Chapter 8: Memories of Childhood – Class 12 English Vistas NCERT Solutions

NCERT Solutions Class 12 English Vistas Chapter 8 Memories of Childhood

READING WITH INSIGHT

Q1. The two accounts that you have read above are based in two distant cultures. What is the commonality of theme found in both of them?

Though Memories of Childhood narrates incidents from two vastly different cultural settings—one from Native America and the other from rural India—the underlying theme is strikingly similar. Both Zitkala-Sa and Bama belong to marginalized communities and share their experiences of systemic oppression and discrimination faced during childhood. Zitkala-Sa, a Native American girl, is forcibly stripped of her cultural identity through acts like cutting her hair, being made to wear unfamiliar shoes, and following rigid Western rules at a boarding school. These actions symbolically and literally attempt to erase her indigenous heritage. Bama, on the other hand, grows up in a Dalit community in South India. Her experiences revolve around caste-based discrimination, where people from her community are treated as untouchables and denied dignity. She observes humiliating customs meant to keep her people subservient. Despite the cultural distance, both narratives converge on the themes of social injustice, loss of identity, and resistance. Each writer, through her childhood memory, reflects on the beginnings of self-awareness and rebellion that would later define their lives and writings.

Q2. It may take a long time for oppression to be resisted, but the seeds of rebellion are sowed early in life. Do you agree that injustice in any form cannot escape being noticed even by children?

Yes, children are often more perceptive than we give them credit for. They may not always understand social structures, but they instinctively recognize when something feels unfair. Both Zitkala-Sa and Bama, as young girls, sense the injustice around them—even if they initially lack the language or framework to explain it. Bama initially finds it amusing when she sees a man from her community carrying food in a bizarre way. But when her brother explains the casteist rationale behind it, she is deeply disturbed. That moment sparks in her a sense of rebellion. Rather than accepting humiliation, she is encouraged to fight it with education and self-worth. Similarly, Zitkala-Sa’s resistance begins when she learns that her hair will be forcibly cut—a deep cultural violation for her. Even though her friend tells her it’s useless to resist, she chooses to fight back, hiding and struggling against the authorities. Her refusal to comply shows the early signs of inner strength and resistance. These experiences prove that even young minds can perceive oppression, and that the urge to resist often begins long before one fully understands the system they are resisting.

Q3. Bama’s experience is that of a victim of the caste system. What kind of discrimination does Zitkala-Sa’s experience depict? What are their responses to their respective situations?

Bama’s story highlights the oppression rooted in caste discrimination. As a member of the Dalit community, she witnesses how people like her are treated as inferior and unclean by the so-called upper castes. Her experience reveals the deep-rooted inequality embedded in Indian social practices, where a person’s birth determines their status. Zitkala-Sa faces racial and cultural discrimination. As a Native American, she is subjected to forced assimilation into white society. Her traditional ways are not just disrespected—they are actively erased. Her long hair, symbolic of cultural pride, is cut; her clothing is changed; and she is forced to follow unfamiliar norms. These actions reflect how colonizers attempted to suppress and dominate indigenous identity. Despite the difference in their contexts, both girls choose not to accept their circumstances. Zitkala-Sa physically resists her oppressors when they attempt to cut her hair, while Bama responds with intellectual resistance—deciding to study hard and fight injustice through education. Both writers ultimately become voices of their communities. Through literature and activism, they shed light on discrimination and inspire others to stand up against social injustices.

SHORT ANSWER TYPE QUESTIONS

Q1. What does Zitkala-Sa remember about her first day in the land of apples?

Zitkala-Sa recalls her first day at the boarding school vividly. The weather was bitterly cold, with snow blanketing the ground and the trees bare. A loud bell rang for breakfast, the sharp metallic clang echoing through the building and into her sensitive ears, leaving a lasting impression.

Q2. How did Zitkala-Sa react to the various sounds when the bell rang for breakfast?

The bell triggered a cacophony—footsteps pounding on the floors, voices murmuring in a foreign language, and shoes clattering loudly. This overwhelming mixture of unfamiliar noises disturbed her deeply, making her feel trapped and helpless, as if her spirit was trying to escape from within.

Q3. Where were the girls taken and how?

The girls were led in a line to the dining hall. The Native American girls were wearing stiff, unfamiliar clothing and shoes that made noise as they walked. The younger ones wore aprons and had short hair, which was a stark contrast to their traditional appearance.

Q4. “I felt like sinking to the floor,” says Zitkala-Sa. When and why did she feel this way?

As she walked with the other girls to the dining hall, she felt exposed and ashamed because her blanket had been taken away, making her feel improperly dressed. This feeling of vulnerability made her wish she could disappear into the floor.

Q5. What does Zitkala-Sa mean by “eating by formula”?

“Eating by formula” refers to the rigid set of rules followed during meals. The students had to wait for bells to signal each action—pulling out chairs, sitting down, bowing heads for prayer, and finally beginning to eat. This mechanical routine was foreign and uncomfortable for her.

Q6. Why was “eating by formula” difficult for Zitkala-Sa?

