With your partner, discuss and narrate an incident about a person who likes to show off.
Check whether your classmates agree with you.
Answer:
You can be at peace with yourself when you are true to yourself. Showing off doesn’t pay in the long run. It may impress some for some’ time but not all, all the time. My friend Ramesh falls in this category. Whenever you see him, you would always find him with half a dozen books. In the class, he interrupts the teachers for one or the other reason. If the teacher says that the World War II was fought in 1940s, Ramesh does not tolerate this kind of generalisation. He stands up and says, “Sir, to be exact from 1939 to 1945.” This lean and thin spectacled pantaloon had faced many interviews including the N.D.A. It was not the Board that interviewed him but it was Ramesh who interviewed the Board. The result was obvious. Everytime he got a rejection letter.
Question 2.
Now read about the “Professor” who knew too much and find out if he knew enough!
Answer:
Attempt yourself.
Question 3.
The ‘Professor’ knew too much. How did he prove himself ? Fill up the space with suitable examples from the story, using the given clues :
(a) about muzzle velocity : _____
(b) after a thirty mile walk : _____
(c) his salute on payday : ______
(d) the loud sound of a high flying invisible aeroplane : _______
(e) about hand grenades : _______
(f) during cook house duties :. _______
Answer:
The ‘Professor’ certainly knew too much. He had everything on the tips of his fingers. He borrowed training manuals and read them all at night. He troubled instructors with questions. He always tried to show that all others, including his instructors, knew much less than him.
(a) about muzzle velocity: When a Sergeant defines muzzle velocity or the speed at which the bullet leaves the rifle, the Professor interrupts, “Two thousand, four hundred and forty feet per second”.
(b) after a thirty mile walk: After a thirty mile walk he was not only wonderfully tireless but would display his terrible heartiness. He would say, “What about a song, chaps?”
(c) his salute on payday: His salute on payday was a model to behold. When officers in sight he would swing his skinny arms marching like a Guardsman.
(d) the loud sound of a high flying invisible aeroplane: The ‘Professor’ could unmistakably identify it by the harsh engine note, due to the high tip speed of the airscrew.
(e) about hand grenades: The ‘Professor’ gave a very specific answer about the fragments of the outside of a grenade. He told, “Forty- Four”.
(f) during cook house duties: During cook house duties he protested against the unscientific and unhygienic method of peeling potatoes resulting in sheer waste of vitamin values.
Question 4.
Based on your reading of the story, answer the following questions by choosing the correct options.
(a) Private Quelch was nick-named ‘Professor’ because of ____
(i) his appearance.
(ii) his knowledge.
(ii) his habit of reading.
(iv) his habit of sermonising.
Answer:
(iv) his habit of sermonising.
(b) One could hammer nails into Corporal Turnbull without his noticing it because ____
(i) he was a strong and sturdy man.
(ii) he was oblivious to his surroundings.
(iii) he was a brave corporal.
(iv) he was used to it.
Answer:
(i) he was a strong and sturdy man.
(c) The author and his friend Trower fled from the scene as _____
(i) they had to catch a train.
(ii) they could not stand Private Quelch exhibiting his knowledge.
(iii) they felt they would have to lend a helping hand.
(iv) they did not want to meet the cooks.
Answer:
(ii) they could not stand Private Quelch exhibiting his knowledge.
Question 5.
Answer the following questions briefly:
(a) What is a ‘nickname’ ? Can you suggest another one for Private Quelch?
(b) Private Quelch looked like a ‘Professor’ when the author first met him at the training depot. Why?
(c) What does the dark, sun-dried appearance of the Sergeant suggest about him?
(d) How was Private Quelch’s knowledge exposed even further as the Sergeant’s classes went on?
(e) What did the Professor mean by “intelligent reading”?
(f) What were the Professor’s ambitions in the army?
(g) Did Private Quelch’s day to day practices take him closer towards his goal? How can you make out?
(h) Describe Corporal Turnbull.
(i) How did Private Quelch manage to anger the Corporal?
(j) Do you think Private Quelch learnt a lesson when he was chosen for cookhouse duties?
Give reasons for your answer.
Answer:
(a) A ‘nickname’ is an informal, often humorous name given to a person. The name is connected with his real name, his personality or appearance or with something he has done. The nickname of Private Quelch was the ‘Professor’. Another nickname for him could be ‘Mr. Show Off’.
