UP Board Class 10 English Question Paper 2023 (Code 817 DJ) Available- Download Here with Solution PDF

Step 1: Understanding the passage.

The passage expresses the author’s sorrow about the latter part of their life. It explains that during this period, the world appeared to be worsening, and past victories were seen as temporary. The author reflects on how optimism, once common, now seems out of place.

Step 2: Analyzing the options.

(A) he was hopeful about the future: This is incorrect. The author reflects on a loss of hope, not a sense of optimism.
(B) the world seemed to be getting worse: Correct — The passage explicitly states that the world seemed to be getting worse during the author's later years, which led to their sadness.
(C) optimism was taken for granted: Although this is true, it doesn’t directly explain the author’s sadness about the later part of their life.
(D) he had no hope left: This is not explicitly stated in the passage, though the sentiment of diminishing hope is implied.

Step 3: Conclusion.

The correct answer is (B) the world seemed to be getting worse, as the author describes how the world was worsening during the latter half of their life.
Quick Tip: In reading comprehension, always look for phrases that directly express the speaker’s emotions. In this case, the phrase "the world seemed to be getting worse" directly explains the author’s sorrow.

Step 1: Understanding the passage.

The passage describes how past victories, which had seemed definitive, have actually turned out to be temporary. This directly indicates that the victories were not lasting.

Step 2: Analyzing the options.

(A) Brought permanent peace and prosperity: This is not the message in the passage. The author mentions that past victories were not permanent. ❌
(B) Ended cruelty, tyranny and injustice: This option does not align with the idea in the passage. The victories were not permanent or as impactful as this statement suggests. ❌
(C) Proved to be temporary events: Correct — The passage clearly mentions that past victories, which seemed definitive, turned out to be temporary. ✔️
(D) Filled men with a sense of pessimism: Although the passage implies a sense of disappointment, this is not directly stated about past victories. ❌

Step 3: Conclusion.

The correct answer is (C) Proved to be temporary events, as the passage suggests that past victories were not lasting and proved temporary.
Quick Tip: In reading comprehension, focus on the language used in the passage. Words like "temporary" or "not permanent" provide clear hints about the right answer.

Step 1: Understanding the word "definitive" in the context of the passage.

In the passage, the author discusses how past victories that had seemed definitive have turned out to be temporary. The word "definitive" here implies something that was considered final or certain at the time.

Step 2: Analyzing the options.

(A) Defined: "Defined" refers to something clearly stated or identified, but this is not the exact meaning of "definitive" in the passage. ❌
(B) Final: Correct — "Definitive" in the passage refers to something that was considered final or conclusive at the time, but it later turned out to be temporary. ✔️
(C) Temporary: This is the opposite of the meaning of "definitive" as it was used in the passage. ❌
(D) Incomplete: "Incomplete" does not align with the meaning of "definitive" in this context. ❌

Step 3: Conclusion.

The correct answer is (B) Final, as the word "definitive" means something that was seen as final or conclusive in the passage.
Quick Tip: When analyzing words in context, remember that "definitive" often refers to something final or conclusive. It indicates that no further changes are expected.

Step 1: Analyzing the sentence.

The phrase "I am proud _____ my son" requires a preposition that shows the relationship between the speaker's feeling of pride and their son. The appropriate preposition to use here is "of".


Step 2: Identifying the correct answer.

- (A) to is incorrect because "proud to" does not fit in the context of the sentence.
- (B) with is incorrect because "proud with" is not commonly used in this context.
- (C) of is correct because "proud of" is the standard expression used to indicate pride in someone or something.
- (D) from is incorrect because "proud from" does not fit grammatically in this context.


Step 3: Conclusion.

Thus, the correct answer is (C) of.
Quick Tip: When expressing pride, the correct preposition to use is "of", as in "proud of".

Step 1: Rearranging the words.

To form a meaningful sentence, we need to arrange the words logically. The correct order is:
The crow is a very clever bird. This sentence is grammatically correct and conveys a clear meaning.


Step 2: Identifying the correct option.

- (A) The very clever bird is a crow is incorrect because it changes the subject-object relationship and is grammatically awkward.
- (B) The crow is a very clever bird is correct because it is a grammatically correct and meaningful sentence.
- (C) The bird crow very clever is a is incorrect because the words are out of order, making the sentence nonsensical.
- (D) A bird very clever is the crow is incorrect due to the awkward word order.


Step 3: Conclusion.

Thus, the correct answer is (B) The crow is a very clever bird.
Quick Tip: In English, the subject usually comes first, followed by the verb and then the object or complement.

Step 1: Recognize the structure.

The phrase “No sooner… than” is a common correlative conjunction structure used to indicate that one event quickly follows another.


Step 2: Apply rule.

The correct pair is always “No sooner had… than.” Other options like “but”, “if”, or “and” do not fit grammatically or contextually.


Step 3: Conclusion.

Thus, the sentence should be: “No sooner had he entered the room than he went out.”
Quick Tip: The correct structure is: “No sooner + past perfect + than + simple past.”

Step 1: Apply the spelling rule.

Use the “i before e except after c” rule.

- Believe (Correct: follows "i before e") ✔️

- Achieve (Correct spelling) — Incorrect in option, written as “Acheive” ❌

- Deceive (Correct: follows “e after c”) ✔️

- Receive (Correct: "e after c") ✔️


Step 2: Identify the error.

Option (B) “Acheive” is mis-spelled; it should be “Achieve.”


Step 3: Conclusion.

Only Option (B) is incorrect.
Quick Tip: Remember the rule: “i before e, except after c” — but also be aware of exceptions!

Step 1: Understanding the definitions.

- Deaf: A person who cannot hear.

- Dumb: A person who is unable to speak.

- Visionless: A person who is blind or has no vision (not a standard term).

- Lame: A person who is unable to walk properly due to injury or disability.


