NCERT Solutions for Class 11 English Hornbill Chapter 5: “The Adventure” provide comprehensive answers to the questions posed in this captivating literary work. These solutions offer a deep insight into the themes, characters, and plot, enhancing students’ understanding of the text. Whether it’s unraveling the mysteries of the story or analyzing its underlying messages, these solutions are an invaluable resource for Class 11 students, helping them navigate the adventurous world of English literature with confidence and clarity.
NCERT Solutions for Class 11 English Hornbill Chapter – 5 The Adventure Questions and Answers
Understanding the text
I. Tick the statements that are true.
Answer:
| 1. | The story is an account of real events. | True |
| 2. | The story hinges on a particular historical event.. | True |
| 3. | Rajendra Deshpande was a historian. | True |
| 4. | The places mentioned in the story are all imaginary. | Not True |
| 5. | The story tries to relate history to science. | True |
II. Briefly explain the following statements from the text.
1. “You neither travelled to the past nor the future. You were in the present experiencing a different world.”
Answer: Frequently, I find myself physically present in one location, yet mentally transported to an entirely different realm. Despite having never embarked on journeys in reality, I’ve never set eyes on those places people speak of and describe to others. Curiously, I’ve never encountered any detailed accounts of these travel destinations.
However, within the landscapes of my own dreams, I’ve explored numerous travel destinations where extraordinary individuals engage in captivating activities amidst breathtaking natural surroundings. In this alternate reality, they live harmoniously and relish each other’s company, forming a world of wonder.
2. “You have passed through a fantastic experience: or more correctly a catastrophic experience”.
Answer: I had an unusual encounter when I unintentionally collided with a truck while daydreaming. This incident led me through an extraordinary episode that left me feeling agitated and unsettled. Despite my mental faculties being intact, a whirlwind of thoughts swirled through my mind. Through this, I gained a deeper understanding of myself, as I was transported across various places and historical eras in my thoughts.
During this experience, I conjured up a vivid scenario where a devastating tsunami wreaked havoc, affecting countless lives and leaving people in the grip of starvation. In my imagination, I vividly witnessed the unfolding of this natural disaster’s catastrophic impact. This encounter stands out as one of my most impactful and distressing experiences.
3. Gangadharpant could not help comparing the country he knew with what he was witnessing around him.
Answer: Gangadharpant found himself compelled to draw comparisons between the familiar country he knew and the scene unfolding before him. During the period of British governance, following the Marathas’ defeat in the Battle of Panipat, Indians became subjects of British rule, relinquishing their dignity. However, amidst this landscape, a man named Gangadharpant observed a contemporary India, wherein British dominance was pervasive. This dominance eventually led to the events of the Battle of Panipat, where the Marathas triumphed over Ahmed Shah Abdali, consequently attaining significant power. These rulers maintained authority until the close of the twentieth century. Consequently, Gangadharpant was inevitably drawn to this comparison of his homeland’s evolution.
4. “The lack of determinism in quantum theory!”
Answer: “Even a historian as unversed as myself had come across it,” Professor Gaintonde remarked. He conjured numerous depictions of the world. In one rendition, the electron could be situated here; in another, it might be located over there. Meanwhile, the mother particle could be positioned in an entirely distinct place. Once the observer pinpointed its location, we’d ascertain the context of our discussion. Yet, all those conceivable alternatives within the world could coexist without contradiction.” Rajendra proceeded to marshal his thoughts.
5. “You need some interaction to cause a transition.”
Answer: Regrettably, numerous unanswered inquiries persist within the realm of science. Nonetheless, this fact didn’t deter me from postulating. Rajendra’s grin persisted as he continued, “Perhaps an interaction is necessary to induce a transition. At the very moment of impact, your contemplation might have revolved around the catastrophe, the associated theory, and its implication in conflicts. It’s possible your thoughts were fixated on the Battle of Panipat. Conceivably, the neurons in your brain acted as a catalyst.”
