eAge-English.in: 10. All Questions & Answers: India Through Traveller's Eyes

Complete बिहार बोर्ड 12th English Solution

Objective Question Answer :

1. Who is the author of ‘India through a Traveller’s Eyes’? - Pearl S. Buck

2. What was the religion of Buck’s parents? - They were missionaries

3. ‘India through a Traveller’s Eyes’ is an extract from - - My several worlds

4. Where did Pearl S. Buck taught? - In a Chinese university

5. By birth Pearl S. Buck was - - American

6. Pearl S. Buck is known for her - - Travelogue and memoirs

7. Pearl S. Buck was born in - - 1892

8. Pearl S. Buck was died in - - 1973

9. Pearl S. Buck won Nobel Prize for - - Literature

10. Pearl S. Buck won Nobel Prize in - - 1938

11. The young Indian intellectuals were disappointed with whom? - British

12. Whom does Pearl S. Buck blame for all the ills of India? - The British rule

13. Who was the first woman President of the General Assembly of the United Nations? - An Indian woman (Vijay Lakshmi Pandit)

14. Buck’s family doctor was an - - Indian

15. Where did Barbarian invaders from Europe long ago penetrate India? - In Kashmir

16. Pearl S. Buck was reared in which country? - In China

17. Where was the real indictment against colonialism to be found? - In the villages of India

18. Where was the food served when Pearl S. Buck had luncheon in an Indian village? - On fresh green banana leaves

19. Pearl S. Buck states that religion is __________ in Indian life. - Ever-present

20. Pearl S. Buck had not come to India to see monuments or visit different places, rather she had come to see and listen two groups of people - - The Young intellectuals in the cities and Peasants in the villages

B.1.1. Read the following sentences and write ‘T’ for true and ‘F’ for false statements:

B.1.1 Read the following sentences and Write 'T' for true and 'F' for false statements

I. Pearls S. Buck had an Indian as Family doctor. - True

II. The Mongolian from Europe invaded Kashmir. - False

III. According to the writer, the Indians belonged to the Caucasian race. - True

IV. The first woman president of General Assemble of the United State was an Indian. - True

V. The writer wanted to listen to four groups of people. - False

VI. The young Indian intellectuals were disappointed with the English rule. - True

VII. Indians were willing to fight in the Second World War at England's command. - False

VIII. Indians believed in the nobility as a means to achieve a noble end. - True

IX. The worst effect of colonisation was seen in towns, in the form of unemployment. - False

X. Indians, under the British rule, had a life span of just twenty seven years. - True

B.1.2 Ans the following questions briefly:

Q.1 - What does the word 'colour remind the writer of?

Ans. - The writer says that the word 'colour' reminds her of the variety of hue that is Indian life, as various as our own American human scene.

Q.2 - What were the benefits of the English rule?

Ans. – According to the author, there were some of the benefits of the English rule, like, the knowledge of the West, the pure and exquisitely enunciated English tongue of men and women educated on both sides of the globe.

Q.3 - Why were the intellectuals in India restless and embittered?

Ans. - The intellectuals in India were restless and embittered after the First World War by what they felt were the broken promises of England. The English, they declared, had no real purpose to restore India to the people.

Q.4 - What was the 'great lesson' that India had to teach the West?

Ans. - The "great lesson' that India had to teach the west was that war and killing achieve nothing but loss, and that a noble end is assured only if the means to attain it are of a piece with it and also noble.

Q.5 - Where was the real indictment against the colonisation to be found?

Ans. - The real indictment against colonialism was to be found in the villages of India.

Q.6 - Why was the writer moved at the sight of the children of the Indian villages?

Ans. - The writer was moved to see the little children of the Indian villages, they tore at her heart, they had thin, big bellied, and all with huge sad dark eyes!

B.2.1 Read the following sentences and write T for true and F for false statements:-

I. The writer blames the English rule for all the ills of India. - False

II. Colonisation had made the Indian enervated and exhausted. - True

III. Long period of slavery made the people quite depended. - False

IV. According to the writer, selflessness, is the main quality of a leader. - True

V. Very few people in villages had respect for age and experience. - False

VI. The writer did not like the idea of eating with right hand. - False

VII. Indians are by nature religious. - True

VIII. The book 'Come, My Beloved' has Indian background. - True

IX. A Christian missionary believe that 'God is the One'. - True

B.2.2 Ans the following questions briefly:

Q.1 - Why was the land between Bombay and Madras famished?

