Question 1

Write a page (about three paragraphs) on one of the following topics. You can think about the ideas in the text that are relevant to these topics, and add your own ideas and experiences to them.

1. Teaching someone to understand a new or difficult idea
2. Helping each other to get over difficult times
3. Thinking about oneself as unique, or as one among billions of others

Accepted Answer

This is a subjective writing task. Students should write approximately one page (three paragraphs) on any one of the given topics. They should incorporate ideas from the text as well as their own thoughts and experiences. For example:

1. Teaching someone to understand a new or difficult idea: The student may describe methods like explaining patiently, using examples, encouraging questions, and revising concepts.

2. Helping each other to get over difficult times: The student may discuss the importance of support, listening, spending time together, and sharing feelings as ways to help others cope with grief or hardship.

3. Thinking about oneself as unique, or as one among billions of others: The student may reflect on individuality, self-worth, and the balance between being special and part of a larger community.

There is no single correct answer; the focus is on coherent expression and relevance to the topics. — The question is a subjective writing prompt aimed at developing expressive skills and personal reflection. Students should organize their thoughts into paragraphs, use examples, and connect with the themes discussed in the chapter.

Question 2

For Anne Gregory

This poem is a conversation between a young man and a young woman. What are they arguing about?

Accepted Answer

The young man and the young woman are arguing about whether a young man can love a woman for herself alone, or if physical attributes like her yellow hair influence love. The young man believes that young men are thrown into despair by her beautiful yellow hair and cannot love her for herself alone. The young woman argues that she can change her hair color to brown, black, or carrot so that young men may love her for who she is, not just her hair. The young man then cites an old religious man who says that only God can love a person for themselves alone, not for physical attributes. — The poem explores themes of love, physical appearance, and the nature of true affection. The argument centers on whether love can be unconditional or is influenced by external qualities.

Question 3

What does the young man mean by “great honey-coloured /Ramparts at your ear?” Why does he say that young men are “thrown into despair” by them?

Accepted Answer

The phrase “great honey-coloured /Ramparts at your ear” refers to the young woman's beautiful yellow hair, which the young man compares to honey-colored walls (ramparts). He means that her hair is so attractive and striking that it captivates young men. He says young men are “thrown into despair” because they become infatuated or overwhelmed by her beauty, making it difficult for them to love her for who she truly is beyond her physical appearance. — The metaphor of ramparts (defensive walls) suggests that her hair is a strong, noticeable feature that dominates attention. The despair refers to the emotional turmoil caused by superficial attraction.

Question 4

What colour is the young woman’s hair? What does she say she can change it to? Why would she want to do so?

Accepted Answer

The young woman's hair is yellow (honey-coloured). She says she can change it to brown, black, or carrot (a reddish-orange color) by using hair dye. She wants to do this so that young men will love her for herself alone, not just because of her yellow hair. Changing her hair color is her way of trying to remove the superficial attraction and be loved for her true self. — The young woman believes that by altering her physical appearance, she can test whether love is based on personality rather than looks.

Question 5

Objects have qualities which make them desirable to others. Can you think of some objects (a car, a phone, a dress...) and say what qualities make one object more desirable than another? Imagine you were trying to sell an object: what qualities would you emphasise?

Accepted Answer

This is a reflective question. Students should think of objects such as cars, phones, or dresses and identify qualities that make them desirable. For example:

- A car: qualities like fuel efficiency, design, brand reputation, safety features, and price.
- A phone: qualities like camera quality, battery life, screen size, brand, and user interface.
- A dress: qualities like fabric, color, style, brand, and comfort.

If selling an object, one would emphasize the qualities most valued by the buyer, such as reliability for a car, camera for a phone, or style for a dress.

There is no single correct answer; the focus is on reasoning and explanation. — The question encourages students to analyze what makes objects attractive and how to highlight those features in selling or promoting them.

Question 6

What about people? Do we love others because we like their qualities, whether physical or mental? Or is it possible to love someone “for themselves alone”? Are some people ‘more lovable’ than others? Discuss this question in pairs or in groups, considering points like the following.

(i) a parent or caregiver’s love for a newborn baby, for a mentally or physically challenged child, for a clever child or a prodigy
(ii) the public’s love for a film star, a sportsperson, a politician, or a social worker
(iii) your love for a friend, or brother or sister
(iv) your love for a pet, and the pet’s love for you.

