Unit - 2 WORDS AND DEEDS

Activity I (Note making)

Make a note of the above passage. Read the passage again and
complete the following.
humiliation
m The uncertain
condition of .......................
India .......................
.......................
saw political freedom
taking a new shape
removed the black pall
m The arrival of of fear
Gandhiji .......................
.......................
.......................

fearlessness
truth
m His teachings .......................
and methods
.......................
.......................

challenging and
resisting foreign rule
m His two-fold minority problem
action
....................... .......................
.......................

even the poorest shall feel

that it is their country
m The moulding
all communities shall live in
of India,
perfect harmony
according to
Gandhiji’s wishes .......................
and ideas .......................

full of self confidence

unusual kind of power
m The amazing .......................
qualities of
Gandhiji .......................
Have you completed the note? Now, prepare a summary of the passage.

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 Textbook for Class XI - ENGLISH

Activity II (Think and write)

r How did Gandhiji enlighten the freedom fighters? What kind of a
leadership did Gandhiji take? What was the effect of his
leadership?
Answer in a paragraph of about 100 words.
Activity III (Speech)
r In connection with Gandhi Jayanthi, your school is organizing a
programme to propagate the relevance of Gandhian values in the
present day. Prepare and deliver a speech before the class.

Hints
• Peace
• Fearlessness
• Truthfulness
• Influence
• ...............................
• ...............................
• ...............................

Tips for public speaking

• body language/posture
• eye contact
• voice modulation
• pause
• gesture
• pronunciation
• logical development
• clarity of presentation
• illustrations and examples
• comprehensiveness of content

Activity IV (Group discussion)

'Women will enjoy the same right as men…
This is the India of my dreams', Gandhiji said.
There is a role for each individual citizen, society and political party
to ensure equal rights to women. Conduct a group discussion on the
topic.

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 Unit - 2 WORDS AND DEEDS

Activity V (Letter to the editor)

Here is the sample of a letter to the editor expressing an individual’s
concern over a common issue. Examine it carefully.

A Letter to the Editor

From
Sender’s Nandini P.
address Nilakkal House
MRA - 347, Jawahar Lane
Bangalore -3
Date 15 June 2014
Addressee To
The Editor
The Xanadu
Hyderabad
Salutation Sir,
Reason I am writing this letter to express my concern about
for writing the article, ‘English should not be taught up to Class
the letter
X' (May 25th), by Mr. Santha Rao. I wonder what made
him write such an article. How can one ignore the
role of English in a fast developing world? From his
article, I understand that he has some hidden
Feelings agenda. In this fast developing world, even an ordinary
and person thinks about giving better education to his or
arguments
her children. English is being taught in the
Saksharatha classes as well. The medium of
instruction for various courses at a higher level of
education is English. I strongly believe that English
Suggestion is the only global language and the language of science
/opinion
and technology. It should be taught right from the
lower classes.
Yours truly
Subscription (Sd/-)
Nandini P.

r Now, refer to three national dailies of a week, and collect reports

on instances where women are deprived of their rights, and analyse
how the issues related to women are presented.
Write a letter to the editor of a newspaper, about the way in
which women’s issues are presented.

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 Textbook for Class XI - ENGLISH

Note : For the management of space, the editor may edit your letter,
omitting the address and other unnecessary details. But when
you draft a letter to the editor, you should write your full name
and address.
Activity VI (Concord)
r Look at the following sentence from the given passage.
‘Different people react differently and each gives his/her own
answer to the question.’
Here, ‘each’ agrees with a singular verb.
Generally, a singular subject agrees with a singular verb and a
plural subject agrees with a plural verb. However, a deeper
understanding of agreement (concord) will help us to write
correctly when certain nouns, phrases or combinations of nouns
come in the subject position.

Language Tips
m When a singular subject and a plural subject are joined by
either...or, neither...nor, etc., the verb agrees with the sub-
ject nearer to it.
e.g. Ram or his brothers go home every month.
m When two subjects are joined by ‘as well as,’ ‘more than,’ and
‘as much as,’ the verb agrees with the first subject.
e.g. The girls, as well as their teacher, have left.
m When two subjects are joined by ‘with,’ ‘along with,’ ‘together
with,’ ‘in the company of,’ ‘in addition to,’ ‘besides,’ ‘accompa-
nied by,’ etc., the verb agrees with the first subject.
e.g. My friend, with all his students, has arrived.
m One of/each of/everyone of/either/neither of + plural noun
(pronoun) carries a singular verb.
e.g. One of the players was selected for the national team.
m When every or each is used with two singular subjects con-
nected by and, we use a singular verb.
e.g. Every school and college has a playground.
m A (good/great) deal (of) + singular noun + singular verb.
e.g. A good deal of time was wasted on this case.
m When ‘one’ means ‘anyone’, ‘everyone’, it is called the ‘indefi-
nite one.’ The indefinite one is not usually replaced by any
other pronoun.
e.g. One should do one’s duty for one’s country.
m Expressions like ‘five pounds’, ‘ten rupees’, ‘two weeks’, ‘three
miles’, etc. are singular when they are thought of as indicat-
ing a single amount, period or distance.
e.g. Five rupees is not a big sum.
Three weeks is not a long time.

