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Category: 2nd year notes

  • 2nd Year English CH-15: Mustafa Kamal

    2nd Year English CH-15:  Mustafa Kamal Questions Answers Notes

    Q1: What the attitude of the Turkish government towards the allies after World War-I?

    Ans: The war was over. Throughout the entire near and Middle East the armies of the democracies had been hailed not so much as conquerors, but as deliverers. The Turks themselves were only too glad to be able to lay down arms after almost continuous fighting since 1911. A government formed from the old Liberals was in power in Istanbul, its members and the Padishah himself alike eager to collaborate with the Allies; their conception of the best interests of the nation was that of loyalty to the Armistice and co-operation with the occupying forces of the conquerors.

    Q2: Why was Mustafa Kamal sent to Anatolia?

    Ans: The war was over, but in Eastern Anatolia revolts started against the foreign invasion and occupation. The fight increased day by day. Mustafa Kamal was sent there to put down these revolts.

    Q3: What was the reaction of the Turkish patriots to the intention of the allies to partition the Ottoman Empire?

    Ans: To all Turkish patriots these events meant that there was only one policy to be pursued. Even those most friendly to the Allies were infuriated by this foreign occupation of the richest and most essentially Turkish of their provinces- Turkish patriotism was no longer vague and undecided, it was a flame burning in the health of men and women of all classes – a flame of indignation not of hatred. Even during cruel wars the Turks and the Greeks never hated each other, and among the Greeks there was little enthusiasm for the Anatolian adventure.

    Q4: Write a note on Mustafa Kamal’s activities in Anatolia.

    Ans: Mustafa Kamal set out to tour the villages, preaching resistance and in every place appointing representatives to form centers of patriotic revolt. Yet even the energy and personality of Mustafa Kamal would not have been so effective had not news arrived that the Greeks were advancing. Everywhere the local Turks vowed that death was preferable to rule by Greeks.

    Q5: Why did Mehmet order Mustafa Kamal to return to Constantinople?

    Ans: As soon as Mehmet heard of these activities he ordered Mustafa Kamal to “”return. The patriot’s reply was a long personal telegram to the Padishah urging him, as leader of his people, to come over to Anatolia and himself take the lead against the Greeks and all the foreign enemies-it would be Mehmet’s last chance to save himself, the Throne of his fore- fathers and the Turkish nation. But Mehmet’s conception of the best interests of Turkey was co-operation with the powerful conquerors. In these circumstances the only imaginable reply to Mustafa Kamal’s invitation was a peremptory command: the rebel must report himself immediately to Istanbul. Back along the wire went the most momentous telegram in the history of the Ottoman Empire: “I shall stay in Anatolia until the nation has won its Independence.”

    Q6: What was Mustafa Kamal’s reply?

    Ans: As soon as Mehmet heard of these activities he ordered Mustafa Kamal to return. The patriot’s reply was a long personal telegram to the Padishah urging him, as leader of his people, to come over to Anatolia and himself take the lead against the Greeks and all the foreign enemies-it would be Mehmet’s last chance to save himself, the Throne of his fore- fathers and the Turkish nation. But Mehmet’s conception of the best interests of Turkey was co-operation with the powerful conquerors. In these circumstances the only imaginable reply to Mustafa Kamal’s invitation was a peremptory command: the rebel must report himself immediately to Istanbul. Back along the wire went the most momentous telegram in the history of the Ottoman Empire: nation has won its I shall stay in Anatolia until the Independence.

    Q7: How did Mehmet try to regain Anatolia for himself?

    Ans: He said that the nationalists can come to Istanbul from Anatolia and form a government of their own. He also said that the delegates in Anatolia can shift their activities to Istanbul and put Mustafa Kamal’s ideas in practice. This was just a trick to shift nationalists to Istanbul. Mehmet was not sincere in doing SO.

    Q8: Why did his plan fail?

    Ans: The plan was failed because Mustafa Kamal saw through the intention of Mehmet IV. He refused to go back and said that the government should sit in the upland town of Ankara.

    Q9: What were the terms offered to Turkey by the Allies?

    Ans: All the Arab provinces were to become Mandated Territories; the whole of Eastern Anatolia was to be added to the state of Armenia; around Izmir was to be a large Greek district; Cicilia was to go to the French; the Ottoman capital itself was to be an international centre under the control of Britain, France and Italy. Only the immediate hinterland of Istanbul was to remain of the once extensive “Turkey in Europe.”

    Q10: Give an account of the Greek attack and its defeat.

    Ans: On the 21st August, 1921, the Greeks attacked. In the mountain country above the Sakarya river, some fifty kilo- metres west of Ankara the two valiant people fought almost man to man for fourteen days under the burning heat of the sun, the Greeks attacking with reckless abandon, the Turks hanging grimly on the heights, Mustafa Kamal now their Commander-in-Chief. By the 4th of September the critical moment had come: the Greeks were at the end of their strength. On the 12th they crossed the Sakarya and began to retire steadily, but there was no question of the Turks immediately following up their advantage. It was not till the end of August, 1922 that Mustafa Kamal was able to sound his famous battle-call: “Soldiers: Your goal is the Mediterranean.

    Q11: Give an account of the departure of Mehmet from Istanbul.

    Ans: It was the 17th of November, 1922. A British motor ambulance drew up at a side-door of the palace where Mehmet was staying. Some baggage was brought out of the palace and placed in the car. An elderly man followed. A British Officer took the old gentleman’s umbrella as he entered the vehicle. The door was closed and the ambulance drove away. The last of the Sultans was on his way to exile.

    Q12: Describe the reforms introduced by Mustafa Kamal with reference to

    (1) The position of women
    (2) Removal of illiteracy
    (3) Change in dresses (4) Adoption of the roman script and
    (5) The industrial and economic development. Ans: 1. The position of women: He abolished veil and addressed the men on the subject of women right. He urged women to get higher education and said that they should be instructed in every field of life.

