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GNDU Question Paper-2024

B.A 2

Semester

English (Compulsory)

Time Allowed: 3 Hours Maximum Marks: 100

Note: There are Eight questions of equal marks. Candidates are required to attempt any Four

questions.

SECTION-A

1. Attempt All the following:

Read the situation and write a sentence with a question tag. In each situation you are asking your

friend to agree with you:

(1) You are with a friend outside a restaurant. You are looking at the prices, which are very high.

What do you say? (expensive) It________

(2) You look out of the window. The sky is blue and the sun is shining. What do you say to your

friend? (beautiful) It_________

Complete the sentences so that they mean the same as the first sentence:

(3) Shall we paint the kitchen next weekend instead of this weekend?

Shall we postpone_________ until next weekend?

(4)Please don't interrupt all the time.

Would you mind__________ all the time?

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Make sentences from the words in brackets. Use -ing or to sometimes either form is possible:

(5) I used to work in a supermarket. I didn't like it much.

(I/not/like/work/there)

____________________

(6) Jennifer is a very careful person. She doesn't like taking many risks.

(she/not/like/take/risk)

_____________

Choose the correct form with or without the:

(7) Life/The life is strange sometimes.

(8) Who are people/the people in this picture?

Read the situation and complete the sentences using get/got used to:

(9) The children at school got a new teacher. She was different from the teacher before her, but this

wasn't a problem for the children.

They soon_________

(10) Some friends of yours have just moved into an apartment on a busy street. It's very noisy.

They'll have to__________

2. Attempt All the following problems:

Complete the second sentences using the words in brackets + to......:

(1) Everybody else arrived before Paul.

(the last) Paul was the__________

(2) Emily passed the exam. All the other students failed.

(the only) Emily was_____________

Make sentences beginning Having order: Put the words in correct

(3) (tickets/the theatre/bought/into/our/went/we)

Having__________

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(4).(the/coffee/shopping/1/a cup/went/for/of)

Having________

Which is correct?

(5) Shall we meet after work/after the work tomorrow evening?

(6) I didn't sleep well in the hotel. Bed/The bed was uncomfortable.

Choose the correct form of the verb, singular or plural:

(7) Fortunately, the news wasn't/weren't as bad as we expected

(8) Most people enjoy/enjoys music,

Use the words in brackets to write sentences. Use afraid to afraid of-ing:

(9).We walked very carefully along the icy path.

(we/afraid/fall)________

(10) I don't carry my passport with me.

(I/afraid/lose/it)__________

SECTION-B

3.(a) Write a letter to your, younger brother advising him to avoid bad company and telling him

the advantages of doing so.

(b) Attempt the following:

Complete the sentences with ourselves/themselves or each other:

(1) They have had an argument. They're not speaking to_______ at the moment.

(2) We couldn't get back into the house. We had locked_________ out.

Complete these sentences with some, or any-+-body/-thing/ -where:

(3) Why are you looking under the bed? Have you lost___________ ?

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(4) This machine is very easy to use. __________ can learn to use it. Put in each or every:

(5) The book is divided into five parts and ___________ of these has three sections.

4. (a) Write a letter to your father seeking his permission for a college trip being planned for a hill

station in your summer vacations.

(b) Attempt the following:

Put in much/many/little/few (one word only):

(1) Ann is very busy these days. She has_________ free time.

(2) I won't be able to do much, but I'll do________ I can.

Read the information and complete the sentence. Use a relative clause of type 1 or type 2. Use

commas where necessary:

(3) Amy has a son. She showed me a picture of him. He is a police officer.

Amy showed me____________

Make one sentence from two, beginning as shown:

(4) A gate was damaged in the storm. It has now been repaired. The gate_____ has now been

repaired.

(5) I've had my car for 15 years. It has never broken down. My car_______

SECTION-C

5. (a) Bring out the theme of class conflict as presented in 'The Doll's House".

(b) Draw a character sketch of Eveline.

6. (a) What is the writer's message in A Strand of Cotton'?

(b) Draw a character sketch of Odarka in the story 'The Taboo'.

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SECTION-D

7. (a) What is the writer's experience in the School for Sympathy?

(b) Bring out the humour in 'My Financial Career'.

8. (a) Why do Bhopas worship Pabuji? Write in detail.

(b) What are the writer's views about the beauty contests in 'The Beauty And The Beast'?

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GNDU Answer Paper-2024

B.A 2

Semester

English (Compulsory)

Time Allowed: 3 Hours Maximum Marks: 100

Note: There are Eight questions of equal marks. Candidates are required to attempt any Four

questions.

SECTION-A

1. Attempt All the following:

Read the situation and write a sentence with a question tag. In each situation you are asking your

friend to agree with you:

(1) You are with a friend outside a restaurant. You are looking at the prices, which are very high.

What do you say? (expensive) It________

(2) You look out of the window. The sky is blue and the sun is shining. What do you say to your

friend? (beautiful) It_________

Ans: (1) It’s expensive, isn’t it?

(2) It’s beautiful, isn’t it?

Complete the sentences so that they mean the same as the first sentence:

(3) Shall we paint the kitchen next weekend instead of this weekend?

Shall we postpone_________ until next weekend?

(4)Please don't interrupt all the time.

Would you mind__________ all the time?

Ans: (3) Shall we postpone painting the kitchen until next weekend?

(4) Would you mind not interrupting all the time?

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Make sentences from the words in brackets. Use -ing or to sometimes either form is possible:

(5) I used to work in a supermarket. I didn't like it much.

(I/not/like/work/there)

____________________

(6) Jennifer is a very careful person. She doesn't like taking many risks.

(she/not/like/take/risk)

_____________

Ans: (5) I didn't like working there.

(6) She doesn't like taking risks.

Choose the correct form with or without the:

(7) Life/The life is strange sometimes.

(8) Who are people/the people in this picture?

Ans: (7) Life is strange sometimes.

(8) Who are the people in this picture?

Read the situation and complete the sentences using get/got used to:

(9) The children at school got a new teacher. She was different from the teacher before her, but this

wasn't a problem for the children.

They soon_________

(10) Some friends of yours have just moved into an apartment on a busy street. It's very noisy.

They'll have to__________

Ans: (9) They soon got used to her.

(10) They'll have to get used to the noise.

2. Attempt All the following problems:

Complete the second sentences using the words in brackets + to......:

(1) Everybody else arrived before Paul.

(the last) Paul was the__________

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(2) Emily passed the exam. All the other students failed.

(the only) Emily was_____________

Ans: (1) Paul was the last to arrive.

(2) Emily was the only one to pass the exam.

Make sentences beginning Having order: Put the words in correct

(3) (tickets/the theatre/bought/into/our/went/we)

Having__________

(4).(the/coffee/shopping/1/a cup/went/for/of)

Having________

Ans: (3) Having bought our tickets, we went into the theatre.

(4) Having gone for a cup of coffee, I went shopping.