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 Unit - 2 WORDS AND DEEDS

m ‘A lot (of)’ takes a singular verb when it denotes amount, and a

plural verb when it denotes number.
e.g. A lot of money is spent on construction.
A lot of petitions have been received.
m Nouns like ‘furniture, machinery, equipment, traffic, luggage,
crockery, cutlery, clothing’, etc. are called class collectives.
Though plural in meaning, they are singular in form, and are
followed by singular verbs.
e.g. The furniture was bought from Italy.
m Plural words and phrases used as the titles of books take
singular verbs.
e.g. Great Expectations is one of Dickens’ great novels.
m The determiners ‘this’ and ‘that’ go with singular nouns, and
‘these’ and ‘those’ with plural nouns.
e.g. This girl speaks English better than these boys.
Choose the correct alternative.
1. Either Rajesh or his friends come. (has, have)
2. Neither of us coffee. (likes, like)
3. The boy, along with the tourists, gone. (has, have)
4. Five miles not a short distance. (are, is)
5. Everyone of you to attend the meeting. (have, has)
Correct the following sentences.
1. Each of the employees are working hard.
2. One of the students are absent today.
3. Neither Lal nor his relatives has arrived.
4. One of us have brought a globe.
5. Neither the man nor his wife are very careful.
6. The books placed on the table needs binding.
7. There is a lot of people waiting outside.
8. The police is closely watching all his movements.
9. The price of vegetables are going up.
10. Keep all the luggages in the cloak room.

Activity VII (Wordfinder)

r Look at the following sentence from the passage:
Gandhiji was ‘like a beam of light that pierced the darkness and
removed the scales from our eyes....’
Do you know the exact meaning of the word ‘pierce’ ?
Let’s see how the meaning of this word is given in the Oxford Advanced
Learner’s Dictionary.

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 Textbook for Class XI - ENGLISH

pierce/pI s; AmE pIrs/ verb 1~ (through) sth to make a small hole in

sth, or to go through sth, with a sharp object: [VN] The arrow pierced
his shoulder. t He pierced another hole in his belt with his knife.
t to have your ears/ nose pierced (= to have a small hole made in
your ears /nose so that you can wear jewellery there) t (figurative)
She was pierced to the heart with guilt. t [V] The knife pierced
through his coat. 2~ (through) sth (literary) (of light, sound, etc.) to
be suddenly seen or heard: [VN] Sirens pierced the silence of the
night t Shafts of sunlight pierced the heavy mist. [also V] 3~
(through) sth to force a way through a barrier: [VN] They failed to
pierce the Liverpool defence. [also V]

m What are the items given in this entry?

• Spelling
• Pronunciation /........../
• ..........................
• ..........................
• ..........................
m The meaning of the word ‘pierce’ in this context is the second
one given in the dictionary i.e., ‘to be suddenly seen or
heard’. You can also take note of the sentence given after the
meaning.

We can make use of a dictionary to check the

• spelling • pronunciation
• meaning • usage
• word stress • word class
• derivatives • phrasal verbs
A word has a variety of meanings - literal, contextual and so on.
It is the context that determines the exact meaning of a word.

I. The words given below are taken from the passage.

Refer to a dictionary and find out the meaning and the parts of speech
of the following words and make your own sentences.
Word Part of Meaning Sentences
speech
convince .....................................
pervasive .....................................
attires .....................................
dismal .....................................
vicious .....................................

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 Unit - 2 WORDS AND DEEDS

II. Read and reflect:

The bonds of human relationship are very strong. They are so
complex that it is difficult for us to explain. Words and deeds
have a soothing effect and they cement the bonds of relationship.
Here is a story about the impact of words. Read on.