    1. Removal of Illiteracy: He was determined to break down
      this barrier, Mustafa Kamal declared the old script to be
      abolished and replaced by the Roman script. Thereupon he set
      out on a series of tours round the country to demonstrate, chalk
      in hand, how the new script should be used. The whole
      population went back to school. Nor was Mustafa Kamal a
      lenient master. He tested people on the most unexpected
      occasions, naming a day, not far ahead, by which everyone
      was to have learned the new script.
    2. Change in Dresses: No less revolutionary was the abolition in 1925 of the national head-dress, called the Fez. The Fez was in origin Greek, but it had come to be associated closely with Turkish life. When the wearing of hats was made compulsory there were barely enough to go round, so that the houses of the foreigners were ransacked and men even went about in Paris models. It was reported from Izmir that in a village nearby, the peasants unable to obtain bowlers, or caps, discovered in the closed shop of a departed Armenian
    3. haberdasher a stock of ladies’ summer hats, and seizing the entire selection, wore them, ribbons, feathers and all.
    4. Adoption of the Roman Script: Removal of Illiteracy: He was determined to break down this barrier, Mustafa Kamal declared the old script to be abolished and replaced by the Roman script. Thereupon he set out on a series of tours round the country to demonstrate, chalk in hand, how the new script should be used. The whole population went back to school. Nor was Mustafa Kamal a lenient master. He tested people on the most unexpected occasions, naming a day, not far ahead, by which everyone was to have learned the new script.
    5. The Industrial and Economic Development: No less great was the economic advance. In 1919, there was only one railway in Turkey, and judged by modern standards no roads at all. Mustafa Kamal inaugurated great development and construction schemes both for railways and motor roads. In 1919, there were 150 factories in Turkey, in 1933, 2000, while the Turkish Five-Year Plan, inaugurated in 1934, encouraged heavy industry still further. The banking system was organized and the Ottoman public debt (taken over from the Sultanate by the new Republic) was reduced to one-tenth of its former size. All this was achieved without further borrowing.

    6. Q13: Sum up in a few sentences the work of Mustafa Kamal as a great leader nation-builder.
    7. Ans: The changes in all branches of Turkish life have been stupendous. It would be no exaggeration to say that at the time that Mustafa Kamal set to work, the mental and political development of the masses in Turkey was on a level with that of the people of Western Europe in the mid-eighteenth century. The Turks have now traversed in a few years the road which the people of Western Europe took 150 years to travel. The thorough democratization of the nation and the awakening of the people and the unchaining of their powers has been the work of Mustafa Kamal.

    Multiple Choice Questions

    1. What was the reaction of Turkish at the end of the war?
      A. They welcomed the conquerors
      B. They resisted
      C. They had no choice
      D. None of these
    2. A general massacre of the American is expected. The underlined word means
      A. Appreciation
      B. Killing
      C. Welcome
      D. Arrival
    3. The houses of the foreigners were ransacked. underlined word means
      The
      A. Destroyed
      B. Built
      C. Attacked
      D. Searched
    4. Choose the correct spelling.
      A. Peremptory
      B. Premptory
      C. Permptory
      D. Paremptory
    5. This is the house where we live. The underlined part is a/an
      A. Phrase
      B. Clause
      C. Predicate
      D. Complement
    6. May you live long! Is a/an
      A. Assertive sentence
      C. Imperative sentence
      B. Exclamatory sentence
      D. Interrogative sentence
    7. Night came on rain fall heavily.The underlined part is a/an
      A. Coordinate clause
      B. Subordinate clause
      C. Phrase
      D. Complement

  • 2nd Year English CH-14: Louis Pasteur

    2nd Year English CH14: Louis Pasteur Questions Answers Notes

    Q1: Describe the early life of Pasteur.

    Ans: Pasture was born at Dole in the Jura district of France in 1822. He was sent to school at the Communal College. He graduated in science and Arts from Besancon and was given a post on the college staff. In 1842, he came out 14th on the list in entrance exam to great Ecole Normale in Paris. He refused following year. In 1848, he became deputy professor of chemistry in the University of Strasburg. He married in 1850.

    Q2: Give some instances of Pasteur’s patriotism.

    Ans: Pasteur was perhaps when more of a patriot then of a scientist. In 1848, when Europe was politically up heaved, Pasteur enrolled himself in the National Guard and gave all his world wealth of 150 francs, for his country. In 1870 he again tried to enroll himself in National Guard, but was refused because he was paralyzed in 1868. He returned the degree of doctor of inedicine bestowed on him by the University of Boo. Because in 1970. France and Germany plunged into was

    Q3: What do we mean by spontaneous generation?

    Ans: Spontaneous generation is a theory which says that living beings can come into existence from non-living things. The theory was proved wrong by Pasteur.

    Q4: How did Pasteur prove that spontaneous generation was not a fact?

    Ans: In 1860, the French Academy offered a prize for the solution of the problem whether spontaneous generation was or was not a fact, and Pasteur entered for the competition, and settled the matter once and for all in the negative, proving that if a substance he sufficiently heated to destroy all life and if the air in contact with it be filtered, so that it is free of germs, then the substance does not alter, i.e., bacteria do not develop in it.

    Q5: Describe the importance and popularity of the silkworm industry in France. What help did Pasteur render in curing the silkworm disease in his country?

    Ans: The keeping of silkworm was one of the chief home industries of the peasantry part of France. People kept silkworms in best rooms of the houses and took a very good care of them. In 1849, the industry was attacked by disease Pasteur researched and found out the solution to the problem.

    Q6: How did Pasteur discover the treatment for the cattle disease, Anthrax?

    Ans: In 1877, at the age of fifty-five he began to study the cattle-disease named Anthrax. It had already been suggested that this was due to a germ, and Pasteur finally proved the truth of this theory and, further worked out preventive treatment. He cultivated the anthrax bacillus in such a way that it became only mildly poisonous and proved that these weakened germs introduced into an animal’s blood gave rise to only slight symptoms of anthrax and protected the animal from taking the deadly form, much in the same way as vaccination prevents smallpox.

    Q7: How did Pasteur discover the method of making vaccines?

    Ans: In 1879, whilst working at fowl-cholera and on his return found all his cultivations of the germs dead or dying. He proceeded in inoculate various birds with those dead or dying germs and found that the birds showed signs of illness but recovered. The idea then occurred to him of inoculating them with a fresh lot of virulent germs of chicken-cholera, and he was amazed at the result, viz., that the birds still resisted the disease, though others, which had not been previously dosed with die exhausted germs died.

    Q8: Give an account of Pasteur’s treatment of Hydrophobia and how he cured the first patient suffering from it.

    Ans: In 1885, a boy, Joseph Meister, was brought to Paris for treatment from a little place in Alsace. He had been bitten by a mad dog two days before. Now, human beings do not as a rule develop hydrophobia for a month or so after being bitten, and Pasteur, being as usual extremely anxious to ward off suffering, undertook the treatment of the boy by inoculations, which were continued for ten days. Meanwhile the boy was hardly ill at all and played about the laboratory very happily, though Pasteur was devoured by fears and anxiety about the results. However, the boy was absolutely cured, and two months later a shepherd, who had been bitten by a mad dog, was similarly cured, and three months later three hundred and fifty cases had been treated, with only one death.