Talking about the text
Discuss the following statements in groups of two pairs, each pair in a group taking opposite points of view.
(i) A single event may change the course of the history of a nation.
Answer: Ahmed Shah Abdali was decisively defeated and compelled to retreat to Kabul as the victorious Maratha Army, under the leadership of Sada Shivrao Bhau and his young nephew, Vishwasrao, pursued him. This triumph not only bolstered Maratha morale significantly but also solidified their dominance in northern India. The East India Company, which had been observing developments from the sidelines, interpreted the message and temporarily adjusted its expansionist agenda.
For the Peshwas, the immediate consequence was the increased influence of Bhanusaheb and Vishwasrao. Eventually, Vishwasrao succeeded his father in 1780 A.D. This event illustrates how a singular occurrence has the potential to reshape the trajectory of a nation’s history.
(ii) Reality is what is directly experienced through the senses.
Answer: Ideology is gleaned from both philosophy and science. Various fields of study are focused on examining facts. Physicists and philosophers derive their conclusions based on these facts. However, not all facts hold equal weight across different eras. History offers insights into ancient rulers, places, and significant dates, while philosophy encompasses reasons and contemplation. In contrast, science is concerned with the study of nature and its constituents.
(iii) The methods of inquiry of history, science and philosophy are similar.
Answer: Ideology is gleaned from both philosophy and science. Various fields of study are focused on examining facts. Physicists and philosophers derive their conclusions based on these facts. However, not all facts hold equal weight across different eras. History offers insights into ancient rulers, places, and significant dates, while philosophy encompasses reasons and contemplation. In contrast, science is concerned with the study of nature and its constituents.
2. (i) The story is called ‘The Adventure’. Compare it with the adventure described in ‘We’re Not Afraid to Die…’
Answer: Struck by a truck, Gangadharpant loses consciousness for several days. He visits the Forbes Building to inquire about his son’s well-being. After having a modest meal, he makes his way towards Azad Maidan. However, upon taking the seat of the president there, he is forcefully ejected from the venue, rendering him unconscious once again. He eventually regains consciousness after a period of days.
Similarly, the fear of death doesn’t deter the author and his family from their determination to remain united. Despite facing powerful storms, the author’s family endures the onslaught of strong winds and a deluge of sea water. Both the children and their elders share a willingness to embrace death if it means they can face it together.
(ii) Why do you think Professor Gaitonde decided never to preside over meetings again?
Answer: After his experience at the public meeting held in Azad Maidan, Professor Gaitonde decided never to take on the role of presiding over meetings again. During that meeting, there was no designated president to oversee the proceedings, resulting in an empty presidential chair. Both the audience and the speaker grew weary of the constant remarks about the vacant chair. Professor Gaitonde’s attempt to take the President’s chair highlighted the futility of such comments.
In contrast, Gangadhar possessed a wealth of experience, having spoken at 999 meetings and even faced the notoriously hostile Pune audience. Undeterred, he continued to address the gathering. However, this soon made him a target, as a barrage of tomatoes, eggs, and various objects were directed at him. Eventually, the audience surged towards the stage to remove him physically.
Thinking about language
1. In which language do you think Gangadharpant and Khan sahib talked to each other? Which language did Gangadharpa speak to the English receptionist?
Answer: I believe Gangadharpant and Khan Sahib conversed in Hindi with each other. When communicating with the English receptionist, Gangadharpant utilized the English language.
2. In which language do you think Bhausahebanchi Bakhar was written?
Answer: It was composed in Marathi.
3. There is mention of three communities in the story: the Marathas, the Mughals, the Anglo-Indians. Which language do you think they used within their communities and while speaking to the other groups?
Answer: Within their communities and during interactions with their respective groups, they employed their native languages. Marathi, Urdu, and English were used for this purpose, while in a local context, they conversed using regional variations of Hindi.