Step 2: Identify the correct term.

The question asks for the correct term for "one who cannot speak." According to standard English usage, the correct word is "dumb".


Step 3: Conclusion.

The correct answer is (B) dumb, as it correctly refers to a person who cannot speak.
Quick Tip: "Dumb" refers to someone who cannot speak, while "deaf" refers to someone who cannot hear.

Step 1: Read the passage carefully.

The passage clearly states: “The town was six miles from her village.” This is a direct fact provided in the paragraph.


Step 2: Eliminate wrong choices.

- (A) ten miles — incorrect

- (B) five miles — incorrect

- (D) very near — vague and not precise


Step 3: Conclusion.

Only option (C) correctly matches the detail from the passage.
Quick Tip: Always look for direct factual references from the passage to answer comprehension-based questions accurately.

Step 1: Identify the direct statement in the passage.

The passage states: “The fare was thirty paise one way,” which is clearly mentioned in the original context.


Step 2: Verify against the options.

- (A) thirty paise — matches the passage exactly.

- (B) fifty paise — incorrect

- (C) twenty paise — incorrect

- (D) forty paise — incorrect


Step 3: Final Conclusion.

Hence, the correct fare for a one-way bus journey, as stated in the passage, is clearly thirty paise.
Quick Tip: For fact-based questions, always locate the exact numerical or factual reference in the passage to avoid confusion.

Step 1: Understanding historical context.

South Africa held its first democratic elections open to all citizens regardless of race in 1994. This was a landmark moment in the history of the country and marked the end of apartheid.


Step 2: Role of Nelson Mandela.

In these elections, Nelson Mandela, leader of the African National Congress (ANC), was elected as the first black President of South Africa.


Step 3: Elimination of incorrect options.

- (A) 1990: Important year for the release of Mandela from prison, not the election year.

- (B) 1950 and (D) 1984: Both incorrect; apartheid policies were still in place.

- (C) 1994: Correct answer.



Final Answer:
\[ \boxed{1994} \] Quick Tip: The first democratic elections in South Africa were held in 1994, marking the end of apartheid and the beginning of Nelson Mandela’s presidency.

Step 1: Understanding the story.

This question refers to the short story "A Letter to God" by Gregorio López y Fuentes. In this story, Lencho, a poor farmer, writes a letter to God asking for money after a devastating hailstorm ruins his crops.


Step 2: Key detail from the story.

Lencho asks God for exactly 100 pesos to support his family. However, the postmaster and post office employees manage to collect only 60 pesos, which they send to Lencho anonymously.


Step 3: Interpretation of the question.

The question specifically asks about how much Lencho received (not how much he asked for), and that amount was 60 pesos.


Step 4: Conclusion.

So, the correct answer is (D) sixty.



Final Answer:
\[ \boxed{sixty \] Quick Tip: In “A Letter to God,” Lencho asked for 100 pesos but received only 60 — donated by the post office workers.

Step 1: Understanding the context.

This question is based on the story \textit{"Madam Rides the Bus" by Vallikkannan. In the story, Valli is portrayed as a curious and confident child who desires to travel by bus to the nearby town. Her age is explicitly mentioned in the story.


Step 2: Recalling the detail.

It is mentioned that Valli was just eight years old. Despite her young age, she was determined and courageous enough to take a bus ride all alone. This detail is crucial to the theme of the story, as it highlights the innocence and independence of a child.


Step 3: Elimination of incorrect options.

(A) ten: Incorrect — Valli’s age is stated as younger.

(B) seven: Incorrect — Slightly younger than the correct age.

(C) eight: Correct — This is the age given in the text.

(D) twenty: Clearly incorrect — Valli is described as a little girl.


Step 4: Conclusion.

The correct answer is (C) eight, as directly mentioned in the text of the story.
Quick Tip: In literature-based questions, small factual details like age or names are often directly taken from the text — so always read carefully!

Step 1: Identify the poem.

The given stanza is taken from the poem “A Tiger in the Zoo”. It describes a tiger pacing in his cage, full of suppressed anger and helplessness.


Step 2: Identify the poet.

The poem "A Tiger in the Zoo" was written by Leslie Norris, a well-known Welsh poet and short story writer.


Step 3: Eliminate incorrect options.

- (A) Walt Whitman — Incorrect; not related to this poem.

- (C) Robert Frost — Incorrect; wrote "Fire and Ice", etc.

- (D) Robin Klein — Incorrect; wrote "Amanda!".

- (B) Leslie Norris — Correct poet of this stanza.
Quick Tip: Always connect the tone and subject of the poem with the poet’s known works to identify the correct author.

Step 1: Analyze the stanza.

The lines describe a tiger's physical appearance, his movement inside a cage, and his quiet but intense anger — all pointing to a confined life in a zoo.


Step 2: Identify matching poem title.

These themes perfectly match the poem "A Tiger in the Zoo", which is written by Leslie Norris and describes the life of a caged tiger.


Step 3: Eliminate incorrect options.

- (A) Animals — by Walt Whitman; about virtues of animals.

- (B) Fire and Ice — by Robert Frost; about end of the world.

- (D) The Trees — by Adrienne Rich; focuses on deforestation and trees regaining freedom.

- (C) A Tiger in the Zoo — Correct title.
Quick Tip: Always relate the imagery and theme of the stanza to the poem title to make accurate identifications.

Step 1: Understanding the lesson.

'The Making of a Scientist' is a biographical story about Richard Ebright, a scientist who showed signs of brilliance from a young age.


Step 2: Identifying the writer.

The lesson was written by Robert W. Peterson about Richard Ebright — however, the CBSE curriculum recognizes Robert W. Peterson as the author of the chapter. So, if your question is from CBSE textbook context, the correct answer should be: (A) Robert W. Peterson


Correction Note:

Although the lesson is about Richard Ebright, he is not the author. The question is asking for the author, not the subject.