Which is correct?

(5) Shall we meet after work/after the work tomorrow evening?

(6) I didn't sleep well in the hotel. Bed/The bed was uncomfortable.

Ans: (5) Shall we meet after work tomorrow evening? 󷃆󼽢

(We usually say "after work" without "the" when referring to our job.)

(6) I didn't sleep well in the hotel. The bed was uncomfortable. 󷃆󼽢

(We use "the bed" because it's a specific bed in the hotel.)

Choose the correct form of the verb, singular or plural:

(7) Fortunately, the news wasn't/weren't as bad as we expected

(8) Most people enjoy/enjoys music,

Ans: (7) Fortunately, the news wasn't as bad as we expected. 󷃆󼽢

(8) Most people enjoy music. 󷃆󼽢

Use the words in brackets to write sentences. Use afraid to afraid of-ing:

(9).We walked very carefully along the icy path.

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(we/afraid/fall)________

(10) I don't carry my passport with me.

(I/afraid/lose/it)__________

Ans: (9). We walked very carefully along the icy path.

(We were afraid of falling.)

(10). I don't carry my passport with me.

(I am afraid of losing it.)

SECTION-B

3.(a) Write a letter to your, younger brother advising him to avoid bad company and telling him

the advantages of doing so.

Ans: [Your Name]

[Your Address]

[City, State, ZIP Code]

[Date]

Dear [Brother's Name],

I hope this letter finds you in good health and high spirits. I was thinking about you the other day

and felt the need to share something important. As your elder brother, it is my responsibility to

guide you on the right path, and today, I want to talk to you about the importance of choosing the

right company and avoiding bad influences.

You are at an age where friendships play a significant role in shaping your thoughts, habits, and

future. While having friends is essential, it is even more important to be cautious about the kind of

company you keep. A bad company can lead you down the wrong path, causing harm to your

character, studies, and future prospects. On the other hand, good company can uplift you, inspire

you, and help you become a better person.

The Dangers of Bad Company

Let me explain why staying away from bad company is crucial. When you associate with the wrong

people, they can influence you negatively in various ways. Here are some of the common dangers:

1. Bad Habits Develop Easily: People in bad company often engage in harmful activities such as

smoking, drinking, or even illegal activities. If you spend too much time with them, you

might feel pressured to do the same. You may start thinking that trying such things once or

twice is harmless, but that is how bad habits begin.

2. Decline in Studies and Career: Bad company distracts you from your studies. Instead of

focusing on your education and career, you may end up wasting time in unnecessary

activities. This can lead to poor academic performance and, ultimately, a difficult future.

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3. Loss of Reputation and Respect: If you are always seen with the wrong crowd, people will

assume that you are like them. Your teachers, relatives, and even friends may start losing

respect for you. A good reputation is built over years but can be destroyed in moments.

4. Emotional and Psychological Effects: Negative friendships can lead to stress, anxiety, and

emotional turmoil. If your friends constantly engage in fights, gossip, or deception, you will

find yourself caught in unnecessary conflicts. This can disturb your peace of mind and make

life stressful.

The Benefits of Good Company

Now, let’s look at the positive side. Choosing the right friends can transform your life for the better.

Here’s how:

1. Encouragement for Good Habits: Good friends will encourage you to develop positive

habits, such as reading books, exercising, and practicing honesty. They will inspire you to

become a better version of yourself.

2. Better Academic Performance: When you surround yourself with hardworking and

disciplined friends, you will naturally feel motivated to focus on your studies. They will help

you understand difficult subjects, share knowledge, and push you to achieve your goals.

3. Respect and Recognition: When you are in good company, people respect you more.

Teachers, parents, and relatives will appreciate your choices, and this respect will open

many doors for you in the future.

4. Peace of Mind and Happiness: The right friends bring positivity into your life. They support

you in tough times, celebrate your achievements, and make life enjoyable. Good friends

never drag you down; instead, they lift you up.

Examples and Analogies

To make my point clearer, let me share a few examples:

• The Story of the Rotten Apple: Imagine a basket of fresh apples. If you place one rotten

apple among them, it won’t be long before all the apples start to rot. Similarly, one bad

friend can ruin your character and influence you in the wrong direction.

• The Power of Good Influence: Think of a bright student in your class who always excels. If

you befriend such a person, you will likely adopt their study habits, discipline, and

dedication. This will eventually reflect in your own achievements.

• The Example of Coal and Sandalwood: If you place a piece of coal next to a white cloth, the

cloth will soon become dirty. However, if you place the same cloth near sandalwood, it will

absorb its pleasant fragrance. The people you spend time with shape your personality in the

same way.

How to Identify Bad Company

Sometimes, it is difficult to recognize whether a friend is good or bad. Here are some warning signs:

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1. If a friend encourages you to lie, cheat, or skip school, they are not a good influence.

2. If they pressure you into doing things you are uncomfortable with, such as smoking or

drinking, they are dangerous for your future.

3. If they constantly gossip, criticize others, or get into fights, they will only bring negativity into

your life.

4. If they don’t support your dreams and goals but instead discourage you, they are not real

friends.

How to Find and Keep Good Friends

Now that you know the importance of good company, here are some ways to build strong and

positive friendships:

1. Look for friends who are honest, hardworking, and kind.

2. Choose people who respect their parents, teachers, and elders.

3. Spend time with those who encourage you to do your best in life.

4. Be a good friend yourself. Show kindness, loyalty, and support to those who deserve it.

Final Advice

Dear [Brother's Name], I want you to remember that your future depends on the choices you make

today. Surround yourself with people who inspire and support you. If you ever feel pressured to do

something wrong, walk away from that situation immediately. Always listen to your conscience and

do what is right.

I hope you take my advice seriously and make wise decisions. If you ever need guidance or have any

concerns, you can always talk to me. I am always here for you.

Take care of yourself and stay focused on your goals. I look forward to hearing from you soon.

With love and best wishes,

[Your Name]

(b) Attempt the following:

Complete the sentences with ourselves/themselves or each other:

(1) They have had an argument. They're not speaking to_______ at the moment.

(2) We couldn't get back into the house. We had locked_________ out.

Ans: (1) They have had an argument. They're not speaking to each other at the moment.

(2) We couldn't get back into the house. We had locked ourselves out.

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Complete these sentences with some, or any-+-body/-thing/ -where:

(3) Why are you looking under the bed? Have you lost___________ ?

(4) This machine is very easy to use. __________ can learn to use it. Put in each or every:

(5) The book is divided into five parts and ___________ of these has three sections.

Ans: (3) Why are you looking under the bed? Have you lost something?

(4) This machine is very easy to use. Anybody can learn to use it.

(5) The book is divided into five parts, and each of these has three sections.

4. (a) Write a letter to your father seeking his permission for a college trip being planned for a hill

station in your summer vacations.