Ans. - The land between Bombay and Madras was famished because of the lack of water.

Q.2 - Why did the Indian always blame the British for their suffering?

Ans. - There were always the British to blame, and certainly the blame was not always just, because Colonial system was to provide the subject people with an infinite excuse against work and so against helping themselves.

Q.3 - Who was the real master of the house which Buck visited?

Ans. - The real master of the house was not the head of the family, but a younger brother.

Q.4 - Why did the writer not mind her host eating in the opposite corner of the room?

Ans. – The writer not mind her host eating in the opposite corner of the room because she knew that it was simply a private devotion to a religious feeling and not inhospitality.

Q.5 - What does she mean by saying 'Religion is ever present in Indian life’?

Ans. – The writer says that ‘Religion is ever present in Indian life’ because she liked the simple acceptance of religious motive and the perfect freedom to behave as one's religion in India and this moved her soul.

Q.6 - What are her views on the Christian Missionaries?

Ans. – Because in her views Christian Missionaries the most dedicated, the most single-hearted. He believes that God is the One, the Father of mankind and that all men are brothers.

C. 1. Long Ans Questions

1. How does Pearl S. Buck describe Kashmir?

Ans- Pearl S. Buck described Kashmir as a place of beautiful people. In Kashmir, where the white barbarian invaders from Europe long ago penetrated India, the people are often fair. Auburn-haired, blue-eyed women are beauties there. A young Indian friend of hers had recently married a Kashmiri man who has dark hair and clear green eyes. She also said that the skin colour of the Kashmiri is a lovely cream and their features are as classic as the Greek.

2. How has India influenced the world in the post Independent era?

Ans- India has influenced the world in many positive ways after independence. It has produced superior individuals. The Indians make the third group between the South Africans and the black and white for that matter. India had put the benefits which Englishmen left or it took from them to good use. Nehru with his fellow leaders governed India in a developed way. Indians also served internationally and to prove this we can take the example from the chapter itself which says that ‘the man in charge of the prisoner exchange in Korea was an Indian General’. India also boosted women’s empowerment after independence as the first woman to be the President of the General Assembly of the United Nations was a woman of India. We Indians started winning trust from everywhere in the world soon after independence.

3. Why had the Indian intellectuals decided not to support the British in the Second World War?

Ans- The Indian intellectuals had decided not to support the British in the Second World War because the British were ruling India, the intellectuals were disappointed with the British rule because they were not happy to live a life of slavery. In those times Indians suffered a lot. Everyone, the kids, women, old people, everyone. A fire of freedom was burning in the hearts of Indians. Though the Britishers knew that, they still had no real purpose to restore India to its people. The Indian intellectuals were restless and embittered. So they made a plan that if World War broke and they also had to participate, then Indians would rebel against Britishers instead of supporting them, and thus they would govern themselves.

4. What lesson had India taught humanity by gaining Independence?

Ans- Indians did not assume what could happen in the Second World War. In the Second World War there was extreme cruelty of Nazism. When India became aware of this situation they had to choose between an imaginary line and English men, India chose English men even after being aware of many injustices they were choosing between extreme cruelty or brutality and civilization. Meanwhile, Mahatma Gandhi was working really hard within his own country until the war was over. After a while all the hard work and efforts of Indians turned in their favour, even the wisest minds in England after understanding how the new world works returned India to her people. Finally India got the freedom in spite of English men and others who were fighting with India for slavery did not have complete understanding of Asia to know what wisdom was. Even the forecast of former British Prime Minister Winston Churchill that in order to win there should be bloodshed for defeating the opposition could not prevent India from seeking Independence. India taught a lesson that there can be a great victory in the War of Independence without shedding blood which shrinks in size and concept. India taught everyone in the world a lesson of humanity and it is their loss if they do not learn from this lesson. The lesson was that a war and killing does not achieve anything but loss.

