Some people change the world through their bravery and determination. NCERT Solutions Class 10 English First Flight Chapter 2, Nelson Mandela: Long Walk to Freedom, tells the remarkable story of a man who spent his life fighting against unfair treatment based on skin color. This chapter is taken from Nelson Mandela's own life story, where he describes the day he became South Africa's first Black President on May 10, 1994. It was a special day that showed how years of struggle against apartheid (a system that separated people by race) finally came to an end. Through this chapter, students learn about freedom, equality, courage, and how Mandela chose forgiveness over revenge. This chapter is part of the comprehensive NCERT Solutions Class 10 English First Flight series, which covers all chapters in detail.
The NCERT Solutions for Nelson Mandela: Long Walk to Freedom provided here give easy-to-understand, complete answers for all questions in the textbook. These solutions help students grasp what Mandela went through, learn about South Africa's history, understand difficult words and ideas, solve their doubts quickly, and get ready confidently for school tests and board exams.
Class 10 English First Flight Chapter 2 Question Answer
Q.
Apartheid’ is a political system that separates people according to their race. Can you say which of the three countries named below had such a political system until very recently?
(i) United States of America (ii) South Africa (iii) Australia
Q.
In Column A are some expressions you will find in the text. Make a guess and match each expression with an appropriate meaning from Column B.
|
A
|
B
|
|
(i) A rainbow gathering of different colours and nations
|
– A great ability (almost unimaginable) to remain unchanged by suffering (not losing hope, goodness or courage)
|
|
(ii) The seat of white supremacy
|
– A half-secret life, like a life lived in the fading light between sunset and darkness
|
|
(iii) Be overwhelmed with a sense of history
|
– A sign of human feeling (goodness, kindness, pity, justice, etc.)
|
|
(iv) Resilience that defies the imagination
|
– A beautiful coming together of various peoples, like the colours in a rainbow
|
|
(v) A glimmer of humanity
|
– The centre of racial superiority
|
|
(vi) A twilight existence
|
– Feel deeply emotional, remembering and understanding all the past events that have led up to the moment
|
Q.
Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstone?
Q.
Can you say how 10 May is an ‘autumn day’ in South Africa?
Q.
At the beginning of his speech, Mandela mentions “an extraordinary human disaster”. What does he mean by this? What is the “glorious … human achievement” he speaks of at the end?
Q.
What does Mandela thank the international leaders for?
Q.
What ideals does he set out for the future of South Africa?
Q.
What do the military generals do? How has their attitude changed, and why?
Q.
Why were two national anthems sung?
Q.
How does Mandela describe the systems of government in his country
(i) in the first decade, and (ii) in the final decade, of the twentieth century?
Q.
Which does he think is natural, to love or to hate?
Q.
What “twin obligations” does Mandela mention?
Q.
What does courage mean to Mandela?
Q.
What did being free mean to Mandela as a boy, and as a student? How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”?
Q.
Does Mandela think the oppressor is free? Why/Why not?
Q.
Why did such a large number of international leaders attend the inauguration?
What did it signify the triumph of?
Q.
What does Mandela mean when he says he is “simply the sum of all those African patriots” who had gone before him?
Q.
Would you agree that the “depths of oppression” create “heights of character”?
How does Mandela illustrate this? Can you add your own examples to this argument?
Q.
How did Mandela’s understanding of freedom change with age and experience?
Q.
How did Mandela’s ‘hunger for freedom’ change his life?
Q.
There are nouns in the text (formation, government) which are formed from the corresponding verbs (form, govern) by suffixing -(at)ion or ment. There may be a change in the spelling of some verb – noun pairs: such as rebel, rebellion; constitute, constitution.
1. Make a list of such pairs of nouns and verbs in the text.
|
Noun
|
Verb
|
|
Rebellion
|
Rebel
|
|
Constitution
|
constitute
|
|
|
|
|
|
|
|
|
|
|
|
|
Q.
Read the paragraph below.
Fill in the blanks with the noun forms of the verbs in brackets.
Martin Luther King’s _______ (contribute) to our history as an outstanding leader began when he came to the____________ (assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean__________ (subjugate) and (humiliate) by the police and the legal system. Beatings, (imprison) and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non-violent _______________ (resist) to racial injustice.
Q.
Here are some examples of ‘the’ used with proper names. Try to say what these sentences mean. (You may consult a dictionary if you wish. Look at the entry for ‘the’.)
1. Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties.
2. Many people think that Madhuri Dixit is the Madhubala of our times.
3. History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of ordinary people as well.
Q.
Idiomatic Expressions
Match the italicised phrases in Column A with the phrase nearest in meaning in Column B.
(Hint: First look for the sentence in the text in which the phrase in Column A occurs.)
|
A
|
B
|
|
1. I was not unmindful of the fact
|
(i) had not forgotten; was aware of the fact
(ii) was not careful about the fact
(iii) forgot or was not aware of the fact
|
|
2. when my comrades and I were pushed to
our limits
|
(i) pushed by the guards to the wall
(ii) took more than our share of beatings
(iii) felt that we could not endure the
suffering any longer
|
|
3. to reassure me and keep me going
|
(i) make me go on walking
(ii) help me continue to live in hope in this
very difficult situation
(iii) make me remain without complaining
|
|
4. the basic and honourable freedoms
of…earning my keep,…
|
(i) earning enough money to live on
(ii) keeping what I earned
(iii) getting a good salary
|
Q.
In groups, discuss the issues suggested in the box below. Then prepare a speech of about two minutes on the following topic. (First make notes for your speech in writing.)
True liberty is freedom from poverty, deprivation and all forms of discrimination.
|
• causes of poverty and means of overcoming it
• discrimination based on gender, religion, class, etc.
• constitutionally guaranteed human rights
|
Q.
Nelson Mandela’s writing is marked by balance: many sentences have two parts in balance.
Use the following phrases to complete the sentences given below.
|
(i) they can be taught to love. (iv) but he who conquers that fear.
(ii) I was born free. (v) to create such heights of character.
(iii) but the triumph over it.
|
1. It requires such depths of oppression ___________________
2. Courage was not the absence of fear ____________________
3. The brave man is not he who does not feel afraid __________________
4. If people can learn to hate __________________________________
5. I was not born with a hunger to be free. _________________________
Q.
Given below are sentences carrying one part of the contrast. Find in the text the second part of the contrast, and complete each item. Identify the words which signal the contrast. This has been done for you in the first item.
1. For decades the Union Buildings had been the seat of white supremacy, and now ...
2. Only moments before, the highest generals of the South African defence force and police ... saluted me and pledged their loyalty. ... not so many years before they would not have saluted _________________
3. Although that day neither group knew the lyrics of the anthem ..., they would soon ______________________
4. My country is rich in the minerals and gems that lie beneath its soil, ______________
5. The Air Show was not only a display of pinpoint precision and military force, but __________________
6. It was this desire for the freedom of my people ... that transformed ________________ into a bold one, that drove ______________ to become a criminal, that turned into a man without a home.
Q.
Do you think there is colour prejudice in our own country? Discuss this with your friend and write a paragraph of about 100 to 150 words about this. You have the option of making your paragraph a humorous one.
(Read the short verse given below.)
When you were born you were pink
When you grew up you became white
When you are in the sun you are red
When you are sick you are yellow
When you are angry you are purple
When you are shocked you are grey
And you have the cheek to call me ‘coloured’.
Download the PDF of NCERT Solutions for Class 10 English First Flight Chapter 2 -Nelson Mandela: Long Walk to Freedom
Class 10 Chapter 2 English First Flight Questions & Answers - Nelson Mandela: Long Walk to Freedom
Before You Read (Page 16 )
Q1. Apartheid’ is a political system that separates people according to their race. Can you say which of the three countries named below had such a political system until very recently?
(i) United States of America (ii) South Africa (iii) Australia
Solution:
(ii) South Africa
Activity (Page 17 )
Q1. In Column A are some expressions you will find in the text. Make a guess and match each expression with an appropriate meaning from Column B.
