Solution| English CBE Questions: CBSE | Class 12 | Board Exam 2024

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The Last Lesson

Answer: M. Hamel announced to Franz that they would be learning the German language from the next day onwards . Following the orders from Berlin. German, the oppressor’s language, was being enforced on the French people. When Franz saw some pigeons in the class, he wondered if the Prussians would make these pigeons sing in German too. Franz wondered if the oppressor’s language could also be enforced on birds, an implausible thought. This emotionally volatile statement shows how sad Franz was.

Ans: M. Hamel emphasized the beauty of the French language being the clearest & the most logical of all languages. They all must guard it among themselves and warned his listeners to never forget it.

The imposition of German language on the people of Alsace and Lorraine further strengthened M. Hamels's love for French. Being overpowered by patriotic feeling, he explained that for enslaved people, language was a key that could unlock their prison of identity crisis and rescue their motherland and mother tongue from the aggressor.

Ans: M. Hamel blamed himself for the following reasons which might question about his faithful service as teacher.

(i) Had he not often sent his students to water his flowers instead of learning their lessons, they might have made some more progress in their language learning.

(ii) Whenever he wanted to go fishing, he declared holidays for the students.

Thus M. Hamel emphasies the fault of the people of Alsace had the habit of putting off learning till the next day.

Ans: Franz was amazed because he was very focused on his study in the class. As it was the last French lesson, he became extra attentive and listened every bit of what M. Hamel delivered with rapt attention. His sudden surge of patriotic feeling for the French language made him understand the grammar lesson in minute detail. He also felt that M. Hamel had never explained everything with so much patience.

Ans: As Franz passed by the town bulletin board, he noticed a crowd there. No good news ever came from bulletin board as they discovered in the past two years. This made him think if some bad news awaited them. Wachter, the blacksmith asked him to slow down as he had plenty of time to get to school. With much trepidation, Franz made it to class, out of breath. At once, he noticed that the school was unusually quiet.

Ans: Franz was emotionally overpowered by patriotic feeling when he said that he suddenly became very sincere & focused in the French Grammar lesson being delivered by M. Hamel in the class. He further said that it seemed Mr. Hamel too gave his utmost best to explain every nuances of grammar in intimate detail.

As the situation in the classroom was very emotional, I too feel sad at the plight of Franz & M. Hamel & all the people of France. Their language & identity as a cohesive unit has been held hostage by German annexation of Alasace & Loraaine. I feel empathetic & strongly condemn the policy of territorial expansion by the colonial country.

In the story we can see that students were not very studious in respect of attainment of learning outcomes. They were very casual in their approach to studies. As M. Hamel himself has pointed out that the people of Alsace had a bad habit of putting off learning till the next day. Not only were the parents were casual , but also Hamel himself who used to send his children to water his garden and declare a holiday whenever he went fishing. Thus the story might serve as a metaphor for school having lackadaisical attitude when it comes to holistic education.

The story seems to convey the message that good education entails a more proactive & committed approach to studies. We should value time and give up the practice of putting off
  our lessons for the next day. Both the students & teachers should be accountable for studies . Otherwise, it might be too late to recover as illustrated in the story. Owing to having a casual attitude towards lessons Franz himself could not learn the mastery of grammar rules. Therefore, both M. Hamel & Franz himself were filled with remorse & repentance on the last day of the French lesson.

Ans: After the grammar lesson students had a lesson in writing. That day Hamel had new copies for them written in a beautiful round hand- France, Alsace, France, Alsace. They looked like little flags floating everywhere in the schoolroom. There was silence everywhere. Franz sees the common sight of cursive copy slips from a fresh perspective. Under the circumstance of his native language being removed from his lessons, Franz interprets the slips as flags planted in the territory of the students' desks. A country’s flag is its identity and the student’s writing exercises were also hung from a rod much like a flag.

Franz looked up from his writing in between . For forty years Mr. Hamel had been there in the same place. He had sown walnut trees which had grown taller. The hopvine twined about the windows. It must have broken his heart to leave it all forever.

Towards the end of the French lesson M. Hamel turned to the blackboard, took a piece of chalk and wrote: ‘Vive La France!’’

