Rattrap Main Characters in the Chapter

The peddler

He is the protagonist and central character of the story. He is an unnamed man who lives as a tramp wandering the countryside and selling rattraps. As he does not make enough money from this to survive, the rattrap peddler also engages in petty thievery and begging.

Characteristics of peddler: Vagabound, thief, beggar, witty, philosopher, pragmatist and humorous.

Edla Willmansson

Edla is the daughter of the ironmaster. He is described as ‘not at all pretty, but modest and quite shy’. She is exceptionally kind. She convinces the peddler to come to her house and then convinces her father to let the peddler stay for Christmas Eve. She is the most positive figure in the story, and her compassion and generosity are the reasons for the peddler’s transformation.

Characteristics of Edla Willmansson: Kind, compassionate, friendly, charming, modest, shy, persuasive, sensitive, understanding, hospitable, honest and innocent.

Ironmaster

Ironmaster is Edla Willmansson’s father and the man who owns Ramsjo Ironworks. He is a very prominent ironmaster. He steps by at his forge every day and night to watch the work, and inspects the quality of his products. In his younger days, he was in the military, so he mistakes the peddler for his ‘old regimental comrade’ Captain von Stahle.

Characteristics of Ironmaster: Greedy, cautious, hospitable, suspicious, unkind and taskmaster.

The Crofter

This is an old man who lets the peddler spend the night at his house. As the old man is lonely, he is glad to have a company and provides the peddler with food, tobacco and conversation. He is a very kind, and generous old man, but the peddler repays his generosity by stealing thirty kronors from him.

Characteristics of Crofter: Lonely, happy, friendly, gullible, generous and hospitable.

The Rattrap Summary Reference-to-Context Questions

Read the extracts given below and answer the questions that follow.

1. He had naturally been thinking of his rattraps when suddenly he was struck by the idea that the whole world about him – the whole world with its land and seas, its cities and villages – was nothing but a big rattrap. It had never existed for any other purpose than to set baits for people.

a. Who is ‘he’ here?
Answer:
Here, ‘he’ is the peddler.

b. What was ‘he’ thinking?
Answer:
‘He’ was thinking about his rattraps.

c. What idea was struck to him suddenly?
Answer:
The idea that the whole world with its land and seas, its cities and villages is nothing but a rattrap, struck him suddenly.

d. According to him, what is the purpose of the world?
Answer:
World being a rattrap, it traps people by offering things that attract us.

2. One dark evening as he was trudging along the road he caught sight of a little gray cottage by the roadside, and he knocked on the door to ask shelter for the night. Nor was he refused. Instead of the sour faces which ordinarily met him, the owner, who was an old man without wife or child, was happy to get someone to talk to in his loneliness.

a. When was he trudging along the road?
Answer:
He was trudging along the road on a dark evening.

b. What did he see on his way?
Answer:
He caught sight of a litde gray cottage by the roadside.

c. Why did he knock the door?
Answer:
He knocked the door to ask shelter for the night.

d. What was the reaction of the old man?
Answer:
The old man was happy to get someone to talk to in his loneliness.

3. The next day both men got up in good season. The crofter was in a hurry to milk his cow, and the other man probably thought he should not stay in bed when the head of the house had gotten up. They left the cottage at the same time. The crofter locked the door and out the key in his pocket.

a. Who is the ‘other man’ here?
Answer:
Here, the ‘other man’ is the peddler.

b. Why was crofter in a hurry?
Answer:
Crofter was in a hurry as he had to milk his cow.

c. What did the other man think?
Answer:
The other man thought that it would be inappropriate to stay in the bed when the head of the house has gotten up.

d. Explain, ‘both men got up in good season’.
Answer:
Both men woke up early on time in the morning.

4. He walked and walked without coming to the end of the wood, and finally he realised that he had only been walking around in the same part of the forest. All at once he recalled his thoughts about the world and the rattrap. Now his own turn had come. He had left himself befooled by a bait and had been caught.

a. Who is ‘he’ here?
Answer:
Here, ‘he’ is the peddler.

b. What was he doing in the woods?
Answer:
He was walking and walking in search of an end to the forest, but he was lost.

c. What did he realise then?
Answer:
He realised that he had been walking around in the same part of the forest.

d. ‘Now his own turn had come’. Explain.
Answer:
As he recalled his thoughts about the world and the rattrap, he understood that now he has been caught in a trap for getting fooled by a bait.

