NCERT Solutions For Class 11 English Hornbill: We are Not Afraid to Die if We Can All Be Together
"We're Not Afraid to Die... If We Can All Be Together"
- by Gordon Cook and Alan East
Summary of the Chapter
This chapter is a gripping first-person account of an extreme survival story. The narrator, a 37-year-old businessman, his wife Mary, son Jonathan (6), and daughter Suzanne (7), set out from Plymouth, England, to duplicate the round-the-world voyage made 200 years earlier by Captain James Cook. They use a professionally built, 23-metre, 30-ton wooden-hulled ship called the *Wavewalker*.
The first leg of their journey, down the coast of Africa to Cape Town, is pleasant. Before heading into the treacherous Southern Indian Ocean, they hire two experienced crewmen, Larry Vigil and Herb Seigler.
On January 2, the second day out of Cape Town, they encounter a massive gale. The waves are gigantic. An "ominous silence" precedes a "perfectly vertical" wave, almost twice the height of the mast, which hits the ship in a "green and white" torrent. The narrator is thrown overboard but miraculously finds his way back to the ship.
The *Wavewalker* is critically damaged. The starboard side is "bashed open," and the ship is filling with water. Mary takes the wheel while Larry and Herb begin pumping "like madmen." The narrator frantically stretches canvas and waterproof hatch covers over the gaping holes. Their hand pumps get blocked with debris, and the electric pump short-circuits. However, the narrator finds a spare electric pump that works, bringing the water level under control.
The children show immense courage. Sue (Suzanne) suffers a "big bump" (a haematoma) over her eyes and a deep cut on her arm but refuses to worry her father. Little Jon declares, "We aren't afraid of dying if we can all be together." This gives the narrator renewed determination.
After surviving 36 hours of continuous pumping, they realize they cannot reach Australia. Their only hope is a tiny, 65-km-wide volcanic island, Île Amsterdam, a French scientific base. The narrator makes a desperate gamble on his sextant calculations, asking Larry to steer a course of 185 degrees. He falls asleep, and when he wakes, he is greeted by his children as "the best daddy," as they have spotted the island. They anchor offshore, and the narrator reflects on the collective bravery of his family and crew.
NCERT Textbook Questions and Answers
Understanding the Text (Page 15)
Question 1: List the steps taken by the captain
(i) to protect the ship when rough weather began.
(ii) to check the flooding of the water in the ship.
Answer-
(i) To protect the ship from the rough weather, the captain and crew took the following steps:
1.They slowed the boat down by dropping the storm jib.
2.They secured heavy equipment by lashing it with a heavy mooring line.
3.They prepared for the worst by attaching lifelines and wearing life-jackets and oilskins.
(ii) To check the flooding of the water, the captain took these steps:
1.He stretched canvas and secured waterproof hatch covers over the gaping holes on the starboard side.
2.Larry and Herb were set to pump the water out.
3.When the hand pumps blocked with debris and the electric pump short-circuited, he found a spare electric pump, connected it to an out-pipe, and successfully started it.
Question 2: Describe the mental condition of the voyagers on 4 and 5 January.
Answer-
On 4 and 5 January, the voyagers' mental condition was one of extreme stress and desperation. After 36 hours of continuous pumping, they had the water level under control, but they were still in a critical situation. They were exhausted, cold, and hungry. They could not reach their original destination, Australia, and were running out of time. The narrator felt that "impending death" was closing in on them, and he was filled with despair. Despite the grim situation, the children’s bravery, particularly Jon's statement about not fearing death, provided the narrator with the moral boost he needed to continue fighting.
Question 3: Describe the shifts in the narration of the events as indicated in the three sections of the text. Give a subtitle to each section.
Answer-
The narration shifts its tone and focus across the three sections:
1.Section 1: The Preparations and the Calm (Subtitle: A Dream Sets Sail)
This section is full of hope, confidence, and careful preparation. The narrator describes his dream, the professionally built Wavewalker, and the family's honing of their seafaring skills. The tone is optimistic, and the first leg of the journey to Cape Town is described as "pleasant."
2.Section 2: The Storm and the Struggle (Subtitle: The Battle for Survival)
This section is chaotic, tense, and filled with action. The tone shifts abruptly to one of danger and desperation. The narration is a minute-by-minute account of the wave hitting, the ship breaking, and the frantic efforts to save it. It details the injuries, the failures of the pumps, and the collective struggle against "impending death."