Hamel’s sudden departure from his classroom after forty years of dedicated service to the school must have caused a sudden surge of patriotism in him. He was sitting motionless and gazing at various things in the classroom. It really must have broken his heart to leave it all.

Ans: M. Hamel in his last French lesson emphasized the importance of mother tongue and how it binds everybody together. He exhorted all of them to guard their native language though he blamed himself also for neglecting French. He regretted giving them a holiday when he wanted to go fishing. He wished he had not sent them often to water his flowers instead of learning their lessons. The parents too were not very keen for their children to learn. They preferred to put them to work on a farm or at the mills for a little more money than encourage them to study. But after the announcement, all elders sat quietly at the back of the classroom with regret written large on their faces.

M. Hamel had new copies for them written in a beautiful round hand- France, Alsace, France, Alsace. They looked like little flags floating everywhere in the schoolroom. Hamel appealed to them again to hold fast to their language as that was the key to their freedom.M. Hamel emphasized the beauty and logic of the French language and warned his listeners to never forget it. He explained that for enslaved people language was a key that could unlock their prison.

Every language has its own speciality and the people who speak that language imbibe that speciality. Native language inculcates a sense of pride. A person who doesn’t know his native language is like a slave.

The passing of Alsace and Lorraine into Prussian hands brought many significant changes in the lives of Franz, Hamel and others. In school, this change was seen clearly in the absence of 'bustle'. Franz found it 'so strange and solemn. Everybody looked sad and serious. Hamel also undergoes a change. He is not his usual self. For the sake of formality he treats his last day with all the ceremony and last lesson as a kind of holy sermon. He comes wearing the ceremonial dress which he always wore on inspection and prize days. He delivers his last lesson invoking the village folks' conscience to understand the value of liberty. He says that if they hold fast to own language it would be as if they had the key to their prison.

Franz undergoes an exemplary change. Earlier he didn't value the French language. But now he is bitter about his loss of freedom. He now understands every bit of grammar when Hamel reads it from his grammar book. Words like "France. Alsace, France, Alsace" appear like little flags floating everywhere in the schoolroom.

Lost Spring by Anees Jung

Ans: When the author asked Saheb whether he went to school, she immediately realised that Saheb was not going to school because of a larger systemic problem. But still he asked Saheb if he would join if she started a school. Saheb replied in the affirmative and asked the author after a few days if the school was ready. In this context the author said that his promise of opening a school is hollow & such empty promises are available in plenty in his poverty-stricken life.

Ans: Garbage is gold to the ragpickers because in the garbage, they hope to get something useful for them, or some money, or some articles which can be sold at the junk shop to fetch them money. For the ragpickers, garbage is a means of their livelihood. For children of the ragpickers, garbage is wrapped in wonder. They find new things in the garbage every day.

Ans: Street children or the ragpickers of Seemapuri are forced to either rely on the garbage for their livelihood or work as labourers. These children live in a condition of extreme exploitation throughout their lives due to their poverty.

The factors responsible for their abject poverty could be lack of employment, lack of basic facilities like water, schooling, lack of social security, scarcity of food. The settlers of Seemapuri are from Dhaka. They had to migrate to Seemapuri owing to unemployment, hunger & social insecurity.

Ans: In the process of ragpicking, Saheb and other children end up picking up something useful which people discard as garbage. For example, sometimes Saheb finds a rupee, even a ten-rupee note. When he finds a silver coin, he does not stop scrounging because there is hope of finding more. These discarded garbage items are nothing short of treasures for rag pickers like Saheb. Hence the statement is justified.

Ans: After asking the question the author realizes that Saheb is not like other children. He is genuinely interested in going to school. He is not going to school because of a larger systemic problem. But as there is no likelihood of a school being built in the foreseeable future in the neighbourhood, the author’s advice to Saheb to go to school is considered as ‘follow’.

Ans; Saheb’s full name, Saheb-e-Alam, means ‘lord of the universe’, and it is the exact opposite of his situation in life. He is poverty-stricken & is deprived of the bare minimum in life. Therefore, his name is a stark contrast to the situation of his life.

Ans: Firozabad is famous in India for the glass – blowing industry. The families have been involved in working at furnaces, welding glass, and making bangles for generations. They make so many bangles that it seemed that they made bangles for all the women of the country. Thus the author uses a hyperbole in saying that it seems that women in Firozabad are involved in making all the bangles of the country.

