Bihar Board Class 12th English (Rainbow Part 2 Prose) Chapter 10 India Through a Traveller’s Eyes) Solutions

1. Pearl S. Buck visited India to see............. (a) the Taj Mahal

(a) the Taj Mahal

(b) Fatehpur Sikri

(c) the young intellectuals and the peasants

(d) glories of empire in New Delhi.

Answer:
(c) the young intellectuals and the peasants

2. Kashmir was.invaded

(a) by the Japanese invaders

(b) by the Chinese invaders

(c) by Russian invaders

(d) by white barbarian invaders

Answer:
(d) by white barbarian invaders

3. Colonisation had made the Indian (a) enervated and exhausted

(a) enervated and exhausted

(b) energetic and happy

(c) Bold and Frank

(d) Fearless and independent

Answer:
(a) enervated and exhausted

4. The worst effect of colonisation was seen in the form of........... (a) happiness

(a) happiness

(b) distress

(c) unemployment

(d) freedom

Answer:
(c) unemployment

5. According to the writer, the main quality of a leader is......... (a) Selfishness

(a) Selfishness

(b) Communalism

(c) dishonesty

(d) selflessness

Answer:
(d) selflessness

Bihar Board Class 12 English Book Very Short Type Questions and Answers

Questions 1. What does the word colour remind the writer of?

Answer:
The word "colour" reminded Pearl S. Buck of the incredible diversity of skin tones and complexions she saw among the Indian people. She felt this variety was as rich and vast as the human diversity found in her own country, America.

Question 2. What were the benefits of English rule?

Answer:
The primary benefit of English rule was access to Western education and knowledge. Indians gained fluency in the English language and became well-versed in Western ideas, which later helped them engage with the world on a global platform.

Question 3. Why were the intellectuals in India restless and embittered?

Answer:
The intellectuals were restless and filled with bitterness because they were living under foreign domination. They were highly educated and aware of their rights, which made the reality of colonial subjugation and the denial of self-governance deeply frustrating and humiliating for them.

Question 4. What was the ‘great lesson’ that India had to teach the west?

Answer:
The great lesson India had to teach the West was the profound value of humanity. This lesson was rooted in India's ancient culture and spiritual traditions, which emphasized compassion, tolerance, and the essential unity of all human beings.

Question. 5. Where was the real indictment against the colonisation to be found?

Answer:
The most damning evidence against colonialism was visible in the impoverished conditions of India's villages. The widespread poverty, malnutrition, and suffering of the rural population served as the true indictment of British rule.

Bihar Board Class 12 English Book Textual Questions and Answers

B. 1.1. Read the following sentences and write ‘T’ for true and ‘F’ for false statements

(i) Pearl S. Buck had an Indian family doctor. T
(ii) The Mongolian from Europe invaded Kashmir. F
(iii) According to the writer, the Indians belonged to the Caucasian race. T
(iv) The first woman President of the General Assembly of the United state was an Indian. T
(v) The writer wanted to listen to four groups of people. F
(vi) The young Indian intellectuals were disappointed with the English rule. T
(vii) Indian were willing to fight in the Second World War at England’s command. F
(viii) Indians believed in the mobility of means to achieve a noble end. T
(ix) The worst effect of colonisation was seen in towns, in the form of unemployment. T
(x) Indians under the British rule had a life span of just twenty-seven years. T

B. 1.2. Answer the following questions briefly

Questions 1. What does the word colour remind the writer of?

Answer:
The word "colour" immediately brought to the writer's mind the stunning spectrum of complexions she observed in India, a diversity she found to be as wide and vibrant as that in the American human landscape.

Questions 2. What were the benefits of English rule?

Answer:
Indians leveraged the benefits left by English rule, primarily a high-quality English education and deep knowledge of Western thought. This resulted in a generation of men and women who could speak pure, eloquently enunciated English, facilitating their interaction with the global community.

Questions 3. Why were the intellectuals in Indian restless and embittered?

Answer:
The intellectuals were restless and embittered due to their profound disappointment with British colonial rule. Their education and awareness made the lack of freedom and self-determination a source of constant anguish and resentment.

Questions 4. What was the great lesson that India had to teach the west?

Answer:
The great lesson was the principle of universal humanity—a core tenet of Indian culture and tradition. It was the idea that beyond all differences, a fundamental human connection binds everyone together.