(b) Private Quelch looked like a ‘Professor’ when the author first met him at the training depot. He was lanky, stooping, frowning through his horn-rimmed spectacles. A five- minute-conversation would bring out his debating skills and abilities. All these traits are generally found in university professors,
(c) The Sergeant who was describing the mechanism of a service rifle to the soldiers was as dark and sun-dried as raisins. He was wearing North-West Frontier ribbons. The sun-dried appearance of the Sergeant suggested that he had served in British India. There, the scorching heat of the sun bake the skin and made it tanned like raisins.
(d) The Sergeant didn’t relish when Private Quelch interrupted him. He went on lecturing. When he had finished, he turned with his questions again and again to the Professor. But it only enhanced the Professor’s reputation and glory. He had all by heart, the parts of the rifle or its use and care. The Professor knew them all. His knowledge exposed even further as the Sergeant’s classes went on.
(e) The smart answers given by the Professor made the Sergeant ask if he had taken any training before. The Professor replied confidently, “No, Sergeant. It’s all a matter of intelligent reading.” The Professor meant that he had read everything thoroughly and with concentration.
(f) The Professor’s greatest ambition in the army was to get a commission. In pursuit of his ambition he worked hard reading the training manuals. He tried to impress the instructors and the senior officers by his knowledge, promptness and smartness. But he would go step by step. As a first step, he meant to get a stripe.
(g) Private Quelch’s day-to-day practices might have not won him a commission in the army but it was not the end for him. Whenever he spoke, the squad listened to him in a cowed, horrified kind of silence. Instead of being nominated for a commission, he was nominated for permanent cookhouse duties. But everybody believed that his nomination for the commission was just a matter of time.
(h) Corporal Turnbull was a smart youngman. But he was not a man to be fooled around or talked frivolously with. He had come from Dunkirk with all his equipment correct and accounted for. He was the hero of soldiers. They thought him so tough that they could hammer nails into him without his noticing them.
(i) Corporal Turnbull was explaining that the outside of a grenade was divided up into a large number of fragments. The Professor at once told that the correct number was forty four. The Corporal said nothing, but his brow tightened. He was the kind of man not to be trifled with. He didn’t like any interruption. He cut the Professor to size by sending him for permanent cookhouse duties.
(j) There is no indication that Private Quelch learnt any lesson when he was chosen for cookhouse duties. He didn’t stop exhibiting his knowledge. When he entered the kitchen he started finding fault with the working staff. He protested against the ‘unscientific’ and ‘unhygienic’ method of peeling potatoes. He considered it a ‘sheer waste of vitamin values’.
Question 6.
At first, Private Quelch was a hero in the eyes of his fellow soldiers. Support this observation with suitable examples from the story in about 100 words.
Answer:
At first, Private Quelch impressed all his fellow soldiers with his profound knowledge about everything under the sun. He was nicknamed as the ‘Professor’. The lanky, stooping and frowning ‘Professor’ was almost a hero in the eyes of his fellow soldiers. He had earned a certain respect from his colleagues. He wanted to get on in life. He had a brain that had a flair for details. He was always to the point and specific. In the very first lesson in musketry, he left his mark on the fellow soldiers. He had no liking for generalisation. When it came to telling the velocity at which the bullet leaves the rifle, the Professor was there to correct to the last digit. The Sergeant in the hope of revenge turned his questions again and again to the Professor. But the Professor was prompt in answering all the questions. Similarly, the Professor irritated Corporal Turnbull by interrupting and correcting him. He was sent for permanent cookhouse duties. Later on, his fellow soldiers couldn’t stand him for exhibiting his knowledge. They fled away whenever they saw him.
Question 7.
Private Quelch knew ‘too much’. Give reasons to prove that he was unable to win the admiration of his superior officers or his colleagues in about 100 words.
At first, Private Quelch impressed all his fellow soldiers with his profound knowledge about everything under the sun. He was nicknamed as the ‘Professor’. The lanky, stooping and frowning ‘Professor’ was almost a hero in the eyes of his fellow soldiers. He had earned a certain respect from his colleagues. He wanted to get on in life. He had a brain that had a flair for details. He was always to the point and specific. In the very first lesson in musketry, he left his mark on the fellow soldiers. He had no liking for generalisation. When it came to telling the velocity at which the bullet leaves the rifle, the Professor was there to correct to the last digit. The Sergeant in the hope of revenge turned his questions again and again to the Professor. But the Professor was prompt in answering all the questions. Similarly, the Professor irritated Corporal Turnbull by interrupting and correcting him. He was sent for permanent cookhouse duties. Later on, his fellow soldiers couldn’t stand him for exhibiting his knowledge. They fled away whenever they saw him.