4. Do you think that the rules always adopt the language of the ruler?
Answer: No, I don’t believe rules consistently embrace the language of those who impose them. India serves as a case in point. While being governed by both the Mughals and the English, India did not adopt either of their languages.
Working with words
I. Tick the item that is closest in meaning to the following phrases. 1. to take issue with
(i) to accept
(ii) to discuss
(iii) to disagree
(iv) to add
Answer: (ii) to discuss.
2. to give vent to
(i) to express
(ii) to emphasize
(iii) suppress
(iv) dismiss
Answer: (i) to express.
3. to stand on one’s feet
(i) to be physically strong
(ii) to be independent
(iii) to stand erect
(iv) to be successful
Answer: (ii) to be independent.
4. to be wound up
(i) to become active
(ii) to stop operating
(iii) to be transformed
(iv) to be destroyed
Answer: (ii) to stop operating.
5. to meet one’s match
(i) to meet a partner who has similar tastes
(ii) to meet an opponent
(iii) to meet someone who is equally able as oneself
(iv) to meet defeat
Answer: (iii) to meet someone who is equally able as oneself.
II. Distinguish between the following pairs of sentences.
1. (i) He was visibly moved.
(ii) He was visually impaired.
Answer: Visibly (adverb) – That can be seen.
Visually (adverb) – Relating to sight.
2. (i) Green and black stripes were used alternately.
(ii) Green stripes could be used or alternatively black ones.
Answer: alternately (adverb) to happen one by one.
alternatively (adverb) to offer a new choice successively.
3. (i) The team played the two matches successfully.
(ii) The team played two matches successively.
Answer: successfully (adverb) with success.
successively (adverb) – following quickly one after the another.
4. (i) The librarian spoke respectfully to the learned scholar.
(ii) You will find the historian and the scientist in the archaeology and natural science sections of the museum respectively.
Answer: respectfully (adverb) – honorably
respectively (adverb) – relating to each of the thing mentioned earlier.
Noticing form
The story deals with unreal and hypothetical conditions. Some of the sentences used to express this notion are given below:
1. If I fire a bullet from a gun in a given direction at a given speed, I know where it will be at a later time.
2. If I knew the answer I would solve a great problem.
3. If he himself were dead in this world, what guarantee had he that his son would be alive.
4. What course would history have taken if the battle had gone the other way?
Notice that in an unreal condition, it is clearly expected that the condition will not be fulfilled.
Things to do
I. Read the following passage on the Catastrophe Theory downloaded from the Internet.
Originated by the French mathematician, Rene Thom, in the 1960s, catastrophe theory is a special branch of dynamical systems theory. It studies and classifies phenomena characterised by sudden shifts in behaviour arising from small changes in circumstances.
Catastrophes are bifurcations between different equilibria, or fixed point attractors. Due to their restricted nature, catastrophes can be classified on the basis of how many control parameters are being simultaneously varied. For example, if there are two controls, then one finds the most common type, called a ‘cusp’ catastrophe. If, however, there are more than five controls, there is no classification.
Catastrophe theory has been applied to a number of different phenomena, such as the stability of ships at sea and their capsizing, bridge collapse, and, with some less convincing success, the fight-or-flight behaviour of animals and prison riots.
II. Look up the Internet or an encyclopedia for information on the following theories.
(i) Quantum theory
(ii) Theory of relativity
(iii) Big Bang theory
(iv) Theory of evolution
Answer: attempt it for yourself.
Understanding the text
True/false items to check inferential comprehension
Explaining statements from the text
Talking about the text
Discussing approaches of various disciplines to knowledge inquiry (across the curriculum)
Cross-text reference
Thinking about language
Inter-community communication through common languages
Reference to languages of different disciplines
Political domination and language imposition (discuss)
Working with words
Idiomatic expressions
Distinction between frequently misused word forms: respectively/ respectfully
Noticing form
Conditional sentences for unreal and hypothetical conditions
Things to do
Finding out about popular scientific theories (real-life reading)