Final Answer:
\[ \boxed{Robert W. Peterson} \] Quick Tip: Don’t confuse the subject of a lesson with its author — always read the question carefully.

Step 1: Reference to the chapter "Bholi".

In the story “Bholi” by K.A. Abbas, Ramlal is the father of four daughters and one son. Among the daughters, Radha is mentioned as the eldest.


Step 2: Clarifying the names.

- Sulekha is Bholi’s real name (the youngest daughter).

- Kamala and Rekha are other daughters.

- Radha is clearly identified as the eldest.



Final Answer:
\[ \boxed{Radha} \] Quick Tip: Bholi’s real name was Sulekha, and Radha was her eldest sister.

Step 1: Context of the story.

This question is based on the story "Bholi" by K.A. Abbas, where the protagonist Bholi is a physically and mentally challenged girl. The story narrates her struggles and transformation.


Step 2: Identification of Bholi’s father.

In the story, it is clearly mentioned that Bholi is the daughter of Ramlal, the Numberdar, who is a village headman. This title indicates a respected social and administrative position in the village.


Step 3: Elimination.

(A) Collector — a district-level officer, not her father.

(B) Tahsildar — a revenue official, not the right one.

(C) Inspector — not mentioned in context of her father.

(D) Numberdar — correct, as per the story.


Step 4: Final Answer.

Hence, Bholi was the daughter of Numberdar Ramlal.
Quick Tip: Titles like Numberdar, Tahsildar, Collector indicate different ranks in rural administration. For literary MCQs, always link characters with their background roles mentioned in the story.

Step 1: Reference story.

This is based on the humorous story "A Triumph of Surgery" by James Herriot. Tricki is an overfed pet dog, owned by Mrs. Pumphrey.


Step 2: Tricki’s health issue.

Tricki was not suffering from any serious illness. His real problem was overfeeding and pampering by Mrs. Pumphrey. Due to excess rich food and lack of exercise, he had become obese and started vomiting.


Step 3: Option Analysis.

(A) Malaria — Incorrect, not mentioned in the story.

(B) Malnutrition — Opposite of Tricki’s issue.

(C) Fever — Not relevant.

(D) Vomiting because of excess of food — Correct, as per vet's diagnosis.


Step 4: Conclusion.

Tricki’s actual problem was not a disease, but a lifestyle issue caused by overfeeding.
Quick Tip: In stories with pet characters, note their habits, diet, and owner's behavior — often central to the theme or problem.

Step 1: Contextual understanding.

Mrs. Pumphrey is a character from the story "A Triumph of Surgery" by James Herriot. She is portrayed as a wealthy woman who dotes on her pet dog, Tricki.


Step 2: Supporting details.

She is shown to be extremely affectionate and overindulgent, often feeding Tricki rich foods and giving him luxuries beyond need. The way she pampers the dog with clothes, beds, and food clearly indicates her affluence.


Step 3: Elimination of other options.

(A) Poor lady: Incorrect — she is financially well-off.

(B) Selfish lady: Incorrect — although overindulgent, she is not selfish.

(D) Gentle lady: Partially true, but not the defining trait asked.


Step 4: Conclusion.

Mrs. Pumphrey was primarily portrayed as a rich lady, making option (C) the most accurate.
Quick Tip: While analyzing literary characters, focus on their lifestyle, dialogue, and actions to determine defining traits.

The poor woman, named Kisa Gotami, went to Lord Buddha in deep grief and despair after the tragic death of her only son. Unable to accept the loss, she wandered from house to house, carrying her dead child in her arms, begging people to give her some medicine to bring him back to life. Everyone thought she had gone mad with sorrow, but one kind man advised her to go to Buddha, the Enlightened One, who might be able to help her.


Kisa Gotami approached Buddha with the hope that he would perform a miracle and revive her child. Her journey to Buddha was driven by her inability to cope with the harsh reality of death and her strong maternal attachment. She believed that since Buddha was a holy man, he could somehow find a cure for her child’s death. Her visit to Buddha symbolizes the deep human struggle to accept death, and her pain reflects the natural emotional response to personal loss.
Quick Tip: In literature and spiritual stories, characters often approach wise or divine figures when they are in deep suffering, reflecting the human tendency to seek hope and healing through spiritual guidance.

Lord Buddha did not immediately tell Kisa Gotami the reality of death in a direct manner. Instead, he chose to teach her through experience. He told her to go into the village and bring a handful of mustard seeds from any house where no one had ever died. He promised that if she could find such a house, he would be able to help her.


Kisa Gotami went from one house to another, but in every household, she heard stories of death — someone had lost a father, mother, brother, sister, or child. She could not find a single home untouched by death. Gradually, through this process, she came to understand the universal truth that death is inevitable and that no one escapes it. This realization brought her inner peace and acceptance. She returned to Buddha, placed the body of her child aside, and became a disciple.


Through this compassionate method, Buddha helped her transition from personal sorrow to spiritual enlightenment. His message was that death is a part of life and that understanding this truth helps overcome suffering.
Quick Tip: Buddha often taught important life lessons through symbolic actions and personal experiences, helping people arrive at the truth themselves rather than telling them directly.

The sad replies that people gave her were that they had no food to give. Each house that she approached turned her away with sorrowful excuses. These responses reflected the widespread hardship and poverty in the community, as everyone was struggling to survive. Despite her desperate pleas, no one was in a position to help her, which added to her sense of hopelessness and despair. These replies were not just expressions of inability, but also carried deep emotional weight, showing the helplessness of a society unable to support even its most vulnerable.
Quick Tip: In comprehension passages, always focus on the tone and emotion behind people's responses. "Sad replies" often indicate a deeper emotional or societal struggle.

