CL07 EN03 MCB THE BLIND BOY

by

The Blind Boy

1. The Hook (The Literary Gateway)

Imagine if you lived in a world where the concept of light was completely unknown to you, yet everyone around you spoke of wondrous sights and bright sunlight. In The Blind Boy by Colley Cibber, we meet a young sightless speaker who engages in a profound dialogue with a seeing audience. The core mystery of the poem centers on how a person who has never experienced visual sight defines fundamental realities like “day”, “night”, and “sunlight” through alternate sensory inputs such as physical warmth and sleep. Instead of succumbing to despair or accepting the passive pity of observers, the blind boy turns a sensory barrier into a declaration of personal autonomy, creating his own reality and claiming the emotional throne of a king.

2. The Human Element (Why This Matters)

This poem provides a profound study in emotional self-determination, communication, and human empathy:

  • Empathy and Perception: Society frequently projects sadness onto individuals with disabilities, assuming that the absence of sight equals an absence of joy. The poem demonstrates that happiness is an internal state (“cheer of mind”) rather than an external condition.
  • Improving Communication: The text shows how sight-centric language (“wondrous things”, “sun shines bright”, “blessings of the sight”) can be alienating if not paired with an understanding of how others experience the world through touch, sound, and feeling.
  • Understanding Human Behavior: Rather than feeding on the “heavy sighs” and “hapless woe” expressed by observers, the speaker practices patience and reframes his circumstances, offering students a real-world model of emotional strength and contentment.

3. Structural Breakdown (The Narrative Sequence)

The poem moves in a strict logical progression across five stanzas, tracing an emotional journey from inquiry to self-sovereign contentment:

  1. Stanza 1: The Inquiry into Light (Introduction)
    • Lines: “SAY what is that thing call’d Light, / Which I must ne’er enjoy; / What are the blessings of the sight, / O tell your poor blind boy!”
    • Progression & Motivation: The speaker opens by asking his seeing audience to explain the intangible concept of “Light” and the “blessings of the sight” which he cannot experience. He acknowledges his status as a “poor blind boy” seeking understanding from those who see.
  2. Stanza 2: Sensory Contrast & Epistemological Questioning
    • Lines: “You talk of wondrous things you see, / You say the sun shines bright; / I feel him warm, but how can he / Or make it day or night?”
    • Progression & Motivation: The speaker contrasts the visual descriptions of the bright sun and “wondrous things” provided by others with his direct tactile experience—feeling the sun’s warmth on his skin. He questions the logic of how the sun alone can dictate day or night.
  3. Stanza 3: Redefinition of Time and Personal Autonomy
    • Lines: “My day or night myself I make / Whene’er I sleep or play; / And could I ever keep awake / With me ’twere always day.”
    • Progression & Motivation: The speaker presents his own solution to the puzzle: he defines day and night by his own state of activity (sleeping or playing) rather than external light. He notes that if he could remain awake continuously, it would be “always day” for him.
  4. Stanza 4: Confronting External Sympathy
    • Lines: “With heavy sighs I often hear / You mourn my hapless woe; / But sure with patience I can bear / A loss I ne’er can know.”
    • Progression & Motivation: The speaker addresses the sorrow expressed by observers through “heavy sighs” over his “hapless woe”. He responds with logical resilience, stating that he can bear the loss of sight with patience because it is something he has never known and therefore cannot miss.
  5. Stanza 5: Resolution & Emotional Sovereignty (Climax)
    • Lines: “Then let not what I cannot have / My cheer of mind destroy: / Whilst thus I sing, I am a king, / Although a poor blind boy.”
    • Progression & Motivation: The speaker resolves not to let his lack of sight destroy his peace of mind. He concludes that through his own expression and singing, he feels as powerful and happy as a “king”, achieving complete contentment despite his physical blindness.

4. Literary & Linguistic Vocabulary (The Word List)

  • call’d Light – Light, which the speaker cannot see – “SAY what is that thing call’d Light”.
  • blessings of the sight – Joys of being able to see – “What are the blessings of the sight”.
  • wondrous things – Amazing sights – “You talk of wondrous things you see”.
  • day or night myself I make – Makes his own time (day/night) based on activity – “My day or night myself I make”.
  • heavy sighs – Deep breaths of sadness – “With heavy sighs I often hear”.
  • hapless woe – Unfortunate sorrow – “You mourn my hapless woe”.
  • I am a king – Feels happy and in control – “Whilst thus I sing, I am a king”.
  • Metaphor – A literary device comparing the blind boy to a “king” to highlight his inner strength, joy, and feeling of control – “In the last stanza, the speaker compares himself to a king because… he is happy with his life despite his blindness”.
  • Rhythm Shift – The change in the movement and expressive beat of the poem as the tone transitions from questioning to contentment – “Notice how the beat changes as the speaker’s feelings shift from questioning to contentment”.