THE PRICE OF FLOWERS

Prabhat Kumar Mukhopadhyay
It was nearly one o' clock and I was feeling extremely
hungry. So, I made my way slowly to a vegetarian
restaurant which was not far away, in St. Martin's Lane.
Lunch hours in London restaurants were not so crowded
in those days.
I found not more than three or four hungry people scattered
around the room. I chose a table, seated myself and opened
the newspaper.
A waitress came up and waited politely for my order. I
raised my eyes from the paper, glanced at the menu and
told her what I required. 'Thank you, sir,' she said and
went briskly and noiselessly away.
At that moment, my attention was drawn to a table not
far from mine. A young English girl was sitting there. She
had been watching me with interested surprise but turned
her eyes away as soon as I looked at her.
The girl was thirteen or fourteen years old. • Why was the narrator’s
attention drawn to the
Her clothes betrayed her poverty. Her hair English girl?
hung in a heavy stream down her back. Her
eyes were large. They had a sad expression. I watched
her when she was not looking so that she would not notice.
My lunch was served as she was finishing hers. The
waitress brought her the bill. Bills are paid at the desk as
one goes out. The desk is near the door.
• What is your impression of
The girl stood up. My eyes followed her. As the girl?
she paid her bill, she asked the cashier in a
low voice, 'Please, Miss, can you tell me if that gentleman
is an Indian?'
'I think so,' the cashier answered.
'Does he come here all the time? '
'Perhaps not. I do not recall having seen him before.'

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 Textbook for Class XI - ENGLISH

'Thank you,' said the girl and looked at me once more

with a startled air and went out.
It surprised me. Why? What was the matter? • How do you know that the
Her interest in me aroused my interest in girl was interested in
her. When I had finished my lunch, I asked knowing the identity of the
the waitress, 'Do you know the girl who was narrator?
sitting over there?'
'No, sir, I do not know her, to speak of. I’ve noticed she
has lunch here on Saturdays.'
'Doesn't she come on any other day?'
'I never see her on other days.'
‘Have you any idea who she is? '
'Perhaps she works in a nearby shop.'
'How do you know? '
‘Saturday is pay day. That is when she comes. On other
days, she may not be able to afford lunch. • What do you understand
Perhaps, she does not earn very much.' about the probable
I was moved by what she said. financial condition of the
girl?
The curiosity I felt about the girl persisted.
Who was the child? Why had she inquired about me? Was
some mystery the cause of her interest? Her poverty-
stricken, sad and anxious figure took possession of my
thoughts. On Sundays, all London shops are • Why was the narrator
closed. So, I set out to look for her after curious about the girl?
breakfast, on Monday morning. I looked into What did he do to meet her?
the shops on the streets near St. Martin's
Lane, and especially, the shops on the Strand, but I found
no trace of the girl.
The week passed. Saturday came again. I • Why did the narrator go to
presented myself at the vegetarian restaurant the restaurant again?
once more. As I entered, I saw her sitting at
the same table as before. She was eating. I walked up
and took the chair opposite hers, saying, 'Good afternoon!'
'Good afternoon, sir,' she responded hesitantly.
By making one brief remark after another, I was able,
slowly, to start a conversation. At last she asked, ' Are
you an Indian?'
'Yes.'
'Excuse me, are you a vegetarian?'
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 Unit - 2 WORDS AND DEEDS

'Why do you ask that? '

'I have heard that most Indians are vegetarians.'
'How is it that you know anything about India? '
'My elder brother is in India. He is a soldier.'
'I am not much of a vegetarian,' I answered her question,
'but I enjoy a vegetarian meal, now and then.' The girl
seemed disappointed.
I learned that her only guardian was this elder brother.
She lived with her old widowed mother.
'Do you hear from your brother?'
'We have not had a letter from him for a long time. My
mother is very worried. People tell her that
• What impression did the
India is full of tigers and snakes and fevers. girl have about India?
She is afraid something has happened to him.
Is it true, sir, that India is full of tigers and snakes and
fevers?'
'No,' I smiled, 'how could people live there if it were?' The
girl sighed softly. 'Mother says she would like to ask an
Indian about these things if she can find an Indian,' the
girl looked at me with eyes full of entreaty.
I understood how she felt. She wanted me to see her
mother, but she did not have the courage to ask me to
accompany her home. A keen desire to meet this poor
anxious mother took hold of me. I had not had the
opportunity to visit an impoverished English home. I wished
to see how the poor lived in this country, to know what
they think.
'Will you introduce me to your mother some time? Would
you like me to accompany you home? I can go some day.'
The girl's eyes brimmed with gratitude. 'Thank you ever
so much!' she said. 'It is so kind of you! Can you come
now?'
'With pleasure.'
'It will not interfere with anything else you have to do?'
'No, no, not at all. This afternoon is entirely my own.'
The girl was delighted. We finished our lunch and got up
together.