Ans: Yes, Mukesh can certainly become a motor mechanic. He wants to go to a garage and learn the skill of a motor car repairing work. He is content to dream of cars that he sees hurtling down the streets of his town. He can certainly break the family tradition of bangle making and thus contradict the claim of the author that Mukesh’s dream looms like a mirage.

Ans: This statement is made in the context of an old woman in Firozabad. She has bangles on her wrist, but no eyesight. This is due to the poorly lit ambience in which they work. The workers make welding pieces of coloured glass into bangles in dark hutments and in the flames of flickering oil lamps. Their eyes are more adjusted to the dark than to the light outside . This makes them blind before they become adults.

Ans:

1. Mukesh's grandmother, while speaking about her destiny as a bangle maker, implies that breaking away from the family tradition seems impossible. This indicates that young men, like Mukesh, are constrained by the fate and lineage passed down by their elders.

2. The elderly man, who has spent his life making bangles, expresses a sense of resignation in his voice, stating that he knows nothing except bangles. This sentiment implies that the younger generation, represented by the young men, may also feel trapped in the same cycle, devoid of opportunities beyond bangle making, like their predecessors.

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Ans: The statement by Amartya Sen emphasizes that poverty goes beyond the mere absence of financial resources. It encompasses the deprivation of opportunities and capabilities that enable individuals to fulfill their potential as human beings. Let's justify this statement in the context of Saheb and Mukesh's lives:

1. **Saheb's Potential:**

Saheb, a young boy living in the slums of Seemapuri, represents the harsh reality of poverty. He works as a ragpicker, spending his days collecting and sorting garbage. His potential to realize a full and enriching childhood is severely compromised due to the need to contribute to his family's income. The lack of access to education and proper nutrition hinders his physical and cognitive development, limiting his chances of breaking free from the cycle of poverty.

2. **Mukesh's Potential:**

Mukesh, on the other hand, is part of a family tradition involved in bangle making. While he dreams of becoming a motor mechanic, he faces tremendous societal pressure to continue the family trade. Poverty restricts his ability to access quality education and training, which would be essential for pursuing his desired career. The lack of resources, coupled with the demands of bangle making, impedes his capacity to explore his true potential and hampers his ability to break away from the traditional occupation.

In both cases, Saheb and Mukesh are victims of multidimensional poverty. Beyond the lack of financial resources, they face limited access to education, health care, and opportunities for personal development. Their potentials to lead fulfilling lives, explore their talents, and achieve their aspirations are suppressed due to the constraints of poverty.

Amartya Sen's statement aptly justifies that poverty not only robs individuals of financial means but also obstructs their capabilities and potential as human beings. Overcoming poverty requires addressing these multidimensional aspects and providing opportunities that empower individuals like Saheb and Mukesh to lead dignified and fulfilling lives.

Ans: The relevance of war and conflict displacing people from their homes/nations is evident in the case of Saheb and his family in the story "Lost Spring."

Saheb's family is among those who were forced to leave Bangladesh during the 1971 war. The war led to a massive influx of refugees into India, seeking safety and a better life. Many families like Saheb's were uprooted from their homes and forced to start anew in a foreign land, which, in this case, is Seemapuri near Delhi.

The impact of war and displacement on Saheb and his family is profound:

1. **Loss of Home and Identity:** The war in Bangladesh deprived Saheb's family of their home and homeland. They had to leave behind everything they knew and cherished, including their cultural and social identity. They became refugees in India, struggling to find a sense of belonging and identity in an unfamiliar environment.

2. **Living in Poverty and Slums:** The aftermath of war and displacement often leads to poverty and destitution. Saheb's family finds themselves living in the slums of Seemapuri, where they have to endure harsh living conditions and lack access to basic amenities like proper housing, sanitation, and education.

3. **Lack of Opportunities:** Displaced families like Saheb's face limited opportunities for economic and social advancement. The scarcity of resources and the need to survive often force them into low-paying and hazardous occupations, such as rag-picking, which offer little hope for a better future.

4. **Struggle for Identity and Rights:** As refugees, Saheb's family lives without proper documentation or identity. They may face challenges in accessing government services and basic rights, such as education, healthcare, and voting.