Question 7.
Private Quelch knew ‘too much’. Give reasons to prove that he was unable to win the admiration of his superior officers or his colleagues in about 100 words.
Answer:
No doubt, Private Quelch or the Professor knew ‘too much’. He wds a lanky and stooping man frowning through his hornrimmed spectacles. He was aptly nicknamed die Professor. But Private Quelch’s habit of exhibiting his knowledge irritated his fellow- soldiers as well as his superior officers. Each time when one of his colleagues made a mistake, he would publicly correct him. He was always very condescending. He tried to show how superior he was to all of them. He badgered (he instructors with questions. When a Sergeant instructor described the muzzle velocity well over 2000 feet per second, the Professor corrected him. He replied 2440 feet per second. The irritated Sergeant in the hope of revenge, turned his questions again and again to the Professor. Corporal Turnbull cut the Professor to size for interrupting him. He snubbed Private Quelch by nominating him for permanent cookhouse duties. Even his colleagues fled when the Professor was nearby to avoid his sermonising.
Question 8.
(a) Write down the positive and negative traits of Private Quelch’s character instances from the story.
| Positive traits | Instances from the story |
| (i) _____________________ | ______________ |
| (ii) _____________________ | ______________ |
| (iii) ____________________ | ______________ |
| (iv) ____________________ | ______________ |
| Negative traits | Instances from the story |
| (i) _____________________ | ______________ |
| (ii) ____________________ | ______________ |
| (iii) ____________________ | ______________ |
| (iv) ____________________ | ______________ |
(c) Attempt a character sketch of Private Quelch using your notes in about 100 words.
Answer:
| Positive traits | Instances from the story |
| (i) Knew ‘too much’ | All doubts on the subject lost after five minutes’ conversation with him. |
| (ii) Very specific | When a Sergeant told the trainees that a bullet leaves the rifle at the speed of over two thousand feet per second, the Professor immediately interrupted him. He corrected him by saying, “Two thousand, four hundred and forty feet per second.” |
| (iii) Meant to get on | ‘He was sure to get a commission, before long.’ |
| (iv) Diligent | Borrowed training manuals and stayed up late at night reading them. |
| Negative traits | Instances from the story |
| (i) Disturbing | ‘A voice interrupted.’ The Professor interrupted when a Sergeant was delivering his lesson. |
| (ii) Badgered the instructors | He irritated and badgered the instructors with questions. |
| (iii) Air of superiority | ‘…………….. how condescending he was’. |
| (iv) Exhibitionism |
His fellow soldiers fled to avoid his exhibitionism. |
(c) Character Sketch of Private Quelch
Private Quelch was a soldier without a rank. He was a tall and stooping man. He appeared frowning through horn-rimmed spectacles. His appearance, his reading habit and his deep knowledge earned him a nickname of the Professor.
Private Quelch meant to get on in life. He had brains. He was sure to get a commission before long. But as on first step, he meant to get a ‘ V’-shaped stripe. Private Quelch was not only ambitious but also very diligent. Even his fellow soldiers gave him credit for that. He borrowed training manuals and read late at nights. He had a flair for details and hated vague generalisations. He was always correct to the last digit.
The great defeat in Private Quelch was his sense of exhibitionism. He utilised his “intelligent reading” only to badger the instructors with questions. He irritated a Sergeant by his interruption during the lesson. In the hope of revenge, he turned with his questions again and again to the Professor. Similarly, he annoyed Corporal Turnbull hying to correct him publicly. He was punished and nominated for permanent cookhouse duties. Private Quelch was too showy. He always tried to show that he was much superior to all his fellow soldiers. He was always condescending. In the end his colleagues tried to avoid him. They feared his sermonising and fled when he was nearby.
Writing Task
Question 9.
You are the ‘ProfessorWrite a diary entry after your first day at the cookhouse, describing the events that led to this assignment, also express your thoughts and feelings about the events of the day in about 175 words.
You are the ‘ProfessorWrite a diary entry after your first day at the cookhouse, describing the events that led to this assignment, also express your thoughts and feelings about the events of the day in about 175 words.
Answer:
Army Training Depot, Liverpool.
