Bihar Board Class 12th English (Rainbow Part 2 Poetry) Chapter 9 Snake) Solutions

B. 1.1. Write T for true and F for false statements

(a) It was a hot day when the thirsty snake came to drink water. (b) The speaker was in a haste to drink water.

(c) The colour of the snake was yellow-black.

(d) The speaker considered himself a second comer to the trough.

Answer:

(a) T (b) T (c) F (d) T.

B.1.2. Answer the following questions briefly

Question 1.

Where did the speaker meet the snake?

Answer:

The speaker encountered the snake at the water trough outside his house. Both the snake and the speaker had come to the same spot to quench their thirst on a hot day.

Question 2.

Why had it come out of its hole near the trough?

Answer:

The snake emerged from its hole because it was feeling extremely thirsty due to the intense summer heat. It came to the water trough specifically to drink water.

Question 3.

Why did the speaker decide to wait?

Answer:

The speaker chose to wait because the snake had arrived at the water trough before him. He felt it was only proper to let the first visitor drink first, showing a sense of courtesy.

B. 2.1. Write T for true and F for false statements

(a) The snake looked at the speaker vaguely.

(b) The day mentioned in the poem is that of June.

(c) There was a superstitious belief in Sicily to kill a black snake. (d) The speaker was glad playing host to a snake.

(e) The snake departed in an obliged way.

(1) The speaker had a desire to talk to the snake.

Answer:

(a) T (b) F (c) F (d) T (e) F (1) T

B.2.2. Answer the following questions briefly

Question 1.

How did the snake drink water?

Answer:

The snake drank water by lowering its mouth to the bottom of the trough. It sipped the water softly and slowly using its straight gums, in a quiet and peaceful manner.

Question 2.

What is the meaning of ‘Sicilian July’ with Etna smoking?

Answer:

The phrase ‘Sicilian July’ with Etna smoking’ describes the scorching, oppressive heat of the day. It compares the heat to that produced by the volcanic eruptions of Mount Etna in Sicily, emphasizing the extreme and fiery temperature.

Question 3.

What is the belief prevailing in Sicily about a snake?

Answer:

In Sicily, a common belief is that black snakes are harmless and innocent, while golden or yellow-brown snakes are considered venomous and dangerous.

Question 4.

Why did the speaker like the snake?

Answer:

The speaker liked the snake because it appeared calm and innocent. It simply came to drink water peacefully without showing any aggression, which fascinated the speaker.

Question 5.

Do you think he had a conflict in mind?

Answer:

Yes, the speaker experienced a deep internal conflict. He felt both fear due to societal teachings about killing snakes, and a sense of honor and hospitality towards the creature he saw as a guest.

B. 3.1. Write T for true and F for false statements

(a) The speaker found the slow movement of the snake quite impressive. (b) The speaker did not like the snake going back to the dark hole.

(c) He threw the pitcher at the snake.

(d) He later regretted having hit it.

(e) He compares it to a sea-bird, albatross.

(f) The snake appeared like a king in exile.

Answer:

(a) T (b) T (c) F (d) T (e) T (f) T

B.3.2. Answer the following questions briefly

Question 1.

What thing about the snake did appeal him most?

Answer:

The snake’s dignified and peaceful nature appealed to the speaker the most. It conducted itself like a calm guest, drinking water without haste or fear, and then retreating gracefully.

Question 2.

Why did he not like it going back to the dark hole?

Answer:

He did not like the snake returning to the dark hole because he had started to see it as a majestic guest or even a god-like creature. Its retreat into the earth felt like a loss of that noble presence.

Question 3.

What was his reaction after hitting the snake?

Answer:

After hitting the snake, the speaker was immediately filled with regret and shame. He felt his action was mean, uncivilized, and a sin against a dignified creature.

Question 4.

Why did the speaker consider it ‘a king in exile”?

Answer:

The speaker considered the snake ‘a king in exile’ because of its majestic, calm, and unhurried demeanor. It carried itself with a natural nobility, like a deposed king living quietly, without misusing its inherent power.

C. 1. Long Answer Questions

Question 1.

The speaker was fascinated by the snake. Do you think the time mentioned and the place it belonged to has anything to do with fascination?