The story of Saheb's family serves as a poignant reminder of the long-lasting impact of war and conflict on innocent civilians. It highlights how these tragic events force people to leave their homes and nations, disrupting their lives and dreams, and pushing them into a life of poverty and marginalization.

Ans: The author's disagreement with Mukesh's assertion to be his own master as a motor mechanic is likely due to the harsh reality of the circumstances in which Mukesh lives. The story of "Lost Spring" highlights the oppressive and unyielding nature of poverty and the family tradition of bangle making, which dominates Mukesh's life.

The reasons why the author may not agree with Mukesh's declaration are:

1. **Economic Constraints:** Mukesh's family is deeply entrenched in the bangle making business, which is their primary source of income. Breaking away from this traditional occupation would mean risking their livelihood, and the family may not have the financial means to support his pursuit of becoming a motor mechanic.

2. **Social and Cultural Norms:** In the context of the story, the idea of going against the family tradition and opting for a different career might be seen as an act of defiance, which could bring shame to the family. Society often exerts strong pressure on individuals to conform to the roles dictated by their community and caste.

3. **Lack of Education and Training:** Mukesh's dream of becoming a motor mechanic requires access to education and vocational training. However, living in poverty and working from a young age may have deprived him of the necessary skills and qualifications for pursuing this career.

Regarding whether Mukesh can realize his dream one day, it's challenging to say definitively based on the information provided in the story. Mukesh's determination and ambition to become a motor mechanic are admirable, but the barriers he faces, such as poverty, lack of education, and family traditions, make his path to realizing his dream arduous.

However, stories of hope and perseverance do exist in real life. If Mukesh receives adequate support, access to education, and opportunities for skill development, there might be a chance for him to work towards becoming a motor mechanic in future.

In Anees Jung's "Lost Spring," the bangle makers of Firozabad are caught in a vicious societal problem of intergenerational poverty and exploitation. This problem is multifaceted and has deep-rooted consequences for the families involved. The societal problem can be broken down into several key aspects:

1. **Generation Bondage:** The families in Firozabad have been engaged in bangle making for generations, passing down the trade from parents to children. This generational bondage creates a sense of obligation and compels the younger generation, represented by Mukesh, to follow in the footsteps of their ancestors, leaving little room for exploration of other opportunities or aspirations.

2. **Lack of Education:** Poverty and the demands of bangle making prevent the children from accessing formal education. They are caught in a cycle where the lack of education perpetuates their poverty, limiting their chances of breaking free from the bangle-making profession.

3. **Exploitative Labor:** The glass-blowing industry in Firozabad is known for its exploitative labor practices. Young children, like Mukesh, are forced to work in dingy cells, enduring hazardous conditions that jeopardize their health and well-being. Their labor often goes uncompensated or underpaid, and they lack basic labor rights and protections.

4. **Limited Aspirations:** Due to the narrow scope of their lives centered around bangle making, the children's aspirations are confined to the constraints of their circumstances. They are unable to dream beyond their family's traditional occupation and, as a result, are deprived of the chance to explore and realize their full potential.

5. **Caste and Social Stigma:** The bangle makers often belong to lower castes, which further marginalizes them in society. This social stigma compounds their challenges and reduces their access to opportunities for social and economic mobility.

6. **Lack of Government Support:** The lack of proper documentation and recognition of their status as refugees or migrants makes it difficult for the bangle makers to access government support or welfare programs. This leaves them vulnerable and without essential resources for their well-being.

The societal problem in "Lost Spring" highlights the cycle of poverty and exploitation that entraps the bangle makers and their children, perpetuating a cycle of disadvantage across generations. The story sheds light on the need for comprehensive and systemic interventions to address these issues and create avenues for social mobility, education, and improved living conditions for vulnerable communities like the bangle makers of Firozabad.

Ans The story "Lost Spring" by Anees Jung effectively highlights the apathy of society and those in power towards ending the vicious cycle of poverty through several instances and textual evidence:

1. **Exploitative Labor Conditions:** The story depicts the plight of young children like Saheb and Mukesh, who are forced to work in hazardous conditions, such as rag-picking and bangle making, to support their families. The author portrays how society and those in power turn a blind eye to the exploitation of child labor and fail to implement effective measures to protect these vulnerable children.