    Q9: How did Pasteur show the way to other scientists? Give an account of the discoveries.

    Ans: Pasteur provoked other scientists to work on disease. In 1860 he proved the theory of spontaneous generation wrong. In 1865 he saved silkworm industry. In 1877 the cured anthrax in animais. In 1879 he discovered method of vaccine. In 1885 the Pasteur applied inoculation of Hydrophobia or Rabies on human being. This was the last of Pasteur’s discoveries, but his success stirred up other scientists to try similar methods to cure diseases.

    Additional Questions Answers

    Q1: How did Pasteur provoked other scientist? What was the result?

    Ans: The treatment of Hydrophobia or Rabies was the last of Pasteur’s great discoveries, its results were by no means confined to the cure of hydrophobia, for the fame of his success stirred up other scientists to try similar methods of cure for other diseases, and in the ten years between 1880 and 1890 they discovered the germs of consumption, diphtheria, typhoid, lock-jaw, cholera, and Malta fever.

    Q2: How did Pasteur bring the facts of disease from supernatural to natural?

    Ans: It had been well said that Pasteur “brought the facts of disease and death from the realm of the supernatural and miraculous into the realm of the natural. Disease and death were the great mysteries, where the occult held sway. The malign and mysterious influence of the moon caused lunacy: there was the evil eye with its morbific powers; in fever and in epilepsy the body was possessed by demons; tuberculosis was the King’s Evil, to be cured by the “Sovereign touch.” Far more than all other men, Pasteur abolished for ever these superstitions”.

    Multiple Choice Questions

    1. Inflammation of wounds caused amputation necessary
      A. Fermentation
      B. Cutting of limb
      C. Cultivation
      D. Plantation
    2. Pasteur discovered the method of attenuating germs. Theunderlined word means
      A. Cultivating
      B. Killing
      C. Weakening
      D. Producing
    3. Pasteur cultivated anthrax bacillus. The underlined word means
      A. A rod-shaped bacteria
      B. A germ
      D. Inflammation
      C. Wound
    4. France was on the verge of war with Germany. The underlined phrase means
      A. At war
      B. Against
      C. Busy
      D. Near
    5. They were talking to one another. The underlined word is a/an
      A. Emphatic pronoun
      B. Reciprocal pronoun
      C. Interrogative pronoun
      D. Personal pronoun
    6. He is a man whom we all respect. The underlined part is
      a/an
      A. Noun clause
      C. Adjective clat se
      B. Adverb clause
      D. Noun phrase
    7. If he comes, we will go for a long drive. The underlined part is clause
      A. Main clause
      B. Adjective clause
      C. Noun clause
      D. Conditional clause

  • 2nd Year English CH-13: Sir Alexander Fleming

    2nd Year English CH-13: Sir Alexander Fleming Method Questions Answers Notes

    Q1: What are antiseptics and what is the antiseptic method?

    Ans: Antiseptics are chemical that kills germs. Antiseptic method is a method in which antiseptic chemicals are used to free tools from germs. Mostly there antiseptics are use to wash medical fools to prevent the germs getting into the body of patients.

    Q2: What was the chief defect of antiseptic method?

    Ans: The chief defect of antiseptic method was that it killed the germs and also destroyed the body cells, called leucocytes which fight against disease. Antiseptics killed these resistive body cells which was not a good thing for the patient.

    Q3: What part is played by the white cells in the blood of a human body?

    Ans: The white cells are also called leucocytes. They protect the body form the attack of diseases. They are the natural armour against germs which attack the body. The disease is basically a fight between leucocytes and the attacking germs.

    Q4: Give an account of the early life of Fleming.

    Ans: Alexander Fleming was born on a farm near Darvel, in Ayrshire, on August 6, 1881. He was the youngest of a family of eight. His father died when he was seven years old, and his eldest brother, Hugh, took over the management of the farm. Alexander was then still going to the village school. At ten he went to. Darvel School, and stayed till he was twelve. That was the age-limit. The question was then discussed whether he should continue his education or go back to the land. It was decided to keep him at school, and he went to Kilmarnock Academy. At fourteen he went to London, and for the next two years he studied at the Regent Street Polytechnic.

    Q5: Describe how Fleming discovered penicillin.

    Ans: Fleming was growing colonies of germs on cultural plates spread with agar. Plates were covered, but when he uncovered one of them, a piece of fungus came flying from somewhere and dropped on the plate. It began to grow, and the microbes (germs) round it began to disappear. It was a new discovery which killed germs. He called it penicillin.

    Q6: In what respect is penicillin better than the chemical antiseptics?

    Ans: Other antiseptics including carbolic acid killed leucocytes with the white cells of the body along germs. On the other hand penicillin killed germs only and did not harm leucocytes or white cells of the body. These white cells defend body against disease.

    Q7: What do you know of the Oxford team?

    Ans: The Oxford team included trained chemists as well as bacteriologists, and had all the equipment that Fleming had lacked; yet it was a long, hard struggle before they succeeded in producing a practical concentration of penicillin. The first human cases were treated in 1941, and the problem then became a matter of production. One of the Oxford team went to America, where new methods of manufacturing were discovered, and in 1943 penicillin reached the Eighth Army in Egypt. In the words of Viscount Montgomery of Alamein, “The healing of war wounds was revolutionized.” Penicillin arrived just in time to save countless lives. It was easily the strongest weapon yet forged in the fight against disease.

    Q8: How did they make penicillin more effective?

    Ans: In its crude from, penicillin was unstable and could not be used for treatment. Fleming could not produce medicine with the help of penicillin because he had no necessary equipments for this purpose The oxford team went to America, where they discovered new me” uds to make penicillin more effective.

    Q9: Write a note on penicillin as a wonder drug.

    Ans: Penicillin was hailed a wonder drug. The healing of wounds was revolutionized. It proved the strongest weapon against the germs. It helped the doctors to save wounds from germs without harming the useful cells (white cells or leucocytes) of the body.

    Q10: Was Fleming proud of his discovery?

    Ans: Fleming protested that such gratitude was not due to him. “Everywhere I go people thank me for saving their lives,” he said, “I don’t know why they do it. I didn’t do anything; Nature makes penicillin. I just found it.” It was not just modesty that made him say this. It was a restatement of his belief in the healing power of Nature. He protested vigorously against the idea that penicillin was a man-made invention. I have been accused of inventing penicillin, but no man could have done that. Nature, in the form of a lowly vegetable, has been making it for thousands of years. I only discovered it.” And always he insisted that he discovered it by chance.

    Q11: Why couldn’t penicillin have been discovered in the research laboratories of America?

