What does the phrase book-lined study indicate about Mr. Chipping’s character?

Question

Read the following text. 

In 1908, when he had just turned sixty, came the ultimatum. "Mr. Chipping, have you ever thought you would like to retire?"

Chips stared about him in that book-lined study, startled by the question, wondering why Ralston should have asked it. He said, at length: "No— umph—I can't say that—umph—I have thought much about it—umph—yet."

"Well, Mr. Chipping, the suggestion is there for you to consider. The Governors would, of course, agree to your being adequately pensioned."

Abruptly Chips flamed up. "But—umph—I don't want— to retire. I don't—umph—need to consider it."

"Nevertheless, I suggest that you do."

"But—umph—I don't see—why—I should!"

Ralston said, icily: "Since you force me to use plain words, Mr. Chipping, you shall have them. Your methods of teaching are slack and old-fashioned and your personal habits are slovenly.

"But—" Chips began, in sheer bewilderment.

"Mr. Chipping—since you decline to give way, there can't very well be any alternative. I aim to make Brookfield a thoroughly up-to-date school. I understand, Mr. Chipping, that your Latin and Greek lessons are exactly the same as they were when I began here ten years ago?" Because they are dead languages is no reason

why they should be dealt with in a dead educational technique.”

Chips stayed on. In 1911 Ralston left. Then came the War years. There was a lot of war talk—the trouble between Austria and Serbia.

1917. 1918. Chips lived through it all. He sat in the headmaster's study every morning, handling problems, dealing with plaints and requests. On Sundays in Chapel, it was he who now read out the tragic list.

One day he got a letter from Switzerland, from friends there; it was heavily censored, but conveyed some news. On the following Sunday, after the names and biographies of old boys, he paused a moment and then

added: —

"Those few of you who were here before the War will remember Max Staefel, the German master. He was in Germany, visiting his home, when war broke out. Those who knew him will be sorry to hear that he was killed last week."

He was a little pale when he sat down afterward, aware that he had done something unusual. He had consulted nobody about it, anyhow; no one else could be blamed. Later, outside the Chapel, he heard an argument: —

"On the Western Front, Chips said. Does that mean he was fighting for the Germans?"

"I suppose it does."

"Seems funny, then, to read his name out with all the others. After all, he was an ENEMY." "Oh, just one of Chips's ideas, I expect. The old boy still has 'em.” 

[Adapted from: Goodbye Mr. Chips by James Hilton (Text link – The Last lesson); 450 words]

Answer the following questions, based on the passage above.

i. What does the phrase book-lined study indicate about Mr. Chipping’s character? 

ii. Infer any two of feelings of Mr. Chipping, apparent from the given lines:

"No— umph—I can't say that—umph—I have thought much about it—umph—yet."

iii. Comment on the undercurrent of the conversation with reference to the following:

Chips flamed up – Ralston said, icily...

iv. Which of the following qualities best describe Ralston, as per the text?

(i) anxious

(ii) short-tempered

(iii) condescending

(iv) vengeful

(v) pessimistic

A. (i) and (iii)

B. (ii) and (iii)

C. (i), (iii) and (iv)

D. (ii) and (v)

v. Why was Chips’s reaction to Ralston’s “plain words”, that of, “sheer bewilderment”? 

vi. Complete the sentence appropriately.

When the writer shares that ‘it was he who now read out the tragic list’, he means to convey that Mr. Chipping ______

vii. Complete the sentence with the MOST likely reason.

A heavily censored letter was common because ______

viii. Read the following statement:

Max Staefel had a long history of friendship with Chips and had shown no animosity toward the school or its students.

Rationalise, in 30-40 words, why the above statement, if true, weakens the conclusion that Chips was wrong in reading out Max Staefel's name at the chapel service?

ix. Select the option that best describes the tone of the speaker in the following:

Oh, just one of Chips's ideas, I expect.

A. exasperated

B. surprised

C. inquisitive

D. dismissive

Answer 1

(i) It implies that he was well read and also had a habit of collecting books which he might be referring to, as and when required.

(ii) (any two) discomfort, unsurity, embarrassment, confusion, anxiety (any other relevant to context)

(iii) Gives a sense of being argumentative / problematic / unresolved as Mr. Chipping was being coerced/pressured into a decision and Ralston was plain cold and did not display any sign of emotion.

(iv) B. (ii) and (iii)

(v) Because he was taken by surprise and didn't expect such a harsh evaluation of his teaching methods and personal habits. He had been a dedicated and respected teacher and had not received any direct criticism or pressure to change his ways. Ralston's sudden and blunt assessment caught him off guard, and he couldn't immediately comprehend why such strong words were being used to address him.

(vi) was the one who then read out the names of the men who had died at war

(vii) war-time communication was checked for the sharing of only permissible information and the remaining was crossed out.

(viii) Chips read out Max Staefel's name at the chapel service, and there was some confusion and debate among the students about why his name was included, considering he was of German nationality. This suggests that there may have been concerns about his allegiance during the war. Thus the given statement weakens this conclusion.

(ix) D. dismissive