2. **Lack of Access to Education:** The story emphasizes how poverty restricts children's access to education, perpetuating the cycle of illiteracy and limited opportunities for social mobility. The indifference of society and those in power to invest in education for the marginalized perpetuates the cycle of poverty.

3. **Marginalization of Refugees:** The story portrays the marginalization of refugees like Saheb's family, who left Bangladesh during the 1971 war. These families struggle to obtain proper documentation and recognition, denying them access to basic rights and government support.

For example, "When Anees visits that place, she comes to know that these ragpickers have lived here for more than thirty years without any identity. They do not have permits but do have ration cards, thanks to the selfish whims and wishes of the politicians."

4. **Perpetuation of Traditional Occupations:** The story illustrates how the pressure of tradition and lack of alternatives force young individuals like Mukesh to continue their family's traditional occupation, further cementing the cycle of poverty.

For Example, "Mukesh belongs to a family which is engaged in bangle making like many other families. Firozabad is the hub of India’s glass-blowing industry where generation after generation has been involved in this business."

Conclusion: The story portrays the apathy of society and those in power through their failure to address these systemic issues and uplift the underprivileged from the cycle of poverty. By highlighting these social injustices, Anees Jung urges readers to recognize and confront the urgent need for systemic change and support for marginalized communities to break free from the cycle of poverty and exploitation.

Ans: The issue of "god-given lineage" condemning children to a life of abject poverty and interfering with their dreams is evident in the story "Lost Spring."

Mukesh's family, like many others in Firozabad, is trapped in the bangle-making tradition that has been passed down through generations. This lineage dictates their occupation and livelihood, leaving little room for exploration of other possibilities.

Mukesh's character traits, however, hint at the possibility of him being an exception to this limiting tradition. He is depicted as determined and ambitious, with a strong desire to be his own master and pursue his dream of becoming a motor mechanic. This aspiration stands in contrast to the engrained bangle-making tradition of his family.

Furthermore, the fact that he has become acquainted with the term "motor mechanic" indicates that he is curious about the world outside of bangle making. His exposure to the outside world, even if limited, seems to have sparked a desire to explore beyond the confinements of his current life.

However, the challenges that Mukesh faces are significant, as they involve breaking free from deep-rooted traditions, overcoming societal pressure, and gaining access to education and opportunities.

In conclusion, "Lost Spring" portrays the issue of god-given lineage restricting children's lives and dreams. The story raises awareness of the urgent need for society and those in power to address these systemic issues, provide support, and create opportunities for the younger generation to escape the cycle of poverty and realize their true potential.

Answer: The irony in the story lies in the Maharaja's relentless efforts to avoid his predicted death by a tiger. His obsession with disproving the prophecy leads him to resort to drastic measures like banning tigers, organizing tiger hunts, and caging animals. However, each attempt ironically brings him closer to the tiger that ultimately causes his demise. For example, the story takes an unexpected turn when the Maharaja chooses a wooden toy tiger as a birthday gift for his son. During a playful moment with his son and the toy tiger, a tiny sliver from the wooden toy pierces the Maharaja's right hand. Despite efforts to save him through a surgery conducted by renowned surgeons, the Maharaja does not survive, and the wooden tiger becomes the cause of his death.

This twist in the narrative underscores the concept of fate and irony, fulfilling the chief astrologer's prophecy that the cause of the king's death would be a tiger. The wooden toy tiger, representing the hundredth tiger in the Maharaja's obsession with hunting tigers, becomes an unforeseen instrument of his downfall, bringing the prophecy to fruition.

The incident serves as a poignant reminder that destiny has its own ways of manifesting, and even the most trivial occurrences can have significant and unforeseen consequences. It also emphasizes the theme of the unpredictability of life and the ultimate inevitability of fate, despite human efforts to manipulate or evade it.

Answer: In the story "Tiger King" by Kalki Krishnamurthy, the chief astrologer plays a pivotal role in shaping the plot and conveying essential insights about the theme of fate versus free will.

The chief astrologer is introduced as a wise and mysterious character who predicts the Maharaja's death, stating that he will be killed by a tiger. Despite the king's disbelief and attempts to avoid the prophecy, the astrologer remains steadfast in his prediction. His unwavering conviction in the power of fate and destiny serves as a constant reminder of the theme throughout the narrative.