Questions 5. Where was the real indictment against the colonisation to be found?

Answer:
The true condemnation of colonialism was most apparent in the widespread unemployment and economic despair found in Indian towns and cities, which were direct consequences of colonial policies that disrupted traditional economies.

Questions 6G. Why was the writer moved at the sight of the children of the Indian villages?

Answer:
The writer was deeply moved and heartbroken to see the village children who were thin, weak, and malnourished, with large, sorrowful eyes. Their pitiable condition was a stark and painful reflection of the neglect and poverty perpetuated under colonial rule.

B.2.1. Read the following sentences and write T for true and ‘F’ for false statements

(i) The Writer blames the English rule for all the ills of India. T
(ii) Colonisation had made the Indian enervated and exhausted. T
(iii) A long period of slavery made people quite dependent. T
(iv) According to the writer, selflessness is the main quality of a leader. T
(v) Very few people in villages had respect for age and experience. F
(vi) The writer did not like the idea of eating with the right hand. T
(vii) Indian is by nature religious. T
(viii) The book ‘Come, My Beloved’ has an Indian background. T
(ix) A Christian missionary believes that ‘God is the one’. T

B.2.2. Answer the following questions briefly

Question 1. Why was the land between Bombay and Madras famished?

Answer:
The land was famished due to severe drought and acute scarcity of water. The region was parched and barren, resembling a hot desert where agriculture had failed, leading to famine.

Question 2. Why did the Indian always blame the British for their suffering?

Answer:
While the British rule was responsible for many systemic problems, the writer also observed that blaming the colonizers had sometimes become an easy excuse for Indians to avoid confronting their own internal challenges and responsibilities in the post-colonial era.

Question 3. Who was the real master of the house which Buck visited?

Answer:
In the traditional joint family she visited, the real master was not the eldest but a younger brother, who was respected and obeyed by the entire household due to his qualities of wisdom and selfless leadership.

Question 4. Why did the writer not mind her host eating in the opposite comer of the room?

Answer:
The writer did not mind because she understood and respected cultural differences. She realized that her host's action was guided by Indian customs of hospitality and purity, not by any intention to be disrespectful.

Question 5. What does she mean by saying’ Religion is ever=present in Indian life’?

Answer:
She means that religion in India is not confined to temples or specific rituals; it is seamlessly woven into the fabric of everyday life. It influences daily routines, social customs, festivals, and the overall worldview of the people.

Question 6. What are her views on the Christian missionaries?

Answer:
Pearl S. Buck held Christian missionaries in high regard, seeing them as among the most dedicated and single-hearted people she had known. She noted that they preached a message of one universal God and the brotherhood of all mankind, a principle she found noble.

C.1. Bihar Board Class 12 English Book Long Answer Questions

Question 1. How does Pearl S. Buck describe Kashmir?

Answer:
Pearl S. Buck describes Kashmir as a region of great beauty and unique racial characteristics, influenced by ancient invasions from white "barbarian" invaders from Europe. She notes that the people are often fair-skinned, with instances of auburn-haired, blue-eyed women. She mentions a Kashmiri man with dark hair and clear green eyes, possessing lovely cream-colored skin and classic Greek-like features. She concludes that all people of India, regardless of skin tone—even the very dark skin found in the south—belong to the broader Caucasian race.

Question 2. How has India influenced the world in the post-independent era?

Answer:
According to Buck, in the few short years after gaining independence, India significantly influenced the world simply by maintaining its freedom and producing exceptional individuals. Indians put their English education and knowledge of the West to good use. She cites examples like Jawaharlal Nehru's statesmanship, Vijaya Lakshmi Pandit becoming the first woman President of the UN General Assembly, and the trust commanded by an Indian General in charge of prisoner exchange in Korea. India, through its dignified presence and capable leaders, earned respect on the global stage.

Question 3. Why had the Indian intellectuals decided not to support the British in the Second World War?

Answer:
The Indian intellectuals were convinced that the British had no real intention of granting India independence. Fresh from China, where promises of self-rule seemed endlessly deferred, Buck could understand their skepticism. The intellectuals argued that people learn self-governance only by practicing it, and that the British kept moving the goalpost for readiness. Feeling restless and embittered, they planned to rebel immediately when the Second World War broke out, using the complication to force Britain to set India free. They were determined not to be compelled to fight at England's command as they felt they had been in the First World War.