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Deep water Summary in English by William Douglas

Deep water by William Douglas About the Author

William O. Douglas (16 October 1898 – 19 January 1980) was born in Maine, Minnesota and was raised in Yakima, Washington. He was an American jurist and politician. He served as an Associate Justice of the Supreme Court of the United States. He was nominated at the age of 40 by President Franklin D. Roosevelt and was the youngest justice appointed to the court and served for the longest term in the history of the Supreme Court.

Author Name	William O. Douglas
Born	16 October 1898, Minnesota, United States
Died	19 January 1980, Bethesda, Maryland, United States
Books	Of Men and Mountains
Party	Democratic Party
Nationality	American, Canadian

Deep water Introduction to the Chapter

‘Deep Water1 is our autobiographical account of the author’s childhood misadventure at the swimming pool. In this chapter, he tells us how as a young boy, he was nearly drowned in the swimming pool. Thereafter, he feared water so much that he avoided it whenever he could, but on the other hand, he was also determined to get rid of his fear. Slowly and steadily, he overcame the fear of water in the end.

Deep water Theme

The chapter, ‘Deep Water’ is an essay written by William Douglas, in which he shares about his fear of water and how he overcomes the fear with courage, hardwork, determination, will power, perseverance and a strong desire to learn swimming. The theme covered in this chapter is ‘fear’ and his ‘triumph’ over it. It conveys the idea that fear is a great obstacle to our happiness and progress. It is a negative feeling which we can overcome by sheer will power and optimism.

Deep water Summary in English

The excerpt, ‘Deep Water’ written by William Douglas is taken from his book ‘Of Men and Mountains’.

‘Deep Water’ talks about his fear of water, and thereafter, how he finally overcame it. His first such experience was on the sea beach. He was with his father when a powerful wave swept over him. Though the wave receded, it left Douglas petrified. He decided to learn swimming. For this, he chose the Y.M.C.A. pool. It was safe. Its depth at the shallow end was only two feet. However, the deep end was nine feet deep.

One day, a strong young man picked Douglas and tossed him into the deep side of the pool. Douglas sank to the bottom. However, he jumped and came up gradually. Fear had seized him and he was nearly drowned. His efforts to save himself went in vain. No one came to’ his rescue. He tried to breathe but swallowed water. Though death was at his doorstep, he experienced complete freedom from the fear of death. He lay in complete peace. There was no sensation or fear of death. But someone finally saved him. This horrific experience, however, shook Douglas badly. Its memories haunted him so much that he felt sick. The sight of water rattled him so much that he could not even go canoeing or fishing.

Finally, he made up his mind to overcome his fear. He found an instructor who trained him as a swimmer bit by bit. He was able to overcome his fear completely and swim for miles.

The experience of fear and death; and its conquest made him live intensely. Conquering fear made him realise the true value of life and this helped him enjoy every moment of his living. He finally learnt to live life to the fullest.

Deep water Main Characters in the Chapter

William Douglas

William Douglas, the narrator of the story, was a positive thinker. He feared water since childhood. So he decided to overcome his fear. He was a determined man with a very strong will power. It was his determination and will power that helped him get rid of his fear. He was a strategic thinker also. When he was unexpectedly pushed into the water, he quickly planned his strategy to save his life.

Deep water Summary Reference-to-Context Questions

Read the extracts given below and answer the questions that follow.

1. From the beginning, however, I had an aversion to the water when I was in it. This started when I was three or four years old and father took me to the beach in California. He and I stood together in the surf. I hung on to him, yet the waves knocked me down and swept over me. I was buried in water. My breath was gone. I was frightened. Father laughed, but there was terror in my heart at the overpowering force of the waves.

a. Who is ‘I’ here?
Answer:
Here, T is the author, William Douglas.

b. When did the aversion to water start?
Answer:
Aversion to water started at the age of three or four.

c. Where did his father take him?
Answer:
His father took him to the beach of California.

d. Why was the author frightened?
Answer:
The author was frightened because he was swept over by the waves while surfing with his father.

2. With that he picked me up and tossed me into the deep end. I landed in a sitting position, swallowed water, and went at once to the bottom. I was frightened, but not yet frightened out of my wits. On the way down I planned: When my feet hit the bottom, I would make a big jump, come to the surface, lie flat on it, and paddle to the edge of the pool.

a. Who is ‘he’ here?
Answer:
Here, ‘he’ is a boy of eighteen years old.

b. In which position did he land?
Answer:
He landed in a sitting position and went once to the bottom.

c. Was he frightened?
Answer:
He was frightened but was not out of his wits.

d. What did he plan?
Answer:
He planned that when his feet would hit the bottom, he would make a big jump, come to the surface, lie flat on it and paddle to the edge of the pool.