The word in the passage that means ‘softly’ is gently. This word conveys a sense of calmness and tenderness, typically associated with a soft or light action or tone. In the context of the passage, it may have been used to describe a character’s voice, behavior, or the manner in which something was said or done.
Quick Tip: While finding synonyms or meanings from a passage, always look for the context in which the word is used. Words like "gently" are often associated with tone or manner.

Sender’s Address:

Ram Nagar

Lucknow – 226001


Date:

9th October, 2025


Dear Friend,


I hope you are doing well. The summer vacation has just begun, and I am writing this letter to invite you to spend the holidays with me at my home in Lucknow. We haven’t met for a long time and I miss the fun we used to have together.


There are many exciting places nearby that we can visit together, like the zoo, the science museum, and the amusement park. Apart from this, we can play games, read books, and even try some creative projects together. My parents are also eager to meet you again.


Please try your best to come. I will be waiting eagerly for your reply.


Your loving friend,

Ravi

To,

The Principal

Govt. High School

Lucknow – 226001


Subject: Request for organizing a cricket match between Class IX and X


Respected Sir/Madam,


We, the students of Class IX, wish to request you to kindly arrange a friendly cricket match between Class IX and Class X teams. This match will help promote sportsmanship, healthy competition, and team spirit among students.


We propose to organize the match on the school ground during the games period next Friday. Both teams are excited and ready. The match will also help in preparing the school team for future tournaments.


Kindly consider our request and grant us permission for the same. We assure you of maintaining discipline and following all instructions.


Thanking you,

Yours obediently,

Ravi

Class IX

On the morning of 26th January, our school celebrated Republic Day with great zeal and enthusiasm. The school premises were beautifully decorated with tricoloured flags, balloons, and rangolis, creating a festive atmosphere. Students and teachers gathered early in the morning for the flag hoisting ceremony. The event began with the arrival of our Principal, who hoisted the national flag, and the entire school stood at attention as the national anthem was sung in unison. The hoisting of the flag was a proud moment for all present, symbolizing our unity and patriotism.


After the flag hoisting, the cultural programme commenced in the school auditorium. The students presented various performances, including patriotic songs, dances, and skits, which highlighted the importance of the day and the struggles our freedom fighters endured. The cultural performances were both entertaining and thought-provoking, showcasing the talent and creativity of the students.


Our Principal, along with other esteemed guests, delivered speeches about the significance of Republic Day. The speeches emphasized the importance of the Indian Constitution, democracy, and the rights and duties of citizens. The Principal also encouraged the students to contribute positively to society and to uphold the values of liberty, equality, and justice.


To conclude the celebrations, sweets were distributed to all students and staff members, spreading joy and camaraderie. The entire day was filled with patriotic fervor, and it was a proud moment for all of us to commemorate the day when India became a Republic. The celebrations reminded us of the importance of our democratic values and the need to respect and honor our Constitution. It was a day of reflection, pride, and unity.
Quick Tip: When writing a detailed report, ensure you mention the sequence of events, their significance, and the emotional atmosphere surrounding the occasion. Also, provide a summary of key speeches or performances that contributed to the theme of the event.

A zoo is an enclosed area where various animals, birds, and reptiles are kept and protected for public viewing and study. It serves as an educational facility for the public, particularly for children, to learn about different species of wildlife that they might not otherwise encounter. The primary purpose of a zoo is to promote wildlife conservation and animal welfare, while also offering a platform for research. Zoos aim to educate people about the importance of preserving endangered species and the delicate balance of nature.


Zoos are typically located in urban or suburban areas where people can easily visit. Many cities across the world have famous zoos that are well-maintained and provide ample space for the animals to roam. The design of the zoo usually includes separate enclosures for different species, ensuring that the animals are housed in a manner that closely resembles their natural habitat. Some zoos also provide naturalistic exhibits that help animals feel more at home.


At a zoo, you can see a wide variety of animals from around the world. The mammals include wild cats like tigers and lions, elephants, giraffes, and bears. In addition, zoos are home to various bird species such as peacocks, parrots, and eagles. You can also find a range of reptiles like snakes, crocodiles, and turtles. Each animal is usually kept in an enclosure designed to mimic its natural environment, allowing visitors to observe the animal’s behavior up close. These experiences provide an opportunity to learn about different species and their needs.


A visit to the zoo can be a highly informative and enjoyable experience for all age groups. Not only does it offer a chance to see exotic animals and birds, but it also educates the public on the importance of animal protection and conservation. In conclusion, a zoo is not just a recreational place; it plays an essential role in environmental education, wildlife preservation, and research. It helps raise awareness about the need to protect endangered species and fosters a sense of responsibility for our natural world.
Quick Tip: While writing detailed articles, always ensure to elaborate on each point, providing adequate examples and explanations. Balance descriptive writing with informative content to keep the reader engaged.

Ram asked his friend where he was going.
Quick Tip: While converting direct to indirect speech, change the tense, remove quotation marks, and use appropriate reporting verbs such as asked, told, or enquired.

I was not helped by him.
Quick Tip: In passive voice, the object of the active voice becomes the subject. The verb form is adjusted using the appropriate tense of “to be” + past participle.

The teacher said to the students, “Do not pluck the flowers.”
Quick Tip: Use capital letters at the beginning of a sentence and proper punctuation like commas and quotation marks to indicate speech.

Yesterday, I was going to the market. I met a tall person on the way. He was walking slowly. He saw me, came to me, and offered me his help.
Quick Tip: When translating from one language to another, make sure to preserve the original meaning and context. Pay attention to verbs, tenses, and idiomatic expressions that may require modification for clarity.

In the story "A Letter to God" by G.L. Fuentes, Lencho, a poor farmer living in a rural area, is devastated by a fierce hailstorm that destroys his crops, which were his sole source of income. After the storm, Lencho is left with nothing but a deep sense of despair, believing that without his crops, his family will face starvation. However, his faith in God remains unwavering, and he decides to write a letter to God, asking for 100 pesos to help him survive. Lencho’s belief in divine intervention is so strong that he is certain that God will answer his plea.