Answer:

The extreme heat of the Sicilian July and the secluded setting of the water trough certainly set the stage for the encounter. The harsh, silent afternoon made the snake's sudden appearance more dramatic and mystical. However, the primary source of fascination was not the time or place, but the snake's own behavior—its quiet confidence, peaceful drinking, and majestic retreat, which made it seem like a supernatural visitor in the ordinary setting.

Question 2.

What does he mean by ‘the voice of my education?’

Answer:

By ‘the voice of my education’, the poet refers to the societal and cultural conditioning he has received. It is the internalized command from human society that labels certain snakes as dangerous and instructs him that the "manly" thing to do is to kill them. Specifically, in Sicily, he was taught that golden snakes are venomous and should be killed, while black ones are innocent. This "voice" conflicts with his personal, instinctive feelings of awe and hospitality.

Question 3.

There was a conflict in the mind of the poet How did he analyse this conflict?

Answer:

The poet analyzed his inner conflict by examining the flood of contrasting thoughts and emotions. He questioned if his hesitation to kill the snake was cowardice. He wondered if his desire to talk to it was perverse. He felt honored by its presence, as if hosting a guest. He was torn between the societal dictate to kill and his personal feeling that the snake was a majestic, god-like creature. This turmoil highlights the clash between ingrained human prejudice and natural, instinctive reverence for life.

Question 4.

In what roles did he find the snake and himself ? Describe.

Answer:

The poet assigned various roles to himself and the snake during their encounter. Initially, he saw himself as a second-comer who must wait his turn. He then assumed the role of a hospitable host, feeling honored to have the snake as a guest. At times, he felt like a coward for not killing it. The snake, in turn, was seen as a peaceful guest, a god-like entity from the underworld, and finally, a king in exile. These shifting roles reflect the poet's complex and changing perceptions.

Question. 5.

The snake seemed like a king in exile. What are the qualities that makes the snake so majestic?

Answer:

The snake's majestic qualities include its calm and deliberate movements, its self-assured and fearless demeanor as it drank, and its dignified silence. It did not hurry or show fear, even when aware of the human presence. Its retreat was slow and stately, not a frantic escape. Most importantly, it possessed a quiet, inherent authority and grace, much like a deposed monarch who retains his nobility despite his circumstances, making it seem "like a king in exile."

Question 6.

What makes you think that hitting the snake was quite against the sensibility of the speaker?

Answer:

The immediate and profound regret the speaker feels proves that hitting the snake was against his true sensibility. He calls his act "paltry, vulgar, and mean," and condemns the "voice of education" that prompted it. He feels he has committed a sin and missed a chance to interact with one of the "Lords of Life." This intense guilt and self-loathing show that his spontaneous, violent action was a betrayal of his deeper feelings of reverence and admiration for the creature.

Question 7.

What is the sin committed by the speaker that he wanted to expiate?

Answer:

The sin the speaker committed was attacking a harmless, dignified creature out of a sudden, irrational fear and blind obedience to societal norms. He violated his own sense of hospitality and respect for life. He views this act as a crime against nature itself—a petty, human act of violence against a majestic animal that meant no harm. He wishes to atone for this act of ingratitude and brutality.

Question 8.

Give in short the summary of the poem, “Snake”.

Or, Write a short note on the poem, ‘Snake’.

Answer:

D.H. Lawrence's poem "Snake" describes a personal encounter on a hot day in Sicily. The poet, going to drink water, finds a golden-brown snake already at the trough. He waits, fascinated by its peaceful and majestic drinking. An internal conflict arises between his human education, which urges him to kill the venomous snake, and his instinctive feelings of honor and awe towards this guest from the "underworld." As the snake retreats, a sudden panic seizes the poet, and he throws a log, injuring it. The snake disappears into its hole. The poet is instantly filled with intense remorse, comparing his mean act to killing the albatross from "The Rime of the Ancient Mariner." He regrets missing a chance to meet a "Lord of Life" and is left with a sense of profound guilt and spiritual loss.

C. 3. Composition

Write a short essay in about 150 words on the following:

(a) Human greed and environmental degradation.