Accepted Answer

This is a discussion question with no single correct answer. Students should explore the nature of love and whether it is based on qualities or unconditional acceptance. They may consider:

(i) Parents often love their children unconditionally, regardless of abilities or challenges.
(ii) Public admiration for celebrities may be based on qualities like talent or achievements.
(iii) Love for friends or siblings may combine appreciation of qualities and deeper bonds.
(iv) Love for pets is often unconditional, and pets show affection regardless of human qualities.

The discussion should reflect on whether love can be purely for the person themselves or influenced by attributes, and whether some people are more lovable due to their qualities or relationships. — The question aims to develop critical thinking about love, attachment, and human relationships through examples and personal reflection.

Question 7

You have perhaps concluded that people are not objects to be valued for their qualities or riches rather than for themselves. But elsewhere Yeats asks the question: How can we separate the dancer from the dance? Is it possible to separate ‘the person himself or herself’ from how the person looks, sounds, walks, and so on? Think of how you or a friend or member of your family has changed over the years. Has your relationship also changed? In what way?

Accepted Answer

This question invites personal reflection. Students should consider the inseparability of a person’s identity from their external expressions such as appearance, voice, and behavior. They may discuss how these aspects influence relationships and perceptions. They should also reflect on changes in themselves or others over time and how these changes have affected their relationships, positively or negatively.

For example, a friend may have changed interests or appearance, which might have altered the dynamics of the friendship. The question encourages understanding that a person’s essence is intertwined with their outward traits and that relationships evolve with these changes. — The question encourages deep thinking about identity, perception, and relationships, linking to Yeats’ metaphor of the dancer and the dance.

Question 8

Write a page (about three paragraphs) on one of the following topics. You can think about the ideas in the text that are relevant to these topics, and add your own ideas and experiences to them.

1. Teaching someone to understand a new or difficult idea
2. Helping each other to get over difficult times
3. Thinking about oneself as unique, or as one among billions of others

Accepted Answer

This is a subjective writing task. Students should write approximately one page (three paragraphs) on any one of the given topics. For example:

1. Teaching someone to understand a new or difficult idea: The student may describe a personal experience where they helped a friend or sibling understand a complex concept, explaining the methods used such as breaking down the idea into simpler parts, using examples, or encouraging questions.

2. Helping each other to get over difficult times: The student can narrate how mutual support helps people cope with grief, stress, or challenges, possibly referring to the text's example of family and friends supporting each other after a loss.

3. Thinking about oneself as unique, or as one among billions of others: The student may reflect on individuality and belonging, discussing how each person is unique yet part of a larger human community.

The answer should be coherent, well-structured, and include personal reflections or examples. — The question is a subjective writing exercise aimed at developing expressive skills and personal reflection. There is no single correct answer; the solution involves organizing thoughts clearly and relating them to the themes in the text.

Question 9

For Anne Gregory

This poem is a conversation between a young man and a young woman. What are they arguing about?

Accepted Answer

The young man and the young woman are arguing about whether a young man can love a woman for herself alone, without being attracted to her physical appearance, specifically her yellow hair. The young man believes that young men are thrown into despair by her beautiful yellow hair and cannot love her for herself alone. The young woman argues that she can change her hair color so that young men may love her for herself alone. The young man then cites an old religious man who says that only God can love someone for themselves alone, not for their physical attributes. — The poem presents a dialogue where the young man focuses on the physical attraction (yellow hair) as a barrier to true love, while the young woman believes changing her appearance might help. The religious man's view introduces the idea that true love beyond physical traits is divine and rare.

Question 10

What does the young man mean by “great honey-coloured /Ramparts at your ear?” Why does he say that young men are “thrown into despair” by them?

Accepted Answer

The phrase “great honey-coloured /Ramparts at your ear” refers to the young woman's yellow hair, which the young man compares to honey-colored walls or ramparts around a castle. He means that her beautiful yellow hair is so attractive that it captivates young men and causes them to despair because they cannot love her for herself alone but are distracted by her physical beauty. — The metaphor 'ramparts' suggests something strong and imposing, indicating the powerful effect of her hair on young men. The despair arises because their love is based on appearance rather than the person herself.

Question 11

What colour is the young woman’s hair? What does she say she can change it to? Why would she want to do so?