5. Teacher’s Chapter Checklist

  • [ ] Poet & Title Identification: Colley Cibber; “The Blind Boy”.
  • [ ] Theme 1: Autonomy & Perception: Understand how the speaker redefines day and night through sleep, play, and internal state.
  • [ ] Theme 2: Emotional Resilience: Map the speaker’s patience and refusal to let unpossessed blessings destroy his “cheer of mind”.
  • [ ] Theme 3: Critique of Passive Pity: Analyze the contrast between the seeing audience’s “heavy sighs / hapless woe” and the speaker’s self-perception as a “king”.
  • [ ] Literary Device Target: Identify and analyze the central metaphor (“I am a king”).
  • [ ] Sensory Analysis Target: Explore sensory details (warmth, sound, touch, smell) used to construct a sightless world.
  • [ ] Oral Reading Target: Practise expressive reading focusing on rhythm shifts from questioning to contentment.
  • [ ] Assessment Mastery: Complete all textbook comprehension sections (Multiple-Choice, Context References, Short Answers, Analytical Discussions, and Creative Composition).

6. Ready-Reckoner Student Revision Notes

A. Character Summaries

  • The Blind Boy (The Speaker): A young boy born blind who experiences the world through alternate senses such as feeling the sun’s warmth. He is optimistic, patient, self-reliant, and refuses to let his lack of sight ruin his happiness, feeling like a “king” when he sings.
  • The Observers / Seeing Audience: People around the speaker who possess sight, describe “wondrous things” and bright sunlight, and express sadness (“heavy sighs”) for the boy’s condition.

B. Complete Plot & Stanza Summary

  • Stanza 1: The boy asks what light and the blessings of sight are, noting he can never enjoy them.
  • Stanza 2: Others tell him about the bright sun, but he only feels its warmth and wonders how it makes day or night.
  • Stanza 3: He creates his own day and night by sleeping, playing, or staying awake.
  • Stanza 4: He hears others mourning his unfortunate condition but bears it patiently because he has never known sight.
  • Stanza 5: He decides not to let his blindness destroy his happiness; while singing, he feels as happy and powerful as a king.