Answer:

Human greed is the primary driver behind the alarming degradation of our environment. The relentless pursuit of more resources, wealth, and comfort leads to over-exploitation of natural resources like forests, minerals, and water. Industries pollute the air and water for profit, while consumerism generates massive waste. This greed results in deforestation, loss of biodiversity, climate change, and pollution, endangering all life on Earth. To ensure a sustainable future, we must shift from greed-driven exploitation to responsible stewardship, valuing the health of our planet over short-term gains.

(b) Religion teaches tolerance and humility.

Answer:

At their core, all major world religions preach the fundamental virtues of tolerance and humility. They teach followers to practice compassion, respect others, and live without arrogance. Tolerance encourages accepting differences in belief and practice, fostering peace in diverse societies. Humility involves recognizing one's own limitations and the greater power of the divine or the collective good, which checks ego and promotes harmony. When practiced sincerely, these religious teachings become powerful tools for social cohesion, reducing conflict and building a more understanding and united world.

D. Word Study : D.I. Dictionary Use

Ex. 1. Correct the spelling of the following words: fishure, streight, flikered, muzed, parvarsity, delibarately, convalsed, wreethed, fassination, uncrouned

Answer:

D.2. Word-formation

Read the following lines from the poem carefully:

But suddenly that part of him that was left behind convulsed in undignified haste. Like a king in exile, uncrowned in the underworld.

In the above lines ‘undignified’ and ‘uncrowned’ have prefix ‘un—’ which make them ‘negative’ in meaning.

Add prefixes ‘un-‘, in-‘, il—’ir’, ‘dis-‘ to the following words and fill in the blanks to complete the sentences given below:

(i) Pragya could not get good marks in the ‘writing test’ because of het.................. Writing fast. (ii) Man becomes.................... because of his action.

(iii) His behavior is not liked by us.

(iv) You cannot win the case by your arguments.

(v)

D. 3. Word-meaning

Ex. 1. Read the poem carefully to find out where the following phrases have been used. looked at, looked around, drew up, put down. left behind, the thought of Fill in the blanks with appropriate phrases listed above:

(i) Varsha...................... her papers on the table and went out.
(ii) We could not a............... better plan.
(iii) He ran slowly and soon was..................all other runners.
(iv) We the painting in admiration.
(v) The acrobat................ himself before jumping over the rope.
(vi) The thirsty man.................... in search of water.

Answer:
(i) put down
(ii) drew up
(iii) left behind by
(iv) looked at
(v) drew up
(vi) looked around

E. Grammar

Ex. 1. Go through the poem carefully-and underline the lines where the following words/nouns have been used:

slackness clearness cowardice perversity
hospitality blackness pettiness humility

Q. Change the above words in adjectives and use them in the following sentences:

(i) Mr. John has very............... ideas on the success of democracy in India.
(ii) ..............men die several times.
(iii) Films should not glorify sex................ behaviors.
(iv) The sky suddenly turned................
(v) He often perturbs his parents with demands.
(vi) Though he occupies a high post, he is quite
(vii) His approach aggravated the problem.
(viii) Mrs. Juber was quite................... with her guests.

Answer:
(i) clear
(ii) Coward
(iii) slack
(iv) black
(v) petty
(vi) humble
(vii) perverse
(viii) hospitable

Q.1. Read the following extracts of the poem, “Snake” and answer the questions that follow:

A snake came to my water-trough
on a hot day, and | in Pyjamas for the heat, To drink there.
In the deep, strange scented shade of the great dark,
| came down the steps with my pitcher
And must wait, must stand and wait, for there he was at the trough before me.
The voice of my education said to me
He must be killed,
For in a Sicily the black, black snakes are innocent, the gold is venomous.
And the voice in me said if you were a man
You would take a stick and break him now, and finish him off.

Questions:

1. What is Sicillian belief?
2. What does the poet mean by ‘The voice of education”?
3. What does ‘The voice of education” tell the poet?
4. Why does the poet not kill the snake?
5. What should have he done if he were a man?