When Lencho receives a response, he is initially hopeful, but upon opening the envelope, he finds that the amount of money is only 70 pesos instead of the 100 pesos he requested. This is when Lencho becomes angry. His anger stems from the fact that, in his mind, the money is not sufficient, and he is certain that the post office employees have stolen part of the amount. He immediately assumes that the people who handled his letter are dishonest and corrupt. Lencho's anger is thus not only directed at the perceived injustice of receiving less money than he asked for, but also at the human beings whom he believes are responsible for it. He believes that God provided the money, but it was the post office workers who betrayed him. Lencho's inability to recognize the humanity and integrity of others leads him to react in anger and make unfair accusations.


Lencho’s reaction reflects his naivety and his simplistic view of the world, where he places absolute faith in divine justice but has little trust in human beings. His anger is not only a result of his disappointment with the insufficient amount of money, but also his suspicion that human beings, especially those in positions of authority, are inherently corrupt. This theme highlights the contrast between faith in a higher power and the skepticism of human intentions, making Lencho a complex character driven by both faith and frustration.
Quick Tip: When analyzing characters in literature, consider their emotional responses to situations and how these emotions are tied to their beliefs and experiences. Lencho’s anger is driven by his unwavering faith in God and his disillusionment with human beings.

In his autobiography "Long Walk to Freedom", Nelson Mandela articulates his vision of freedom in a deeply philosophical and political way. According to Mandela, freedom is not merely an individual experience, but a collective one. In his view, those who live under systems of oppression, like apartheid, are not truly free, regardless of their own personal circumstances. Mandela, who himself was imprisoned for 27 years as a result of his anti-apartheid activism, reflects on how true freedom is intrinsically linked to equality and justice. He argues that one cannot be considered free while others remain oppressed.


Mandela writes that true freedom exists only when all people are liberated from the shackles of injustice and inequality. He highlights the fact that people who are oppressed, whether they are the victims of racial discrimination, political repression, or economic inequality, live in a state of constant fear and insecurity. For Mandela, freedom is not just the ability to act without external restriction, but also the capacity to live with dignity and respect. He emphasizes that as long as any person or group is deprived of their basic human rights, no one can truly be free.


Mandela’s definition of freedom transcends personal liberty. He speaks of freedom as something that must be shared by all, emphasizing the importance of justice, equality, and the dismantling of oppressive systems. In this sense, according to Mandela, no one in a society where injustice prevails, where people are denied their rights and freedoms, can claim to be truly free. His vision is one of solidarity, where freedom is not the privilege of a few, but the right of all people, regardless of their race, background, or status.


Mandela’s view of freedom also speaks to the broader theme of interconnectedness. He underscores the idea that the freedom of one is inseparable from the freedom of all, and it is only through collective action and solidarity that true freedom can be achieved. His perspective was shaped by his own experiences in prison, where he realized that individual freedom means nothing if it does not extend to everyone.
Quick Tip: When interpreting philosophical statements, it is important to understand the broader context in which they were made. Mandela’s concept of freedom is rooted in his lifelong fight against apartheid and his dedication to justice and equality for all.

Anne's Father:


Anne Frank's diary offers a deeply personal account of her life during the time she spent in hiding during World War II. In her writings, she reflects on various aspects of her family life, including her relationships with her father and grandmother.


Anne describes her father, Otto Frank, as a kind, understanding, and loving figure. She sees him as a source of comfort and guidance, often confiding in him during times of distress. Despite the difficult circumstances of their lives in hiding, Anne is able to maintain a close and supportive relationship with her father. He is one of the few people Anne feels she can trust completely, and she often relies on him for emotional support. Anne admires his calm demeanor and his ability to stay composed even in the face of adversity. She finds in him a role model for strength and wisdom.


Anne's Grandmother:


In contrast, Anne's relationship with her grandmother is more complex. She respects her grandmother but finds her to be somewhat distant and old-fashioned. Anne’s reflections about her grandmother reveal that while she loves her, she feels that they do not share the same bond of closeness that she has with her father. Her grandmother is described as well-meaning but not very emotionally expressive, which may be why Anne feels a deeper emotional connection to her father, who is more in tune with her emotional needs.


Anne's writings on her father and grandmother reflect the emotional depth of her character and provide insight into the complexities of her family dynamics during a time of great hardship. Her father emerges as a central figure in her life, providing her with both security and inspiration. Her grandmother, on the other hand, serves as a reminder of the generational differences in understanding and expressing love.
Quick Tip: When analyzing characters and their relationships, focus on how they respond to each other’s emotional needs. A close bond often highlights mutual respect and understanding, while a more distant relationship may reveal differences in emotional expression.

Initial Actions:


After getting on the bus, Valli takes a moment to settle into her seat. As she does so, she observes her surroundings with keen curiosity. She is fascinated by the sights and sounds outside the bus as they begin to move. Valli is particularly interested in the people around her, noticing their behaviors and conversations.


Her Reaction to the Journey:


Valli’s excitement grows as the bus travels further away from her hometown. She is both thrilled and proud of herself for successfully taking the bus ride alone, something she had long desired to do. She observes the scenery, noting the different sights, sounds, and experiences along the way. Valli's confidence begins to soar as she realizes that she has accomplished something significant by taking the bus by herself. Her sense of independence grows as she realizes that the world is far larger and more exciting than she had ever imagined.


Her Conversation with the Bus Conductor:


While on the bus, Valli speaks with the bus conductor, who is initially suspicious of her age and the fact that she is traveling alone. Valli cleverly handles the situation, displaying her wit and maturity beyond her years. She manages to keep her secret, all the while learning valuable lessons about how to assert herself and navigate social interactions on her own.