20th July, 1948 Dear Diary,
Corporal Turnbull was certainly not fair to me today. Perhaps he had taken his revenge. What was my fault? I don’t like vague generalisations. When it came to counting the fragments of the outside of a grenade, he should have been very specific. ‘Large number’ was a vague explanation. I gave the answer that was correct to the last digit—44 segments. I was expecting a nomination for the commission. He shocked me when he nominated me for permanent cookhouse duties.
My first day at cookhouse was quite a disgusting one. There is no system there. I protested against the unscientific and unhygienic method of peeling potatoes. Quite ridiculous and disgusting! Who should tell these fools that they are only wasting vitamin values by doing so. I will have to educate that gang of louts. They think that I am showy. But what can I do? I love knowledge and love to show it. And this is my fault. I can’t help it.
Reference To Context
Read the extracts given below and answer the questions that follow:
Question 1.
“That’s right,” the Sergeant said without enthusiasm, and went on lecturing. When he had finished, he put questions to us; and, perhaps in the hope of revenge, he turned with his question again and again to the Professor. The only result was to enhance the Professor’s glory. (Pages 22-23)
(a) On which subject was the Sergeant giving lecture?
(b) Why did he put questions again and again to that Professor?
(c) Find a word in the passage similar in meaning to ‘zeal’.
Army Training Depot, Liverpool.
20th July, 1948 Dear Diary,
Corporal Turnbull was certainly not fair to me today. Perhaps he had taken his revenge. What was my fault? I don’t like vague generalisations. When it came to counting the fragments of the outside of a grenade, he should have been very specific. ‘Large number’ was a vague explanation. I gave the answer that was correct to the last digit—44 segments. I was expecting a nomination for the commission. He shocked me when he nominated me for permanent cookhouse duties.
My first day at cookhouse was quite a disgusting one. There is no system there. I protested against the unscientific and unhygienic method of peeling potatoes. Quite ridiculous and disgusting! Who should tell these fools that they are only wasting vitamin values by doing so. I will have to educate that gang of louts. They think that I am showy. But what can I do? I love knowledge and love to show it. And this is my fault. I can’t help it.
Reference To Context
Read the extracts given below and answer the questions that follow:
Question 1.
“That’s right,” the Sergeant said without enthusiasm, and went on lecturing. When he had finished, he put questions to us; and, perhaps in the hope of revenge, he turned with his question again and again to the Professor. The only result was to enhance the Professor’s glory. (Pages 22-23)
(a) On which subject was the Sergeant giving lecture?
(b) Why did he put questions again and again to that Professor?
(c) Find a word in the passage similar in meaning to ‘zeal’.
Answer:
(a) The Sergeant was giving lecture on musketry. .
(b) He put questions again and again to that Professor to take revenge.
(c) Enthusiasm.
Question 2.
The Professor answered with a phrase that was to become familiar to all of us. “No, Sergeant. It’s all a matter of intelligent reading.” (Page 23)
(a) What was the name of the Professor?
(b) Why was he called the Professor?
(c) Write the noun form of ‘intelligent’.
(a) The Sergeant was giving lecture on musketry. .
(b) He put questions again and again to that Professor to take revenge.
(c) Enthusiasm.
Question 2.
The Professor answered with a phrase that was to become familiar to all of us. “No, Sergeant. It’s all a matter of intelligent reading.” (Page 23)
(a) What was the name of the Professor?
(b) Why was he called the Professor?
(c) Write the noun form of ‘intelligent’.
Answer:
(a) Private Quelch was the name of the Professor.
(b) He was a very knowledgeable person.
(c) Intelligence.
Question 3.
In pursuit of his ambition he worked hard. We had to give him credit for that. He borrowed training manuals and stayed up late at nights reading them. He badgered the instructors with questions. (Page 23)
(a) What was his ambition?
(b) How did he trouble the instructors?
(c) Find a word in the extract opposite in meaning to ‘lent’,
(a) Private Quelch was the name of the Professor.
(b) He was a very knowledgeable person.
(c) Intelligence.
Question 3.
In pursuit of his ambition he worked hard. We had to give him credit for that. He borrowed training manuals and stayed up late at nights reading them. He badgered the instructors with questions. (Page 23)
(a) What was his ambition?
(b) How did he trouble the instructors?
(c) Find a word in the extract opposite in meaning to ‘lent’,
Answer:
(a) His ambition was to become an army officer.
(b) By asking so many questions to them he troubled and vexed the instructors.