C. Exhaustive Textbook Exercise & Question Bank

Section A: Multiple-Choice Questions & Answers
  1. The speaker of the poem cannot enjoy light because
    • Options: a. he is afraid of it | b. he does not need it | c. he was born blind | d. he dislikes sunlight
    • Correct Answer: c. he was born blind
  2. When the speaker hears others describe the sun, he
    • Options: a. imagines how it looks | b. feels its warmth on his skin | c. sees it in his dreams | d. becomes curious about the weather
    • Correct Answer: b. feels its warmth on his skin
  3. The speaker describes his day and night as being based on
    • Options: a. the sounds he hears | b. whether he is asleep or awake | c. the light in his room | d. the temperature around him
    • Correct Answer: b. whether he is asleep or awake
  4. People around the speaker feel sad for him because
    • Options: a. he cannot enjoy the beauty of light | b. he does not appreciate light | c. he avoids the sun | d. he refuses to go outside
    • Correct Answer: a. he cannot enjoy the beauty of light
  5. In the last stanza, the speaker compares himself to a king because
    • Options: a. he has many treasures | b. he is happy with his life despite his blindness | c. he has control over his world | d. he does not need anyone’s help
    • Correct Answer: b. he is happy with his life despite his blindness
Section B: Reference to Context Questions & Answers
  1. Extract: “O SAY what is that thing call’d Light, Which I must ne’er enjoy; What are the blessings of the sight, O tell your poor blind boy!”
    • a. Why does the speaker call himself the “poor blind boy”?
      • Answer: He refers to himself this way because he lacks the sense of sight and cannot enjoy the “blessings of the sight” or light that others describe.
    • b. What is the “thing call’d Light” that the speaker refers to?
      • Answer: It refers to visual light, an element which the speaker cannot see or enjoy due to his blindness.
    • c. How does the speaker view the “blessings of sight”?
      • Answer: He views them as wondrous joys that seeing people possess but which he himself cannot experience.
  2. Extract: “You talk of wondrous things you see, You say the sun shines bright; I feel him warm, but how can he Or make it day or night?”
    • a. Why does the speaker say he feels the sun’s warmth?
      • Answer: Because he cannot see the sun shining bright, so his direct sensory experience of the sun is limited to feeling its warmth on his skin.
    • b. What does the speaker question about the sun?
      • Answer: He questions how the sun can be responsible for making day or night, since his own concept of time is tied to his activity and sleep rather than light.
  3. Extract: “Whilst thus I sing, I am a king, Although a poor blind boy.”
    • a. How does singing make the speaker feel like a king?
      • Answer: Singing brings him joy, contentment, and a feeling of complete control over his inner world, making him feel sovereign and happy.
    • b. Why does the speaker describe himself as a “poor blind boy” and a “king” at the same time?
      • Answer: He uses “poor blind boy” to acknowledge his physical lack of sight, while using “king” to show his inner strength, joy, and emotional sovereignty despite his condition.
Section C: Short Answer Questions & Answers
  1. How does the speaker create his own “day or night”?
    • Answer: He creates his own day and night through his actions—when he plays or stays awake it is day, and when he sleeps it is night.
  2. Why do others feel sorrowful for the speaker?
    • Answer: They feel sorrowful because he is blind and cannot see or enjoy the beauty of light and the wondrous sights of the world.
  3. How does the speaker respond to the sympathy shown to him by others?
    • Answer: He states that he can bear the loss with patience because he has never known sight, and he asks them not to let their sorrow destroy his cheer of mind.
  4. In what way does the speaker find contentment despite his blindness?
    • Answer: He finds contentment by focusing on what he has, maintaining his cheer of mind, creating his own sense of day and night, and feeling as happy as a king when he sings.
Section D: Think and Answer
  1. How do these lines help create an image of the speaker’s unique world? Discuss the poet’s use of imagination.
    • Lines:
      • a. “O SAY what is that thing call’d Light, / Which I must ne’er enjoy;”
      • b. “Whilst thus I sing, I am a king, / Although a poor blind boy.”
    • Answer: These lines highlight a world built on internal awareness rather than external sight. The poet imagines a reality where visual light is an abstract concept, yet emotional richness (“king”) is achieved through personal expression like singing.
  2. How does the speaker’s attitude towards his blindness affect the mood of the poem? Find and discuss two lines that show his strength and optimism.
    • Answer: His attitude transforms the mood from initial questioning and potential pity into optimism, strength, and joy. Two lines demonstrating his strength and optimism are:
      1. “My day or night myself I make”
      2. “Then let not what I cannot have / My cheer of mind destroy”
Section E, F, G, H: Practical & Creative Activity Summary
  • Section E (Rhythm and Expression): Focuses on reciting the poem aloud to notice how the rhythmic beat shifts as the speaker moves from questioning light to expressing contentment.
  • Section F (Metaphor Analysis): Examines the metaphor comparing the speaker to a “king”, demonstrating that happiness and inner strength stem from mindset rather than physical sight.
  • Section G (Sensory Writing Prompt): Requires writing descriptive lines using touch, sound, and smell to evoke a world without sight.
  • Section H (Creative Composition Prompt): Encourages writing a short poem inspired by “The Blind Boy” centered on the theme of overcoming a challenge.

QUESTIONS :

Master Question Bank: The Blind Boy

Section 1: The “Hidden” In-Text Questions (Mid-Chapter Extraction)

Q1. Author Attribution & Context: Who is the author of the poem “The Blind Boy” as listed in the chapter sidebar?

Q2. Linguistic Definition of “call’d Light”: According to the vocabulary notes provided in the text, what is the exact definition of “call’d Light”?

Q3. Linguistic Definition of “blessings of the sight”: How does the mid-text vocabulary glossary define the phrase “blessings of the sight”?

Q4. Linguistic Definition of “wondrous things”: What simple definition is assigned to “wondrous things” in the textbook glossary?

Q5. Linguistic Definition of “day or night myself I make”: What does the phrase “day or night myself I make” signify according to the in-text word meanings?

Q6. Linguistic Definition of “heavy sighs”: What exact definition is given for “heavy sighs” in the poem’s vocabulary margin?

Q7. Linguistic Definition of “hapless woe”: How is the term “hapless woe” defined in the textbook margin notes?

Q8. Linguistic Definition of “I am a king”: According to the vocabulary list, what state of mind does the expression “I am a king” represent?

Q9. Mid-Chapter Activity (Section E – Rhythm & Expressive Reading): According to the Section E activity box, how does the beat of the poem change as it progresses, and what emotional shift does this rhythm shift reflect?