A
|
B
|
(i) A rainbow gathering of different colours and nations
|
– A great ability (almost unimaginable) to remain unchanged by suffering (not losing hope, goodness or courage)
|
(ii) The seat of white supremacy
|
– A half-secret life, like a life lived in the fading light between sunset and darkness
|
(iii) Be overwhelmed with a sense of history
|
– A sign of human feeling (goodness, kindness, pity, justice, etc.)
|
(iv) Resilience that defies the imagination
|
– A beautiful coming together of various peoples, like the colours in a rainbow
|
(v) A glimmer of humanity
|
– The centre of racial superiority
|
(vi) A twilight existence
|
– Feel deeply emotional, remembering and understanding all the past events that have led up to the moment
|
Solution:
| A |
B |
| (i) A rainbow gathering of different colours and nations |
– A beautiful coming together of various peoples, like the colours in a rainbow |
| (ii) The seat of white supremacy |
– The centre of racial superiority |
| (iii) Be overwhelmed with a sense of history |
– Feel deeply emotional, remembering and understanding all the past events that have led up to the moment |
| (iv) Resilience that defies the imagination |
– A great ability (almost unimaginable) to remain unchanged by suffering (not losing hope, goodness or courage) |
| (v) A glimmer of humanity |
– A sign of human feeling (goodness, kindness, pity, justice, etc.) |
| (vi) A twilight existence |
– A half-secret life, like a life lived in the fading light between sunset and darkness |
Oral Comprehension Check (Page 18-19 )
Q1. Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstone?
Solution: The ceremonies took place ceremonies took place in the sandstone amphitheatre in the campus of the Union Buildings in Pretoria.
In India some public buildings that are made of sandstone are: The Parliament House, the Rashtrapati Bhavan and the Supreme Court of India in New Delhi, and the Madras High Court in Chennai.
Q2. Can you say how 10 May is an ‘autumn day’ in South Africa?
Solution: As South Africa is in the Southern Hemisphere, May falls in the autumn season. 10 May is a ‘lovely autumn day’ in South Africa as the day marked the largest gathering of international leaders on the South African soil for the installation of South Africa’s first democratic, non-racial government.
Q3. At the beginning of his speech, Mandela mentions “an extraordinary human disaster”. What does he mean by this? What is the “glorious … human achievement” he speaks of at the end?
Solution: By “an extraordinary human disaster” Mandela refers to the insensitive practice of racial discrimination suffered by the coloured people in South Africa at the hands of whites. When he speaks of “the glorious… human achievement” at the end, he refers to the first democratic and non-racial government in South Africa.
Q4. What does Mandela thank the international leaders for?
Solution: Mandela feels and says that he has been given the ‘rare privilege’ to be host to the nations of the world on the South African soil. Not so long ago, the South Africans were considered outlaws. He, thus, thanks all the international leaders for being present at the inauguration to witness his investiture as president, which marks the event as a common victory for justice, peace and human dignity.
Q5. What ideals does he set out for the future of South Africa?
Solution: After achieving political emancipation, Mandela sets out the ideals of removal of suffering of people. He pledges to liberate all South Africans from the continuing bondage of poverty, deprivation, suffering, gender and other discrimination.
Oral Comprehension Check (Page 21 )
Q1. What do the military generals do? How has their attitude changed, and why?
Solution: The military generals of the South African defence force and police demonstrate their loyalty to democracy by saluting Mandela. Their attitude towards blacks has changed because of the new government that had been freely and fairly elected.
Q2. Why were two national anthems sung?
Solution: The day of inauguration was symbolised for Mandela, which meant equality for blacks. Two national anthems were sung to mark this day. The whites sang ‘Nkosi Sikelel –iAfrika’ and the blacks sang ‘Die Stem’.
Q3. How does Mandela describe the systems of government in his country
(i) in the first decade, and (ii) in the final decade, of the twentieth century?
Solution: (i) In the first decade of the twentieth century, Mandela describes, the white-skinned people of South Africa patched up their differences and erected a system of racial domination against the dark-skinned people of their own land. With this structure that they created, the basis of one of the harshest and most inhumane societies was formed.
(ii) In the final decade, Mandela says, the previous structure had been overturned forever and replaced by one that recognised the rights and freedoms of all people, regardless of the colour of their skin.
Q4. What does courage mean to Mandela?
Solution: Mandela learned that courage was not the absence of fear, but the triumph over it. He believes that the brave man is not he who does not feel afraid, but he who conquers that fear.
Q5. Which does he think is natural, to love or to hate?
Solution: He thinks that love comes more naturally to the human heart than its opposite, hate.
Oral Comprehension Check (Page 24 )
Q1. What “twin obligations” does Mandela mention?
Solution: Mandela remarks that in life, every man has twin obligations – obligations to his family, to his parents, to his wife and children; and he has an obligation to his people, his community, his country.
Q2. What did being free mean to Mandela as a boy, and as a student? How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”?