Ans: [Your Name]

[Your Address]

[City, State - Pin Code]

[Date]

Dear Father,

I hope you are doing well and taking good care of your health. I am writing this letter with great

excitement to seek your permission for a college trip that is being planned for our summer vacation.

I know you always encourage me to participate in such activities, so I wanted to share all the details

with you before making a decision.

Our college is organizing a trip to a beautiful hill station, Shimla, during the upcoming summer

break. This trip is being arranged by our teachers and college administration, ensuring that

everything is well-planned and safe. The main purpose of this trip is not just to have fun but also to

explore nature, learn about new places, and take a refreshing break from our studies.

The trip is scheduled for five days and four nights, during which we will visit many famous places,

including the Mall Road, Kufri, Jakhoo Temple, and The Ridge. We will also get the chance to

experience activities like trekking, nature walks, and sightseeing. Our teachers will be accompanying

us throughout the journey, ensuring our safety and discipline.

One of the best things about this trip is that it will give me an opportunity to spend quality time

with my friends and classmates. As you always say, traveling teaches us more than books

sometimes. It will help me become more independent, responsible, and confident in handling

situations away from home. Additionally, being close to nature will be a great way to relax and

relieve stress after our academic workload.

Regarding the expenses, the total cost of the trip is ₹6,000, which includes transportation,

accommodation, meals, and entry fees for various tourist attractions. I understand that this is a

considerable amount, but I assure you that it is completely worth it. The college has chosen

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affordable yet comfortable hotels, and all necessary arrangements have been made to ensure our

well-being.

I also want to assure you that I will take care of myself and follow all the safety guidelines. Our

teachers have instructed us to maintain discipline, stay in groups, and keep in touch with them at all

times. Moreover, I will keep my phone with me so that you can contact me whenever you want.

I truly believe that this trip will be a wonderful and memorable experience for me. It will not only

refresh my mind but also help me gain new experiences and knowledge. Please consider my request

and grant me permission to go on this trip. Your approval would mean a lot to me, and I promise to

be careful and responsible throughout the journey.

Looking forward to your positive response. Please convey my regards to mother and everyone at

home.

Your loving son/daughter,

[Your Name]

(b) Attempt the following:

Put in much/many/little/few (one word only):

(1) Ann is very busy these days. She has_________ free time.

(2) I won't be able to do much, but I'll do________ I can.

Ans: (1) Ann is very busy these days. She has little free time.

(2) I won't be able to do much, but I'll do what I can.

Read the information and complete the sentence. Use a relative clause of type 1 or type 2. Use

commas where necessary:

(3) Amy has a son. She showed me a picture of him. He is a police officer.

Amy showed me____________

Ans: Amy showed me a picture of her son, who is a police officer.

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Make one sentence from two, beginning as shown:

(4) A gate was damaged in the storm. It has now been repaired. The gate_____ has now been

repaired.

(5) I've had my car for 15 years. It has never broken down. My car_______

Ans: (4). The gate that was damaged in the storm has now been repaired.

(5). My car, which I’ve had for 15 years, has never broken down.

SECTION-C

5. (a) Bring out the theme of class conflict as presented in 'The Doll's House".

Ans: Theme of Class Conflict in "The Doll’s House"

Katherine Mansfield’s short story The Doll’s House highlights the theme of class conflict, showing

the deep social divisions between the rich and the poor. The story revolves around two groups of

children—one from a wealthy family and the other from a poor background. Through their

interactions, the story presents how class distinctions create unfair divisions in society and how

these divisions are taught and reinforced from a young age.

Class Divisions and Social Hierarchy

The main characters in the story are the Burnell sisters—Isabel, Lottie, and Kezia—who come from a

rich family, and the Kelvey sisters—Else and Lil—who belong to a lower-class family. The Burnell

children receive a beautiful doll’s house, which becomes a symbol of privilege and exclusivity. They

are excited to show it off to their friends, but they are forbidden from allowing the Kelvey sisters to

see it because the Kelveys belong to a lower social class. This small incident reflects a larger

reality—how the rich and the poor are treated differently in society.

The Kelvey sisters are constantly looked down upon by others because of their poor background.

Their father is rumored to be in prison, and their mother works as a washerwoman. They wear old

and mismatched clothes, which makes them easy targets for mockery. The other children refuse to

play with them, showing how social prejudices are passed down from adults to children.

Symbolism of the Doll’s House

The doll’s house itself serves as a powerful symbol of class conflict. It represents the world of the

rich, a world that is closed off to the poor. The house is beautifully designed, but what truly

fascinates Kezia is a tiny lamp inside it. The lamp symbolizes warmth, kindness, and hope. Unlike her

elder sister Isabel, who enjoys controlling who gets to see the house, Kezia is more empathetic and

wants to share its beauty with the Kelvey sisters.

By not allowing the Kelveys to see the house, the Burnells are enforcing the idea that the rich and

poor must remain separate. This reflects the rigid class system where the wealthy enjoy privileges

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while the poor are excluded. However, Kezia’s act of kindness later in the story challenges this

system.

Kezia’s Kindness and Rebellion

Kezia, the youngest Burnell sister, does not fully understand why the Kelvey sisters are treated

differently. Unlike the other children, she does not see them as unworthy. When her mother forbids

her from inviting them, she still takes the risk of showing them the doll’s house. This moment is

significant because it represents an attempt to break free from the unfair social norms.

For the Kelvey sisters, this small act is deeply meaningful. When Else, the younger Kelvey, whispers,

“I seen the little lamp”, it shows that even though they have been treated unfairly, Kezia’s kindness

has given them a moment of joy. The lamp, a symbol of hope, represents the idea that kindness and

change are possible, even in a world divided by class.

Criticism of Social Discrimination

Mansfield uses this story to criticize the way society creates and maintains class differences. The

Burnell parents, the teacher, and the other children all reinforce the idea that the Kelveys do not

belong. Even adults, who should teach fairness, contribute to discrimination. This reflects how class

divisions are not just economic but also social and psychological.

However, Kezia’s actions show that individuals can challenge these unfair rules. Even a small act of

kindness, like allowing the Kelvey sisters to see the doll’s house, can give hope for a more just

world.

Conclusion

In The Doll’s House, Katherine Mansfield presents class conflict through the experiences of children,

showing how deeply ingrained social divisions are. The rich children, like the Burnells, enjoy

privileges while the poor, like the Kelveys, face exclusion. Through the doll’s house, the author

illustrates how class differences create barriers. However, Kezia’s small act of defiance suggests that

these barriers can be broken with kindness and empathy. The story ultimately highlights the cruelty

of social discrimination and the importance of challenging unfair systems.

(b) Draw a character sketch of Eveline.

Ans: Character Sketch of Eveline

Eveline is the central character in James Joyce’s short story Eveline, which is a part of his famous

collection, Dubliners. She is a young Irish woman who faces an internal struggle between her past

and her future. The story revolves around her emotions, fears, and the difficult choice she has to

make—whether to leave her home for a new life or stay back in her familiar but burdensome

surroundings. Eveline's character is a deep reflection of duty, nostalgia, fear, and paralysis.