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 Textbook for Class XI - ENGLISH

As we walked, I asked her, ‘May I know your name?'

'My name is Alice Margaret Clifford.'
'Would you mind walking ?' she asked.
' Not at all,' I answered,' if it is not difficult for you.'
' No, I walk home every day.'
I asked the girl, ' Do you come this way often?'
'Yes,' she answered,' I work as a typist in the Civil Service
stores. Every afternoon, I come home this way. Today is
Saturday, so I am off early.'
'Shall I call you Miss Clifford or Alice? '
'I am not grown-up yet. You may call me what you like.
I am usually called Maggie.' She laughed.
'Are you very anxious to grow up?'
'Yes.'
'Tell me why.'
'When I grow up, I shall be paid more for my • Was Maggie satisfied with
her job? If not why?
work. My mother is old.'
'Is the work you do to your liking?'
'No. The work is very mechanical. I want work • What do you understand
that will make me use my head, brain work. by ‘brain work’?
Like the work of a secretary.'
We crossed the bridge and arrived in Lambeth. It is a poor
neighbourhood. 'If I ever become a secretary,' Maggie said,
'1 shall take mother away from here.'
'Did your father call you Maggie or Magsy?'
'When he was very affectionate he called me Magsy. How
did you know?'
'Yes, yes,' I answered mysteriously, 'we are Indians, you
know. We know about the future and all kinds of magic.'
'That is what I have heard,' she said.
'Indeed?' I was surprised. 'What have you heard?'
'I have heard that there are many people in India who
have occult powers. They are called yogis. But you are not
a yogi.'
'How do you know that I am not a yogi, Maggie?'

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 Unit - 2 WORDS AND DEEDS

'Yogis do not eat meat.'

• Why did Maggie ask the
'Is that why you asked me in the beginning narrator whether he was a
whether I am a vegetarian or not?' vegetarian?

She smiled without answering.

We had reached a narrow doorway. Maggie took a thin
latch key out of her pocket and opened the door. She
entered and said, 'Please come in'.
When I was inside, Maggie closed the door. She went to
the foot of the stairs and, raising her voice a little, called,
'Mother, where are you?'
'I am in the kitchen, child,' the answer came from below.
‘Come down.'
It is necessary to explain here that London streets are
above ground. Kitchens are often below street level.
Maggie looked at me questioningly, 'Do you mind?'
'Not in the least. Come on.' I said.
Together we descended the stairs to the kitchen.
'Mother,' said Maggie from the doorway,' an Indian
gentleman has come to see you.'
'Where is he?' the old woman asked eagerly. • Why did Mr Gupta go to
With a smile I stepped into the kitchen behind Maggie’s house?
Maggie. She introduced us. 'This is Mr Gupta, mother,'
she said, 'Mr Gupta, my mother.'
'How do you do?' I said and held out my hand.
'Excuse me, my hands-' she said, holding them out for me
to see. They were covered with flour. 'Today • What do you understand
is Saturday,' she explained, 'I am making about the living conditions
cakes. People will come to buy them this of Maggie and her mother?
evening. They'll be sold on the streets tonight. This is the
way we make our living - lots of trouble!'
Saturday night is a time of festivity in poor neighbourhoods.
All sorts of things are sold from countless • Why is Saturday special to
lighted pushcarts. The streets are more Maggie and her mother?
crowded than on any other day. Saturday is
the day the poor are able to spend a little, for they receive
their weekly wages.
Ingredients for cake making, flour, sugar, fat, raisins, eggs

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 Textbook for Class XI - ENGLISH

and so forth were set out in readiness upon the dresser.

Several freshly baked cakes in tins were also there.
'Sitting in such a poor kitchen will not be very pleasant
for you, will it?' Mrs. Clifford said. 'I have almost finished
my work. Maggie, take him into the sitting room, I'll come
in a minute.'
'No, no,' I protested, 'I can sit here well enough. The cakes
you make are nice ones, I must say.'
Mrs. Clifford thanked me with a smile.
'What kind of a country is India, sir?’ asked Mrs. Clifford,
as she resumed her cooking.
'A beautiful country.'
'Safe to live in?'
'Certainly. But not cold like this country. It is somewhat
hot.'
'Aren't there too many snakes and tigers? • How did Mr Gupta
describe India to Mrs.
Don't they kill people?' Clifford?
'Don't believe that,' I laughed. 'Snakes and
tigers keep to the jungles. They get killed themselves if
they come too close to places where people live.'
'And fevers?'
'In some places in India, there is more fever than in others.
It is neither the same everywhere nor the same all the
year around.'
'My son is in the Punjab. He is a soldier. What kind of a
place is the Punjab?'
'The Punjab is a fine place. There is little fever there. It
is very healthy.'
'I am glad to hear it,' Mrs. Clifford said.
Her baking was finished. 'Maggie,' she said, 'take Mr. Gupta
upstairs, I'll wash my hands and bring tea.'
Maggie showed the way to their sitting room and I followed.
The furniture was cheap and there was not much of it.
The carpet was old, torn in places. But everything was
extremely clean. Maggie drew the curtains back and
opened the windows. There was a glass bookcase. I stood
in front of it.
Mrs. Clifford came in carrying the tea tray, a few minutes