Solution: Mandela had enjoyed a blissful childhood, like any other kid; however, as he grew up he began to learn that his boyhood freedom was an illusion. As a student he wanted freedom only for himself. The hunger for freedom had begun wherein he yearned for the ‘transitory freedoms’ of being able to stay out at night, read what pleased him and go where he chose.
Later, as a young man he yearned for ‘the basic and honourable freedoms’ of achieving his potential, of earning his keep, of marrying and having a family – an honourable existence in the family and in the society.
Q3.Does Mandela think the oppressor is free? Why/Why not?
Solution: No, Mandela thinks that the oppressor must be liberated just as surely as the oppressed. A man who takes away another man’s freedom is a prisoner of hatred; he is locked behind the bars of prejudice and narrow-mindedness. He believes that the oppressed and the oppressor alike are robbed of their humanity.
Thinking about the Text (Page 24 )
Q1. Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of?
Solution: A large number of international leaders attended the inauguration to pay their respect to the installation of South Africa’s first democratic, non-racial government. It signified the triumph of justice, peace and human dignity. They all witnessed the political emancipation of South Africa and how the coloured people liberated themselves from the continuing bondage of poverty, deprivation, suffering, gender and other discrimination.
Q2. What does Mandela mean when he says he is “simply the sum of all those African patriots” who had gone before him?
Solution: When Mandela says that he is “simply the sum of all those African patriots” who had gone before him, he means that he and his people were able to celebrate their freedom only after the unimaginable sacrifices of thousands of extraordinary patriots, whose suffering and courage can never be counted or repaid. It pained him that he was not able to thank them and that they were not able to see what their sacrifices had wrought.
Q3. Would you agree that the “depths of oppression” create “heights of character”? How does Mandela illustrate this? Can you add your own examples to this argument?
Solution: Yes, I agree that the “depths of oppression” create “heights of character”. Mandela illustrates this by giving examples of great heroes of South Africa who exhibited extraordinary courage, wisdom and generosity that could never be repaid.
In India too, many great people showed such strength and resilience by standing up to the oppression and torture posed by the British that simply defies human mind. It was probably that deep oppression that created people of great heights of character. Thus, Mandela’s views are quite correct in this context.
Q4.How did Mandela’s understanding of freedom change with age and experience?
Solution: With time and age Mandela discovered that his boyhood freedom was an illusion. He realised that it wasn’t just his freedom that was curtailed, but the freedom of everyone who looked like he did. Eventually, the hunger for his own freedom became the greater hunger for the freedom of his people.`
Q5. How did Mandela’s ‘hunger for freedom’ change his life?
Solution: For Mandela, the hunger for his own freedom had become the greater hunger for the freedom of his people. This desire for the freedom of his people to live their lives with dignity and self-respect animated his life and transformed him into a virtuous and self-sacrificing man who believed that freedom was indivisible; that the chains on anyone of his people were the chains on all of his people, the chains on all of his people were the chains on him.
Thinking about Language (Page 24-25)
Q1. There are nouns in the text (formation, government) which are formed from the corresponding verbs (form, govern) by suffixing -(at)ion or ment. There may be a change in the spelling of some verb – noun pairs: such as rebel, rebellion; constitute, constitution.
Make a list of such pairs of nouns and verbs in the text.
Noun
|
Verb
|
Rebellion
|
Rebel
|
Constitution
|
constitute
|
|
|
|
|
|
|
|
|
Solution:
| Noun |
Verb |
| rebellion |
rebel |
| constitution |
constitute |
| formation |
form |
| government |
govern |
| obligation |
oblige |
| transformation |
transform |
| discrimination |
discriminate |
| deprivation |
deprive |
| demonstration |
demonstrate |
| oppression |
oppress |
| imagination |
imagine |
Q2. Read the paragraph below.
Fill in the blanks with the noun forms of the verbs in brackets.
Martin Luther King’s _______ (contribute) to our history as an outstanding leader began when he came to the____________ (assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean__________ (subjugate) and (humiliate) by the police and the legal system. Beatings, (imprison) and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non-violent _______________ (resist) to racial injustice.
Solution: Martin Luther King’s contribution to our history as an outstanding leader began when he came to the assistance of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean subjugation and humiliation by the police and the legal system. Beatings, imprisonment and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non-violent resistance to racial injustice.
