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.
Introduction to Mijbil the Otter
This section narrates the beginning of Maxwell's journey to acquire an otter as a pet. Early in 1956, Maxwell traveled to Southern Iraq, intending to keep an otter instead of a dog. He considered his home in Camusfearna suitable for this experiment because it was surrounded by water. A friend suggested that otters were common in the Tigris marshes near Basra and often tamed by Arabs. Maxwell went to Basra to collect mail and unexpectedly received the otter as a gift from his friend. The otter, named Mijbil, was initially covered in mud and resembled a small dragon. It was later identified as a new species, Maxwell's otter (Lutrogale perspicillata maxwelli). Mijbil was initially aloof but soon showed affection and playful behavior, especially with water, which otters love to splash and play in. This section highlights the otter's unique characteristics and Maxwell's growing attachment to it.
📊 Diagram: Illustration of Mijbil emerging from the sack, covered in mud resembling scales, with soft velvet fur visible between the mud patches.
🧪 Activity: Oral Comprehension Check: Questions about Maxwell's experiment, journey to Basra, Mijbil's behavior, and naming.
🔗 Connection: Prepares for the narrative of transporting Mijbil to England and the challenges faced.
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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