Accepted Answer

The young woman's hair is yellow (honey-coloured). She says she can change it to brown, black, or carrot (a reddish-orange color) by using hair dye. She wants to do this so that young men who despair over her yellow hair might love her for herself alone, rather than being attracted only to her hair color. — The young woman believes that changing her hair color might remove the physical attraction barrier and allow others to love her true self rather than her appearance.

Question 12

Objects have qualities which make them desirable to others. Can you think of some objects (a car, a phone, a dress...) and say what qualities make one object more desirable than another? Imagine you were trying to sell an object: what qualities would you emphasise?

Accepted Answer

This is a reflective question. Students should think of objects such as a car, phone, or dress and identify qualities that make them desirable. For example:

- A car might be desirable for its fuel efficiency, design, brand reputation, or safety features.
- A phone might be desirable for its camera quality, battery life, screen size, or brand.
- A dress might be desirable for its color, fabric quality, style, or brand.

If selling an object, one would emphasize the qualities that appeal most to the buyer, such as durability, price, uniqueness, or functionality.

The answer should include examples and reasons why certain qualities are important. — The question encourages students to analyze how qualities affect desirability and marketing. There is no single correct answer; the focus is on reasoning and examples.

Question 13

What about people? Do we love others because we like their qualities, whether physical or mental? Or is it possible to love someone “for themselves alone”? Are some people ‘more lovable’ than others? Discuss this question in pairs or in groups, considering points like the following.

(i) a parent or caregiver’s love for a newborn baby, for a mentally or physically challenged child, for a clever child or a prodigy
(ii) the public’s love for a film star, a sportsperson, a politician, or a social worker
(iii) your love for a friend, or brother or sister
(iv) your love for a pet, and the pet’s love for you.

Accepted Answer

This is a discussion-based question. Students should explore the nature of love and whether it is based on qualities or the person themselves. Points to consider:

(i) Parents often love their children unconditionally, regardless of abilities or challenges.
(ii) Public admiration for celebrities may be based on qualities like talent or achievements rather than the person’s true self.
(iii) Love for friends or siblings may combine appreciation of qualities and deep personal bonds.
(iv) Love for pets is often unconditional and based on companionship.

Students should conclude that love can be complex, sometimes based on qualities, sometimes unconditional, and that some people may seem more lovable due to their traits or relationships.

The answer should include personal reflections and examples. — The question encourages critical thinking about the nature of love and human relationships. There is no single correct answer; the focus is on thoughtful discussion.

Question 14

You have perhaps concluded that people are not objects to be valued for their qualities or riches rather than for themselves. But elsewhere Yeats asks the question: How can we separate the dancer from the dance? Is it possible to separate ‘the person himself or herself’ from how the person looks, sounds, walks, and so on? Think of how you or a friend or member of your family has changed over the years. Has your relationship also changed? In what way?

Accepted Answer

This is a reflective question. Students should consider the inseparability of a person’s identity from their external attributes and behaviors. They may discuss how physical appearance, voice, mannerisms, and personality are intertwined with who a person is.

Students can reflect on changes in themselves or others over time and how relationships have evolved accordingly. For example, as a friend grows older or changes interests, the relationship may deepen or change in nature.

The answer should include personal examples and thoughtful analysis of identity and relationships. — The question encourages deep reflection on identity and human connections, inspired by Yeats’ metaphor. There is no single correct answer; the focus is on personal insight.

Question 15

What is a sermon? How is it different from a lecture or a talk? Can the word 'sermon' be used in a humorous or negative sense? Illustrate with an example.

Accepted Answer

A sermon is a religious or moral talk usually delivered to teach or inspire. It differs from a lecture or talk as it often has a spiritual or ethical message. The word 'sermon' can be used humorously or negatively, for example, when someone says, 'My mother's sermon about getting my work done on time,' implying a long or nagging talk. — A sermon is typically a formal religious discourse aimed at moral instruction, whereas lectures or talks may be informative without a spiritual focus. The humorous use of 'sermon' reflects how the word can describe any lengthy or serious talk, often with a tone of mild annoyance.

afflicted with be composed desolation lamentation procure be subject to

afflicted with be composed desolation lamentation procure be subject to — Study Notes

BEFORE YOU READ

The Sermon at Benares

Thinking about the Text

Practice Questions — afflicted with be composed desolation lamentation procure be subject to

All 9 Chapters in First Flight