Q3. Here are some examples of ‘the’ used with proper names. Try to say what these sentences mean. (You may consult a dictionary if you wish. Look at the entry for ‘the’.)
-
Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties.
-
Many people think that Madhuri Dixit is the Madhubala of our times.
-
History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of ordinary people as well.
Solution:
- This means that Mr Singh regularly invites famous personalities such as Amitabh Bachchan and Shah Rukh Khan to his parties.
- This means that Madhuri Dixit is compared to a landmark in acting in the form of legendary actress Madhubala.
- This means that history is not only the story of the great fighters and leaders such as Alexander, Napoleon and Hitler, but also of ordinary people.
Q4. Idiomatic Expressions
Match the italicised phrases in Column A with the phrase nearest in meaning in Column B.
(Hint: First look for the sentence in the text in which the phrase in Column A occurs.)
A
|
B
|
1. I was not unmindful of the fact
|
(i) had not forgotten; was aware of the fact
(ii) was not careful about the fact
(iii) forgot or was not aware of the fact
|
2. when my comrades and I were pushed to
our limits
|
(i) pushed by the guards to the wall
(ii) took more than our share of beatings
(iii) felt that we could not endure the
suffering any longer
|
3. to reassure me and keep me going
|
(i) make me go on walking
(ii) help me continue to live in hope in this
very difficult situation
(iii) make me remain without complaining
|
4. the basic and honourable freedoms
of…earning my keep,…
|
(i) earning enough money to live on
(ii) keeping what I earned
(iii) getting a good salary
|
Solution:
| A |
B |
| 1. I was not unmindful of the fact |
(i) had not forgotten; was aware of the fact |
| 2. when my comrades and I were pushed to our limits |
(iii) felt that we could not endure the suffering any longer |
| 3. to reassure me and keep me going |
(ii) help me continue to live in hope in the very difficult situation |
| 4. the basic and honourable freedoms of…earning my keep… |
(i) earning enough money to live on |
Speaking (Page 26)
Q1 .In groups, discuss the issues suggested in the box below. Then prepare a speech of about two minutes on the following topic. (First make notes for your speech in writing.)
True liberty is freedom from poverty, deprivation and all forms of discrimination.
-
causes of poverty and means of overcoming it
-
discrimination based on gender, religion, class, etc.
-
constitutionally guaranteed human rights
Solution:
Liberty meaning
What is true liberty?
Freedom from all kinds of negativities
Causes of poverty
Types of discrimination
Human rights as guaranteed by the constitution
True Liberty
Respected teachers and dear friends
I am standing before you today to speak on the topic ‘True Liberty’. The oxford dictionary defines liberty as the state of being free within society from oppressive restrictions imposed by authority on one's way of life, behaviour, or political views.
In my view liberty is a word that has different many shades of meaning. As far as a person is concerned, liberty means freedom from poverty, deprivation and all forms of discrimination. Man is a social being. He/she should find a respectable position in the society.
A person should be able to express his/her views without any fear of intimidation. He/she should be able to practice a religion of his/her choice. He/she should be able to adhere to any political party or ideology that is duly acknowledged by the society as good. Freedom of expression is an inalienable right of the citizen of a country.
How can a person be free from poverty? The causes of poverty are manifold and complicated. The government should implement policies for eradication of poverty. Similarly, all types of discrimination should be abolished from the society. It is the duty of the government to guard the human rights of the citizens of a country. Only then a person can experience true liberty.
Writing (Page 26-28)
Q1.Nelson Mandela’s writing is marked by balance: many sentences have two parts in balance.
Use the following phrases to complete the sentences given below.
(i) they can be taught to love. (iv) but he who conquers that fear.
(ii) I was born free. (v) to create such heights of character.
(iii) but the triumph over it.
-
It requires such depths of oppression ___________________
-
Courage was not the absence of fear ____________________
-
The brave man is not he who does not feel afraid __________________
-
If people can learn to hate __________________________________
-
I was not born with a hunger to be free. _________________________
Solution:
- It requires such depths of oppression to create such heights of character.
- Courage was not the absence of fear but the triumph over it.
- The brave man is not he who does not feel afraid but he who conquers that fear.
- If people can learn to hate they can be taught to love
- I was not born with a hunger to be free I was born free.
Q2. Given below are sentences carrying one part of the contrast. Find in the text the second part of the contrast, and complete each item. Identify the words which signal the contrast. This has been done for you in the first item.
