Question 1

How did the author feel about her mother's passion to make her a dancer?
2. What were the lessons of life learnt in her younger days that Kumudini carried into her adult life?
3. How did Kumudini react to her mother's death?
4. What were the concepts that Kumidini Lakhia represent through Duvidha, Atah Kim and Panch Paras?
5. How does Kumudini Lakhia describe her guru Ramgopal's influence on her?

Accepted Answer

1. The author felt a mix of emotions about her mother's passion to make her a dancer. While her mother was deeply passionate and determined, Kumudini experienced both encouragement and pressure, which shaped her early experiences with dance.

2. The lessons Kumudini learnt in her younger days included discipline, dedication, and the importance of embracing diverse experiences. These lessons helped her develop a strong foundation for her adult life and career.

3. Kumudini reacted to her mother's death with a sense of loss but also with an understanding of the impermanence of life. It deepened her emotional maturity and influenced her artistic expression.

4. Through Duvidha, Atah Kim, and Panch Paras, Kumudini Lakhia represented concepts of duality, existential questioning, and transformation respectively. These works symbolized complex human emotions and philosophical ideas.

5. Kumudini describes her guru Ramgopal's influence as profound and formative. He inspired her artistic vision, discipline, and helped her develop a unique style in Kathak dance. — Each question requires an understanding of the text and the author's reflections. The answers are drawn from the autobiographical and thematic elements presented in the chapter, reflecting Kumudini Lakhia's life and work.

Question 2

Discuss the following in pairs or in small groups

1. Exceptionally talented people are born so; talent cannot be cultivated.
2. Discipline and a questioning spirit can coexist in an individual.
3. "Before you begin experimenting, you need to perfect the technique with which you experiment."
4. Kumudini Lakhia's life is an inspiring illustration of the emancipation of women.

Accepted Answer

1. This statement can be debated. While some people may have innate talent, talent can also be cultivated through practice, discipline, and learning. Kumudini Lakhia's life shows that dedication and training play a crucial role.

2. Discipline and a questioning spirit can coexist as discipline provides the structure needed to explore and question effectively. Kumudini's approach to dance involved both rigorous training and creative inquiry.

3. Perfecting technique before experimenting ensures a strong foundation, allowing meaningful and controlled innovation. Kumudini emphasizes mastering basics before creative exploration.

4. Kumudini Lakhia's life exemplifies women's emancipation through her breaking of traditional roles, pursuing a professional career in dance, and establishing a dance centre, inspiring many women. — These discussion points encourage critical thinking and reflection on themes related to talent, discipline, creativity, and women's empowerment, all illustrated by Kumudini Lakhia's life.

Question 3

The significance of reading an autobiography lies in drawing lessons from another life. What is the significance of Kumudini's account for us as readers?
2. Pick out instances from the passage that reflect the sensitivity of the author.
3. 'I can see clear bridges between my life experiences and my work in dance.' How does Kumudini Lakhia weave episodes from the two realms in her account?

Accepted Answer

1. Kumudini's autobiography offers insights into the life of a dedicated artist, showing how personal experiences shape artistic expression. It inspires readers to appreciate discipline, passion, and cultural heritage.

2. Instances reflecting the author's sensitivity include her reflections on family relationships, her mother's influence, and the emotional depth in her dance interpretations.

3. Kumudini connects her life experiences with her dance by narrating how personal challenges, cultural values, and philosophical ideas influence her choreography and performances, creating a seamless blend of life and art. — These questions focus on comprehension and appreciation of the autobiographical narrative, encouraging readers to connect personally and critically with the text.

Question 4

Distinguish between the following pairs of words
- incredulous
- incredible
- suspicious
- susceptible
- sensitivity
- sentimentality
- successive
- successful
2. Interpret these phrases in the context of the essay
- mist of protection at a crossroads
- it came with strings attached
3. 'Kummi', 'ghumar' and 'dandia' are some dance forms mentioned in the text. Make an inventory of folk dance forms in the different regions of the country.

Accepted Answer

1. Distinctions:
- Incredulous: unwilling or unable to believe something.
- Incredible: difficult to believe; extraordinary.
- Suspicious: having or showing a cautious distrust.
- Susceptible: likely or liable to be influenced or harmed.
- Sensitivity: the quality of being sensitive to feelings or changes.
- Sentimentality: excessive tenderness or nostalgia.
- Successive: following one after another.
- Successful: having achieved desired aims or results.

2. Interpretations:
- 'Mist of protection at a crossroads' suggests a vague or unclear safeguard during a critical decision point.
- 'It came with strings attached' means that something was offered but with conditions or obligations.

3. Inventory of folk dance forms:
- Kummi (Tamil Nadu)
- Ghumar (Rajasthan)
- Dandia (Gujarat)
- Bhangra (Punjab)
- Garba (Gujarat)
- Lavani (Maharashtra)
- Bihu (Assam)
- Chhau (Odisha, Jharkhand, West Bengal)
- Kathakali (Kerala)
- Yakshagana (Karnataka)
- Theyyam (Kerala)
- Thang Ta (Manipur)
- Ghoomar (Rajasthan)
- Kalbelia (Rajasthan)
- Lambadi (Telangana)
- Paika (Odisha)
- Dalkhai (Odisha)

This list is illustrative and not exhaustive. — This exercise develops vocabulary skills, contextual understanding, and cultural knowledge of Indian folk dances, linking language and cultural heritage.