Her Sense of Accomplishment:


As Valli continues her journey, she gains a sense of empowerment. The experience of traveling alone, of facing her fears, and of proving to herself that she can do it is transformative. She feels a deep sense of satisfaction, as if she is on the threshold of a new chapter in her life, one in which she can take charge of her own decisions.


In summary, after Valli gets into the bus, she embarks on a journey of discovery, confidence, and personal growth. Her actions reflect a young girl’s desire for independence and her ability to navigate the challenges of adulthood, even if she is still a child at heart. The journey becomes a metaphor for the transition from childhood to adolescence, a step that is both thrilling and enlightening.
Quick Tip: Valli’s journey in the story is a perfect example of how personal experiences, even simple ones like traveling alone, can symbolize larger themes of independence and self-discovery. When analyzing such moments, consider how they relate to the character’s emotional development and growth.

Nelson Mandela’s "hunger for freedom" was the driving force behind his lifelong fight against apartheid in South Africa. From a young age, Mandela developed a deep desire for justice and equality. His hunger for freedom was not just for himself but for all oppressed South Africans who were denied basic human rights under the apartheid regime. This hunger fueled his decision to become involved in the African National Congress (ANC) and actively participate in efforts to dismantle apartheid.


Mandela’s desire for freedom led him to adopt radical political views, and it was this passion that led him to organize protests, strikes, and, eventually, to embrace armed resistance. His hunger for freedom cost him dearly, as he was arrested and sentenced to life imprisonment in 1962 for his involvement in anti-apartheid activities. However, Mandela’s imprisonment only intensified his commitment to the cause, and his resolve never wavered. The years spent in prison became a symbol of his dedication to the ideals of equality, justice, and freedom for all people.


Mandela’s "hunger for freedom" also made him a global symbol of resistance and inspired others to join the fight for freedom and human rights. After his release in 1990, Mandela continued his efforts to bring an end to apartheid, and his hunger for freedom led him to negotiate the peaceful transition to a democratic South Africa. Ultimately, his passion for freedom and equality transformed him from a freedom fighter to the first democratically elected president of South Africa, where he worked to heal the nation and promote unity. Mandela’s life was defined by his relentless pursuit of freedom, and it changed not only his life but the course of history for an entire nation.
Quick Tip: Mandela’s life teaches us that a deep sense of purpose and a commitment to justice can drive a person to make great sacrifices and create lasting change.

In Anne Frank’s "The Diary of a Young Girl", Anne gives a brief sketch of her family to provide Kitty (her diary) with background information about her life before the war and her family’s circumstances. This is an essential part of Anne’s diary because it helps establish the context of her experiences and the relationships she has with the people around her. By sharing these details, Anne makes her diary more personal, allowing readers to understand her family dynamics, their personalities, and the challenges they faced. This sketch is crucial for understanding Anne’s emotional and psychological state, as her family was a constant presence in her life, both in hiding and outside.


As for the question of whether Anne treats ‘Kitty’ as an insider or an outsider, it is clear that Anne sees Kitty as an insider. Anne addresses the diary as a trusted confidant, revealing her innermost thoughts and feelings. Throughout the diary, Anne confides in Kitty as she would with a close friend, making the diary a personal and intimate space for her to express herself. She shares her struggles, her fears, her hopes, and her dreams with Kitty, indicating that she considers the diary an integral part of her life. Kitty is not an outsider in Anne’s world; it is an important source of comfort and reflection for Anne, especially during the difficult times spent in hiding.


In this way, Anne’s brief sketch about her family and the way she treats Kitty as an insider shows her need for emotional connection and a way to cope with the harsh realities of her life. Kitty serves as a safe space for Anne to process her emotions, and by treating it as an insider, she is able to confront and express her fears, frustrations, and desires in a way that brings her some sense of relief and solace.
Quick Tip: When reading diaries or autobiographies, notice how the writer builds relationships with the audience, whether they are real or imagined, as these relationships shape the content and emotional tone of the writing.

The tiger in the zoo lives in a confined, artificial environment where its movement is limited to the size of its cage. It is often fed pre-prepared food, which means it does not experience the thrill of the hunt or the challenge of foraging. The absence of natural stimuli and the inability to roam free contribute to the zoo tiger's mental stress. Despite the care and attention provided by zoo staff, the tiger in captivity cannot exhibit its natural instincts, such as territorial marking, hunting, or roaming vast spaces, all of which are vital for the species' well-being. The enclosure, although safe and well-maintained, is not the natural habitat for the tiger.

In contrast, the tiger in its natural habitat enjoys vast spaces to roam freely, hunt for its food, and live according to its instincts. The wild tiger is a skilled predator, moving through dense forests or grasslands, marking its territory, and engaging in complex behaviors that are integral to its survival. It enjoys freedom of movement, social interaction, and the natural challenges that come with living in the wild. The environment is rich in sensory stimuli, and the tiger remains physically fit and mentally sharp as it hunts and survives in its natural habitat. In the wild, the tiger’s behavior is dictated by its needs, and it actively participates in the natural food chain, maintaining ecological balance.


The most striking contrast between the two tigers is the freedom and natural environment enjoyed by the wild tiger versus the restricted, controlled environment of the zoo tiger. The tiger in the wild is a symbol of strength, grace, and power, living in its natural ecosystem, whereas the zoo tiger, although physically healthy, is often emotionally stunted due to confinement. Despite efforts to simulate natural habitats, no zoo can truly replicate the tiger's natural environment. This highlights the importance of conservation efforts that prioritize preserving wildlife habitats rather than keeping animals in captivity.
Quick Tip: When writing contrasts, it's important to focus on key elements such as freedom, behavior, and environment. Think about how the living conditions affect both physical and mental well-being, and use specific examples to support your arguments.