Q10. Mid-Chapter Concept (Section F – Metaphor Analysis): According to the Section F concept box, what specific literary device does the poet use when comparing the blind boy to a “king”, and what does this comparison reveal about his inner world?

Q11. Mid-Chapter Activity (Section G – Sensory Perception): In Section G, which alternate senses are explicitly identified to explore how the speaker experiences his world in the absence of visual sight?

Q12. Mid-Chapter Activity (Section H – Creative Writing Focus): What core thematic challenge forms the basis of the Section H composition exercise inspired by “The Blind Boy”?

Section 2: The Textbook Exercise Integration (Back-of-Chapter)

Section A: Tick (✓) the correct options.

Q1. The speaker of the poem cannot enjoy light because

A) he is afraid of it B) he does not need it C) he was born blind D) he dislikes sunlight

Q2. When the speaker hears others describe the sun, he

A) imagines how it looks B) feels its warmth on his skin C) sees it in his dreams D) becomes curious about the weather

Q3. The speaker describes his day and night as being based on

A) the sounds he hears B) whether he is asleep or awake C) the light in his room D) the temperature around him

Q4. People around the speaker feel sad for him because

A) he cannot enjoy the beauty of light B) he does not appreciate light C) he avoids the sun D) he refuses to go outside

Q5. In the last stanza, the speaker compares himself to a king because

A) he has many treasures B) he is happy with his life despite his blindness C) he has control over his world D) he does not need anyone’s help

Section B: Answer these questions with reference to the context.

Q1. Read the extract and answer the questions that follow:

“O SAY what is that thing call’d Light, Which I must ne’er enjoy; What are the blessings of the sight, O tell your poor blind boy!” a. Why does the speaker call himself the “poor blind boy”? b. What is the “thing call’d Light” that the speaker refers to? c. How does the speaker view the “blessings of sight”?

Q2. Read the extract and answer the questions that follow:

“You talk of wondrous things you see, You say the sun shines bright; I feel him warm, but how can he Or make it day or night?” a. Why does the speaker say he feels the sun’s warmth? b. What does the speaker question about the sun?

Q3. Read the extract and answer the questions that follow:

“Whilst thus I sing, I am a king, Although a poor blind boy.” a. How does singing make the speaker feel like a king? b. Why does the speaker describe himself as a “poor blind boy” and a “king” at the same time?

Section C: Answer the following questions.

Q1. How does the speaker create his own “day or night”?

Q2. Why do others feel sorrowful for the speaker?

Q3. How does the speaker respond to the sympathy shown to him by others?

Q4. In what way does the speaker find contentment despite his blindness?

Section D: Think And Answer.

Q1. Discuss with your partner and respond: How do these lines from “The Blind Boy” help to create an image of the speaker’s unique world? Discuss the poet’s use of imagination in describing life without sight: a. “O SAY what is that thing call’d Light, / Which I must ne’er enjoy;” b. “Whilst thus I sing, I am a king, / Although a poor blind boy.”

Q2. How does the speaker’s attitude towards his blindness affect the mood of the poem? Find and discuss two lines that show his strength and optimism.

Have Fun Activities (Sections E–H)

Q1. Section E: Read the poem aloud with a partner. Focus on the rhythm of each line. Notice how the beat changes as the speaker’s feelings shift from questioning to contentment. Practise reading with expression to bring out these emotions.

Q2. Section F: The poet uses metaphors to help us understand the speaker’s feelings about his world. For example, he compares himself to a “king” even though he is blind, showing his inner strength and happiness. Discuss with a partner how this metaphor affects your understanding of the speaker’s emotions.

Q3. Section G: Imagine what the world looks like through the speaker’s other senses, such as touch, sound, and smell. Write two or three descriptive lines about a world without sight, using sensory details and creative language.

Q4. Section H: Inspired by “The Blind Boy”, write a short poem about overcoming a challenge.

Section 3: Exhaustive Objective Bank (The Factual Baseline)

Multiple-Choice Questions (MCQs)

Q1. Who wrote the poem “The Blind Boy”?

A) William Wordsworth B) Colley Cibber C) Robert Frost D) John Keats

Q2. What does the speaker ask his audience to explain in the first stanza?

A) What heat feels like B) What is that thing called Light C) Why the sun is far away D) How birds fly

Q3. According to Stanza 1, what can the speaker never enjoy?

A) Warmth B) Sleep C) The blessings of the sight D) Singing

Q4. In Stanza 1, how does the speaker address himself when asking others for information?