Insights provided by the chief astrologer's character about the theme of fate versus free will include:

1. The Inevitability of Fate: The astrologer's prophecy and subsequent fulfillment of the king's death by a tiger reinforce the idea that some events in life are predestined and unavoidable. This suggests that there are forces beyond human control, and certain aspects of life are governed by fate.

2. The Limitations of Free Will: Despite the Maharaja's attempts to manipulate events and prove the astrologer wrong, he cannot escape his fate. The character of the chief astrologer showcases the limitations of free will, as human actions may not always alter the course of predetermined events.

3. Acceptance and Humility: The chief astrologer's composed demeanor and unwavering belief in fate represent acceptance and humility in the face of the unknown. His character encourages readers to embrace the unpredictability of life and be humble in acknowledging the things that lie beyond human understanding and control.

4. The Interplay Between Belief and Reality: The character of the chief astrologer highlights the interplay between beliefs and reality. The king's skepticism and arrogance clash with the astrologer's profound belief in his prediction. In the end, the astrologer's prophecy comes true, suggesting that one's beliefs, whether in fate or free will, can influence their actions and experiences.

5. A Lesson in the Complexity of Life: The chief astrologer's character adds depth to the story by portraying life as a tapestry of intricate connections and outcomes. It reminds readers that the paths of fate and free will are intricately woven together, and both play a role in shaping one's life journey.

Overall, the chief astrologer in "Tiger King" serves as a conduit for exploring the delicate balance between fate and free will. His unwavering prediction and the subsequent events in the story challenge readers to ponder the mysteries of existence, the role of destiny in human lives, and the significance of acceptance and humility in the face of life's uncertainties.

Answer: In the story "Tiger King" by Kalki Krishnamurthy, the tiger holds significant symbolic significance and relates to the themes of conservation and balance in nature.

1. Symbolic Significance of the Tiger:

The tiger symbolizes various aspects throughout the story. It represents power, strength, and the untamed forces of nature. The tiger is often associated with fear and danger, reflecting the Maharaja's insecurities and the unpredictability of life. Additionally, the tiger is a recurring motif, embodying the prophecy that the cause of the Maharaja's death will be a tiger. It becomes a symbol of fate and destiny, underscoring the story's exploration of the interplay between fate and free will. Moreover, the tiger's role as the hundredth tiger, unexpectedly found in the form of a wooden toy, adds a touch of irony, highlighting the complexities and twists of destiny.

2. Themes of Conservation and Balance in Nature:

The story also touches on themes of conservation and the delicate balance in nature. The Maharaja's obsession with tiger hunting leads to a drastic reduction in the tiger population in his kingdom. His unchecked desire for power and control disrupts the ecological balance, causing chaos and fear among both the tiger population and the people. The proclamation banning tiger hunting by anyone except the Maharaja reflects his attempt to assert authority over nature, but it only leads to unintended consequences. This depletion of tigers in his realm ultimately forces him to seek tigers in his father-in-law's state, contributing to a similar disruption of balance there. This portrayal highlights the importance of preserving wildlife and maintaining ecological harmony, urging readers to consider the consequences of human actions on the natural world.

In summary, the tiger in "Tiger King" serves as a multifaceted symbol, representing power, fate, and the untamed aspects of nature. It also plays a crucial role in illustrating the themes of conservation and the delicate balance in nature.

Answer: The story "Tiger King" reflects the concept of karma, which means that our actions have consequences that come back to affect us. In the story, the Maharaja is told by an astrologer that he will die because of a tiger. To avoid this fate, he becomes obsessed with killing tigers. However, his actions lead to the depletion of tiger populations and disrupt the balance of nature. Despite his efforts to avoid the prophecy, he eventually meets his tragic end when a wooden toy tiger, meant as a gift for his son, causes his death. This shows that our actions have consequences, and trying to escape the results of our actions may not always work. The story serves as a reminder that we should be mindful of our actions and treat others and nature with care, as what goes around comes around.