5. What was the psychological impact of colonization on Indian people?

Ans- The psychological impact of colonization on Indian people was negative and devastating. People were not happy at all. They developed a rebellious attitude towards the Britishers. There was rot at the top, too many thousands of young intellectuals trained in English schools for the jobs that did not exist except in the limited Civil Service. The towns and cities were frothing with unhappy young men, cultured and well educated, who could find no jobs and were not allowed by the old superstructure of the empire to create them. Indians were so weakened and exhausted that they had no strength to take the first step after the years of colonialism. The bad result of the colonial system was that it provided an endless excuse to people against work and so against helping themselves. Indians blamed the Englishmen for all the misery and losses. They even started blaming them for their own responsibilities such as to feed them, to clothe them and to govern them. Even if people were dying, Englishmen were being blamed. And perhaps it is not even wrong to blame British men for this because they snatched their heart and their spirit died with it. Indians were helpless only because of Englishmen.

6. Who, according to Buck, could be the real leaders of Indian people?

Ans- According to the writer, Pearl S. Buck, the real leaders of Indian people could be those whom the followers consider being good that means who were capable of renunciation, and not self-seeking. According to Indians, this one quality for them contains all others. A person who can renounce personal benefit for the sake of an idealistic and is by that very fact also honest, also high-minded, therefore also trustworthy. Not only Mahatma Gandhi but there were several other local persons who were also leaders because they were selfless , they also got special honour and respect publicly for all their hard work and selflessness. The author felt that the people, even those who know themselves venal and full of faults, searched for such persons. So leadership in India can only be continued by those who have such a kind of selfless nature.

7. What are some of the features of Indian family life, as noticed by Buck?

Ans- The features of the Indian family noticed by buck were that in India all the people were raised by the maturing culture of an organised human family life with great and devoted knowledge, reality, and existence of religion. Even their mind and soul were shaped that way although they could not read and write. Looking at Indian children with thin, big bellies and huge sad dark eyes, the author’s heart got torn down. She wondered if the Englishmen could look at them and not accuse themselves for their miserable life. The Englishmen ruled and worked for three hundred years but still there were millions of children and miserable peasants suffering. The result of this was the lifespan of Indian people was only upto twenty-seven years. People used to get married at a very young age so that there could be as many children as possible before he died.

8. Why did the writer believe that her book Come, My Beloved was not a puzzlement to the people of India?

Ans- The writer believed that her book “Come, My Beloved”, was not a puzzlement to the people of India because The people of India knew the actual meaning of religion and were willing to pay any cost and belief in ideal ways of life. Indians not only praise and respect the famous people but also dignify the local leaders also. Their devotion is not fame-based but value-based. The leaders of India understand the real values and sacrifices one has to make before stepping onto the path of idealism. The writer saw the refusal of the price for idealism in her own country, over and over again. But the people of India knew what it is to be willing to pay the last full measure of the cost of an idealism and hence, they were able to understand and get the true meaning of the book, for them the book was not a confusion.

C. 3. COMPOSITION

1. You have a pen Friend in America who wants to know about India. Write a letter to your friend describing some of the values that govern Indian family life.

Ans-

Azadpur, Delhi

October 9, 2022

I hope this letter finds you in a happy and healthy mood. As you had expressed the wish to know about India in your previous letter, in the following lines I have tried my best to give you glimpses of our culture, traditions, and unity. You will be amazed to know that our culture is the oldest culture in the world and the birthplace of Hinduism, Buddhism, Jainism, and Sikhism. You won’t find any other culture as varied and multi-colored, multi-lingual as ours. There are 22 official languages in India. Basically, India is a spiritual country with orthodox traditions. For example the people of India believe in traditions set by their wise forefathers. Arranged marriages, joint-family system, universal brotherhood, vegetarianism, celebrating festivals such as Diwali, Holi, Eid, etc., are the salient features of our culture and traditions. Another unique aspect about our country is ‘unity in diversity’. In spite of the multi-lingual, multi-religious, multi-traditional, multi-cultural society, people live peacefully together, respecting one another’s views, cultures, traditions, and differences. I am sure you would love to visit India soon, and have a first-hand experience of the multi-colored culture. Give regards to uncle and aunt. Do visit India with your family and experience our hospitality.

Your friend,

Deepak

2. Write a paragraph in about 100 words on India’s contribution to world peace

Ans-

India is a peace-loving country and has been a member of the United Nations from the very existence of the United Nation Organisation. India’s sincere efforts in maintaining peace in the sub-continent have been reflected several times through its relations with neighboring countries. The Constitution of India through the directive principles of state policy directs the government to promote International peace and seek peaceful settlement of International disputes. Indian armed forces helped in the maintenance of peace in Korea, Egypt and Congo. It has been participating in the activities of the UN agencies, like ILO and UNESCO. It is no exaggeration if we call our country as a Mediator for peace in the past and the present. We can proudly quote many instances in the history of our country which undoubtedly prove the anxiety of our people for peace and paint them as Mediators for peace.