For the second part of the question, you are asked to write four lines of a prescribed poem. This can be any poem from your syllabus, so be sure to refer to the text you have been assigned. Here's an example of four lines from the poem "The Road Not Taken" by Robert Frost:

\textit{Two roads diverged in a yellow wood,

\textit{And sorry I could not travel both

\textit{And be one traveler, long I stood

\textit{And looked down one as far as I could


These lines depict the poet’s reflection on the moment of decision, contemplating which road to take. The poem is symbolic of life's choices and the consequences of those choices. It highlights how the decisions we make, even those that seem small, can have a significant impact on our future.


If you are required to write a poem prescribed in your syllabus, make sure to select four lines that capture the essence of the poem or the message the poet is trying to convey. Take note of any context the poem provides and the emotions or themes it expresses, and ensure that your response is concise but meaningful.
Quick Tip: When writing about poetry, it's important to pay attention to the theme, tone, and message. Take note of key phrases that convey the poet's intention and use them to support your analysis.

(a) Dust of Snow by Robert Frost:

The central idea of "Dust of Snow" by Robert Frost is the subtle yet profound impact that nature can have on human emotions. The poem describes a fleeting moment when a crow shakes snow from a hemlock tree onto the speaker. Initially, the speaker is in a gloomy mood, but this small interaction with nature causes a change in his feelings. It lifts his spirits and makes him feel more positive. Frost uses this simple act of nature to convey the idea that even the smallest, seemingly insignificant events can bring about a shift in perspective and help one see the world in a more positive light. The "dust of snow" serves as a metaphor for the delicate and unexpected ways nature can heal or refresh our minds.


This poem speaks to the theme of how nature can influence and alter our moods, reminding us that even the smallest moments in life—like a tiny snowfall—can make a big difference in our outlook. It is a celebration of the simple, quiet moments of life that, if noticed, can bring about a sense of peace and clarity.



(b) A Tiger in the Zoo by Leslie Norris:

The central idea of "A Tiger in the Zoo" by Leslie Norris explores the contrast between the wild freedom of an animal and the confinement of captivity. The poem vividly describes a tiger that is trapped in a zoo. In the wild, the tiger is depicted as a majestic and powerful creature, able to roam freely through the jungle, representing the untamed beauty and raw power of nature. However, in the zoo, the tiger is reduced to an animal pacing within the confines of a cage, unable to express its natural instincts.


The poem emphasizes the injustice and cruelty of captivity. The tiger’s frustration is palpable, and its confined existence serves as a metaphor for the suppression of freedom and the loss of individuality. Norris uses the image of the tiger, with its fierce power and strength, to critique the inhumanity of caging such majestic creatures. The tiger’s restlessness in the zoo reflects the broader theme of the restrictions placed on living beings when they are deprived of their natural environment.


Through the tiger’s predicament, the poem conveys a strong message about the importance of freedom and the negative effects of confining wild animals. The tiger’s behavior in the zoo serves as a symbol for all beings that are restricted from living naturally, and it urges readers to reflect on the rights of animals and the impact of captivity.



(c) Animals by Walt Whitman:

The central idea of "Animals" by Walt Whitman is the speaker’s admiration for the simplicity and purity of animals, contrasting them with the complexities and moral struggles of human beings. In the poem, Whitman reflects on the peaceful existence of animals, who are free from the burdens of human emotions such as guilt, greed, and self-consciousness. Whitman presents animals as being in tune with their natural instincts and living without the complications that humans often face.


The speaker expresses a desire to live like animals, free from the guilt and shame that often accompany human life. The animals in the poem are portrayed as living harmoniously, guided by their instincts and needs, without the emotional turmoil that often afflicts human beings. This longing for the simplicity of animal existence highlights the contrast between human complexity and animal authenticity.


Whitman’s portrayal of animals reflects his broader philosophical views about the connection between nature and the human soul. The poem speaks to the theme of natural harmony, where animals exist without the need for societal constructs and moral judgments. It also touches on the idea that humans, in their pursuit of intellect and sophistication, have lost the simplicity and peace that animals inherently possess. In this sense, the poem serves as both a critique of human society and a celebration of the purity and beauty of the natural world.


The speaker’s reverence for animals conveys a deeper message about the human condition and our disconnection from nature. By yearning for the simplicity of animal life, Whitman urges us to reconsider our values and reconnect with the natural world in a way that is free from the complexities of modern society.
Quick Tip: When analyzing poetry, pay attention to the symbolism used by the poet. In these poems, nature, animals, and freedom are all powerful symbols that are used to communicate deeper philosophical ideas about life, freedom, and human nature.

In the story "The Thief’s Story" by Ruskin Bond, Tricki, the dog, is initially described as a very pampered and overfed pet. Tricki’s "disease" was not an external physical illness but rather a self-inflicted health issue caused by overindulgence and a lack of physical exercise. The dog’s owners, in their affection for Tricki, continuously fed him large quantities of food, believing that he needed more than he actually did. As a result, Tricki became obese, which led to severe lethargy and an inability to move freely.


The real issue Tricki faced was obesity, a condition that, while not immediately obvious as a "disease," carries significant health risks, including difficulty breathing, joint pain, and reduced mobility. Tricki was no longer active and spent most of his time lying around, unable to play or engage in normal dog activities. The problem was so severe that Tricki’s owner eventually decided to take him to the doctor, who immediately diagnosed the problem as obesity and gave clear instructions for treatment.


The treatment the doctor prescribed was simple but essential: reduce Tricki’s food intake and incorporate regular physical exercise into his routine. This type of treatment emphasizes the importance of a balanced lifestyle for pets, just as for humans. Tricki’s condition was a direct result of overfeeding and inactivity, and the solution was to regulate his diet and encourage more movement.