A) Your proud young boy B) Your poor blind boy C) A king of the world D) A helpless child

Q5. What do seeing people talk about that they observe?

A) Wondrous things they see B) Sounds of the dark C) Silent nights D) Heavy breezes

Q6. How does the speaker perceive the sun in Stanza 2?

A) He sees its yellow light B) He feels him warm C) He hears its noise D) He smells its glow

Q7. What puzzle regarding the sun does the speaker raise in Stanza 2?

A) How it stays in the sky B) How can he make it day or night C) Why it sets in the west D) How big it is

Q8. How does the speaker make his own day or night?

A) By opening his window B) Whene’er he sleeps or play C) By asking his friends D) By counting hours

Q9. Under what condition would it be “always day” for the blind boy?

A) If the sun never set B) Could he ever keep awake C) If he stayed outside D) If others stopped crying

Q10. What does the speaker frequently hear seeing people do?

A) Sing loud songs B) Mourn his hapless woe with heavy sighs C) Laugh at his condition D) Read books to him

Q11. According to Stanza 4, how does the speaker react to his loss of sight?

A) He cries in anger B) With patience he can bear it C) He demands a cure D) He isolates himself

  1. Why can the speaker bear the loss of sight with patience?
  2. A) Because he has money B) Because it is a loss he ne’er can know C) Because he expects to see soon D) Because he dislikes light

Q13. In Stanza 5, what does the speaker resolve not to let be destroyed?

A) His financial status B) His cheer of mind C) His vocal strength D) His vision

Q14. What activity makes the speaker feel like a king?

A) Playing in the sun B) Whilst thus he sings C) Sleeping all day D) Listening to stories

  1. What contrast is presented in the final two lines of the poem?
  3. A) Between rich and poor B) Between singing like a king and being a poor blind boy C) Between day and night D) Between heat and cold

Q16. What is the literal meaning of “hapless woe” as defined in the chapter?

A) Great joy B) Unfortunate sorrow C) Sudden anger D) Bright light

Q17. The term “heavy sighs” refers specifically to:

A) Deep breaths of sadness B) Loud laughter C) Fast breathing D) Wind noises

Q18. In the text, “blessings of the sight” refers to:

A) Religious prayers B) Joys of being able to see C) Sunbeams D) Good luck

Q19. How many stanzas are there in the poem “The Blind Boy”?

A) Three B) Four C) Five D) Six

Q20. What is the rhyme scheme of the first stanza (“Light / enjoy / sight / boy”)?

A) AABB B) ABAB C) ABCB D) ABBA

Q21. What primary sense does the blind boy rely on to perceive the sun?

A) Sight B) Touch (feeling warmth) C) Hearing D) Taste

Q22. In Section F, the comparison “I am a king” is identified as a:

A) Simile B) Metaphor C) Personification D) Alliteration

Fill-in-the-Blanks

Q1. “SAY what is that thing call’d ______, Which I must ne’er enjoy;”

Q2. “What are the blessings of the ______, O tell your poor blind boy!”

Q3. “You talk of ______ things you see, You say the sun shines bright;”

Q4. “I feel him ______, but how can he Or make it day or night?”

Q5. “My day or night myself I make Whene’er I ______ or play;”

Q6. “And could I ever keep awake With me ’twere ______ day.”

Q7. “With heavy sighs I often hear You mourn my ______ woe;”

Q8. “But sure with ______ I can bear A loss I ne’er can know.”

Q9. “Then let not what I cannot have My ______ of mind destroy:”

Q10. “Whilst thus I ______, I am a king, Although a poor blind boy.”

Q11. The author of the poem “The Blind Boy” is ______.

Q12. According to the textbook glossary, “hapless woe” means ______ sorrow.

Q13. In Section F, comparing the speaker to a king shows his inner ______ and happiness.

Q14. The speaker feels the sun’s warmth, but cannot understand how the sun makes ______ or night.

Q15. The beat of the poem changes as the speaker’s feelings shift from questioning to ______.