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 Unit - 2 WORDS AND DEEDS

later. All trace of the kitchen had vanished from her

person.
As we drank tea, I talked about India. Mrs. • Who is Francis? What do
you know about him?
Clifford showed me a photograph of her son. It
had been taken before he left. His name was Francis or
Frank. Maggie brought out a book of pictures he had sent
her for her birthday. There were many pictures of Simla
and the surrounding mountain country. On the inside
page was written, 'To Maggie, on her birthday, from her
loving brother Frank.'
'Maggie,' said Mrs. Clifford, 'show Mr Gupta the ring.'
'Has your brother sent you a ring?' I asked her. 'Let me
see what kind of a ring it is.'
'It is a magic ring, 'Maggie explained. 'A yogi gave it to
Frank.'
She brought it and asked, 'Can you see the past and the
future in it?'
I had heard a lot about crystal gazing. A crystal was set in
the ring. I took it up and examined it.
'When Frank sent the ring,' Mrs. Clifford said, 'he wrote
that if you concentrate on a distant person as you gaze
into it, you will be able to see him and what he is doing.
This is what the yogi told Frank. Maggie and I have
concentrated upon it, again and again, because we have
not had any news of Frank for a long time. But we have
not been able to see anything. Why don't you try? You are
a Hindu. You may be able to do it!'
I realised that superstition was not confined • What is your opinion
to India. I did not have the heart to tell the about superstitions? Do
you believe in any?
mother and daughter that the ring was
nothing much, brass with a piece of ordinary glass stuck
into it. They believed their Frank had sent them a new
and miraculous thing from a distant land, a dream India.
How could I shatter their faith?
Urged by Mrs. Clifford and Maggie, I took the ring into my
hand and stared at it intensely for a long time. 'I cannot
see anything,' I exclaimed at last, giving up.
The mother and daughter were disappointed. To change
the subject, I said, 'Here is a violin. It is yours, isn't it,

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 Textbook for Class XI - ENGLISH

Maggie?'
'Yes,' Mrs. Clifford answered, 'Maggie plays quite well.
Maggie, please play something for us.'
'Oh, Mother!' Maggie looked at her in protest.
'Maggie,' I pleaded, 'please play something! I am very fond
of the violin. I have a sister at home about your age. She
used to play for me.'
'The way I play is not at all worth listening to,' Maggie
said.
My entreaties at last persuaded her to play. 'I do not know
many pieces,' she said. 'What would you like to hear?'
'Shall I choose something? All right, then, give me your
music. Let me see what you have.'
Maggie brought out an old music case bound in black
leather. I opened it. Most of the pieces were light airs
like, 'Good-bye Dolly Grey,' 'Honeysuckle and the Bee',
etc. There were a few really good, though old-fashioned
ones, things like 'Robin Adair', ' Annie Laurie', 'The Last
Rose of Summer,' etc. There were several Scotch songs.
So I selected 'The Blue Bells of Scotland' and handed
Maggie the music. Maggie played and I hummed the tune
to myself.
When the song was over, I praised her playing lavishly as
I thanked her. 'Maggie has never had the opportunity to
study,' Mrs. Clifford said. 'She has learned what she knows
by herself. If our circumstances ever improve, I shall
arrange for her to have lessons.' On my way back, I was
filled with astonishment. The incident touched me very
deeply. • Describe the incident
Three months passed. I visited Maggie and her which touched the narrator
mother several times, at their home, and took deeply.
Maggie to see the Zoo once. She rode the elephant 'Indian
Rajah,' like all the other boys and girls. How delighted
she was!
But no news had come from her brother. Urged by Mrs.
Clifford, I went to India House, one day, and made
inquiries. I was told the regiment to which Frank belonged
was fighting on the Northwest Frontier. Mrs. Clifford
became extremely worried when she heard it. One day, I

58