3. The next I remember I was lying on my stomach beside the pool, vomiting. The chap that threw me in was saying, “But I was only fooling.” Someone said, “The kid nearly died. Be all right now. Let’s carry him to the locker room.” Several hours later, I walked home. I was weak and trembling. I shook and cried when I lay on my bed.

a. Where was the author lying?
Answer:
The author was lying on his stomach beside the pool.

b. Why was the author vomiting?
Answer:
The author was vomiting because he got drowned inside the pool.

c. Where was the author carried to?
Answer:
The author was carried to the locker room.

d. Describe the condition of the author.
Answer:
The author walked home alone after few hours. He was weak and trembling with fear.

4. Next he held me at the side of the pool and had me kick with my legs. For weeks I did just that. At first my legs refused to work. But they gradually relaxed; and finally I could command them. Thus, piece by piece, he built a swimmer. And when he had perfected each piece, he put them together into an integrated whole. In April he said, “Now you can swim. Dive off and swim the length of the pool, crawl stroke.”

a. What did the author do for weeks?
Answer:
For weeks, the author’s instructor held him at the side of the pool and had him kick with his legs.

b. Was he able to do?
Answer:
Initially, his legs refused to work, but gradually, they relaxed and later he could easily command them.

c. Who built a swimmer?
Answer:
The instructor built a swimmer out of the author, piece by piece.

d. When did he put together into an integrated whole?
Answer:
When the instructor perfected each piece of the author, he put them together into an integrated whole.

We have decided to create the most comprehensive English Summary that will help students with learning and understanding.

Lost Spring Summary in English by Anees Jung

Lost Spring by Anees Jung About the Author

Anees Jung (born 1944-) is an Indian woman writer, journalist and columnist for major newspapers in India and abroad. She was born at Hyderabad and received education in Hyderabad and in the United States. Her parents were renowned poets. She has written several books such as Unveiling India, Night of the New Moon, Seven Sisters and Breaking the Silence.

Author Name	Anees Jung
Born	1944 (age 76 years), Rourkela
Education	Osmania University, University of Michigan
Occupation	Writer, journalist, columnist
Nationality	Indian

Lost Spring Introduction to the Chapter

‘The Last Lesson’ is set in the days of the Franco-Prussian War, led by Bismarck. Prussia defeated France and the French districts of Alsace and Lorraine passed into Prussian hands.

The two protagonists of the story, M. Hamel and Franz are from Alsace. M. Hamel is a French teacher and Franz is one of his students. The story revolves around how the war plays a pivotal role in their lives.

Lost Spring Theme

The chapter, ‘The Last Lesson’ covers the themes of patriotism, freedom of language and love for one’s mother tongue. The story stresses on the importance of education and the necessity to respect and learn one’s own language. It also reflects to the unfair practice of linguistic chauvinism – refers to an unreasonable pride in one’s own language while disregarding other languages and considering it to be inferior.

Lost Spring Summary in English

Franz was a student in Mr Hamel’s class at a school in Alsace. The country was now controlled by the Prussians. One day, a notice came from Berlin informing that French would no longer be used in classrooms. All classes would now be taught in German. Mr Hamel told his class that this was his last day of teaching. Everyone was surprised and sad.

Mr Hamel told the students that they had to study hard and keep their French language alive. He said that if a country kept its language, only then it could never be enslaved by another country. Franz felt bad that he had not studied harder. After that, Mr Hamel had his final lessons in the class. All the students studied very diligently. They suddenly understood how important learning was. As the class came to an end, Mr Hamel looked very sad. Before he dismissed the class, he wrote on the blackboard in very large letters, “Vive La Francel” Long live France!

Lost Spring Main Characters in the Chapter

Mr Hamel
A sincere French teacher

• Knew his subject well.

Is passionate about the French language

• Considers French the clearest, the most beautiful and the most logical language in the world.
• Feels that language is the key to a person’s sense of freedom.
• Advises villagers to hold on to French, despite the ban on using the language.

Is proud of being French

• Upset and distressed by the occupation of Alsace by the Germans.
• Attached to his town, school and people.

Is a hard task master

• Particular about discipline.
• Emphasises proper, learning of the subjects.
• The students are scared of him.

An honest and sensitive man

• Shattered by the news of the occupation of Alsace.
• At the arrival of Prussian soldiers, becomes overwhelmed with emotions and his voice chokes.