Question 4. What lesson had India taught humanity by gaining independence?

Answer:
By gaining independence through largely non-violent means, India taught humanity a powerful lesson in achieving political freedom with moral authority. It demonstrated that a nation could liberate itself from a powerful empire not through brute force, but through disciplined mass movement, civil disobedience, and an appeal to universal justice. This success inspired freedom movements across the world and established India as a moral leader in the international community immediately after independence.

Question 5. What was the psychological impact of colonisation on Indian people?

Answer:
The psychological impact was profound and damaging. A long period of colonization left the Indian people emotionally and mentally drained—enervated and exhausted. It fostered a sense of dependency, stifled initiative, and created a psychology where people often looked for external solutions or blamed the ruler for all ills. However, Buck also notes a counter-current: a deep-seated reverence for selfless leadership, indicating an enduring cultural strength that sought moral authority over mere power.

Question 6. Who, according to Buck, could be the real leaders of Indian people?

Answer:
According to Buck, the real leaders of the Indian people were those who possessed the quality of selflessness and renunciation. Leadership was granted only to those whom followers considered "good," meaning capable of sacrificing personal benefit for a collective ideal. Such a person was, by this very fact, also considered honest, high-minded, and trustworthy. This could be a national figure like Gandhi or a local village elder who commanded respect through their integrity and service to the community.

Question 7. What are some of the features of Indian family Life, as noticed by Buck?

Answer:
Buck observed several key features of Indian family life: the strength of the joint family system, deep respect for elders and experience, and simple living conditions (like mud-walled, thatch-roofed houses with cow-dung polished floors). She was struck by the cultural and philosophical richness that shaped individuals even within illiterate communities. However, she was also heartbroken by the sight of malnourished village children with huge, sad eyes, which she saw as the ultimate indictment of colonial rule, compounded by the shockingly low average life span of just twenty-seven years.

Question 8. Give a portrait of India seen through the writer's eyes.

Answer:
Through Pearl S. Buck's eyes, India in the 1950s emerges as a land of stark contrasts and profound resilience. It is a portrait painted with both admiration and critique. She sees a nation of superior individuals—intellectuals, leaders, and diplomats—making a global impact. She admires the deep spirituality, respect for selfless leadership, and rich cultural traditions woven into daily family life. Simultaneously, she does not shy away from the grim reality of colonial legacy: pervasive poverty, famine, unemployment, and the heartbreaking condition of village children. While she acknowledges these ills, she often views them through the lens of colonial blame. Ultimately, her portrait is that of a spiritually rich, culturally vibrant, and newly independent nation struggling to heal from the wounds of its past while holding immense promise for the future.

Q. 9. What did Pearl Buck see in India? Or, What did Pearl Buck hear from the young intellectuals and the peasants in Indian villages?

Answer: Pearl S. Buck observed a vibrant and complex India. She noted that Indians belong primarily to the Caucasian race, with physical diversity ranging from fair-skinned Kashmiris to darker-complexioned people in the south. She was struck by their innate dynamism, adaptability, and pragmatic nature, qualities honed by ancient philosophy and lifestyle. Indians, she found, were successful globally, whether as doctors in remote China or forming large communities abroad.

She described Indians as "a memorable people... dramatic and passionate and fond of dramatic lives." Post-independence, India was confidently making its mark on the world stage through leaders like Nehru and diplomats at the UN.

From young intellectuals in cities, she heard seething anger against British rule. They felt betrayed after World War I and demanded freedom before committing to fight in World War II. However, the threat of Nazism and Fascism led India to side with the Allies, choosing civilization over barbarism.

In villages, she witnessed extreme poverty and the devastating legacy of colonialism—starving people, skeletal children, and a life expectancy of only 27 years. Yet, amidst this, she found an "innately civilized" culture. Village life was guided by lofty ideals of self-sacrifice and renunciation, with Mahatma Gandhi as the supreme example. She met a paralyzed elderly man, treated as a saint, who spent his days advising villagers, embodying the enduring spirit of selfless wisdom. She also admired their clean habits, like using homespun towels and eating from banana leaves.