1. Dutiful and Responsible

Eveline is a highly responsible young woman who takes care of her family, especially after her

mother’s death. She works at a store and also manages the household, looking after her younger

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siblings. Her sense of duty is so strong that she feels obligated to stay even when she gets an

opportunity to escape.

For example, she remembers her promise to her dying mother to keep the family together. This

promise weighs heavily on her mind, making it difficult for her to think about her own happiness.

Instead of seeing her role as a burden, she considers it her responsibility, which highlights her

selflessness and commitment to her family.

2. Emotionally Weak and Fearful

Eveline is a character who struggles with fear and anxiety. Though she dreams of a better life with

Frank, a sailor who offers her an escape, she is terrified of change. She is unsure about leaving her

familiar surroundings and stepping into the unknown.

An example of her fear is her hesitation at the dock when she is about to board the ship with Frank.

Instead of feeling excitement about her future, she is overwhelmed with nervousness and

confusion. This fear ultimately paralyzes her, and she is unable to move forward with her decision.

3. Nostalgic and Sentimental

Eveline is deeply attached to her home and memories. She finds comfort in the familiar—even

though her life is full of hardships. She recalls playing in the fields as a child and cherishes small

moments of happiness from her past. Her old home, even with all its problems, feels safe to her.

For instance, she remembers the smell of dusty cretonne (fabric) and how it reminds her of her

childhood. These small details show how much she clings to her past. Even though her father is

often harsh and controlling, she still finds reasons to stay because she cannot let go of her

memories.

4. Helpless and Trapped

Eveline’s character represents a sense of helplessness. She wants a new life, but she cannot gather

the courage to break free. This reflects the theme of paralysis, which is common in Joyce’s

Dubliners.

At the end of the story, she is physically unable to move when Frank calls her. She stands frozen,

unable to speak or even signal him. This shows that she is not just trapped in her situation but also

in her own mind. She is a victim of her fears and circumstances, which prevent her from making

decisions for her happiness.

5. Symbol of Many Young Women

Eveline’s character is not just about one girl’s struggle. She represents many women of her time

who were torn between traditional responsibilities and personal desires. In early 20th-century

Ireland, women were often expected to take care of their families, even at the cost of their

happiness. Eveline’s hesitation and ultimate decision to stay reflect the reality of many such women

who felt powerless to change their lives.

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For example, many young women in strict households found it difficult to leave because they felt

guilty about abandoning their duties. Eveline, like them, chooses familiarity over freedom because it

feels safer, even though it may not make her happy.

Conclusion

Eveline is a complex character who embodies duty, fear, nostalgia, and helplessness. Her internal

struggle makes her relatable to anyone who has ever felt torn between responsibility and personal

desires. She dreams of a better life but is unable to take the final step to achieve it. Her paralysis at

the end of the story symbolizes how fear and attachment to the past can stop people from

embracing new opportunities.

Eveline’s story is a tragic one because she loses the chance for happiness. However, it is also a

powerful reminder of the importance of courage in making life-changing decisions.

6. (a) What is the writer's message in A Strand of Cotton'?

Ans: The Writer’s Message in “A Strand of Cotton”

The story A Strand of Cotton carries a deep and thought-provoking message about human

relationships, emotions, and the impact of small gestures. Through a simple yet powerful narrative,

the writer conveys themes of love, loss, remembrance, and how seemingly insignificant things can

hold great meaning in our lives.

Understanding the Story

The title itself, A Strand of Cotton, hints at something delicate and easily overlooked. Just like a

single strand of cotton may seem insignificant, the story shows that even small objects, memories,

or actions can have a deep emotional impact.

The writer presents a touching story where a simple strand of cotton takes on great symbolic value.

It represents not just a piece of cloth but emotions, memories, and connections that remain even

after a loved one is gone.

The Core Message: Love and Remembrance

One of the main messages in the story is that love and emotions do not fade away with time. Even

when someone is physically absent, their presence can still be felt through memories and small

things they leave behind.

The strand of cotton in the story serves as a powerful symbol of memory. It is a reminder that love

does not disappear with death or distance. People hold on to memories, sometimes through small,

seemingly ordinary objects, because those things remind them of special moments shared with

loved ones.

For example, imagine a grandmother knitting a sweater for her grandchild. Years later, even after

she is gone, the sweater remains—a reminder of her warmth, care, and love. Similarly, in the story,

the strand of cotton carries an emotional significance far greater than its physical form.

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Symbolism of the Strand of Cotton

The strand of cotton symbolizes:

1. Love and Care – Just like a soft cotton cloth provides comfort, love too provides warmth and

security in relationships.

2. Memories and Remembrance – A tiny piece of fabric can hold deep emotional value because

it reminds us of a loved one.

3. The Fragility of Life – Cotton is soft and delicate, much like human life. The story reminds us

that life is short and fragile, and we must cherish our relationships.

Through this symbolism, the writer emphasizes how small things can have big meanings, especially

when connected to human emotions.

The Role of Small Things in Life

The story teaches us that small things, which we often ignore, can have great significance in our

lives. Sometimes, a simple word, a smile, a hug, or even an old letter can bring back powerful

memories.

For example, imagine finding an old birthday card from a childhood friend. Though it may be just a

piece of paper, the emotions attached to it can make you feel happy, nostalgic, or even teary-eyed.

Similarly, in the story, the strand of cotton becomes a powerful reminder of love and connection.

Emotional Connection and the Power of Memory

The writer highlights how people form emotional connections with objects because of the

memories attached to them. We often associate certain things with special moments in our lives.

For instance:

• A mother might keep her child’s first pair of shoes as a reminder of their early years.

• A soldier may keep a letter from home as a source of strength during tough times.

• A person may hold on to an old watch that once belonged to their grandfather, cherishing it

as a symbol of family legacy.

These small objects hold emotional power, just like the strand of cotton in the story.

The Message of Love Beyond Death

The story also conveys the idea that love does not end with death. When someone we love passes

away, their presence lingers in our hearts and minds through memories.

A famous example of this idea can be seen in how people preserve old photographs, letters, or

personal belongings of their loved ones. These items help keep the bond alive, even when the

person is no longer physically present.

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The Impact of Small Gestures in Relationships

The writer also highlights how even the smallest acts of kindness, love, and care can make a huge

difference in relationships. Sometimes, we do not realize the importance of a simple act until much

later.

For example:

• A father tying his child’s shoelaces might seem like a routine action, but years later, the

grown-up child may remember that moment as a symbol of love and care.

• A friend’s comforting words during a difficult time may seem small, but they can leave a

lasting impact on one’s heart.

The story teaches us to value and appreciate these small moments because they are what truly

matter in life.

Conclusion: The Deep Meaning Behind Simple Things

In conclusion, A Strand of Cotton carries a heartfelt message about love, memory, and the

significance of small things in our lives. It teaches us that love is not measured by grand gestures but

by small, meaningful actions that stay with us forever.