Blames himself for being selfish at times

• Blames himself for not being sincere and taking holiday or going for fishing.
• Also for making his students run errands for him during class time.

Characteristics of M. Hamel: Emotional, hardworking, patriotic, loyal, honest and sensitive.

Franz

Sensitive and innocent

• Blames himself for ignoring his lessons.
• Worries about the German takeover.

Loves nature

• Enjoys sunshine, bird watching, chasing butterflies.

Is conscious of his student duties

• Wishes that he had prepared for the class.
• Doesn’t like being scolded in the class.

Observant

• Notices every little detail on his way to school.
• Quick to observe the changes in his surroundings.
• Observes M. Hamel’s efforts to control his emotions.

Characteristics of Franz: Observant, sensitive, nature-lover, sincere and empathetic.

Lost Spring Summary Reference-to-Context Questions

Read the extracts given below and answer the questions that follow.

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

a. What did Franz think for a moment?
Answer:
Franz thought to run away and spend his day out.

b. Why did he think so?
Answer:
He thought so because he was very late to the school, and he did not prepare anything for the test. So, he was afraid of M. Hamel’s scolding.

c. What were the Prussian soldiers doing?
Answer:
The Prussian soldiers were drilling in the open field back of the sawmill.

d. What were more tempting than the rule for participles?
Answer:
The birds were chirping at the edge of the woods, the Prussian soldiers were drilling, and the warm and bright day were more tempting than the rule for participles.

2. Then, as I hurried by as fast as I could go, the blacksmith, Watcher, who was there, with his apprentice, reading the bulletin, called after me, “Don’t go so fast, bub; you’ll get to your school in plenty of time!”

a. Who is ‘I’ here?
Answer:
Here, ‘I’ is Franz.

b. Why was ‘I’ in a hurry?
Answer:
Franz was in a hurry because he was getting late to school.

c. Who was reading the bulletin?
Answer:
The blacksmith with his apprentice was reading the bulletin.

Question d.
Why did the blacksmith call after him?
Answer:
The blacksmith was making fun of him because he was getting late to school. He commented in a sarcastic way to not go too fast as he has plenty of time to reach the school.

3. While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and gentle tone which he had used to me, said, “My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson. I want you to be very attentive.”

a. Who is ‘I’ here?
Answer:
Here, ‘I’ is Franz.

b. What was ‘I’ wondering?
Answer:
Franz has been wondering about the presence of village people, sitting quietly on the back benches which used to be always empty.

c. How was the tone of M. Hamel?
Answer:
M. Hamel’s tone was grave and gentle.

d. Why did M. Hamel want everyone to be attentive?
Answer:
M. Hamel wanted everyone to be attentive because this was the last lesson he would give to the class.

4. Poor man! It was in honour of this last lesson that he had put on is fine Sunday clothes, and now I understood why the old men of the village were sitting there in the back of the room. It was because they were sorry, too, that they had not gone to school more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country that was theirs no more.

a. Who is referred as ‘poor man’ here?
Answer:
Here, the ‘poor man’ refers to M. Hamel.

b. Why had he put on fine Sunday clothes?
Answer:
He had put on fine Sunday clothes in honour of the last lesson.

c. Why were the village people sitting at the back of the room?
Answer:
The village people were feeling sorry for not attending school during their time. This was their way to thank the master for his service.

d. For how many years did M. Hamel teach French in the school?
Answer:
He taught French for forty years.

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

a. What was the speaker doing?
Answer:
The speaker was doing his lesson in writing.

b. What does M. Hamel’s motionless posture reflect?
Answer:
M. Hamel’s motionless posture reflects his feeling of nostalgia.

c. What was he doing while sitting motionless in his chair?
Answer:
He was gazing at everything that was present in the room.

d. What had been same for the past forty years?
Answer:
For the past forty years, the garden outside the window and the class in front of him had been the same.

6. How it must have broken his heart to leave it all, poor man; to hear his sister moving about in the room above, packing their trunks! For they must leave the country next day.

a. Who are ‘they’ here?
Answer:
Here, ‘they’ are M. Hamel and his sister.

b. Why is M. Hamel’s heart broken?
Answer:
M. Hamel’s heart has been broken because he has to leave the country the next day.

c. Why do they have to leave the country?
Answer:
They have to leave the country because the Prussian soldiers had announced that in the districts of Alsace and Lorraine, German would be taught instead of French.

d. Who is packing the trunks?
Answer:
M. Hamel’s sister is packing the trunks.