Ultimately, Buck was profoundly impressed by India's non-violent freedom movement, which she saw as a "mighty triumph of a bloodless revolution," offering a crucial lesson to the world on achieving noble ends through noble means.

Question 10. Who according to Pearl S. Buck is blame for India’s poverty and backwardness?

Answer: Pearl S. Buck squarely blames centuries of British colonial rule for India's pervasive poverty and backwardness. She observed a pitiable condition where fertile lands lay barren due to a lack of irrigation, and villages were trapped in cycles of starvation and disease. The colonial system had drained the country's wealth and, more importantly, sapped the vitality and spirit of its people.

She noted that generations of foreign rule made people passive and dependent. They had come to believe that it was the British ruler's sole responsibility to provide for them, leading to a loss of initiative and a culture of excuses. This psychological and economic demoralization, Buck argues, was the direct result of an imperialist system designed to exploit, not develop. Therefore, the ultimate responsibility for India's degraded state lay with British imperialism.

C. 3. Composition Question 1. You have a pen Friend in America who wants to know about India. Write a letter to your friend describing some of the values that govern Indian family life.

Answer:

Question 2. Write a paragraph in about 100 words in India’s contribution to world peace.

Answer: India has been a steadfast champion of world peace, primarily through the philosophy of 'Ahimsa' (non-violence) championed by Mahatma Gandhi. This ideal inspired its own freedom struggle and offers a powerful alternative to violent conflict globally. As a founding member of the United Nations, India actively participates in peacekeeping missions, consistently ranking among the top contributors of troops to UN forces in conflict zones. India's foreign policy has historically emphasized 'Panchsheel'—the five principles of peaceful coexistence—and peaceful resolution of disputes through dialogue. By advocating for disarmament, supporting the concerns of developing nations (Non-Aligned Movement), and providing humanitarian aid, India strives to be a voice for stability and cooperative multilateralism on the international stage.

D. 2. Word-formation

From compound words using the words given below:

every, blue, home, baby, over, thing, eyed, made, sticks, hood, come, living, room, out, side, deed, well, day, house, hold, snow, faced, white, light, trust, worthy, mud, walled, self, seeking, high, minded, water, bird, new, cooked, born, hearted, ever, green, how, single, glass

Ans. everyone, blue-eyed, homeless, baby bird, flyover, everything, dark-eyed, man-made, chopsticks, childhood, welcome, good-living, living room, lookout/outcome, roadside, misdeed, well-done, everyday, lighthouse, household, snow-capped, white-faced, snow-white, daylight, trustworthy, noteworthy, mudhouse, strong-walled, myself, job-seeking, high-minded, evil-minded, waterbird, newborn, half-cooked, newborn, kind-hearted, evergreen, however, single-minded, glassware.

D. 3. Word-meaning Ex. 1. Match the words given in Column A with their meanings given in Column B

Answer: 1. (a), 2. (b), 3. (c), 4. (d), 5. (e), 6. (f), 7. (g)

D. 4. Phrases Ex. 1. Read the lesson carefully and find out the sentences in which the following phrases have been used. Then use these phrases in sentences of your own. further off, in spite of, live upon, search for, as long as, serve on, put in

Answer:

• further off – The new shopping mall is situated further off from the main city.
• in spite of – In spite of his injury, he completed the marathon.
• live upon – In ancient times, tribes had to live upon whatever they could hunt or gather.
• search for – The scientists continued their search for a cure to the disease.
• as long as – You can borrow my book as long as you return it by Monday.
• serve on – She was honored to serve on the committee for community welfare.
• put in – You must put in a lot of hard work to achieve your goals.

E. Grammar Ex. 1. Change the following sentences as directed

(i) The features of the Kashmiri are as classic as the Greek. (from positive to comparative)
Ans. The features of the Greek are not more classic than those of the Kashmiri. / The features of the Kashmiri are not less classic than those of the Greek.

(ii) My host said, ‘I was called to kill a dangerous snake.’ (from direct to indirect speech)
Ans. My host said that he had been called to kill a dangerous snake.

(iii) My life has been too crowded with travels and many people for me to put it all within the covers of one book. (Remove ‘too’)
Ans. My life has been so crowded with travels and many people that I cannot put it all within the covers of one book.

(iv) What did I go to India to see? (from interrogative to assertive)
Ans. I went to India to see it for myself.