    Ans: The Americans visited the laboratory and were amazed. One said it was “like the backroom of an old-fashioned drug store.” He found it hard to believe that penicillin could have been discovered there. Fleming laughed, and in Detroit, where he was shown over the last word in research laboratories-a gleaming, dustless, air-conditioned, sterilized sanctum-he shocked his hosts by saying, “Wonderful, but penicillin could never have been discovered in a lab like this.” When they saw the point they could not deny it. Their culture plates were never contaminated, for the air was too pure: there was no way in for spores of a common mould.

    Q12: Fleming’s achievement paved the way for other discoveries in the medical field. What are they?

    Ans: Fleming’s achievement was not only the discovery of penicillin. As the Surgeon-General of the United States Forces said, “Fleming, like Pasteur, has opened up a whole new world of science.” He founded the antibiotic-that is, growth inhibiting treatment of disease. He provoked others to seek new antibiotics, and all research-workers to be on the lookout for them, particularly in moulds and fungi; and out of these researches, which but for Fleming would not have been started came new drugs, made by nature and at last discovered by man, of which the best known at present is streptomycin. Fleming himself regarded this as the most important result of his work. Even before penicillin was in general use, he said, “The greatest benefit penicillin has conferred is not to the drug itself but the fact that its discovery has stimulated new research to find something better.

    Multiple Choice Questions

    1. Who discovered germs?
      A. Fleming
      B. Pasteur
      C. Metchnikoff
      D. Lister
    2. Alexander’s brother was an Oculist. The underlined word means
      A. Physician
      B. Cardiologist
      C. Optician
      D. Dentist
    3. A mould spore dropped on the plate. The underlined phrase can b replaced by which word?
      A. A piece of string
      B. A piece of cotton
      C. Fungus
      D. A dust particle
    4. Choose the correct spelling.
      A. Vaccine
      B. Vaccine
      C. Vacsinne
      D. Vaccinne
    5. The man waited till the night came. The underlined part is a/an
      A. Main clause
      B. Subordinate douse
      C. Relative clause
      D. Complement
    6. My uncle, a businessman, lives in Karachi. The underlined part is a/an
      A. Main clause
      B. Subordinate clause
      C. Appositive phrase
      D. Appositive clause
    7. Zeeshan bought Hina a bunch of flower. The underlined part is a/an
      A. Direct object
      B. Indirect object
      C. Complement
      D. Relative clause

  • 2nd Year English CH-12: Hitch Hiking Across the Sahara

    2nd Year English CH-12: Hitch Hiking Across the Sahara Questions Answers Notes

    Q1: Give an idea of the size of the Sahara. How does it compare with England?

    Ans: If a giant were to pick England up and put it down in the middle of the Sahara desert, we should have quite a task to find it. The full Sahara area, stretching almost the complete width of North Africa, is many times the size of Great Britain.

    Q2: What had Christopher’s foster mother to do with his desire to see distant places?

    Ans: When he was a child, every time he was naughty, his foster-mother used to threaten to send him to Timbuktu (an ancient city in the heart of French Africa), instead of alarming him, the idea aroused in him a keen desire to see his distant Place.

    Q3:How did he manage to get a seat in the weapons carrier?

    Ans: Fast moving weapons’ canier over tock them. Christopher stopped it and begged the lieutenant in charge to relieve him from the misery of slowly baking to death at twenty railes an hour. The lieutenant pointed out those strict military regulations forbade the canying of civilians. Christopher replied by producing a permit from the War Ministry giving him permission to join the French Foreign Legion for a short period in order to collect material for an articie. The permission had later been withdrawn, but fortunately the lieutenant did not turn the paper over and see the “Cancelled” stamp.

    Q4: What was the most noticeable feature of the desert city, named Ghardaya?

    Ans: Ghardaya, a typical desert city, the flies found there were more numerous and stickier than they were anywhere else. Anything that had a remotest relationship with food was always covered with flies. They had no hesitation in following the food right into your mouth and one had to be vigilant until mouthful was behind one’s teeth. Many children, with their faces covered with the masks of flies, were seen in streets.


    Q5: How did they manage to drive the heavy truck in the trackless desert with its, soft sand?

    Ans: It was difficult travelling. At times the sand became too soft to bear the weight of the heavy truck. It was then necessary to stop at once. If the wheels had been allowed to spin they would have dug themselves deeper. Ten-foot strips of steel mesh were dragged from the truck and placed together to make a runway for the wheels to bite on as the truck moved. When it reached harder ground the strips were collected up and dragged forward to the waiting truck. Christopher performed useful service in helping the greaser with this arduous operation.

    Q6: What did the driver of the truck tell Christopher about three Englishmen who had attempted to cross the desert?

    Ans: The driver added to the discomfort of the journey by relating details of a recent case in which three English people had attempted to cross a part of the desert in a car with only one day’s water-supply. Their car had been stuck in a sand dune, and three days later their bodies were found dried up like leaves. They had drained the radiator in their desperate thirst, and one of them tried to drain the oil from the crank-case. He had been one of the search party, and he spared his listener none of the grim details.

    Q7: Give an account of the little town, named El-Golea, and compare it with In Salah, bringing out the difference between the two.

    Ans: El Golea was a fascinating little town, a true oasis, with so much water available that they hardly knew what to do with it. We very day of the week that he was there, Christopher spent hours bathing in a little pool half a kilometer away from the centre of the town. On the other hand, in Salah was full of desert. In Salah is fighting a desperate battle of survival and perhaps losing the contest. The sand is constantly encroaching the town.

    Q8: What do you know of Professor Claude Balanguernon?

    Ans: Claude Balanguemon was a French man and professor by profession. He taught taureg people. He was a friend of Christopher and helped him a lot during his tour to the Sahara desert.

    Q9: Describe the events leading to the killing of a camel. What sort of water did they get from its stomach?

    Ans: On his way to Kidal, Christopher two Taurags and a slave ran short of water. They went to one waterhole, it was empty. The next was two days away and the travelers had neither food nor water. They decided to kill a camel and get water. A camel was killed and the water that they got of it, was hard to drink but they managed to drink it, that is how they survived.

    Q10: Describe the journey through the land of Thirst and Death.

    Ans: Before searching Timbuktu, they passed through the desert area named Kidal. It was rightly called the land of thirst and death. The area was notorious for sand storms and dried up waterhole. While collecting stones to place in the fire, for the kettle or pan to stand on. He (Christopher) found a snake and was hardly saved from it.

    Q11: Describe the stay at In Abbangarit. How did Christopher manage to get water there?