Answer: The story delves into the theme of power and its corrupting influence on the Maharaja. As the ruler of Pratibandhpuram, the Maharaja holds absolute power, which fuels his desire for control and validation. His obsession with tiger hunting becomes a means to exhibit his authority and strength, as he seeks to prove himself invincible. The unlimited power bestowed upon him results in reckless decision-making, such as banning tiger hunting by others and imposing taxes on a village out of anger. This unchecked power blinds him to the consequences of his actions and leads to the loss of jobs for his officers. The story serves as a cautionary tale, highlighting the dangers of absolute power and the importance of responsible leadership, where power must be wielded with wisdom and empathy.

Answer: The wooden toy tiger holds significant symbolic importance in the story. It represents the ultimate irony and twist of fate, serving as the hundredth tiger in the Maharaja's obsession with tiger hunting. The wooden toy, meant to be a harmless gift for his son's birthday, becomes the unintended instrument of the Maharaja's downfall. This twist adds depth to the theme of fate, illustrating that destiny can manifest in unexpected and ironic ways. It also emphasizes the consequences of one's actions, as the Maharaja's relentless pursuit of tiger hunting leads to an ironic and fatal outcome. The wooden toy tiger showcases the complexities of life, where the smallest of actions can have profound and unforeseen repercussions, reflecting the unpredictability of destiny.

Answer: The character development of the Maharaja in the story shows a transformation from an ordinary young ruler to an obsessed and insecure king. Initially, he is portrayed as an extraordinary child, but his insecurity about the prophecy of his death by a tiger drives him to take extreme measures to avoid his fate. His obsession with tiger hunting is a manifestation of his inner conflicts, where he seeks to prove his invincibility and assert control over his destiny. The tiger hunts become a way for him to validate his self-worth and prove himself as a powerful ruler. However, his continuous pursuit of tiger hunting highlights his underlying fear and vulnerability, leading to impulsive and reckless decisions. This inner conflict between his desire for validation and his fear of the prophecy ultimately shapes his tragic fate.

Answer: The Maharaja's impulsive nature significantly impacts his decision-making and the governance of the kingdom. He acts on whims and emotions rather than considering the consequences of his actions. His impulsive decision to impose a tax increase on the village, out of frustration over not finding the hundredth tiger, reflects his lack of rationality and empathy towards his people. His refusal to leave the forest until the tiger is found leads to a prolonged and reckless pursuit, causing unrest and chaos among his officers and subjects. The kingdom's governance suffers as many officers lose their jobs, and the Maharaja's impulsive actions lead to an atmosphere of fear and unpredictability. This impulsive behavior highlights the dangers of hasty decisions in a ruler and emphasizes the need for sound judgment and thoughtfulness in governance.

Ans: In the story "The Third Level" by Jack Finney, Sam, the protagonist's friend and psychiatrist, would have set up a business selling hay, feed, and grain in Galesburg. The story implies this because in the note he left for the protagonist, Sam mentioned that he had found the third level and that he would be starting a nice little hay, feed, and grain business. This indicates that Sam's true passion was to be in the farming or agricultural business, and he saw the opportunity to fulfill that dream in the past, specifically in Galesburg, Illinois, in the year 1894. Since he couldn't pursue this in the present time, going back to the past gave him a chance to pursue his desired profession.

Sam believes Charlie's visit to Galesburg is a "waking-dream wish fulfillment" because Charlie has been expressing a desire to escape from the uncertainties and worries of the modern world. Going back to Galesburg in 1894 provides a way to fulfill that wish and find a peaceful and contented existence.

"The Third Level" by Jack Finney belongs to the genre of science fiction with elements of fantasy and time travel. The story presents a captivating blend of reality and imagination, exploring the concept of a hidden third level at Grand Central Station that allows time travel to the past.

Instances from the story that support its classification as science fiction include the protagonist's discovery of a letter from 1894, the existence of the third level, and the possibility of traveling back in time through this mysterious passage. The story blurs the line between present and past, drawing readers into an alternate reality where the protagonist's friend, Sam, mysteriously disappears and communicates from the past.

Additionally, the narrative weaves historical details into the plot, mentioning President Garfield's stamp and using authentic currency from 1894. These elements reinforce the story's science fiction theme by incorporating real-world elements into a fantastical and imaginative context.

Overall, "The Third Level" is a thought-provoking and entertaining science fiction story that combines elements of time travel, historical references, and the exploration of human desires and aspirations in a captivating way.