We have decided to create the most comprehensive English Summary that will help students with learning and understanding.

The Last Lesson Summary in English by Alphonse Daudet

The Last Lesson by Alphonse Daudet About the Author

Alphonse Daudet (13 May 1840 – 16 December 1897) was a French short story writer and novelist. He is remembered chiefly as the author of sentimental tales of provincial life in the south of France. All his life he recorded his observations of other people in little notebooks, which he used as a reservoir of inspiration.

Daudet represents a synthesis of conflicting elements and his actual experience of life, at every social level and in the course of travels, helped to develop his natural gifts. His major works include ‘Tastain’, ‘Le Petit Chose’, ‘In the land of Pain’ and ‘The Last Lesson’.

Author Name	Alphonse Daudet
Born	13 May 1840, Nimes, France
Died	16 December 1897, Paris, France
Movies	Letters from My Windmill, L’Arlésienne
Nationality	French

The Last Lesson Introduction to the Chapter

The story, ‘Lost Spring’.written by Anees Jung revolves around the pitiable condition of poor children who are forced to live in slums and work hard in very dirty conditions. The story is divided into two parts. The first part tells the writer’s impressions about the life of poor ragpickers, who have migrated from Bangladesh but are now settled in the Seemapuri area of Delhi. The second part narrates the miserable life of the bangle-makers in the town of Firozabad. The story talks about the miserable life of the two children whose spring/childhood is lost in misery and poverty.

The Last Lesson Theme

The chapter, ‘Lost Spring’ is divided into two parts, and both the parts depict the plight of street children, who are forced into labour in their early childhood. The theme of the chapter is poverty, and how the poor children are condemned to a life of exploitation, which results in the loss of childhood, innocence, education and play.

The Last Lesson Summary in English

‘Sometimes I find a Rupee in the garbage’

The author watches a ragpicker named Saheb who scrounges the garbage heaps for some coins and other things to sustain his living. Saheb and his family were Bangladeshi migrants. He is unable to study due to lack of schools in his neighbourhood.

There were a number of ragpickers like Saheb and all of them were barefoot. It was more of a tradition for ragpickers to remain barefoot. They used it as an excuse to conceal their poverty. They have no means to wear paper shoes, though they yearn to possess a pair.

Seemapuri in Delhi is a haven for ragpickers. The author feels that for children, garbage is a mysterious gift, whereas for the elders it is just a means of survival.

The author then comments on the discrepancy between Saheb’s desire and the reality. He yearns to be comfortably off, enjoy pleasures of childhood, play tennis and wear shoes. Later, Saheb starts working at a tea stall. He is paid 800 rupees and all the meals. But now, he is no longer a free bird and a master of his own self.

‘I want to drive a car’

In the second part, the author met a boy called Mukesh. Mukesh stays in Firozabad and belongs to a family of bangle-makers. Most of the families in Firozabad are engaged in making bangles. About 20,000 children work in the glass furnaces of Firozabad. They have to work in very unhealthy conditions. Mukesh takes the author to his dilapidated house, located in stinking lanes. Though Mukesh’s father works hard, he has been unable to change the deplorable condition of his family. Mukesh’s grandmother regards it as their destiny.

She says that they were born in the caste of bangle-makers and have seen nothing but bangles in their life. The author feels that the life of bangle-makers is a vicious cycle of pain and misery, of which there is no end.

The author sees a girl named Savita in another hutment. She says that she has not enjoyed even one full meal all her life. The author says that the cry of poverty rings in every home in Firozabad. These poor people are exploited by sahukars, policemen, middlemen, bureaucrats and politicians. The author feels happy that Mukesh had decided to go to a garage and learn the job of a motor mechanic. Dreaming of flying airplanes seems too distant and too big a dream for him. At least, being a mechanic will help him to be a master of his own. He would be able to remain independent unlike Saheb.

The Last Lesson Main Characters in the Chapter

Saheb

• Saheb-e-Alam is a young boy from Seemapuri (Delhi-UP Border).
• He is a ragpicker.
• His parents came from Bangladesh during a famine there. In Seemapuri, they became ragpickers.
• Saheb and many other children like him in Seemapuri, help their parents earn for a living.
• These children do not wear chappals or shoes. Their parents do not encourage them to be hygienic.
• Saheb loves to attend school, watch tennis, wear shoes and do better work and earn more money.
• Suddenly, one day Saheb chose another job—he abandoned ragpicking and started working for a tea stall owner.
• He was paid ₹ 800 and all his meals were provided. Though he lost his freedom, he gained a better salary and security.