Unfamiliar with the procedures, Zitkala-Sa fumbled through the motions. She sat when others stood, looked around in confusion, and was embarrassed when she realized she had done things differently. The formality of the process and her inability to follow it made her feel lost and frustrated.

Q7. What did Judewin tell Zitkala-Sa, and how did she respond?

Judewin, knowing a little English, informed Zitkala-Sa that their hair would be cut. Judewin believed resistance was futile since the authorities were strong. Zitkala-Sa, however, refused to give in and resolved to fight back against this forced assimilation.

Q8. Why was Zitkala-Sa strongly against having her hair cut?

In her culture, long hair symbolized pride and identity. Only prisoners or those in mourning had short or shingled hair. For Zitkala-Sa, cutting her hair meant shame and defeat. It stripped her of her heritage and dignity.

Q9. How did Zitkala-Sa try to prevent her hair from being cut?

Determined to resist, she sneaked upstairs and hid under a bed in a dark corner of a room. She hoped to escape the haircut by hiding from the authorities.

Q10. How was Zitkala-Sa found while hiding?

The staff searched the building thoroughly, calling her name and checking all corners. Eventually, someone looked under the bed and discovered her hiding place.

Q11. What happened when Zitkala-Sa was dragged out from hiding?

Despite her desperate attempts to resist—kicking and scratching—she was overpowered, taken downstairs, and tied to a chair. She cried and struggled, refusing to submit easily.

Q12. What did Zitkala-Sa feel when her hair was finally cut?

As her thick braid was severed, she felt defeated and humiliated. She compared herself to a helpless animal under control, stripped of her identity and dignity. The loss of her hair symbolized the stripping away of her culture.

Q13. Which words of her brother left a lasting impression on Bama?

Bama’s brother told her that while one cannot choose the family they are born into, they can rise above social discrimination through education. His advice left a deep impact on her.

Q14. What sights in the street fascinated Bama?

Bama was captivated by the street’s vibrant scenes: a monkey performing tricks, snake charmers, a cyclist riding non-stop for days, spinning wheels, and temple festivities. Each scene sparked her curiosity and wonder.

Q15. What items in shops caught Bama’s attention?

She was drawn to the stalls selling dried fish, sweets, fried snacks, and items like ear-cleaning tools and handmade beads from the gypsy vendors. The variety excited her.

Q16. What forms of entertainment did Bama notice?

She observed street plays, puppet shows, political speeches, and performances with anti-magic themes. There was always something lively happening in the marketplace.

Q17. Which actions of people did Bama watch intently?

She watched how coffee shop workers cooled hot beverages by pouring from one glass to another from a height. She also noticed how people turned their faces while chopping onions to avoid irritation.

Q18. Why did Zitkala-Sa cry on her first day at school?

She was deeply hurt when her long hair was cut, which to her symbolized cowardice or mourning. This act, against her cultural beliefs, left her emotionally devastated.

Q19. What seasonal treats did Bama see in the bazaar?

Depending on the season, she saw vendors selling mangoes, cucumbers, sugarcane, tamarind seeds, guavas, jackfruit, and local sweets like halva and payasam.

Q20. How was threshing done in the street corner Bama passed?

Threshing involved cattle walking in circles, treading grain from straw. The animals wore muzzles to prevent them from eating. A landlord, seated comfortably, oversaw the work while others toiled.

Q21. What made Bama want to laugh uncontrollably?

Bama saw an elderly man from her community walking back from the market in an unusual way. He carried a small packet, holding it only by the tip of a string, and walked in an exaggerated, awkward manner. The sight seemed so strange and amusing to Bama that she was overcome with the urge to laugh loudly.

Q22. How did the elderly man deliver the packet to the landlord?

The man approached the landlord with great caution and humility. He bowed deeply and extended the packet, holding the string delicately. Using his other hand, he supported the hand carrying the packet, showing extreme reverence. The landlord casually took the packet and began eating the vadais.

Q23. What did Bama’s elder brother explain about the strange way the man carried the packet?

Annan explained that the man wasn’t being humorous—he was following caste rules. People from the lower castes were considered “impure” by the upper castes. They were forbidden from directly touching items meant for upper caste individuals, hence the elder carried the packet by the string to avoid contact and prevent so-called pollution.

Q24. How did Bama feel after learning the truth about untouchability?

Bama was deeply disturbed and hurt upon understanding the reality of caste-based discrimination. The knowledge made her angry and frustrated. She questioned why people from her community had to demean themselves by performing errands so submissively for upper caste landlords. It stirred a strong desire for change in her.

Q25. How did the landlord’s worker behave when he met Annan?

Initially, the man spoke to Annan with courtesy, assuming he was from a higher caste. But as soon as Annan revealed his name, the man’s attitude changed. He immediately asked which street he lived on—an indirect way to determine his caste, since certain streets were associated with lower caste residents.

Q21. What made Bama want to laugh uncontrollably?

Bama saw an elderly man from her community walking back from the market in an unusual way. He carried a small packet, holding it only by the tip of a string, and walked in an exaggerated, awkward manner. The sight seemed so strange and amusing to Bama that she was overcome with the urge to laugh loudly.