(c) Borrowed.
Question 4.
And day in and day out, he lectured to us in his droning, remorseless voice on every aspect of human knowledge. At first we had a certain respect for him, but soon we lived in terror of his approach. We tried to hit back at him with clumsy sarcasms and practical jokes. (Page 23)
(a) Why did they show respect to Private Quelch in the beginning?
(b) What made them stop giving respect to him?
(c) Find a word in the extract similar in meaning to ‘unrelenting’. ,
(a) His ambition was to become an army officer.
(b) By asking so many questions to them he troubled and vexed the instructors.
(c) Borrowed.
Question 4.
And day in and day out, he lectured to us in his droning, remorseless voice on every aspect of human knowledge. At first we had a certain respect for him, but soon we lived in terror of his approach. We tried to hit back at him with clumsy sarcasms and practical jokes. (Page 23)
(a) Why did they show respect to Private Quelch in the beginning?
(b) What made them stop giving respect to him?
(c) Find a word in the extract similar in meaning to ‘unrelenting’. ,
Answer:
(a) They showed respect to Quelch in the eginning because he had deep knowledge in every field!
(b) His exhibition of knowledge made them stop giving respect to him.
(c) Remorseless.
Question 5.
The Professor scarcely noticed; he was too busy working for his stripe. Each time one of us made a mistake the Professor would publicly correct him. Whenever one of us shone, the Professor outshone him. (Page 23)
(a) What did the Professor not notice?
(b) What did he do when any of his colleagues made a mistake?
(c) Explain: ‘the Professor outshone him’.
(a) They showed respect to Quelch in the eginning because he had deep knowledge in every field!
(b) His exhibition of knowledge made them stop giving respect to him.
(c) Remorseless.
Question 5.
The Professor scarcely noticed; he was too busy working for his stripe. Each time one of us made a mistake the Professor would publicly correct him. Whenever one of us shone, the Professor outshone him. (Page 23)
(a) What did the Professor not notice?
(b) What did he do when any of his colleagues made a mistake?
(c) Explain: ‘the Professor outshone him’.
Answer:
(a) The Professor did not notice sarcasms and practical jokes of his fellow soldiers.
(b) He publicly corrected them.
(c) He proved better than him. –
Question 6.
“for permanent cookhouse duties, I’ve decided that Private Quelch is just the man for the job.” Of course, it was a joke for days afterwards; a joke and joy to all of us. (Page 25)
(a) Who sent Quelch for cookhouse duties?
(b) ‘It was a joke’, for whom?
(c) It was a ‘joke and joy’ to all. Why?
(a) The Professor did not notice sarcasms and practical jokes of his fellow soldiers.
(b) He publicly corrected them.
(c) He proved better than him. –
Question 6.
“for permanent cookhouse duties, I’ve decided that Private Quelch is just the man for the job.” Of course, it was a joke for days afterwards; a joke and joy to all of us. (Page 25)
(a) Who sent Quelch for cookhouse duties?
(b) ‘It was a joke’, for whom?
(c) It was a ‘joke and joy’ to all. Why?
Answer:
(a) Corporal Turnbull sent Quelch for cook-house duties.
(b) It was a joke for Quelch’s colleagues.
(c) Quelch was snubbed publicly. It was a ‘joke and joy’ to all.
Question 7.
“Really. I must protest against this abominably unscientific and unhygienic method of peeling potatoes. I need to only draw your attention to the sheer waste of vitamin values ” We fled. (Page 25)
(a) Who is ‘I’ in the above lines?
(b) What was unscientific and unhygienic?
(c) Find a word in the extract similar in meaning to ‘hatefully’.
(a) Corporal Turnbull sent Quelch for cook-house duties.
(b) It was a joke for Quelch’s colleagues.
(c) Quelch was snubbed publicly. It was a ‘joke and joy’ to all.
Question 7.
“Really. I must protest against this abominably unscientific and unhygienic method of peeling potatoes. I need to only draw your attention to the sheer waste of vitamin values ” We fled. (Page 25)
(a) Who is ‘I’ in the above lines?
(b) What was unscientific and unhygienic?
(c) Find a word in the extract similar in meaning to ‘hatefully’.
Answer:
(а) Private Quelch
(b) The method of peeling potatoes was unscientific and unhygienic.
(c) Abominably.
(а) Private Quelch
(b) The method of peeling potatoes was unscientific and unhygienic.
(c) Abominably.