D. WORD STUDY
D.1. Dictionary Use

Ex. 1. Look up a dictionary and write two meanings of the following words – the one in which it is used in the lesson and the other which is more common.

Evil

Find

Penetrate

Lives

Educate

Globe

Witness

Ans-

Evil

1.Wicked

2.immoral

Find

1.Discover

2.Realise

Penetrate

1.Find

2.Locate

Lives

1.Existence

2.Reside

Educate

1.Teach

2.Train

Globe

1.A planet

2. A sphere

Witness

1.Observer

2.Eyewitness

D.2. Word-formation

Read the following sentence carefully:

India had always been part of the background of my life, but I had never seen it whole and for myself until now.

In the sentence given above the background is made of back and ground. Similarly myself is made of my and self.

Form compound words using the words given below:

Every	Blue	Home	Chop	Baby	Over
Thing	Eyed	Made	Spun	Sticks	Hood
Come	Living	Room	Out	Side	In
Deed	Well	Day	House	Hold	Snow
Faced	White	Light	Trust	Worthy	Mud
Walled	Self	Seeking	High	Minded	Water
Bird	New	Cooked	Born	Hearted	Ever
Green	How	Single	Glass	House

Ans-

Every- Everyone

Blue-

Navy-blue

Home-

Homeless

Chop-

Chopsticks

Baby-

Happy baby

Over-

Flyover

Thing-

Everything

Eyed-

Dark eyed

Made-

Handmade

Spun-

Hand Spun

Sticks-

Chopsticks

Hood-

Childhood

Come-

Welcome

Living-

Good Living

Room-

Single Room

Out-

Drove Out

Side-

Road Side

In-

Insane

Deed-

Misdeed

Well-

Well Being

Day-

Everyday

House-

Lighted House

Hold-

Hold On

Snow-

Snow White

Faced-

Ill Faced

White

Whitehead

Light-

Light House

Trust-

Trustworthy

Worthy-

Self Worthy

Mud-

Mud House

Walled-

Strong Walled

Self –

Selfmade

Seeking-

Seeking Help

High-

Highend

Minded-

Strong Minded

Water-

Blue Water

Bird-

Baby Bird

New-

New Born

Cooked-

Ill Cooked

Born-

New Born

Hearted-

Strong Hearted

Ever-

Forever

Green-

Bright Green

How-

However

Single-

Single Man

Glass-

Glass Ware

House-

Housewarming

D.3. Word-meaning

Ex 1. Match the words given in Column A with their meanings given in Column B:

Column A	Column B
1. Creed	A. Of Poor Quality
2. Piercing	B. Deep And Subtle
3. Exhausted	C. Penetrating
4. Profound	D. Drained Of All Strength
5. Inferior	E. A Set Of Beliefs
6. Peril	F. Decayed
7. Rot	G. Danger

Ans-

Column A	Column B
1. Creed	A Set Of Beliefs
2. Piercing	Penetrating
3. Exhausted	Drained Of All Strength
4. Profound	Danger
5. Inferior	Of Poor Quality
6. Peril	Deep And Subtle
7. Rot	Decayed

D. 4. Phrases
Ex.1. Read the lesson carefully and find out the sentences in which the following phrases have been used. Then use these phrases in sentences of your own:

further off	in spite of	live upon	search for
as long as	serve on	put in

Ans-

Further off- But all that development looks to be even further off in the future.

In spite of- In spite of the pain in his leg, he completed the marathon.

Live upon- Radha lives upon his own rules.

Search for- Bad weather is hampering the search for survivors.

As long as- We are very happy for you to stay at our house as long as you like.

Serve on- We should serve in our country.

Put in- Rahul was going to be paid a salary, whether he put in forty hours or not.

E. GRAMMAR
Ex.1. Read the following sentences, taken from the lesson, carefully:

a) They could not be forced to fight at England’s command.
b) No wonder, then, that life was hastened.

In both the sentences in the passive voice given above, the ‘agent’ or ‘doer’ is not specified. We do not specify doer when it is
(i) obvious from the context,
(ii) not needed, and
(iii) not known.