The story encourages us to cherish our relationships, pay attention to the little things, and

understand that true love and connection go beyond material things. A simple strand of cotton may

seem insignificant, but when tied to a memory, it can hold the deepest emotions and meaning.

This powerful message reminds us that the little things in life often have the greatest value, and the

love we share with others continues to live on, even when they are no longer with us.

(b) Draw a character sketch of Odarka in the story 'The Taboo'.

Ans: Character Sketch of Odarka in 'The Taboo'

Odarka is one of the central characters in the story The Taboo, and she plays a significant role in

shaping the plot. She is a strong-willed and determined woman, deeply influenced by her love,

emotions, and the customs of society. Her character represents the struggles of individuals caught

between tradition and personal desires.

1. A Woman of Strong Will and Determination

Odarka is not a weak or submissive character. She possesses a strong sense of determination and

does not easily yield to circumstances. Her love for Ostap, the male protagonist, is genuine and

deep, and she is willing to go against societal norms to be with him. This trait makes her a symbol of

resistance and inner strength. She refuses to accept fate as dictated by others and is willing to face

challenges head-on.

For example, when society imposes restrictions on her relationship with Ostap, she does not

immediately surrender to these pressures. Instead, she struggles with her emotions and tries to find

a way to be with him. This shows her courageous spirit and the strength of her convictions.

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2. Deeply Emotional and Passionate

Odarka is a woman who loves deeply and wholeheartedly. Her emotions drive many of her actions

throughout the story. She is not someone who takes love lightly; rather, she is willing to endure

hardships for the sake of her beloved. This aspect of her character makes her relatable, as many

people have experienced situations where their emotions clash with societal expectations.

Her passionate nature is evident in the way she interacts with Ostap. She does not merely accept

love as a passive experience but actively engages in it. Her feelings are intense, and she struggles to

balance her desires with the restrictions placed upon her. This emotional depth makes her a

complex and well-developed character.

3. Caught Between Love and Tradition

One of the most significant conflicts in Odarka’s life is the struggle between her love for Ostap and

the traditions of her society. In many traditional communities, certain customs and beliefs dictate

how relationships should be formed and maintained. Odarka finds herself in a situation where her

love is considered a 'taboo,' meaning it is forbidden by societal standards.

This internal conflict makes her character more engaging. She represents the dilemma that many

people face when their personal happiness is at odds with societal expectations. Throughout the

story, Odarka tries to navigate this difficult situation, making her journey a compelling one.

For instance, even though she knows the consequences of defying tradition, she does not

immediately abandon her feelings for Ostap. Instead, she wrestles with her emotions, torn between

following her heart and adhering to societal norms. This struggle makes her a symbol of human

resilience and emotional turmoil.

4. A Symbol of Resistance and Tragedy

Odarka’s story is not just about love; it is also about resistance. She refuses to blindly follow the

rules set by others and instead seeks her own path. However, this resistance comes at a great cost.

Like many tragic heroines in literature, Odarka’s fate is shaped by the very society she tries to resist.

In many ways, Odarka’s character serves as a critique of rigid traditions that prevent individuals

from pursuing their happiness. Her tragic journey highlights the pain and suffering that can arise

when society imposes strict rules on love and relationships. This aspect of her character makes her

story both powerful and thought-provoking.

5. A Reflection of Real-Life Struggles

Odarka’s experiences are not unique to her story alone. Many people in real life have faced similar

struggles when their love or desires were considered unacceptable by their communities. Her

character reflects the universal conflict between personal freedom and social norms.

For example, in many parts of the world, people have had to fight against arranged marriages, caste

restrictions, or cultural barriers to be with the ones they love. Odarka embodies the pain and

courage of such individuals. Her story resonates with readers because it mirrors real-life

experiences of love, loss, and resistance.

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6. Conclusion: A Strong Yet Tragic Character

Odarka is a character who stands out because of her strength, emotions, and struggles. She is not a

passive figure but an active participant in her own fate. However, despite her courage and

determination, she cannot fully escape the societal norms that dictate her life. This makes her a

tragic yet powerful character.

Her story leaves a lasting impression on readers because it raises important questions about love,

tradition, and personal freedom. Through Odarka, the author highlights the difficulties faced by

individuals who challenge societal norms, making her character both memorable and meaningful.

In the end, Odarka is not just a character in a story; she represents countless individuals who have

struggled with similar dilemmas throughout history. Her strength, passion, and tragic fate make her

one of the most compelling figures in The Taboo.

SECTION-D

7. (a) What is the writer's experience in the School for Sympathy?

Ans: The Writer’s Experience in the School for Sympathy

The essay "The School for Sympathy" is written by E.V. Lucas, a well-known English essayist. In this

essay, the writer shares his unique experience at a special school where students are taught

sympathy, kindness, and understanding rather than just regular subjects like mathematics or

science. The essay highlights the importance of emotions, empathy, and the ability to understand

the feelings of others, which is often ignored in traditional schools.

The writer describes his visit to this extraordinary school and the way it functions. Unlike other

schools that focus on memorization and tests, this school teaches students to feel for others, to put

themselves in other people’s shoes, and to understand their struggles. It is a place where children

learn to be compassionate human beings.

The Unique Teaching Approach

At the very beginning of his visit, the writer notices that the school is very different from normal

educational institutions. The headmistress, Miss Beam, explains to him that the school’s primary

aim is not just academic excellence but the development of kind and caring individuals. This is done

through a special method where students experience the difficulties of others in a very real way.

For instance, the students take turns playing the roles of different physically challenged individuals.

Some act as blind students, others as lame (those who cannot walk properly), and some as deaf or

injured individuals. Through these activities, the students understand what it feels like to struggle

with physical disabilities.

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For example:

• A student who pretends to be blind for a day learns how difficult it is to walk, eat, or do daily

tasks without eyesight.

• A student who plays the role of a lame person understands the struggles of moving around

without full mobility.

• Similarly, students who act as deaf individuals learn how difficult it is to communicate

without hearing.

This unique approach helps them develop true sympathy for those who suffer from real disabilities

in life. They don’t just imagine how difficult life is for others; they actually feel it. This experience

changes their perspective and makes them more understanding and kind-hearted.

The Writer’s Observations and Feelings

The writer is deeply moved by this experience. When he interacts with the students, he finds that

they have a strong sense of sympathy and kindness towards each other. They do not mock or pity

the disabled individuals; instead, they help them with genuine care.

He talks to a young girl who is blindfolded as part of the experiment. The girl shares how difficult

and scary it is to be blind, even if only for a day. She explains how she depends on others to move

around and how she realizes the importance of vision after this experience. The writer notices that

this temporary blindness has taught the girl the true value of sight and how tough life is for those

who are permanently blind.