Ans: Charley withdrew nearly all the money he had from the bank to buy old-style currency because he was determined to find and experience the third level at Grand Central Station. After receiving the note from his friend Sam, who claimed to have found the third level and was now living in 1894, Charley became intrigued and curious about the possibility of time travel.

By acquiring old-style currency, Charley believed he could somehow access the past through the third level. He wanted to replicate Sam's experience and travel back to a different time, specifically the year 1894. Charley's decision to invest his money in old-style bills was driven by his strong desire to escape from the worries and uncertainties of the modern world and explore a simpler and more peaceful time in the past.

Sam's character can be evaluated as adventurous and brave, as well as caring and thoughtful.

1. Adventurous and Brave:

Sam's adventurous spirit is evident from the fact that he was willing to explore the mysterious third level at Grand Central Station, which ultimately led him to travel back in time to the year 1894. Despite the uncertainty and risks involved in such an endeavor, Sam took the leap and embarked on this extraordinary journey. His bravery is also reflected in the way he adapted to his new surroundings in the past and made a life for himself there. He didn't shy away from exploring a different era and making the most of his experiences.

2. Caring and Thoughtful:

The evidence of Sam's caring and thoughtful nature can be seen in the note he left for Charley, the protagonist. In the note, Sam expresses his concern for Charley's happiness and invites him and Louisa to join him in the past. He doesn't want his friend to be burdened by the worries of the modern world and encourages him to continue searching for the third level. Sam's decision to communicate with Charley and extend the invitation to join him in 1894 demonstrates his thoughtful and caring nature, as he wants his friend to experience the same joy and contentment he has found in the past.

In conclusion, Sam's character in "The Third Level" is characterized by his adventurous and brave spirit, which led him to explore the unknown, as well as his caring and thoughtful nature, which is evident in the way he reaches out to his friend and offers him the chance to experience the same happiness he has found in the past.

Ans: If Sam were to diagnose himself based on his experiences in the story, he would likely consider his time travel to the past and discovery of the third level as a form of "waking-dream wish fulfillment." This is because, at the beginning of the story, Sam is initially skeptical of Charley's claims about the third level and dismisses it as an escapist fantasy. He sees it as Charley's desire to escape from the complexities and challenges of the modern world.

However, as the story progresses, Sam becomes more open-minded and curious about the possibility of the third level. He ultimately discovers the hidden passage himself and travels back to the year 1894. This transformation in his beliefs and experiences could lead him to realize that the third level represents a fulfilling and idealized version of the past, a place where he can find contentment and happiness.

Sam might diagnose himself as having engaged in a form of wish fulfillment because the third level offers an escape to a simpler, more peaceful time where he can pursue his true passions and desires, such as starting a hay, feed, and grain business. It becomes a way for him to fulfill his deepest wishes and find a sense of fulfillment that he may not have had in his present reality as a psychiatrist in the modern world.

Diary Entry:

July 20, 2023

Dear Diary,

Today has been an extraordinary day, and I can hardly believe what Charley and I have experienced. It all started with that mysterious note from Sam, Charley's friend and psychiatrist. He talked about this elusive "third level" at Grand Central Station, which supposedly leads to a different time - the year 1894! At first, I couldn't help but think it was all a wild imagination or a prank, but Charley's determination to find it intrigued me.

We spent weeks searching, and today, Charley finally discovered the hidden corridor that led to the third level. As we stepped into the past, I couldn't help but feel a mix of excitement and trepidation. The scene that unfolded before us was like a dream - people dressed in nineteenth-century attire, gaslight illuminating the station, and the sound of an old-time locomotive in the distance.

We met Sam, just as his note had suggested, and he seemed content and at ease in this simpler world. His excitement was infectious, and he invited us to join him in experiencing life in the past. The idea was both exhilarating and daunting, but the allure of a peaceful existence without the modern world's worries was tempting.

As Charley and I stood there, surrounded by the charm of 1894, we couldn't help but wonder about the possibilities. The thought of starting anew, free from the burdens of the present, was enchanting. We didn't make a decision right away, but the experience left us longing for more. The third level holds a promise of a different life, one that may be worth exploring further.

Until next time,

Louisa

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