True/False Questions (If False, correct the statement)

Q1. The speaker of the poem was born with full sight and lost it later in life. (If False, correct the statement)

Q2. The blind boy defines “day” as the time when the sun is visually bright in the sky. (If False, correct the statement)

Q3. The speaker hears others express grief over his condition through “heavy sighs”. (If False, correct the statement)

Q4. If the blind boy could keep awake continuously, it would always be night for him. (If False, correct the statement)

Q5. The speaker feels bitter and angry because he cannot enjoy the blessings of sight. (If False, correct the statement)

Q6. Colley Cibber wrote the poem “The Blind Boy”. (If False, correct the statement)

Q7. According to the in-text glossary, “I am a king” means that the boy has inherited a royal kingdom. (If False, correct the statement)

Q8. The blind boy believes he can bear his loss of sight with patience because it is a loss he has never known. (If False, correct the statement)

Q9. The poet uses a simile in the line “Whilst thus I sing, I am a king”. (If False, correct the statement)

Q10. The speaker permits the pity of others to ruin his cheer of mind. (If False, correct the statement)

Section 4: Subjective & Competency Bank (Higher-Order Thinking)

Short-Answer Questions

Q1. Explain why the speaker asks his audience to define “Light” and the “blessings of the sight” in Stanza 1.

Q2. How does the speaker’s perception of the sun differ from that of seeing people?

Q3. Why does the speaker state that it would be “always day” if he could remain awake?

Q4. Explain how the speaker responds to the “heavy sighs” and sorrow expressed by those around him.

Q5. Why is the speaker able to bear the loss of sight with patience?

Q6. Explain the meaning of the phrase “My cheer of mind destroy” in the context of the poem’s final stanza.

Q7. How does the act of singing transform the speaker’s emotional state?

Q8. Explain why the poet contrasts the terms “poor blind boy” and “king” in the final lines.

Q9. How does the poem demonstrate that perception is shaped by individual sensory experiences?

Q10. Explain how the rhythm of the poem mirrors the speaker’s emotional shift from Stanza 1 to Stanza 5.

Scenario-Based / Competency Questions

Q1. A student feels discouraged because they lack a resource that their classmates possess; how can the blind boy’s philosophy on “cheer of mind” be applied to help this student build resilience?

Q2. Imagine an observer visiting the blind boy and weeping out of pity for his condition; based on Stanza 4, how would the boy analyze and reframe the observer’s sympathy?

Q3. A teacher asks a class to explain time without using a clock or visual sunlight; how does the speaker of “The Blind Boy” solve this conceptual problem in Stanza 3?

Q4. An illustrator is designing a book cover for “The Blind Boy” based on Section G; which non-visual sensory details from the text should be highlighted to represent the boy’s world?

Q5. In a debate on happiness, one speaker claims that joy depends on external circumstances, while another claims it comes from mindset; how does Colley Cibber’s poem support the second argument using the “king” metaphor?

Long-Answer / Essay Questions

Q1. Break down the emotional and narrative structure of “The Blind Boy” stanza by stanza, detailing how the speaker moves from questioning light to claiming emotional sovereignty.

Q2. Compare and contrast the perspective of the seeing observers (“heavy sighs”, “hapless woe”) with the inner reality and self-perception of the blind boy (“day or night myself I make”, “I am a king”).

Q3. Analyze the literary devices and stylistic choices in “The Blind Boy”, focusing on the central metaphor, contrast, rhyme scheme, and rhythm shift described in the chapter.

Q4. Detail how the speaker redefines fundamental physical concepts—specifically light, sun, day, night, and loss—through alternate sensory and psychological frameworks.

Q5. Evaluate the core thematic message of “The Blind Boy” regarding human independence, patience, and emotional contentment, explaining why the boy refuses to let unpossessed blessings destroy his peace of mind.

Section 5: The Master Answer Key & Marking Rubric

Section 1: Hidden In-Text Questions Answer Key

  1. Colley Cibber.
  2. “light, which the speaker cannot see”.
  3. “joys of being able to see”.
  4. “amazing sights”.
  5. “makes his own time (day/night)”.
  6. “deep breaths of sadness”.
  7. “unfortunate sorrow”.
  8. “feels happy and in control”.
  9. The beat shifts as the feelings move from questioning in the early stanzas to contentment in the final stanzas.
  10. Metaphor; it shows his inner strength, happiness, and feeling of being in control despite his physical blindness.
  11. Touch, sound, and smell.
  12. The theme of overcoming a challenge.

Section 2: Textbook Exercise Integration Answer Key

Section A (MCQs)

  1. C) he was born blind
  2. B) feels its warmth on his skin
  3. B) whether he is asleep or awake
  4. A) he cannot enjoy the beauty of light
  5. B) he is happy with his life despite his blindness

Section B (Reference to Context)

  1. a. He calls himself “poor blind boy” because he lacks the sense of sight and cannot experience the light or blessings of sight enjoyed by others. b. It refers to visual light, which he cannot see or enjoy. c. He views them as wondrous joys that seeing people experience, though he himself cannot know them.
  2. a. Because he cannot see the sun shining bright, so his direct experience of it is feeling its warmth on his skin. b. He questions how the sun can make day or night, since he defines his own time through sleep and play.
  3. a. Singing brings him joy, contentment, and a feeling of complete control over his internal state. b. He uses “poor blind boy” to acknowledge his physical lack of sight and “king” to assert his emotional strength and supreme happiness.