    Ans: In Abbangarit, there was no building and the only mud structure building was a bordj. Christopher had no bucket and rope to get water from well. He had a recording machine with a long wire. He made a rope of it and managed to take water out of a well by tying the teapot with this wire-rope.

    Additional Questions Answers


    Q1: Why was In Salah losing its identity?

    Ans: In Salah was sinking in the ocean of the sand. Most parts were disappearing. Palm trees, those once stood high, were now like bushes. Some were completely covered with sand. Christopher had to bend down to pick some dates off the trees.

    Q2: How did Christopher saved him from the sand  storm?

    Ans: His companions made signs for him to hide, himself behind his camel and cover his head. He did so, but the force of the storm when it struck was too great to be avoided. Even with the camel’s body as a shield, he could feel the impact of the wall of sand that came streaming along the earth. The wind found even the smallest opening in my clothes, and the sand felt like little needles. There was nothing he could do but crouch down waiting for the storm to finish, while the sand steadily piled up on top of him. He found himself recalling a true story that just such a sandstorm, many years earlier, had completely buried a huge caravan of 1200 camels without leaving a trace of them.

    Multiple Choice Questions

    1. To place steel mesh under the wheels of truck was arduous. The underlined word means
      A. Ordinary
      B. Hard
      C.Easy
      D. Comfortable
    2. The desert was encroaching in In Salah. The underlined word means
      A. Crawling
      B. Engulfing
      C. Appreciating
      D. None of these
    3. For what purpose Camel was slaughtered?
      A. For water
      B. For food
      C. For minimizing the animals
      D. For meat
    4. Choose the correct spelling
      A. Wanderlust
      B. Wonderlust
      C. Wenderlust
      D. Wandarlust
    5. The boy wants to go home. The underlined phrase is a/an
      A. Verb phrase
      B. Noun phrase
      C. Adverb phrase
      D. Prepositional phrase
    6. He talked to me in a rude manner. The underlined part is
      a/an
      A. Noun phrase
      B. Adverb clause
      C. Adverb phrase
      D. Prepositional phrase
    7. He is poor but he does not beg. The underlined part is a/an
      A. Subordinate clause
      B. Coordinate clause
      C. Noun phrase
      D. Adjective phrase

  • 2nd Year English CH-11: First Year at Harrow

    2nd Year English CH-11: First Year at Harrow Questions Answers Notes

    Q1: Writer of ‘First Year at Harrow’?

    Ans: Sir Winston Churchill

    Q2: Are examiners justified in asking questions that students can’t answer?

    Ans: Partially true, mainly a complaint of less diligent students. Hardworking students can answer any question.

    Q3: What questions do examiners ask?

    Ans: Examiners ask a mix of easy and difficult questions to distinguish diligent students from others.

    Q4: Why didn’t Churchill do well in exams?

    Ans: He preferred poetry and essay writing, but the examiners focused on Latin and Mathematics, which he couldn’t answer.

    Q5: How did Churchill handle his Latin paper?

    Ans: He did it poorly, only writing his name, “question 1,” and adding smudges to the paper.

    Q6: Gain or loss: Learning English, not Latin and Greek at Harrow?

    Ans: Gain. Learning English helped him earn a livelihood and a promising career.

    Q7: What did Churchill learn during his three years at Harrow?

    Ans: He learned the basic rules of English, which proved crucial for his future career.

    Q8: How did Churchill’s knowledge of English benefit him in later years?

    Ans: His knowledge of English was invaluable, as it helped him in practical life and made him a successful politician.

    Q9: What happened to boys who had learned Latin and Greek?

    Ans: Those who learned Latin and Greek had to relearn English to earn a livelihood.

    Q10: Churchill’s advice on learning English?

    Ans: Churchill advises all English boys to learn English first, and then learn Latin as an honor and Greek as a treat.

    Q11: Who was Mr. Weldon?

    Ans: Mr. Weldon was the head of Harrow, and Churchill had great respect for him.

    Q12: Who was Mr. Somervell and how did he teach English?

    Ans: Mr. Somervell was a delightful English teacher at Harrow who used colored ink markers to teach English.

  • 2nd Year English CH-10: The Jewel of the World

    2nd Year English CH-10: The Jewel of the World Questions Answers Notes

    Q1: Give an account of the early career of Abd-al-Rahman I, his dramatic escape and his adventures in Africa?

    Ans: The story of his escape is dramatic. He was in a Bedouin camp on the left bank of the Euphrates River. One day when horsemen carrying the black standards of the Abbasids suddenly appeared. With his thirteen-year old brother, Abd-al- Rahman dashed into the river. The younger brother, evidently a poor swimmer, became frightened, heeded the reassurances shouted from the bank that he would be unharmed if he returned; and swam back. He was killed. The older boy kept on and gained the opposite bank.Afoot, friendless and penniless, he set out south-westward, made his way after great hardships to Palestine, found onefriend there and set off again toward the west. In North Africa he barely escaped assassination at the hands of the governor of the province. Wandering from tribe to tribe, always pursued by the spies of the new dynasty, he finally reached Ceuta, fivé years late.

    Q2: How did Abd-al-Rahman deal with the governor appointed by the Abbasid caliph to contest his rule?

    Ans: The Abbasid caliph in Baghdad appointed a governor ofSpain to contest his rule; two years later that caliph received a gift from Abd-al-Rahman: the head of his governor preserved in salt and camphor and wrapped in a black flag and in the letter of appointment. “Thanks be to Allah for having placed the sea between us and such a foe!” was the caliph’s fervent rejoinder.

    Q3: What did the Abbasid caliph say on receiving the head of his governor?

    Ans: The Abbasid caliph in Baghdad appointed a governor of Spain to contest his rule; two years later that caliph received a gift from Abd-al-Rahman: the head of his governor preserved in salt and camphor and wrapped in a black flag and in the letter of appointment. “Thanks be to Allah for having placed the sea. between us and such a foe!” was the caliph’s fervent rejoinder.

    Q4: What did Abd-al-Rahman do to make himself strong and to beautify his capital?

    Ans: To make him strong, Abd-al-Rahman developed a we!! disciplined army of 40,000 or more Berbers. He beautified the cities of his domain by planting beautiful trees. He built an aqueduct to supply water to the cities. He constructed a place, a wall around it and a garden near it. In short, he left no stone unturned to beautiful his country.

    Q5: Give an account of the all-round progress made by the Arabs under Abd-al-Rahman III.

    Ans: Under the caliphate of Abd-al-Rahman III, Spain became the wealthiest land of Europe. Leather, wool, silk and all other industries roused to their highest status, whenever the European rulers needed a surgeon, on architect, a master singer, or a dress maker, they applied to Spain the Spanish Arabs introduced agricultural methods practiced in western Asia. The industrial development also touched its peak.