Q22. How did the elderly man deliver the packet to the landlord?

The man approached the landlord with great caution and humility. He bowed deeply and extended the packet, holding the string delicately. Using his other hand, he supported the hand carrying the packet, showing extreme reverence. The landlord casually took the packet and began eating the vadais.

Q23. What did Bama’s elder brother explain about the strange way the man carried the packet?

Annan explained that the man wasn’t being humorous—he was following caste rules. People from the lower castes were considered “impure” by the upper castes. They were forbidden from directly touching items meant for upper caste individuals, hence the elder carried the packet by the string to avoid contact and prevent so-called pollution.

Q24. How did Bama feel after learning the truth about untouchability?

Bama was deeply disturbed and hurt upon understanding the reality of caste-based discrimination. The knowledge made her angry and frustrated. She questioned why people from her community had to demean themselves by performing errands so submissively for upper caste landlords. It stirred a strong desire for change in her.

Q25. How did the landlord’s worker behave when he met Annan?

Initially, the man spoke to Annan with courtesy, assuming he was from a higher caste. But as soon as Annan revealed his name, the man’s attitude changed. He immediately asked which street he lived on—an indirect way to determine his caste, since certain streets were associated with lower caste residents.

LONG ANSWER TYPE QUESTIONS

Q1. Why did Zitkala-Sa feel uncomfortable and humiliated in the new surroundings?

Zitkala-Sa experienced a deep sense of humiliation and discomfort after being separated from her mother. From the beginning, she was subjected to actions that stripped her of dignity—people stared at her, handled her roughly, and even took away the blanket that made her feel secure. She was forced to abandon her traditional moccasins for squeaky shoes and wear clothing that made her feel improperly dressed. Seeing the other Native girls with shingled hair and Western clothes further saddened her. The worst moment was when her long hair was forcibly cut—something deeply shameful in her culture. She likened herself to a helpless animal, her cultural identity stripped away in a foreign environment that failed to respect her traditions.

Q2. What does Zitkala-Sa mean by “eating by formula,” and how was it a difficult experience for her?

The term “eating by formula” refers to the rigid and unfamiliar dining procedure followed at the boarding school. Bells dictated every move—when to sit, pray, and start eating. Zitkala-Sa, unaware of these customs, mistakenly sat down before everyone else and then had to awkwardly correct herself. She couldn’t follow the rituals and was confused and frightened by the strict, mechanical routine. This unfamiliar and forced behavior made her first meal a distressing and emotional experience.

Q3. “I will not submit! I will struggle first!” What was Zitkala-Sa resisting, and what happened afterward?

Zitkala-Sa was determined to resist the cutting of her hair, a deeply humiliating act in her culture, where only those in mourning or cowards had shingled hair. In an act of defiance, she hid under a bed in a dark room, hoping to avoid the ordeal. Eventually, she was discovered, pulled out despite her struggle, and tied to a chair. Despite kicking and scratching, she was forcibly given a haircut, which left her devastated and stripped of dignity.

Q4. What attractions did Bama see on the way home, and how did they delay her?

Bama was fascinated by the vibrant street life. She loved watching performers like snake charmers and gypsies, shops selling snacks and sweets, and events like political speeches, puppet shows, and stunts. Seasonal fruits, bustling shops, and quirky habits of waiters pouring coffee amused her. All these lively street scenes would distract her and delay her return home every day.

Q5. How did Bama react to the scene of a man carrying food by a string?

Bama initially found it hilarious when she saw a grown man carrying a food packet by a string and walking in an exaggeratedly cautious way. She wanted to laugh out loud. However, upon learning the reason—that he belonged to a lower caste and wasn’t allowed to touch food for upper-caste people—her mood shifted from amusement to shock and anger.

Q6. What explanation did Bama’s brother give about the man’s actions? How did she feel afterward?

Bama’s elder brother explained that the man carried the food by the string to avoid polluting it, as upper-caste people believed lower castes were impure. The realization hit Bama hard. She felt outraged and humiliated. She couldn’t understand how touching a wrapped food item could be offensive. This sparked a sense of rebellion in her, and she became determined not to accept this injustice.

Q7. How did the caste system demean people like Bama? What solution did her brother offer?

The caste system stripped lower caste individuals of respect and dignity. They were denied honor simply because of their birth. Bama’s brother advised that education was the path to empowerment. Through learning and academic excellence, they could challenge and rise above caste-based discrimination. Inspired, Bama followed his advice and committed herself to her studies. Her hard work paid off—she excelled in school and gained friendships and respect.

Q8. How did Zitkala-Sa and Bama experience social injustice? What was their response?

Zitkala-Sa faced cultural erasure and prejudice as a Native American girl in a Western boarding school. Her traditions were devalued, and she was forced to conform. Bama, on the other hand, endured caste discrimination in Indian society. Both felt the sting of injustice and responded with courage. Zitkala-Sa resisted physically and emotionally, while Bama chose education as her weapon. They both turned their early struggles into motivation, eventually using their voices through writing to fight the oppression they once faced.