Similarly, he sees another child playing the role of a lame person. This child also experiences

struggles and realizes how hard it is for people who cannot walk properly. By the end of the

exercise, all students develop a deep appreciation for the challenges faced by disabled individuals.

The writer is impressed by how effective this method is in teaching sympathy. In traditional schools,

students learn about disabilities in textbooks, but in this school, they live the experience. This

makes a lasting impact on their minds.

The Moral Lesson from the School

The main lesson that the writer learns from this school is that sympathy and kindness are essential

qualities for a good human being. Academic knowledge is important, but if a person does not have

kindness, intelligence alone is meaningless.

In today’s world, many people are selfish and lack empathy. They do not think about others'

problems or feelings. This school teaches students to be different—to be kind, understanding, and

supportive of those who are less fortunate.

The essay also conveys that real education is not just about learning facts but about developing

human values. The students in this school may not always be at the top in mathematics or science,

but they are better prepared to be good human beings who will help others in need.

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Examples and Analogies to Understand the Concept

To understand the writer’s experience better, let’s compare it to some real-life examples:

1. Imagine You Are Blind for a Day

Suppose you close your eyes and try to walk around your house. You will realize how difficult

it is to move without sight. Even simple tasks like picking up a glass of water or finding your

way to the door become extremely hard. Now, think about people who are permanently

blind. They face these struggles every single day. This understanding creates a sense of

empathy and respect for blind individuals.

2. Helping an Elderly Person

Imagine an old person struggling to cross the road. If you have never experienced difficulty

in walking, you might not realize how challenging it is for them. But if you try walking slowly,

as if your legs are weak, you will immediately understand their struggle. This realization will

encourage you to help them whenever you see someone in need.

3. Experiencing Hunger and Poverty

Many people do not understand the pain of hunger because they have never experienced it.

However, if someone goes without food for an entire day, they will truly feel the suffering of

poor people who do not get food regularly. This experience will make them more generous

and willing to help the needy.

The Relevance of This Lesson in Today’s World

In today’s competitive world, most people focus only on success, money, and career growth.

Schools and colleges emphasize marks, grades, and academic achievements, but they rarely teach

students about kindness, humanity, and social responsibility.

The School for Sympathy is a reminder that true education should shape students into

compassionate individuals. Knowledge alone is not enough if a person lacks the ability to care for

others.

This lesson is important for everyone. If schools today followed this method, students would grow

up to be more sensitive, helpful, and understanding individuals. This would lead to a world where

people respect and support each other instead of being selfish and indifferent.

Conclusion

The writer’s experience in the School for Sympathy is deeply inspiring. He learns that true education

is not just about books but also about emotions and human values. The school’s unique teaching

method, where students experience disabilities firsthand, leaves a lasting impact on their minds.

The essay teaches us an important lesson:

󷵻󷵼󷵽󷵾 We should always try to understand the struggles of others and be kind and compassionate.

󷵻󷵼󷵽󷵾 Education is incomplete without humanity and empathy.

󷵻󷵼󷵽󷵾 Experiencing someone else’s difficulties helps us become better human beings.

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This experience changes the writer’s perspective on education and life. He realizes that sympathy is

not just about feeling sorry for someone; it is about understanding their pain and being willing to

help.

(b) Bring out the humour in 'My Financial Career'.

Ans: Humour in ‘My Financial Career’

Introduction

Stephen Leacock’s short story My Financial Career is a humorous account of a man’s first experience

in a bank. The story is funny because of the narrator’s extreme nervousness and his awkward

behaviour while handling a simple financial transaction. Leacock uses exaggeration, irony, and self-

deprecating humour to make the reader laugh at the protagonist’s unnecessary fear of the banking

system.

The humour in the story comes from the contrast between the narrator’s expectations and reality,

his ridiculous mistakes, and the reactions of the bank staff. The story shows how something as

ordinary as opening a bank account can become a nerve-wracking experience for a person who

lacks confidence.

1. Humour Through Nervousness

The central source of humour in My Financial Career is the narrator’s extreme nervousness. Right

from the beginning, he makes it clear that he feels uncomfortable in banks. He says, "When I go into

a bank, I get rattled. The clerks make me nervous. The sight of the money makes me nervous."

This exaggerated nervousness makes his actions comical. For example, when he enters the bank,

instead of going to the clerk directly, he mistakenly approaches the manager and tells him, "Can I

see you alone?" This is funny because such a request is usually made for serious matters, like taking

a loan or making a big investment. But the narrator only wants to deposit fifty-six dollars! The bank

manager, thinking that he is some rich or important person, takes him to a private room. When the

truth is revealed, the manager becomes uninterested and irritated.

His nervousness also causes him to stammer and behave strangely. He misinterprets the simple

instructions of the bank staff and makes a fool of himself. His mental confusion is so strong that he

does not even realize how ridiculous he appears to others.

Example:

Imagine a student entering a school principal’s office just to ask where the washroom is, instead of

asking a teacher or a fellow student. The unnecessary nervousness and overreaction in such a

situation would make people laugh. Similarly, the narrator’s extreme fear in the bank makes his

behaviour humorous.

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2. Humour Through Exaggeration

Leacock uses exaggeration to make the story funnier. The narrator’s fear of the bank is described in

such an extreme way that it becomes unrealistic and hilarious. For instance, he says that when he

enters a bank, he gets so nervous that he behaves like an "idiot."

Another example of exaggeration is when he describes the bank clerks. He feels as if they are

staring at him, watching his every move, even though they are probably just doing their work. His

exaggerated perception of the situation makes his fear seem silly.

Example:

Imagine a person thinking that everyone in a restaurant is staring at them just because they spilled

a little water. In reality, nobody cares, but the person feels like they are the center of attention. This

kind of exaggerated thinking is what makes the narrator’s actions so funny.

3. Humour Through Misunderstandings and Mistakes

The narrator makes several mistakes due to his nervousness, and these mistakes add to the humour

of the story.

• Mistake 1: Asking for the Manager Instead of a Clerk

The narrator unnecessarily asks to meet the manager in private, which confuses the bank

staff. The manager initially thinks he is an important customer, but when he learns the real

reason, he loses interest. This is a funny moment because the narrator unintentionally

wastes the manager’s time.

• Mistake 2: Confusion While Depositing Money

After meeting the manager, the narrator goes to the accountant, gets a cheque book, and

then gets confused about how to deposit the money. He makes it seem like a complicated

process when it is actually very simple.

• Mistake 3: Writing a Cheque to Withdraw Money Immediately

The most hilarious mistake happens when he deposits his fifty-six dollars and then, in a

panic, writes a cheque to withdraw all of it immediately. This action defeats the entire

purpose of opening an account. Instead of keeping the money safe, he ends up taking it

back. The irony is that he goes through all this trouble for nothing.

• Mistake 4: Running Out of the Bank

After withdrawing the money, the narrator rushes out of the bank as if he has committed a

crime. This is another humorous exaggeration because nobody in the bank cares about his

actions. However, in his mind, he feels like he has done something terribly wrong.