Question 5

In the story 'The Last Lesson', what historical event led to the banning of the French language in Alsace-Lorraine?

Accepted Answer

Franco-Prussian War (1870-1871) — The Franco-Prussian War (1870-1871) resulted in the annexation of Alsace-Lorraine by Germany, leading to the banning of the French language in the region as German was imposed as the official language.

Question 6

What is the significance of M. Hamel writing 'Vive La France!' on the blackboard in 'The Last Lesson'?

Accepted Answer

M. Hamel writing 'Vive La France!' symbolizes hope and resistance against oppression. It reflects his patriotism and encourages the villagers to cherish their French language and identity despite political changes. — M. Hamel's act of writing 'Vive La France!' on the blackboard is a powerful symbol of patriotism and defiance. It serves as a final reminder to the villagers about the importance of their mother tongue and cultural identity, inspiring hope even as their language is banned.

Question 7

How does Franz's attitude towards learning French change on the day of the last lesson in 'The Last Lesson'?

Accepted Answer

Franz changes from being careless and indifferent about learning French to feeling a deep emotional awakening. He realizes the importance of his mother tongue and regrets not valuing it earlier. — At the beginning, Franz is careless about his lessons, but on the last day, he becomes aware of the significance of his language and culture. This change highlights the theme of patriotism and the value of education in preserving identity.

Question 8

Which theme is NOT central to 'Lost Spring' by Anees Jung?

Accepted Answer

The importance of preserving cultural identity — 'Lost Spring' focuses on child labor, poverty, and lack of education, highlighting social injustice. The theme of preserving cultural identity is not central to this story but is more relevant to 'The Last Lesson'.

Question 9

Explain how Anees Jung uses the characters Saheb and Mukesh in 'Lost Spring' to highlight social issues.

Accepted Answer

Saheb and Mukesh represent children trapped in poverty and exploitation. Saheb, a ragpicker, dreams of education but is forced to work, while Mukesh works in hazardous conditions as a child laborer, illustrating the loss of childhood and denial of rights. — Through Saheb and Mukesh, Anees Jung portrays the harsh realities faced by poor children in India. Their stories evoke empathy and expose systemic problems like poverty, child labor, and lack of education, emphasizing the need for social reform.

Question 10

What is the narrative style used by Anees Jung in 'Lost Spring' and why is it effective?

Accepted Answer

Anees Jung uses a journalistic yet empathetic narrative style, combining factual reporting with personal stories. This approach effectively raises awareness and evokes empathy for the plight of poor children. — The combination of facts and personal narratives makes the social issues relatable and compelling, encouraging readers to understand and act against child labor and poverty.

Question 11

In 'Deep Water', how does William Douglas overcome his fear of water?

Accepted Answer

Douglas overcomes his fear by taking swimming lessons, practicing regularly, and building his confidence through perseverance and self-discipline. — Despite a traumatic near-drowning experience, Douglas's determination and support from his teacher help him face and conquer his fear, illustrating courage and personal growth.

Question 12

What role does the stranger play in William Douglas's story 'Deep Water'?

Accepted Answer

The stranger rescues Douglas when he is caught in a current and struggling to stay afloat, saving his life and giving him a second chance. — The stranger's timely help is crucial in preventing Douglas's drowning, highlighting the importance of assistance and kindness in life-threatening situations.

Question 13

Analyze how 'The Rattrap' by Selma Lagerlöf uses the metaphor of a rattrap to explore human nature.

Accepted Answer

a) Introduction: 'The Rattrap' uses the metaphor of a rattrap to symbolize the traps of greed and selfishness that catch human beings.
b) The peddler believes the world is a rattrap, reflecting his cynical view of society.
c) The kindness shown by the crofter and the ironmaster challenges his belief, showing human goodness.
d) Despite being wrongly accused, the story ends with hope for transformation through compassion.
e) Conclusion: The metaphor encourages readers to look beyond appearances and believe in the possibility of change and redemption. — The story's central metaphor illustrates the conflict between mistrust and kindness in human nature. The peddler's journey from cynicism to hope demonstrates that empathy and generosity can help overcome social prejudices and personal despair.

Question 14

What message does 'Indigo' by Louis Fischer convey about the role of leadership in social movements?

Accepted Answer

The story shows that effective leadership, like that of Mahatma Gandhi, is crucial in organizing oppressed people and leading non-violent protests to fight injustice and exploitation. — Through the Champaran Satyagraha, Gandhi's leadership empowers farmers to resist unfair colonial practices, highlighting the importance of collective action guided by strong leaders.

Question 15

Which of the following best describes the economic condition of farmers in 'Indigo'?

Accepted Answer

Farmers were forced to grow indigo on part of their land and sold it at unfair prices. — The story highlights the exploitation of farmers who had to grow indigo under colonial rule and sell it at prices dictated by British planters, leading to economic hardship.

Bridges

Bridges — Study Notes

Introduction to Bridges

Early Dance Education and Schooling

Personal Loss and Artistic Expression

Practice Questions — Bridges

All 27 Chapters in Woven Words