Through Tricki's case, the story subtly conveys a message about the dangers of overindulgence, both for pets and for humans. It shows how good intentions, such as feeding a pet out of love, can lead to negative consequences if not done in moderation. Tricki’s health and recovery serve as an important reminder that proper care, balanced nutrition, and physical activity are essential for the well-being of all animals.
Quick Tip: Obesity in pets can lead to a range of health issues. It’s important to monitor your pet’s diet and ensure they get enough exercise to maintain a healthy weight and lifestyle.

In Premchand’s story "Bholi", Bholi’s father is deeply concerned about her future because of both her physical appearance and her speech impairment. Bholi, as a young girl, suffers from pockmarked skin caused by a childhood illness, which causes her to be seen as unattractive by her family and society. This physical appearance, in a society that highly values beauty, is a major source of anxiety for her father, who worries that she will not find a suitable match for marriage. He believes that an unappealing girl like Bholi will be an "undesirable" bride, which causes him great concern about her future.


Bholi’s father’s worry is not limited to her appearance. She also has a speech defect, which makes it difficult for her to speak clearly and express herself. In the traditional society depicted in the story, marriage is not only a physical and emotional bond but also an important social contract. A girl who is not physically attractive or who has a speech impairment is viewed as an "incomplete" person in terms of the societal expectation of marriage. Bholi’s father, who is concerned about his family’s social standing, worries that his daughter’s physical and verbal challenges will render her unmarriageable. This fear of social rejection and her perceived "lack" in terms of marriageability makes him anxious for her future.


However, Bholi’s father’s worry is also rooted in the larger social context of the time, where traditional customs and marriage practices heavily influenced how young girls were viewed. In this patriarchal system, girls were often judged by their appearance and social utility, and their value was largely measured by their ability to marry well. Bholi’s father, like many in that era, saw marriage as the ultimate goal for a girl’s life, and he feared that Bholi’s shortcomings would prevent her from achieving this societal ideal.


Despite his worries, Bholi’s father fails to see the deeper qualities in his daughter—her intelligence, courage, and inner strength. While he is preoccupied with her outward appearance and speech, he does not notice that Bholi is a sensitive and capable young girl with a unique ability to transform her life. His inability to recognize her potential reflects a common societal mindset where a person's value is determined by their external traits rather than their inner qualities.


Later in the story, however, Bholi surprises her father and others by making a bold decision to reject an unwanted marriage proposal, demonstrating her independence and strength. This shows that while her father initially sees her as a burden due to her appearance and speech, Bholi is more than capable of shaping her own destiny, and her journey is a reflection of her growing self-confidence.


In conclusion, Bholi’s father’s worry about her was a product of the societal pressures and traditional values of his time. His concern stemmed from his desire to protect her from social rejection, but it also highlighted the limitations of a narrow, superficial view of a person’s worth. In the end, Bholi proves that true worth lies not in appearance or speech but in the strength of one’s character and the courage to stand up for oneself.
Quick Tip: When analyzing characters in literature, consider how societal norms and family expectations shape their behaviors and attitudes. In Bholi’s case, her father’s worries reflect the traditional values of the society in which they live.

Had Matilda confessed to her friend that she had lost her necklace, several things could have happened. First, Matilda might have been able to avoid the long years of hardship and deception that followed. Her friend, Madame Forestier, might have shown understanding and sympathy, possibly offering a solution to the situation. If Matilda had confessed, she could have borrowed the money to replace the necklace without going through the terrible ordeal of replacing it on her own, which led to financial ruin.


However, Matilda's decision to hide the truth led to a different outcome, one that ultimately changed her life. By not confessing and keeping the secret, she and her husband spent the next ten years in poverty, paying off the debt they incurred by replacing the necklace. Had she been honest, she may have been able to prevent the extreme consequences she faced.


Matilda’s failure to confess to her friend highlights the theme of pride and dishonesty in the story. It serves as a reminder of how one’s decisions, driven by fear or embarrassment, can lead to unintended consequences.
Quick Tip: Honesty, especially in difficult situations, can often prevent bigger problems. Matilda’s choice to hide the truth ultimately caused her far more trouble than if she had simply confessed.

The making of a scientist is not just about acquiring knowledge or having technical expertise. It involves a combination of several important qualities that together shape a successful and innovative scientist. These qualities include:


1. Curiosity:

A scientist must be deeply curious about the world around them. This quality drives them to ask questions, explore unknown territories, and seek answers through observation, experimentation, and research. Curiosity is the foundation of scientific inquiry.


2. Critical Thinking:

Critical thinking is an essential quality in a scientist. It allows them to assess situations, evaluate evidence, and make reasoned judgments. A good scientist must be able to analyze data objectively, identify patterns, and interpret results accurately.


3. Perseverance:

Scientific research often involves long hours, repeated failures, and a great deal of trial and error. A true scientist must have the perseverance to continue working towards a solution, even in the face of challenges and setbacks.


4. Creativity:

Science is not just about following established methods but also about finding new and innovative solutions. A scientist must be creative in designing experiments, developing hypotheses, and thinking outside the box to solve complex problems.


5. Open-mindedness:

A scientist must be open to new ideas, even if they challenge existing theories. This willingness to embrace new possibilities is essential for progress in the scientific field. Open-mindedness allows a scientist to revise their conclusions based on new evidence or insights.


6. Attention to Detail:

In science, small details can make a big difference. Being detail-oriented is crucial for ensuring that experiments are carried out correctly, data is accurately recorded, and conclusions are based on reliable evidence.


In conclusion, the making of a scientist is a complex process that goes beyond formal education and technical skills. It involves a blend of curiosity, creativity, perseverance, and other qualities that shape how a scientist approaches problems and contributes to scientific advancement.
Quick Tip: The qualities of a scientist go beyond just technical knowledge. Curiosity, creativity, and perseverance are all essential traits for success in the field of science.