Example:

Imagine someone going to a gym, signing up for a year-long membership, and then immediately

asking for a refund because they feel too nervous to exercise. This kind of unnecessary anxiety is

exactly what makes the narrator’s behaviour so funny.

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4. Humour Through Irony

Irony plays an important role in making the story humorous. The biggest irony is that the narrator

wants to open a bank account to be more responsible with his money, but his fear of the banking

process leads him to withdraw all his money immediately. His behaviour is the opposite of what he

intended to do, which makes the situation amusing.

Another example of irony is the reaction of the bank staff. The narrator feels like they are judging

him, but in reality, they are probably just confused by his strange behaviour.

Example:

Imagine a person joining a public speaking course to overcome their fear of speaking, but on the

first day, they get so scared that they leave without saying a word. This ironic outcome makes the

situation both funny and relatable.

5. Self-Deprecating Humour

One of the reasons My Financial Career is so enjoyable is because the narrator makes fun of himself.

He does not blame others for his problems; instead, he admits that his fear and awkwardness are

his own fault. This makes him a lovable character because many readers can relate to his

nervousness in unfamiliar situations.

At the end of the story, he admits that he still keeps his money hidden in his trousers instead of

trusting a bank. This final statement is humorous because it shows that despite everything, he has

learned nothing from the experience.

Conclusion

The humour in My Financial Career comes from the narrator’s nervousness, exaggeration,

misunderstandings, irony, and self-deprecating attitude. Stephen Leacock masterfully creates

comedy from an ordinary situation by showing how irrational fear can lead to ridiculous mistakes.

The narrator’s actions remind us of times when we, too, have felt nervous in simple situations,

making the story both funny and relatable.

By making fun of himself, the narrator makes us laugh, but at the same time, we feel sympathy for

him because we understand his fear. This combination of comedy and relatability is what makes My

Financial Career a timeless humorous story.

8. (a) Why do Bhopas worship Pabuji? Write in detail.

Ans: Why Do Bhopas Worship Pabuji?

Pabuji is a legendary folk deity in Rajasthan, India, known for his bravery, selflessness, and divine

powers. He is regarded as a protector of cows, a warrior who fought for justice, and a figure of

devotion. The Bhopas, a group of traditional priest-singers, worship Pabuji and dedicate their lives

to narrating his stories through music, dance, and art. Their devotion is deeply rooted in Rajasthan’s

culture and history.

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In this detailed explanation, we will explore the reasons why Bhopas worship Pabuji, their role in

preserving his legend, and how they keep his legacy alive.

1. Who Was Pabuji?

Pabuji was a Rajput prince, believed to have lived in the 14th century. He was not just a historical

figure but also considered a divine hero. According to folk traditions, Pabuji was an incarnation of

Lord Vishnu and was sent to Earth to protect the weak and uphold righteousness. His life was full of

heroic deeds, making him an ideal figure of worship.

One of the most well-known stories about Pabuji is his sacrifice for the protection of cows. Cows

were considered sacred, and he gave up his life to defend them from invaders. His devotion to

dharma (duty) and selflessness made him a beloved deity among the people of Rajasthan, especially

the Bhopas.

2. Who Are the Bhopas?

The Bhopas are priest-singers of Rajasthan who serve as storytellers and worshippers of folk deities,

including Pabuji. They come from different communities, including the Nayaks and the Dholis, and

their primary role is to preserve and pass down the stories of Pabuji through generations.

Bhopas do not just sing about Pabuji; they dedicate their entire lives to his worship. They consider

themselves his devotees and see their storytelling as a sacred duty. Their performances take place

in temples, villages, and even during major festivals.

3. Why Do Bhopas Worship Pabuji?

There are several reasons why Bhopas worship Pabuji.

(i) Pabuji as a Divine Hero

Bhopas believe that Pabuji was not just a human warrior but a divine being. His miraculous birth

and supernatural powers make him an incarnation of God. Just like people worship Lord Rama or

Lord Krishna, the Bhopas worship Pabuji as their protector and guide.

(ii) Protector of Cows (Gau Rakshak)

One of the most famous stories about Pabuji is his fight against the enemies who tried to steal

cows. In Indian culture, cows are considered sacred, and Pabuji's sacrifice for their protection

elevated him to the status of a saint. The Bhopas see him as a guardian of dharma (righteousness)

and worship him for his noble deeds.

(iii) A Symbol of Bravery and Sacrifice

Pabuji’s life was full of acts of bravery. He fought against invaders, defended the weak, and never

hesitated to sacrifice himself for others. His fearless attitude and commitment to justice inspire the

Bhopas. They see him as the perfect example of courage and devotion.

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(iv) Preserving Tradition and Culture

For the Bhopas, worshipping Pabuji is not just about religion but also about keeping their cultural

heritage alive. Their performances, known as Pabuji ki Phad, are a way to pass down history, values,

and traditions to future generations.

(v) Pabuji’s Role in Their Livelihood

The Bhopas earn their living by performing Pabuji ki Phad, a unique storytelling tradition. These

performances take place in temples and village gatherings, where people donate money and food

as offerings. Thus, worshipping Pabuji is also linked to their survival and economic well-being.

4. How Do Bhopas Worship Pabuji?

(i) Pabuji ki Phad – The Sacred Storytelling

The most famous way Bhopas worship Pabuji is through Pabuji ki Phad, a traditional folk

performance. A Phad is a large painted scroll that depicts the life and heroic deeds of Pabuji.

During a performance, the Bhopa and his wife (called Bhopi) sing, dance, and narrate stories in front

of the Phad. They use musical instruments like the Ravanhatta (a traditional string instrument) to

enhance the experience. These performances can last for an entire night and are filled with

devotion, emotion, and energy.

(ii) Temples and Shrines

Bhopas often visit Pabuji’s temples, where they offer prayers and perform rituals. The most famous

shrine dedicated to Pabuji is in Rajasthan, where devotees gather to seek his blessings.

(iii) Annual Fairs and Festivals

During special occasions, large fairs and festivals are organized to honor Pabuji. The Bhopas play a

crucial role in these events by leading prayers and storytelling sessions.

(iv) Oaths and Vows

Many people believe that Pabuji has the power to fulfill wishes. Devotees, including Bhopas, take

oaths in his name and perform rituals as a mark of their faith. If their wishes come true, they often

donate offerings to temples or organize performances of Pabuji ki Phad.

5. Why Is Pabuji’s Worship Still Relevant Today?

Even in modern times, the worship of Pabuji has not faded. His legend continues to inspire people.

Here’s why:

(i) A Source of Cultural Identity

For the people of Rajasthan, Pabuji represents their history and traditions. Worshipping him keeps

their cultural roots strong.

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(ii) A Symbol of Justice and Sacrifice

In today’s world, where selfishness is common, Pabuji’s life reminds people of the importance of

sacrifice and selflessness.