Section C (Short Answer Questions)

  1. He creates his day and night by his actions—it is day when he plays or stays awake, and night when he sleeps.
  2. Others feel sorrowful because he is blind and unable to see or enjoy the beauty of light and wondrous sights.
  3. He responds with patience, noting he cannot grieve a loss he never knew, and asks them not to ruin his cheer of mind.
  4. He finds contentment by focusing on what he has, creating his own day/night, maintaining cheer of mind, and feeling like a king when he sings.

Section D (Think and Answer)

  1. a. Shows a world where light is an abstract concept that must be explained by others rather than visually seen. b. Shows a world where happiness and emotional power (“king”) are generated internally through creative expression like singing.
  2. His attitude transforms the tone from potential pity to optimism and strength. Two lines showing strength/optimism:
    • “My day or night myself I make”
    • “Then let not what I cannot have / My cheer of mind destroy”

Have Fun (Sections E–H)

  • E: Oral recitation focusing on rhythm transition from questioning to contentment.
  • F: Discussion of metaphor (“king”) highlighting inner sovereignty and joy.
  • G: 2–3 descriptive lines utilizing touch, sound, and smell.
  • H: Short poem on overcoming a challenge.

Section 3: Objective Bank Answer Key

MCQs

  1. B) Colley Cibber
  2. B) What is that thing called Light
  3. C) The blessings of the sight
  4. B) Your poor blind boy
  5. A) Wondrous things they see
  6. B) He feels him warm
  7. B) How can he make it day or night
  8. B) Whene’er he sleeps or play
  9. B) Could he ever keep awake
  10. B) Mourn his hapless woe with heavy sighs
  11. B) With patience he can bear it
  12. B) Because it is a loss he ne’er can know
  13. B) His cheer of mind
  14. B) Whilst thus he sings
  15. B) Between singing like a king and being a poor blind boy
  16. B) Unfortunate sorrow
  17. A) Deep breaths of sadness
  18. B) Joys of being able to see
  19. C) Five
  20. B) ABAB
  21. B) Touch (feeling warmth)
  22. B) Metaphor

Fill-in-the-Blanks

  1. Light
  2. sight
  3. wondrous
  4. warm
  5. sleep
  6. always
  7. hapless
  8. patience
  9. cheer
  10. sing
  11. Colley Cibber
  12. unfortunate
  13. strength
  14. day
  15. contentment

True/False Questions

  1. False. Correct: The speaker was born blind and never knew sight.
  2. False. Correct: The blind boy defines day by when he plays or stays awake.
  3. True.
  4. False. Correct: If he could keep awake, it would always be day for him.
  5. False. Correct: The speaker maintains patience and refuses to let his blindness destroy his cheer of mind.
  6. True.
  7. False. Correct: “I am a king” means he feels happy and in control of his feelings.
  8. True.
  9. False. Correct: The poet uses a metaphor in that line.
  10. False. Correct: The speaker asks others not to let their sorrow destroy his cheer of mind.

Section 4: Subjective & Competency Marking Rubrics

Short-Answer Marking Rubrics (10 Questions)