Find sentences in the lesson where the passive structure has been used without a specified doer.

Ans-

Sentences from chapter

1. Even their mind and soul were shaped that way although they could not read and write.

2. Today in the life of South Africa, the Indians make a third group between the South Africans, and the black and white.

3. The life span in India was only twenty-seven years.

Ex.2. Change the following sentences as directed:

i. The features of the Kashmiri are as classic as the Greek. (from positive to comparative)
The features of the Kashmiri are not more classic than the Greek.

ii. My host said, “I was called to kill a dangerous snake.” (from direct to indirect speech)
My host said that he had been called to kill a dangerous snake.

iii. My life has been too crowded with travels and many people for me to put it all within the covers of one book. (Remove ‘too’)

My life has been so crowded with travels and many people that it is impossible for me to put it all within the covers of one book.

iv. What did I go to India to see? ( from interrogative to assertive)

I went to see India

Extract Based Questions

A. The very word colour reminds me of the variety of hue that is Indian life, as various as our own American human scene. In Kashmir, where the white barbarian invaders from Europe long ago penetrated India, the people are often fair. Auburn-haired, blue-eyed women are beauties there. A young Indian friend of mine has recently married a Kashmiri man who, though his hair is dark, has eyes of a clear green. The skin colour of the Kashmiri is a lovely cream and the features are as classic as the Greek. But all the people of India must be reckoned as belonging to the Caucasian race, whatever the colour of the skin in the South, though it be as black as any African’s.

Q1: What does the author compare the variety of Indian life to?
Ans: The author compares the variety of Indian life to the American human scene.

Q2: How does the author describe the appearance of Kashmiri people?
Ans: The author describes Kashmiri people as often fair, with auburn-haired, blue-eyed women being considered beauties. Men may have dark hair but can have clear green eyes. Their skin color is described as a lovely cream, and their features are as classic as the those of the Greek.

Q3: According to the author, what race do all the people of India belong to?
Ans: According to the author, all the people of India belong to the Caucasian race, regardless of their skin color.

Q4: How does the author describe the skin color of people from Southern India?
Ans: The author describes the skin color of people from Southern India as being as black as any African’s.

Q5: What historical event does the author mention regarding Kashmir?
Ans: The author mentions that white barbarian invaders from Europe long ago penetrated India, particularly in Kashmir.

B. What did I go to India to see? Not the Taj Mahal, although I did see it and by moonlight, not Fatehpur Sikri, although I did see it, and not the glories of empire in New Delhi, although I did see them. I went to India to see and listen to two groups of people, the young intellectuals in the cities and the peasants in the villages. These I met in little rooms in the city, in little houses in the villages, and I heard their plans for freedom. Already the intellectuals believed that another World War was inevitable. They had been bitterly disappointed after the First World War by what they felt were the broken promises of England. The English, they declared, had no real purpose to restore India to the people. I could believe it, fresh as I was from China, where the period of People’s Tutelage seemed endless and self government further off every year.

Q1: What were the two groups of people the author went to India to see and listen to?
Ans: The author went to see and listen to the young intellectuals in the cities and the peasants in the villages.

Q2: Where did the author meet these groups of people?
Ans: The author met the young intellectuals in little rooms in the cities and the peasants in little houses in the villages.

Q3: What did the intellectuals believe about the chance of another World War?
Ans: The intellectuals believed that another World War was inevitable.

Q4: Why were the intellectuals disappointed after the First World War?
Ans: The intellectuals were disappointed because they felt England had broken promises and had no real intention of restoring India to its people.

Q5: How did the author’s experience in China influence their perspective on India’s situation?
Ans: The author’s experience in China, where the period of People’s Tutelage seemed endless and self-government appeared further off every year, made them believe the intellectuals’ claims about England’s lack of intention to restore India’s independence.

C. Not even Churchill’s prophecy of blood bath, partly fulfilled at that, could prevent the inevitable. India had waited as long as she could, and peasants and intellectuals were on the same side in the old invincible combination. It was Gandhi’s strength that made him know very early that both peasant and intellectual must be won to work together for their country, his hold was equally strong upon both, and so he achieved his end, without war. Perhaps, we Americans do not yet fully understand the great lesson that India has to teach in thus winning her freedom. Beside her mighty triumph of a bloodless revolution our War of Independence shrinks in size and concept. India has taught humanity a lesson, and it is to our peril if we do not learn it. The lesson? That war and killing achieve nothing but loss, and that a noble end is assured only if the means to attain it are of a piece with it and also noble.