3.Section 3: The Search and the Rescue (Subtitle: Landfall and Hope)
This section's tone shifts to one of grim determination, calculation, and finally, immense relief. The pace slows down as the narrator focuses on his desperate sextant calculations. The children's bravery provides a powerful emotional core, leading to the triumphant and emotional discovery of Île Amsterdam, which the narrator describes as "the most beautiful island in the world."
Talking about the Text (Page 16)
Question 1: What difference did you notice between the reaction of the adults and the children when faced with danger?
Answer-
The reactions of the adults and children were markedly different. The adults were gripped by the stress and responsibility of the situation. The narrator, Mary, Larry, and Herb were technically focused on survival: pumping, steering, and repairing the ship. The narrator, despite his bravery, felt moments of complete despair, believing their end was near.
The children, on the other hand, showed a purer, more profound form of courage. Suzanne, despite her serious injuries, (a swollen head and a deep arm cut) refused to "worry" her father, showing incredible resilience. Jonathan's declaration, "We aren't afraid of dying if we can all be together," showed an innocent but powerful bravery that came from a place of love, free from the technical fears of seamanship. Their courage was emotional and moral, which ultimately gave the adults the strength to continue.
Question 2: How does the story suggest that optimism helps to endure ‘the direst stress’?
Answer-
The story is a powerful testament to optimism. The family survives not just because of technical skill, but because of their refusal to give up.
1.The Narrator: Even when he felt "impending death," his optimism drove him to make one last, desperate calculation for Île Amsterdam. This gamble, based on hope rather than certainty, is what saved them.
2.The Children: The children are the greatest source of optimism. Sue's handmade card, with its "funny caricatures" and message of love, was a reminder of life and hope in the middle of the wreck. Jonathan's profound statement about not fearing death completely shifted the narrator's mindset, giving him the determination to fight on. Their optimism became a vital resource that helped the adults endure the "direst stress."
Question 3: What lessons do we learn from such hazardous experiences when we are face-to-face with death?
Answer-
From such hazardous experiences, we learn several crucial lessons:
1.The Power of Teamwork: No single person saved the Wavewalker. It was the combined, unending effort of the narrator, Mary, Larry, and Herb working together.
2.Courage and Resilience: The story teaches us that courage isn't the absence of fear, but the ability to act in spite of it. The entire family, especially the children, showed incredible resilience in the face of extreme pain and fear.
3.The Importance of Mindset: Optimism and a positive mindset are critical for survival. When the narrator gave in to despair, it was the children's hope that renewed his determination.
4.Preparedness: While the storm was worse than imagined, the narrator's preparation (building a strong ship, carrying a spare pump, having lifelines) is what gave them a fighting chance in the first place.
Question 4: Why do you think people undertake such adventurous expeditions?
Answer-
People undertake such adventurous expeditions for a variety of reasons:
1.To Test Their Limits: Adventures are a way to test one's own physical and mental strength, courage, and resourcefulness against the raw power of nature.
2.To Fulfill a Dream: Like the narrator, many are inspired by history (like Captain James Cook's voyage) and have a deep-seated dream they wish to accomplish.
3.The Thrill of Adventure: Such expeditions provide an intense thrill and a sense of being truly alive that is often missing from a routine, modern life.
4.To Learn and Explore: It is a way to see the world, experience nature in its purest form, and gain a profound respect for the planet.
Thinking about Language (Page 16)
Question 1: We have come across words like ‘gale’ and ‘storm’ in the account. Here are two more words for ‘storm’: typhoon, cyclone. How many words does your language have for ‘storm’?
Answer-
The narrative details the intense weather conditions encountered during the voyage, mentioning continuous strong gales and presenting other terms for severe weather events like ‘typhoon’ and ‘cyclone’. This question encourages the reader to explore the variety of specific terms available in their native language (mother tongue) for the concept of 'storm'. This exploration emphasizes the fact that different languages possess varied vocabulary to express a particular item or natural phenomenon.
Question 2: Here are the terms for different kinds of vessels: yacht, boat, canoe, ship, steamer, schooner. Think of similar terms in your language.
Answer-
The story revolves around the sailing vessel Wavewalker. The source lists several English terms that refer to different kinds of water transport: yacht, boat, canoe, ship, steamer, and schooner. This task requires the student to recall or identify similar or equivalent terms for these vessels in their own language. This exercise highlights the need for specialized vocabulary when describing objects and activities related to seafaring.
Thinking about language (Page 18)
Question 3: ‘Catamaran’ is a kind of a boat. Do you know which Indian language this word is derived from? Check the dictionary.