  • Q1 Rubric:
    • Keywords/Points: Speaker cannot see; asks seeing audience to explain visual light and sight blessings; acknowledges physical sightlessness.
    • Source Context: Stanza 1 / Passage 1 & 4.
  • Q2 Rubric:
    • Keywords/Points: Seeing people observe bright sunlight visually; speaker perceives sun strictly through tactile warmth on skin.
    • Source Context: Stanza 2 / Passage 1 & 5.
  • Q3 Rubric:
    • Keywords/Points: Day is defined by activity/wakefulness; remaining awake continuously means perpetual “day” in his mind.
    • Source Context: Stanza 3 / Passage 1 & 6.
  • Q4 Rubric:
    • Keywords/Points: Hears heavy sighs / mourning of hapless woe; responds with logical patience; refuses to grieve.
    • Source Context: Stanza 4 / Passage 1 & 6.
  • Q5 Rubric:
    • Keywords/Points: Cannot miss or grieve something he has never experienced (“a loss I ne’er can know”).
    • Source Context: Stanza 4 / Passage 1 & 6.
  • Q6 Rubric:
    • Keywords/Points: “Cheer of mind” represents internal happiness/peace; refuses to let lack of sight or external pity ruin his mood.
    • Source Context: Stanza 5 / Passage 1 & 4.
  • Q7 Rubric:
    • Keywords/Points: Expressing himself through singing grants joy, confidence, self-sovereignty, making him feel like a king.
    • Source Context: Stanza 5 / Passage 1 & 5.
  • Q8 Rubric:
    • Keywords/Points: Paradoxical contrast between physical limitation (“poor blind boy”) and supreme emotional contentment (“king”).
    • Source Context: Stanza 5 & Section F / Passage 1, 5 & 8.
  • Q9 Rubric:
    • Keywords/Points: Contrast between visual perception (seeing light) and non-visual framework (feeling warmth, activity, sleep).
    • Source Context: Stanzas 2–3 / Passage 1 & 6.
  • Q10 Rubric:
    • Keywords/Points: Rhythm/beat shifts from inquisitive/questioning tone in Stanzas 1–2 to confident contentment in Stanza 5.
    • Source Context: Section E / Passage 1 & 7.

Scenario-Based / Competency Marking Rubrics (5 Questions)

  • Q1 Rubric:
    • Keywords/Points: Focus on internal mindset over external lack; maintain “cheer of mind”; do not grieve unpossessed resources; cultivate self-reliance.
    • Source Context: Stanzas 4–5 / Passage 1, 4, 6.
  • Q2 Rubric:
    • Keywords/Points: Identify observer’s “heavy sighs” as misplaced; explain that loss cannot be felt if never known; request observer not to ruin boy’s joy.
    • Source Context: Stanza 4 / Passage 1 & 6.
  • Q3 Rubric:
    • Keywords/Points: Define time by subjective experience; waking/playing equals day; sleeping equals night; internal activity vs astronomical sun.
    • Source Context: Stanza 3 / Passage 1 & 6.
  • Q4 Rubric:
    • Keywords/Points: Tactile warmth of sun; sounds of singing/heavy sighs; scents/textures; absence of visual light rays.
    • Source Context: Section G / Passage 1, 2, 8.
  • Q5 Rubric:
    • Keywords/Points: Metaphor “I am a king”; emotional sovereignty; internal contentment independent of physical vision or external luxury.
    • Source Context: Stanza 5 & Section F / Passage 1 & 8.

Long-Answer / Essay Marking Rubrics (5 Questions)

  • Q1 Rubric:
    • Keywords/Points:
      • Stanza 1: Inquires about light/blessings.
      • Stanza 2: Questions sun’s role vs warmth.
      • Stanza 3: Establishes self-made day/night through sleep/play.
      • Stanza 4: Rejects pity, cites patience for unknown loss.
      • Stanza 5: Asserts emotional royalty (“king”) while singing.
    • Source Context: Stanzas 1–5 / Passage 1 & 6.
  • Q2 Rubric:
    • Keywords/Points:
      • Observer View: Pity, sorrow (“hapless woe”), heavy sighs, focus on visual loss.
      • Boy’s View: Patience, self-sufficiency, day/night created by action, feels like a king.
      • Synthesis: Contrast between external assumptions of misery vs internal experience of joy.
    • Source Context: Stanzas 2–5 & Vocabulary / Passage 1, 2, 6, 8.
  • Q3 Rubric:
    • Keywords/Points:
      • Metaphor: “I am a king” (inner strength/control).
      • Contrast: “poor blind boy” vs “king”; light vs warmth.
      • Rhyme Scheme: ABAB structure across 5 quatrains.
      • Rhythm Shift: Beat transitions from questioning inquiry to joyful contentment.
    • Source Context: Stanzas 1–5, Sections E & F / Passage 1, 7, 8.
  • Q4 Rubric:
    • Keywords/Points:
      • Light: Concept known only by name, unexperienced.
      • Sun: Experienced as warmth rather than brightness.
      • Day/Night: Tied to personal sleep and play cycles.
      • Loss: Frame of reference reframed—cannot lose what was never possessed.
    • Source Context: Stanzas 1–4 & Vocabulary / Passage 1, 2, 6.
  • Q5 Rubric:
    • Keywords/Points:
      • Patience: Bearing inevitable physical limitations without anger.
      • Psychological Independence: Refusing to let external pity destroy “cheer of mind”.
      • Contentment: Finding joy in self-expression (singing) and maintaining internal sovereignty.
    • Source Context: Stanzas 4–5 & Section F / Passage 1, 4, 6, 8.

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