Answers:
1. The Sicilian belief is that black snakes are harmless, while golden or yellow snakes are poisonous and dangerous.
2. By ‘The voice of education’, the poet refers to the learned, societal, and conventional rules that are taught to us, which often dictate how we should react instead of how we feel.
3. ‘The voice of education’ tells the poet that the snake is a threat and must be killed immediately, especially because in Sicily, golden snakes are considered venomous.
4. The poet does not kill the snake because he feels a deep sense of respect and fascination for the creature. He sees it as a guest who has come peacefully to drink water.
5. According to the conventional ‘voice’ in his head, if he were a ‘man’, he would have proven his courage by taking a stick and killing the snake right away.

2. He reached down from a fissure in the earth-wall in the gloom And trailed his yellow-brown slackness soft-bellied down,
Over the edge of the stone trough
And rested his throat upon the stone bottom,

3. And where the water had dripped from the tap, in a small clearness, He sipped with his straight mouth,
Softly drank through his straight gums into his long body, silently. Someone was before me at my water-trough,
And |, like a second comer, waiting.

4. He lifted his head from his drinking, as cattle do,
And looked at me vaguely, as drinking cattle do,
And flickered his two-forked tongue from his lips and mused a moment, And stooped and drank a little more,
Being earth-brown, earth-golden from the burning bowels of the earth On the day of ‘Sicilian July with Etna smoking.

5. The voice of my education said to me He must be killed,
For ina sicily the black, black snakes are innocent, the gold are venomous. And voice in me said if you were a man
You would take a stick and break him now, and finish him off.

Questions:

1. What is the Sicillian belief?
2. What does the poet mean by ‘The voice of education”?
3. What does ‘The voice of education” tell the poet?
4. Why does the poet not kill the snake?
5. What should have he done if he were a man?

Answers:
1. In Sicily, it is commonly believed that black snakes are not poisonous and are safe, whereas snakes with golden or yellow coloring are venomous and should be feared.
2. ‘The voice of education’ symbolizes the rational, socially-conditioned part of the poet’s mind that argues based on learned facts and societal norms, often conflicting with natural instinct.
3. It instructs the poet that the golden-brown snake is dangerous and his duty, as a rational human, is to kill it to eliminate the potential threat.
4. The poet refrains from killing the snake because he is mesmerized by its majestic and peaceful demeanor. He feels it would be wrong to harm a creature that has come as a harmless visitor.
5. The internalized societal voice suggests that to be a ‘real man’, he should act with force and dominance—specifically, by grabbing a stick and ending the snake’s life to show he is not afraid.

6. But must | confess how | liked him,
How glad | was he had come like a guest in quiet, to drink at my water- trough. And depart peaceful, pacified and thankless,
Into the burning bowels of this earth?

7. Was it cowardice, that | dared not kill him? Was it perversity, that | longed to talk to him? Was it humility, to feel so honoured?
| felt so honoured.
And yet those voices
“If you were not afraid, you would kill him”.

8. And truly | was afraid, | was most afraid But even so, honoured still more
That he should seek my hospitality
From out the dark door or the secret earth,

9. He drank enough
And lifted his head dreamily as one who has drunken,
and flickered his tongue like a forked night on the air, so black, Seeming to lick his lips,
And looked around like a god, unseeing, into the air,
And slowly turned his head,
And slowly, very slowly, as if thrice adream,
Proceeded to draw his slow length curving round,
And climb again the broken bank of my wall=face,

10. And as he put his head into that dreadful hole,
And as he slowly drew up, snake-easing his shoulders and entered farther, Deliberately going into the blackness, and slowly drawing himself after. Overcame me now his back was turned.

11. | looked round, | put down my pitcher, | picked up a clumsy log And threw it at the water trough with a clatter.

12. | think it did not hit him,
But suddenly that part of him that was left behind convulsed in. undignified haste.
Writhed like lightning, and was gone into the black hole, the earth lipped fissure in the wall front, At which, in the intense still noon, | stared with fascination.

13. And immediately | regretted it. | thought how paltry, how vulgar, what a meant act! | despised myself and the voices of my accursed human education.

14. And | thought of the albatross, And | wished he would come back, my snake.

15. For he seemed to me again like L king? Like a king in exile, uncrowned in the underworld, Now due to be crowned again.

16. And so, | missed my chance with one of the lords of life. And | have something to expiate: Pettiness.