    Q6: What did Al-Hakam do to promote learning and scholarship in his kingdom?

    Ans: Al-Hakam was the lover of knowledge and learning. He established free school, enlarged the mosque which housed the university of Cordova. He invited professors from the east and paid them high salaries. He managed to gather 400,000 books and built a large library.

    Additional Questions Answers

    Q1: Account for the agricultural development in Muslim Spain?

    Ans: This agricultural development was one of the glories of Muslim Spain and one of the Arabs’ lasting gifts to the land, for Spanish gardens have preserved to this day a “Moorish” character. One of the best-known gardens is the Generalife – a word which comes from the Arabic, Jannat Al’-arif, “the inspector’s paradise.” This garden, “proverbial for its extensive shades, falling waters and soft breeze,” was in the form of an amphitheatre and irrigated by streams which, after forming numerous cascades, lost themselves among the flowers, shrubs and trees represented today’ by a few gigantic cypresses and myrtles.

    Q2: What was the educational condition of Muslim Spain?

    Ans: The general state of culture in Andalusia reached such a high level at this time that the distinguished Dutch scholar Dozy went so far as to declare enthusiastically that “nearly everyone could read and write.” All this when in Christian Europe only the rudiments of learning were known, and that chiefly by a few churchmen.

    Multiple Choice Questions

    1. The Umayyad dynasty in Damascus was over thrown in 750A.D. the underlined word can be replace by
      A. Equal
      B. Fair
      C. Eagle-like
      D. Sharp
    2. Abdul-Rahman had sharp, aquiline features. underlined word means
      A. Equal
      B. Fair
      C. Eagle-like
      D. Sharp
    3. Accession of the Abbasids to the caliphate was a sign of
      A. Good fortune
      B. General peace
      C. Declaration of peace
      D. Ruthless extermination
    4. Choose the correct spelling
      A. Amphithitear
      B. Amphitheatre
      C. Amphetheatre
      D. Amphietheater
    5. None of the meat is fit to eat. The underlined word is a/an
      A. Indefinite pronoun
      B. Relative
      C. Interrogative
      D. Personal
    6. Ali, the famous singer, sings nicely. The underlined part is
      a/an
      A. Adverb clause
      B. Appositive phrase
      C. Adjective Clause
      D. None of these
    7. God helps those, who help themselves. The underlined part is a/an
      A. Main clause
      B. Subordinate clause
      C. Adverb clause
      D. Coordinate clause

  • 2nd Year English CH-9: Hunger and Population Explosion

    2nd Year English CH-9: Hunger and Population Explosion Questions Answers Notes

    Q1: What does hunger mean on a large scale as viewed by the author?

    Ans: Hunger does not mean missing one meal or even meals for a whole day. It means never having enough to eat. It means, when you have had something to eat at least as much again. It also means a situation in which you are always wondering where the next meal is coming from or even if there will be a next meal.

    Q2: Describe some great famines of the past?

    Ans: Famines had been part of human life. A famine came in the reign of pharaoh. In time of Joseph, famine was recorded from the birth of Christ to 1800; Europe faced famines in 350 years. China faced 90 major famines. In 1921-22 a famine killed several million people. Ten million people were died in
    1969-70 in Bengal. One million died in India in 1964-65.

    Q3: How do famines occur?

    Ans: Famine may be caused by many things. It may be that there are just too many people for the amount of food available. It may be that crops have failed due to disease. Thousands, even millions, will die of starvation because of famines caused by lack of rain.

    Q4: What is the main reason for population increase today?

    Ans: The main reason for population increase is due to the number of people who are born in any year being greater than the number of people who die – that are the difference between the birth rate and the death rate. For example, in the U.K. the birthrate for 1963 (number of births per 1,000 population) was 18.2 and the death rate (number of deaths per 1,000 population) was 11.6. The population is therefore growing at the rate of 6.6 per 1,000 of the population.

    Q5: What is meant by birth-rate and death-rate, and how do they affect the population of a country?

    Ans: The main reason for population increase is due to the number of people who are born in any year being greater than the number of people who die that is the difference between the birth rate and the death rate. For example, in the U.K. the birthrate for 1963 (number of births per 1,000 population) was 18.2 and the death rate (number of deaths per 1,000 population) was 11.6. The population is therefore growing at the rate of 6.6 per 1,000 of the population.

    Q6: What have public-health measures to do with increase in population?

    Ans: Public health measures help to maintain better health and control death rate. As a result the population increases, because more people are born and less people die.

    Q7: Account for the high birth-rate in under- developed countries?

    Ans: In under-developed countries, mostly people are uneducated and they do not realize the importance of birth rate for the economic development of the country. Therefore they produce more children. This causes an increase in the population.

    Q8: Why is birth rate not so high in the more advanced countries?

    Ans: In developed countries people do not let their familiesgrow bigger. There is a strict check on population growth,as aresult the birth rate remains low.

    Q9: Give a brief account of the poor economic conditions prevailing in underdeveloped countries?

    Ans: Everyone knows an under-developed country when he sees one. It is a country characterized by poverty, with beggars in the cities and villagers eking out a bare subsistence in the rural areas. It is a country lacking factories of its own, usually with inadequate supplies of power and light. It usually has poor roads and railways and not enough of them. Hospitals and schools and colleges are few and far between. Most people, particularly older people, cannot read or write. The goods the country exports are nearly always raw materials which are much more subject to price fluctuations.

    Additional Questions Answers

    Q1: What is the greatest produce regarding the study of population?

    Ans: The study of the population growth indicates one of the greatest paradoxes of our time. The group of countries best able to support a rapidly growing population has a relatively low birth rate while the group least able to support their present population, let alone a larger one, has a very high birth rate.

    Q2: What is result of difference between the poorand the rich?

    Ans: in the past the population has not only been reduced by famine and disease but also by war. We have the power to abolish war if we have the will. But if one group of people continues to get poorer and sees its families and friends suffering great distress and unnecessary death while another group of people in the world gets richer, we are creating a situation which encourages the poor to make war on the rich.