Mukesh

• Mukesh is from Firozabad (UP, near Agra).
• Everyone in Firozabad is a bangle-maker. People here believe that they have been asked to make bangles for the entire nation.
• They believe that bangles are associated with marriage (suhag), so bangle-making is a divine work.
• The elders do not allow their children to look for any work other than bangle-making.
• On the other hand, these blessed bangle-makers are not happy in their lives. They starve. They become blind due to exposure to welding flames.
• They want to do more profitable and less hazardous work, but they are discouraged from all sides.
• The police do not allow them to organise their own trade unions. If Firozabad boys dare to do anything, they are beaten and dragged to prisons.
• Mukesh wants to become a motor mechanic. Fie is determined and focussed.

The Last Lesson Summary Reference-to-Context Questions

Read the extracts given below and answer the questions that follow.

1. Set amidst the green fields of Dhaka, his home is not even a distant memory. There were many storms that swept away their fields and homes, his mother tells him. That’s why they left, looking for gold in the big city where he now lives.

a. Who is ‘his’ here?
Answer:
Here, ‘his’ is Saheb.

b. What does his mother tell him?
Answer:
His mother tells him that there were many storms that swept away their fields and homes.

c. Where did he live?
Answer:
He lived amidst the green fields of Dhaka.

d. What is ‘gold’ referred to here?
Answer:
Here, ‘gold’ is referred to the rags.

2. Wherever they find food, they pitch their tents that become transit homes. Children grow up in them, becoming partners in survival. And survival in Seemapuri means rag-picking. Through the years, it has acquired the proportions of a fine art.

a. Who are ‘they’ here?
Answer:
Here, ‘they’ are the children who are rag-pickers.

b. What do they do when they find food?
Answer:
When they find food, they pitch their tents that become transit homes.

c. What does survival mean in Seemapuri?
Answer:
In Seemapuri, survival means rag-picking.

d. What has acquired the proportions of fine art?
Answer:
Rag-picking has acquired the proportions of fine art, through the years.

3. Saheb, too, is wearing tennis shoes that look strange over his discoloured shirt and shorts. “Someone gave them to me,” he says in the manner of an explanation. The fact that they are discarded shoes of some rich boy, who perhaps refused to wear them because of a hole in one of them, does not bother him.

a. What is Saheh wearing?
Answer:
Saheb is wearing tennis shoes.

b. Why are the shoes looking strange?
Answer:
The shoes are looking strange because he has worn it over his discoloured shirt and shorts.

c. Why were the shoes discarded?
Answer:
The shoes were discarded because it had a hole in one of them.

d. Why is Saheb not bothered about the hole in one of the shoes?
Answer:
He is not bothered because he had been walking barefoot, so even shoes with a hole was a dream come true.

4. “I will learn to drive a car,” he answers, looking straight into my eyes. His dream looms like a mirage amidst the dust of streets that fill his town Firozabad, famous for its bangles. Every other family in Firozabad is engaged in making bangles. It is the centre of India’s glass-blowing industry where families have spent generations working around furnaces, welding glass, making bangles for all the women in the land it seems.

a. Who is ‘I’ here?
Answer:
Here, ‘I’ is Mukesh.

b. Why does he want to drive a car?
Answer:
He wants to drive a car because he wants to be a motor mechanic.

c. What is Firozabad famous for?
Answer:
Firozabad is famous for its bangles.

d. Why is Firozabad the centre of India’s glass-blowing industry?
Answer:
firozabad is the centre of India’s glass-blowing industry because families have spent generations working around the furnaces, welding glass, making bangles for all the women in the land.

5. Mukesh’s eyes beam as he volunteers to take me home, which he proudly says is being rebuilt. We walk down stinking lanes choked with garbage, past homes that remain hovels with crumbling walls, wobbly doors, no windows, crowded with families of humans and animals coexisting in a primeval state. He stops at the door of one such house, bangs a wobbly iron door with his foot, and pushes it open.

a. Whom does Mukesh volunteer?
Answer:
Mukesh volunteers author to take him home.

b. Where are they walking?
Answer:
They are walking down the stinking lanes which are choked with garbage.

c. Describe the condition of homes.
Answer:
The homes have crumbling walls, wobbly doors, no windows and are crowded with families of humans and animals.

d. Where does Mukesh stop?
Answer:
Mukesh stops at his own house and bangs a wobbly iron door with his foot and pushes it open.