Gavin Maxwell lives in a cottage in Camusfearna, in the West | Class 10 English Notes
By ConceptScroll Team · Published on 17 July 2026 · 4 min read
Gavin Maxwell lives in a cottage in Camusfearna, in the West – this guide gives you a concise, exam-ready overview of Gavin Maxwell lives in a cottage in Camusfearna, in the West from Class 10 English, written by ConceptScroll editors and reviewed against the latest NCERT textbook.
Before You Read
This introductory section sets the context for the story 'Mijbil the Otter' by Gavin Maxwell. It informs the reader that Maxwell lived in a cottage in Camusfearna, located in the West Highlands of Scotland. After the death of his dog Jonnie, Maxwell felt too sad to keep another dog, but life without a pet was lonely for him. The section invites readers to explore what happened next through Maxwell's own words. It also includes an activity that encourages students to reflect on pet ownership responsibilities, highlighting that owning a pet is a serious, long-term commitment requiring family agreement and knowledge about proper care. The Society for the Prevention of Cruelty to Animals (SPCA) guidelines are shared to emphasize responsible pet care, including licensing, vaccination, training, grooming, diet, socialization, and exercise. This section primes students to think about the responsibilities involved in keeping pets and prepares them for the story of an unusual pet, the otter Mijbil.
📊 Diagram: No diagrams in this section.
🧪 Activity: Activity: Students are asked if they have pets and to discuss the responsibilities involved in pet care. They are also asked to list things needed to care for a pet, such as the food it eats.
🔗 Connection: Leads into the story of Maxwell's decision to keep an otter as a pet and the challenges involved.
Frequently asked questions
1. The events narrated in this text took place over half-a-century ago. Discuss with your class what changes have taken place over these years in (i) what animals we can keep as pets (some species are protected under the laws for wildlife preservation) (ii) the laws for exporting and importing or trading in animals (iii) rules for transporting goods, pets, etc. on aircraft. The class might wish to do their own research on these questions and report their findings in class.
Answer will vary. Students should discuss how laws and societal attitudes have changed over the last 50 years regarding pets. (i) Many wild species are now protected and cannot be kept as pets; exotic pet ownership is regulated. (ii) Exporting and importing animals is now strictly controlled by international agreements like CITES to prevent illegal wildlife trade. (iii) Transporting animals on aircraft is governed by strict guidelines to ensure animal welfare and safety, including quarantine rul
2. Ask students if they know of other examples of unusual pets or of wild animals which are trained to work for or amuse humans (eg dancing bears, lions and tigers in a circus, elephants trained to work or take part in ceremonies). Then lead students into a discussion about the ethics of keeping wild animals as pets: What are the difficulties these may entail? According to the students, what will the animal miss most when it is taken away from its natural habitat? Do they think that it is 'cute' to see Mij the otter on a leash? Get them to look at the situation from all points of view.
Answers will vary. Students should mention difficulties such as the animal's need for natural habitat, diet, space, and social needs. They should discuss ethical concerns about animal welfare, stress, and unnatural living conditions. The animal likely misses freedom, family, and natural behaviors. Students should critically evaluate the idea of 'cuteness' versus animal rights.
3. Visit the website wwf.org.uk/core/wildlife to know more about otters and otter conservation projects.
Students should visit the website and summarize information about otters, their habitats, threats they face, and conservation efforts. They may report on how otters are protected, what organizations do to conserve them, and how people can help.
1. (i) What does Sandburg think the fog is like? (ii) How does the fog come? (iii) What does 'it' in the third line refer to? (iv) Does the poet actually say that the fog is like a cat? Find three things that tell us that the fog is like a cat.
(i) Sandburg thinks the fog is like a cat.
(ii) The fog comes quietly and softly, like a cat walking on little cat feet.
(iii) 'It' in the third line refers to the fog.
(iv) The poet does not directly say the fog is a cat but uses metaphorical language: the fog comes on 'little cat feet', it 'sits looking over harbour and city on silent haunches', and then moves on—these are all cat-like behaviors.
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