Answer-
‘Catamaran’ is identified in the source as a specific kind of boat. The underlying concept of this question is to analyze English words that have been derived from Indian languages. If verified, the word ‘catamaran’ is known to be derived from the Tamil word kattumaram, meaning ‘tied wood’ or logs bound together.
Question 4: Have you heard any boatmen’s songs? What kind of emotions do these songs usually express?
Answer-
This question focuses on linking language to music, specifically boatmen’s songs. These songs, often reflective of the life of sailors, fishermen, or mariners, typically express emotions related to the sea, such as:
(a) The sense of adventure and resilience required to face hazardous experiences and the risks involved in undertaking expeditions.
(b) The hardship, struggle, and loneliness associated with being away from home, similar to the direst stress the voyagers experienced.
(c) Optimism, hope, and the joy of a safe return or a good catch.
Working with words (Page 18)
Question 1: The following words used in the text as ship terminology are also commonly used in another sense. In what contexts would you use the other meaning?
knot stern boom hatch anchor
Answer-
These ship terms also function as homonyms (words with the same spelling but different meanings). The table below lists the primary nautical use found in the text and the context in which the word is commonly used with a different meaning:
| Ship Terminology (Nautical Sense) | Other Common Context/Meaning |
|---|---|
| knot | (a) Used to describe a fastening or tie in rope or thread (e.g., tying a knot). (b) Used for a hard swelling or lump (e.g., a knot in the muscle). |
| stern | (a) Used to describe a strict, serious, or severe demeanor or expression (e.g., a stern warning). |
| boom | (a) Used to describe a loud, deep, resonant noise (e.g., the boom of a cannon). (b) Used to describe a period of prosperity or rapid economic growth (e.g., a housing boom). |
| hatch | (a) Used as a verb meaning to emerge from an egg (e.g., chicks hatch). (b) Used as a verb meaning to plot or scheme (e.g., to hatch a plan). |
| anchor | (a) Used metaphorically to describe a source of stability or security (e.g., the family was her anchor). (b) Used to describe the main presenter of a news broadcast (e.g., a news anchor). |
Question 2: The following three compound words end in -ship. What does each of them mean?
airship flagship lightship
Answer-
These are compound words formed by adding the suffix ‘-ship’ but they have distinct connotations.
(a) airship
A powered, dirigible aircraft that is held aloft by gas lighter than air (such as hydrogen or helium).
(b) flagship
The ship in a fleet that carries the commander or admiral. Metaphorically, it refers to the most important product, service, or location belonging to a company or organization.
(c) lightship
A ship anchored in a specific location offshore and equipped with a strong light to serve as a floating lighthouse, typically used in areas where it is impractical to build a permanent structure.
Question 3: The following are the meanings listed in the dictionary against the phrase ‘take on’. In which meaning is it used in the third paragraph of the account:
take on sth: to begin to have a particular quality or appearance; to assume sth
take sb on: to employ sb; to engage sb
to accept sb as one’s opponent in a game, contest or conflict
take sb/sth on: to decide to do sth; to allow sth/sb to enter e.g. a bus, plane or ship; to take sth/sb on board
Answer-
The phrase 'take on' is a phrasal verb. To identify the correct meaning, we refer to the context in the third paragraph of the account: "There, before heading east, we took on two crewmen — American Larry Vigil and Swiss Herb Seigler — to help us tackle one of the world’s roughest seas, the southern Indian Ocean".
The meaning used in this specific context is:
take sb on: to employ sb; to engage sb.
The captain hired or engaged Larry Vigil and Herb Seigler to join the voyage and assist in navigating the perilous Southern Indian Ocean.
Important Keywords from the Chapter
- Wavewalker: The name of the narrator's 23-metre, 30-ton ship.
- Seafaring: The practice of travelling by sea.
- Gale: A very strong wind, especially at sea.
- Mast: A tall upright post on a boat carrying a sail.
- Jib: A triangular sail set in front of the forward mast.
- Starboard: The right side of a ship when looking forward.
- Hull: The main body of a ship.
- Debris: Scattered pieces of rubbish or remains.
- Mayday calls: An international radio distress signal used by ships and aircraft.
- Sea anchor: A stabilising device (like a parachute) thrown overboard to slow a boat down in a storm.
- Sextant: An astronomical instrument used to measure altitude of celestial bodies to determine latitude and longitude.
- Île Amsterdam: A small, remote island in the southern Indian Ocean, belonging to France.
- Haematoma: A solid swelling of clotted blood within the tissues (a bad bruise).
- Atrocious: Of very poor quality; extremely bad or unpleasant.