(iii) Keeping the Art of Storytelling Alive

Traditional storytelling is slowly disappearing, but Bhopas continue to keep it alive through Pabuji ki

Phad.

Conclusion

The Bhopas worship Pabuji because they see him as a divine protector, a brave warrior, and a

symbol of sacrifice. His devotion to righteousness, his role as a guardian of cows, and his fearless

nature make him a powerful figure in Rajasthani folklore. The Bhopas, through their performances

and traditions, keep his legend alive. Their storytelling not only preserves history but also passes

down valuable life lessons from one generation to another.

(b) What are the writer's views about the beauty contests in 'The Beauty And The Beast'?

Ans: The Writer's Views on Beauty Contests in The Beauty and The Beast

The essay The Beauty and The Beast by Dave Barry is a humorous yet insightful critique of beauty

contests and society’s obsession with physical appearance. The writer, through his witty and

sarcastic tone, expresses his disapproval of these contests, highlighting their superficial nature and

the unrealistic beauty standards they promote. In this detailed explanation, we will explore the

writer’s views on beauty contests, the reasons behind his criticism, and the impact these contests

have on society.

1. The Writer’s Satirical Approach

Dave Barry is known for his humorous and satirical writing style. In The Beauty and The Beast, he

does not directly state that beauty contests are bad; instead, he exaggerates and mocks various

aspects of these contests to reveal their absurdity. His tone is lighthearted but carries a serious

message about how society places undue importance on physical beauty.

For example, Barry describes how beauty pageants focus on young women who meet specific

physical criteria, often ignoring their intelligence, talents, or other meaningful qualities. This is a

clear indication that these contests prioritize external beauty over inner worth. He also makes fun

of the unrealistic beauty standards promoted in such contests, suggesting that these events often

celebrate an unattainable ideal rather than real, diverse forms of beauty.

2. Unrealistic Beauty Standards

One of the main criticisms the writer has about beauty contests is that they create unrealistic

beauty standards for women. These contests often favor a certain type of beauty—tall, slim, and

conventionally attractive women—while ignoring the fact that beauty comes in many forms.

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Imagine a young girl watching a beauty contest on television. If she does not look like the

contestants, she may feel that she is not beautiful or good enough. This can lower her self-esteem

and make her believe that physical appearance is the most important aspect of a person’s worth.

Barry highlights this issue by humorously pointing out how beauty contests select winners based on

strict physical criteria, reinforcing a narrow and unrealistic definition of beauty.

Another example of unrealistic beauty standards in beauty pageants is the pressure contestants

face to maintain a "perfect" body. Many beauty queens go to extreme lengths to fit the ideal image,

such as strict dieting, excessive exercise, and even cosmetic surgery. This sets a harmful example for

young women, making them believe that natural beauty is not enough and that they must change

their appearance to be accepted.

3. Beauty Contests and the Idea of Superficiality

Barry criticizes beauty contests for being superficial, meaning they focus only on outward

appearance rather than a person’s intelligence, kindness, or abilities. He humorously describes the

talent rounds and interview sessions of beauty contests, where contestants are asked simple and

often meaningless questions.

For instance, in many beauty pageants, contestants are asked vague and predictable questions like,

"What would you do to promote world peace?" The contestants usually give generic and rehearsed

answers, which do not necessarily reflect their true intelligence or opinions. This shows that while

pageants try to include aspects of intelligence and personality, the focus remains largely on

appearance.

To explain this concept better, imagine two students in a class. One is extremely good-looking but

does not study or work hard, while the other is intelligent, hardworking, and kind. If a school were

to hold a competition for the "Best Student," but only judged based on looks, would it be fair? This

is similar to what happens in beauty contests, where physical beauty often overshadows other

important qualities.

4. The Impact on Women and Society

Barry also highlights how beauty contests negatively affect women's self-esteem and the way

society views them. Because beauty pageants reward women based on their looks, they reinforce

the idea that a woman's value is determined by her appearance rather than her intelligence,

talents, or character.

This issue is particularly concerning for young girls, who grow up watching beauty pageants and

internalizing the idea that they need to look a certain way to be appreciated. Many young girls start

dieting at an early age, use makeup excessively, and compare themselves to models and beauty

queens, leading to issues like low self-esteem, eating disorders, and body image problems.

In contrast, society does not place the same pressure on men. While men also face expectations

regarding their looks, they are more often judged based on their intelligence, career success, and

personality. Barry indirectly points out this imbalance, suggesting that the way beauty contests

objectify women is both outdated and unfair.

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To illustrate, imagine a job interview where a woman and a man apply for the same position. If the

woman is judged more on her appearance than her skills and qualifications, it would be considered

unfair. Beauty pageants promote this kind of thinking by emphasizing looks over merit.

5. The Commercialization of Beauty

Another important point Barry makes is that beauty contests have become highly commercialized.

Large companies sponsor these events, using them as marketing opportunities to sell beauty

products, clothing, and cosmetics. This further reinforces the idea that beauty is something that

must be bought or achieved through expensive treatments and products.

For example, beauty pageants are often sponsored by makeup brands, fashion designers, and

cosmetic surgery clinics. The message they send is that to be beautiful, one must wear a certain

brand of makeup, use specific beauty products, or even undergo cosmetic procedures. This makes

beauty seem like something artificial rather than natural.

A simple analogy is to think about advertisements for fairness creams that promise to make

someone more attractive. These products create the false belief that only fair skin is beautiful,

leading many people to feel insecure about their natural complexion. Similarly, beauty pageants

create the illusion that only a specific type of woman is truly beautiful, ignoring the diversity of real

beauty.

6. The Changing Perception of Beauty Contests

While Barry's essay focuses on the negative aspects of beauty contests, it is worth noting that

beauty pageants have evolved over time. Many modern beauty contests now emphasize talent,

intelligence, and social work. Some pageants have started including plus-size models, women of

different ethnic backgrounds, and contestants with diverse body types. However, despite these

changes, the core idea of judging women based on looks still remains.

For instance, in recent years, some beauty pageants have introduced categories for women who

advocate for social causes, such as education, environmental awareness, and gender equality. While

this is a step in the right direction, it does not completely erase the long history of objectification

and unrealistic beauty standards.

Conclusion

Dave Barry’s essay The Beauty and The Beast is a humorous but sharp criticism of beauty contests

and the way they promote superficiality, unrealistic beauty standards, and gender inequality.

Through his satirical tone, he exposes how these contests prioritize looks over intelligence and

character, negatively affecting women’s self-esteem and society’s perception of beauty.

His views encourage readers to question the purpose of beauty contests and whether they truly

celebrate beauty in all its forms. Instead of promoting unrealistic standards, society should focus on

valuing people for their intelligence, kindness, and achievements rather than just their appearance.

By shifting the focus from outer beauty to inner qualities, we can create a more inclusive and fair

world where everyone feels valued, regardless of their looks.

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