Q1: What did Churchill prophecize regarding India’s independence?
Ans: Churchill prophesied a “blood bath” regarding India’s independence, though it was only partly fulfilled.

Q2: How did Gandhi ensure both peasants and intellectuals supported the independence movement?

Ans: Gandhi recognized early on that both peasants and intellectuals must work together for the country, and his influence was equally strong on both groups, helping him achieve his goal without war.

Q3: What comparison does the author make between India’s independence and the American War of Independence?

Ans: The author states that compared to India’s mighty triumph of a bloodless revolution, the American War of Independence shrinks in size and concept.

Q4: What lesson does the author believe India has taught humanity through its independence movement?

Ans: India has taught that war and killing achieve nothing but loss, and a noble end can only be attained through noble means.

Q5: Why does the author warn it would be perilous not to learn from India’s example?
Ans: The author warns that failing to learn from India’s example of achieving independence through nonviolence and unity would be perilous because it demonstrates a superior and moral path to resolving conflicts.

D. The real indictment against colonialism, however, was to be found in the villages of India. There was rot at the top, too, in the thousands of young intellectuals trained in English schools for jobs that did not exist except in the limited Civil Service. The towns and cities were frothing with unhappy young men, cultured and well educated, who could find no jobs and were not allowed by the old superstructure of empire to create them. But the real proof of evil, I say again, was in the miserable villages. I thought I had seen enough poverty in China, yet when I saw the Indian villages I knew that the Chinese peasants were rich in comparison. Only the Russian peasant I had seen years before could compare with the Indian villager, although that Russian was a very different creature, and inferior in many ways. For the Indian peasant was like the Chinese in being a person innately civilized. The maturing culture of an organised human family life and profound philosophical religions had shaped his mind and soul, even though he could not read and write.

Q1: Where does the author believe the real indictment against colonialism in India was found?
Ans: The author believes the real indictment against colonialism was found in the miserable villages of India.

Q2: What issues did the author observe among the young intellectuals in Indian towns and cities?
Ans: The author observed that towns and cities were filled with unhappy, well-educated young men trained in English schools who could not find jobs due to the restrictive colonial Civil Service and the empire’s superstructure.

Q3: How did the poverty in Indian villages compare to that in China, according to the author?
Ans: The author felt that Indian villages exhibited worse poverty than Chinese villages, noting that Chinese peasants seemed rich in comparison.

Q4: Which group of peasants did the author compare to Indian villagers?
Ans: The author compared Indian villagers to Russian peasants.

Q5: How does the author describe the Indian peasant’s cultural and intellectual qualities despite their inability to read and write?
Ans: The author describes Indian peasants as innately civilized, shaped by a maturing culture of organized family life and profound philosophical religions.

E. The devotion given nationally to Gandhi and finally even internationally is well known, but I found the same homage paid to local persons who in their measure were also leaders because of their selflessness. Thus I remember a certain Indian village where I had been invited to visit in the home of a family of some modern education, though not much, and by some means, though not wealth. The house was mud-walled and the roof was made of thatch. Inside were several moms, however, the floors smooth and polished with the usual mixture of cow dung and water. The active master of the house was not the head of the family, but a younger brother. This I discovered when I arrived, for before we entered the house, my host led me to a curious sort of cage standing well above the ground on four posts. Inside the cage, made of wire netting, I saw to my amazement an aging man lying on his back, his head supported by a pillow.

Q1: How is the devotion to Gandhi described in the passage?
Ans: The devotion to Gandhi is described as both nationally and internationally well known, with similar homage paid to local selfless leaders.

Q2: What was the house of the family in the Indian village made of?
Ans: The house was made of mud walls with a thatched roof.

Q3: What material was used to polish the floors of the house?
Ans: The floors were polished with a mixture of cow dung and water.

Q4: Who was the active master of the house in the village family?
Ans: The active master of the house was the younger brother, not the head of the family.

Q5: What unusual sight did the narrator observe before entering the house?
Ans: The narrator observed an aging man lying on his back inside a cage made of wire netting, supported by a pillow.