-
For decades the Union Buildings had been the seat of white supremacy, and now ...
-
Only moments before, the highest generals of the South African defence force and police ... saluted me and pledged their loyalty. ... not so many years before they would not have saluted _________________
-
Although that day neither group knew the lyrics of the anthem ..., they would soon ______________________
-
My country is rich in the minerals and gems that lie beneath its soil, ______________
-
The Air Show was not only a display of pinpoint precision and military force, but __________________
-
It was this desire for the freedom of my people ... that transformed ________________ into a bold one, that drove ______________ to become a criminal, that turned into a man without a home.
Solution:
- For decades the Union Buildings had been the seat of white supremacy, and now ...
- Only moments before, the highest generals of the South African defence force and police ... saluted me and pledged their loyalty. ... not so many years before they would not have saluted but arrested me.
- Although that day neither group knew the lyrics of the anthem ..., they would soon know the words by heart.
- My country is rich in the minerals and gems that lie beneath its soil, but I have always known that its greatest wealth is its people, finer and truer than the purest diamonds.
- The Air Show was not only a display of pinpoint precision and military force, but a demonstration of the military’s loyalty to democracy, to a new government that had been freely and fairly elected.
- It was this desire for the freedom of my people ... that transformed a frightened young man into a bold one, that drove a low-abiding attorney to become a criminal, that turned a family-loving husband into a man without a home.
Q3. Do you think there is colour prejudice in our own country? Discuss this with your friend and write a paragraph of about 100 to 150 words about this. You have the option of making your paragraph a humorous one. (Read the short verse given below.)
When you were born you were pink
When you grew up you became white
When you are in the sun you are red
When you are sick you are yellow
When you are angry you are purple
When you are shocked you are grey
And you have the cheek to call me ‘coloured’.
Solution: Colour Prejudice
Recently one of my cousins got married to a US citizen. Incidentally, my cousin is not fair. When lived in India, he was an advocate of fairness creams. The other day he told me that his wife admires his dark hue.
Many Indians are not fair but they have a colour prejudice towards dark skin. Indian tradition hails Lord Krishna as Shyam Varna. Blue is one aspect of the legend of Krishna that has remain unchanged through time and geography. Still, Indians have an addiction to fair skin colour.
Even the advocates of non-discrimination and gender equality, when it comes to their marriage, seem to prefer fair skinned partners. This addiction to fair colour is evident in the success of fairness creams in the Indian market. Every month a new brand of fairness cream is marketed in India.
Has fairness anything to do with health? Absolutely no. When a person looks pale, people will ask if his/her health is good. Africans are proud of their dark skin. Europeans and Americans try to get a darker skin tone by exposing themselves to sun. But somehow Indians remain crazy for fair colour.
NCERT Solutions for Class 10 English First Flight Chapter 2 - FAQs
Q1. What does Nelson Mandela mean by saying he was "born free"?
Mandela explains that every child comes into this world without knowing about discrimination or hatred. As a young boy in his village, he was free to run in the fields, swim in streams, and enjoy nature without any restrictions. He could do what he liked as long as he obeyed his father and followed his tribe's customs. However, as he grew older, he realized that his freedom was actually very limited because of his skin color. Black people in South Africa could not live where they wanted, work in jobs they chose, or even move around freely. This made him understand that true freedom was still far away.
Q2. Why does Mandela believe that the oppressor needs freedom as much as the oppressed?
According to Mandela, a person who takes away another person's freedom is also a prisoner in his own way. The oppressor becomes trapped by hatred, prejudice, and narrow-mindedness. Just as a person in chains is not free, someone who puts others in chains cannot be truly free either. Mandela learned that both the person suffering from injustice and the person causing injustice need to be liberated. Real freedom comes when people free themselves from hatred and learn to live together with respect and dignity.
Q3. What important values can students learn from this chapter for their exams and life?
This chapter teaches students about courage, perseverance, forgiveness, and the importance of equality. For board exams, students should focus on understanding Mandela's definition of freedom, the meaning of apartheid, and how he transformed from a frightened young man into a brave leader. The chapter helps in writing long answers about freedom struggles, character analysis of Mandela, and explaining the significance of the inauguration ceremony. Beyond exams, it inspires students to stand against injustice and treat everyone equally regardless of their background.