    Multiple Choice Questions

    1. Robin Hood is presented poaching for the poor from Forests. The underlined word means
      A. Stealing
      B. Buying
      C. Washing
      D. Punching
    2. What is meant by hunger?
      A. Be hungry
      B. The eat too much
      C. Not having enough food to eat
      D. Missing one or two meals.
    3. The study of population growth indicates. The greatest paradox of our time. The underlined word means
      A. Joy
      B. Contradiction
      C. Sorrow
      D. Happiness
    4. Choose the correct spelling
      A. Lequorice
      B. Liquarice
      C. Liquorise
      D. Liquorices
    5. Ali felt sleepy. The underlined is a/an
      A. Auxiliary verb
      B. Linking verb
      C. Helping verb
      D. Modal verb
    6. They made him captain of the team. The underlined part is a/an
      A. Relative phrase
      B. Relative clause
      C. Direct object
      D. Indirect object
    7. I feel pains in my body. The underlined word is a/an
      A. Abstract noun
      B. Linking verb
      C. Conjunction
      D. Adverb

  • 2nd Year English CH-8: China’s Way to Progress

    2nd Year English CH-8: China’s Way to Progress Questions Answers Notes

    Q1: Why has the world changed its attitude towardsChina?

    Ans: For a long time China was ignored by the world. But with the passage of time China made a considerable progress in every field of life. The social, agricultural and economic progress made by China opened the eyes of the world.

    Q2: Discuss Chinese agriculture system?

    Ans: China is a powerfully agricultural and peasant country, for its modernization will have occurred without a flight from the fields, which is the price paid by the West. In China to the average size of farming concerns is, growing through the system of communes, with subdivisions into production brigades and teams, but the greater part of the peasant masses stay put and carry on their traditional, intensive labour Agricultural mechanization is being introduced with considerable caution so as to avoid upsetting the balance. But the essential point of the matter is that the agricultural labourer, though possibly deprived of farming machinery, must not and does not want to be urbanized, but is instead kept on the spot and incorporated in local small industries. He does not flee to the cities because the industrial road passes through a technically-oriented agriculture and a decentralized industry.

    Q3: How does China rely on its own resources?

    Ans: The Chinese follow the maxim of Mao” rely on your own forces”. Chinese rely on their own resources and use indigenous machines and equipments, local machines are economical and easily available. National machinery is readily available and it saves country’s foreign exchange. They can produce better and faster result.

    Q4: Describe a day in the life of a Chinese student?

    Ans: Day in the Life of a 16-year old. How do the students live and what do they think individually? Despite having to use an interpreter I was able to find out. Here is the result of my interview with Je Wen-Siu, a sixteen-year old girl who lives in the workers’ district of Peng Pu at Shanghai. She is a pupil in class 3 at the junior school. She will shortly be taking her diploma. “How do you spend your day?” “I get up at 6 o’clock in the morning, do a few chores in the house, have breakfast and go to school at 8. I finish at 11 o’clock. I go home and have lunch. At one thirty I’m back at school again until 3 o’clock. Then I go back home and work.” “How much time do you spend on homework at home?” “Well actually I do my homework at school. At home I go through the lessons for about an hour. From 4 o’clock on I relax, reading the papers and listening to the radio.” “What news are you most interested in?” “All political news which illustrate the national and international situation.” “What do you do when you meet with your girl friends?” “I often go out with girls and boys of my age. We do some sports and often play ping-pong.”

    Q5: Write a note on the Chinese women?

    Ans: Chinese woman. No beauty products, no mention of sex, either in films or literature. In the land of opium, drugs are nonexistent. Mao says that women hold up half the sky and women, for their part, are determined to keep their half raised at the same height as that held up by men. When the Chinese woman lists the social benefits she enjoys 8 hour working day, free hospitalization and medical care, nursery and infant schools, 56 paid days before child birth also without charge – she always concludes by affirming that in the West women have not yet succeeded in obtaining all this. “However, we Chinese are working so that the women of the world can be equally happy and enjoy the advantages we have.” This radical change in women’s conditions in China has given women a sense of confidence hitherto unknown to them, a dignity and anundoubted awareness of carrying out an important role.

    Q6: What social security benefits are provided to the Chinese workers?

    Ans: Chinese enjoy many social benefits. Medical treatment is free for the workers and their family members pay fifty percent only. They also enjoy free cinema, theatre, etc. A sick worker receives full pay for six months, after which he receives sixty percent of his salary. Female worker get fifty six paid leaved before childbirth.

    Q7: “It is the people and not the things that are decisive.” Discuss?

    Ans: “It is the people not the things that are decisive”. Generally there is an idea that large population is a burden for the country and its development. But in case of China, the case is opposite. If the people are committed to work for their country, the status of the country can rise to a level for which nations meant of.

    Q8: “The heart of the matter is the need to root out Selfishness.” Discuss.

    Ans: There are many evils which cause a country remains underdeveloped. But selfishness is the most destructive. No Matter the people are educated and developed, if they are not True to their country, their country will remain poor forever. Therefore it is true to say that “the heart of the matter is the Need to root out selfishness”.

    Additional Questions Answers

    Q1: What is the difference between Chinas and Russian background?

    Ans: Compared to China in 1949 Russia in 1917 did not have the grim inheritance of a century of a shattering multi-colonial experience. Russia never suffered China’s fate of such a sharp and pervasive Western impact that it was forced – together with many other Asiatic civilizations into a kind of national – schizophrenia not-just in terms of a split economy, but above all in ternis of a split culture and a split personality.

    Q2: How is the population cities kept under control?

    Ans: The political control over the masses not only controis the migration of the people from the villages to the cities. All facilities are provided to the people where they are?

    Multiple Choice Questions

    1. The Occidental countries launched a warm hug to china.The underlined word means
      A. Eastern
      B. Western
      C. Northern
      D. Southern
    2. China was forced into a kind of national schizophrenia. The underlined word can be replaced by
      A. Happiness
      B. Personality disorder
      C. Charm
      D. None of these
    3. Chinese women lack femininity. The underlined word means
      A. Fairness
      B. Beauty
      C. Womanliness
      D. Wisdom
    4. Choose correct spelling.
      A. Juxtaposition
      B. Jextaposition
      C. Jaxtaposition
      D. Jixtaposition
    5. This pen is very good. The underlined part is a/an
      A. Phrase
      B. Clause
      C. Predicate
      D. Subject
    6. I want a cup of tea. The underlined part is a/an
      A. Clause
      B. Phrase
      C. Complement
      D. Sentence
    7. The sun gives us light. The underlined word is a/an
      A. Direct object
      B. Indirect object
      C. Predicate
      D. Verb
    8. The cat was sitting under the table. The underlined word is a/an
      A. Clause
      B. Phrase
      C. Predicate
      D. Complement

  • 2nd Year English CH-7: My Financial Career

    2nd Year English CH-7: My Financial Career Questions Answers Notes

    Q1: What light do the following expressions throw on Leacock’s state of mind when he entered the bank; ‘looked timidly round,’ ‘shambled in’?

    Ans: The expressions ‘looked timidly round’ and ‘shambled in’ indicate that when Leacock entered the bank, he was feeling nervous, unsure of himself, and lacked confidence. He appeared hesitant and awkward in his demeanor.

    Q2: When did the manager come to think that Leacock had an awful secret to reveal?

    Ans: The manager began to think that Leacock had an awful secret to reveal when Leacock’s gestures and body language indicated his desire to speak with the manager privately. This aroused the manager’s suspicion, making him curious to know what the secret was.

    Q3: What was the attitude of the manager towards Leacock on learning that he only wished to deposit 56 dollars in the bank?

    Ans: The manager’s attitude towards Leacock turned cold and uninterested when he learned that Leacock only intended to deposit 56 dollars. He had initially expected something more significant, which is why he had called the accountant in an unkind manner.

    Q4: What other blunders did Leacock commit after leaving the manager’s office?

    Ans: After leaving the manager’s office, Leacock committed several blunders, including entering a safe instead of leaving the bank, giving a bundle of money to the accountant, and writing ’56’ instead of ‘6’ in his cheque book to withdraw six dollars for present use.

    Q5: After this misadventure in the bank, where did Leacock keep his money?

    Ans: After the misadventure in the bank, Leacock kept his money in cash in his trouser’s pocket and his savings in silver dollars in his socks.

    Q6: Give as many examples as you can to show that Leacock was feeling completely lost in the bank all the time he was there.

    Ans: Leacock’s actions in the bank demonstrated that he was feeling completely lost. He made various blunders, including suspicious behavior that made the manager curious. He mistakenly entered a safe, gave money to the accountant in an unconventional manner, and wrote the wrong amount in his cheque book. Throughout his time in the bank, he appeared rattled and unsure of himself.

    Additional Questions Answers

    Q1: What did the writer do when he realized his mistake of writing fifty-six instead of six?

    Ans: When the writer realized his mistake, he pretended that someone had insulted him while he was writing the check. He used this as an excuse to claim he was going to withdraw all his money from the bank and transact no more with the bank.

    Multiple Choice Questions

    1. The people in the bank had impression that writer was an invalid millionaire. Replace the underlined word with any one word that suits the best.
      A. Manner less
      B. False
      C. Rich
      D. ill
    2. How the writer did give money to the accountant?
      A. In form of a ball
      B. Folded properly
      C. Unfolded
      D. In three layers
    3. The writer was reckless with misery.
      A. Slow
      B. Rash
      C. Fast
      D. Silent
    4. Choose the correct spelling.
      A. Sapulchral
      B. Sepulcheral
      C. Sepulchral
      D. sapulcheral
    5. Birds love to sing. The underlined word is a/an
      A. Infinitive
      B. Gerund
      C. Participle
      D. Adverb
    6. Barking dogs, seldom bite. The underlined phrase is a/an
      A. Adverb
      B. Gerund
      C. Participle
      D. Conjunction
    7. Swimming is a good exercise. The underlined word is a/an
      A. Conjunction
      B. Infinitive
      C. Participle
      D. Gerund
    8. Having completed his studies, he returned home. The underlined word is a/an
      A. Correlative conjunction
      B. Participle
      C. Gerund
      D. Infinitive

  • 2nd Year English CH-5: On Destroying Books

    2nd Year English CH-5: On Destroying Books Questions Answers Notes

    Q1: What sort of books was presented by the British public to soldiers?

    Ans: Most of them, no doubt, are quite ordinary and suitable; but it was publicly stated the such as magazines twenty years old, guides to the Lake District, and back numbers of Whitaker’s Almanac. In some cases, one imagines, such indigestible get into the parcels by accident; but it is likely that there are those who jump at the opportunity of getting rid of books they don’t wants Why have they kept them if they don’t want.

    Q2: Was it interest of soldiers that prompted theiraction, or was it the wish to get rid of useless books?

    Ans: No, it was not interest of people in soldiers. They sent books to soldiers just because they want to get rid of the books which they do not like. That’s why they sent odd and absurd books to the soldiers.

    Q3: Why should bad books is destroyed?

    Ans: It is important to destroy useless books. There are two benefits of destroying books. Firstly, it makes more room for new books and secondly it saves one’s heirs the trouble of sorting out the rubbish or storing it.

    Q4: Why is it difficult to destroy books?

    Ans: It is not always easy to destroy books. They may not have as many lives as a cat, but they certainly die hard: and it is sometimes difficult to find a scaffold for them.

    Q5: Why could not the author burn the unwantedbooks?

    Ans: The Author could not burn the unwanted books because his kitchen was small and he could not burn them on the gas cooker. He could not burn them in his small study room. The only way was to burn them leaf after leaf and this was not an easy task.

    Q6: How did he decide to get rid of them?

    Ans: He could not burn his books; therefore he decided to throw them into the river. He stuffed them in a sack, put it on his shoulder and went out to throw them into the river.

    Q7: Describe the author’s midnight venture to throw the books in the river and the suspicions which his actions were likely to arouse.

    Ans: It was midnight when the writer went to throw the books. He saw a policeman who was carrying a lantern and checking he catches of basement windows. The writer thought that the policeman might take him as a thief. He also thought that when he throws the sack into the river, he might be arrested as a baby killer. But finally, he succeeded.

    Q8: How did he muster up courage at last to fling them into the river?

    Ans: When he went to throw the sack of books, he had many fears in his mind. He walked up and down on the river bank. He said to himself that if he would be unable to throw it, he would fall in his own eyes. He also thought that he used to show himself as a brave man in front of his friends, but actually he is not. Saying this, he mustered up the courage and threw the sack into the river.

    Q9: Did he come to have a feeling for those books once he had got rid of them?

    Ans: The writer felt sad about his books. He thought that the innocent books would be lying at the bottom of the river. The books would be covered with mud.


    Multiple Choice Questions

    The writer wanted to throw his books or wipe them off the map altogether. The underlined phrase can be emplaced with

    A. Sale

    B. Eliminate 

    C. Burn

    D. None of these

    The writer improvised a sack. The underlined word means
    A. Managed 
    B. Bought
    C. Purchased
    D. Filled

    The pedestrian was only a tramp. The underlined word
    means
    A. Guard
    B. Watchman
    C. Vagabond 
    D. Detective

    Choose the correct spelling
    A. Pedestrian 
    B. Padestrian
    C. Pedastrian
    D. Pedesterian

    The mangoes are nearly ripe. The underlined word is a/an
    A. Adjective
    B. Adverb 
    C. Article
    D. Noun

    He never comes late. The underlined word is a/an
    A. Adverb 
    B. Article
    D. Verb
    C. Noun