Welcome to “Death of a Naturalist Workbook Solution: ISC Rhapsody & Prism,” where we delve into the profound narrative of Seamus Heaney’s evocative poem from ISC English Literature’s Rhapsody & Prism. Within these pages, we unravel the essence of “Death of a Naturalist” through meticulous workbook solutions. This post offers comprehensive answers to multiple-choice and contextual questions, enhancing your understanding of this poignant piece. Discover the journey of innocence and experience as we explore the transformation within the natural world. Each question serves as a gateway to dissecting the text, urging readers to analyze subtle nuances and extract deeper meanings. Contextual inquiries expand our scope for exploration, encouraging critical engagement with socio-cultural backgrounds and universal themes. Through this examination, readers hone their analytical skills and develop a profound appreciation for poetic craftsmanship. Whether you are a student navigating ISC English Literature or an avid reader exploring Heaney’s profound imagery, “ISC Rhapsody & Prism: Death of a Naturalist Workbook Solutions” promises valuable companionship. Join us on this literary journey as we illuminate the path to understanding, one workbook solution at a time.
Table of Contents
Poem Summary :
Poem in Detail
Lines 1 to 10
The poem begins with the line ‘All year’ that sets the period and time-scale. It suggests predictability, something which the speaker knows and takes comfort in. The poem describes a flax-dam which the speaker used to visit as a child all the year round. A flax-dam or a small pond, where flax is rotted to soften its fibre to produce linen. The speaker used to watch the process of flax being ‘festered’, ‘rotted’ and ‘sweltered’, focussing on the smell and sound produced by rotting flax.
The use of the word ‘Daily’ [line 5] stresses the fact that this happened all the time and this was normal; ‘sweltered’ suggests uncomfortable heat whereas ‘punishing sun’ suggests personification of sun, as it were correcting someone’s mistake. This foreshadows the guilt of the speaker which he feels later in the poem.
The speaker goes on to describe the flax-dam as a space buzzing and humming with vibrant life with the presence of ‘bluebottles’, ‘dragonflies’ and ‘spotted butterflies’.
But what the speaker liked the most was flax-dam covered with newly spawned frog eggs. They appeared to him as ‘warm’ and thick’ like ‘slobber’. Further, he describes the frog eggs as ‘clotted water’, i.e., stagnant water that turns foamy as it sits. In the shade of the banks’ suggest protection and safety that nature provides, when necessary; here, from the hot sun. The entire scene of the flax dam appeared to be gross and nauseating with its dirty looks and rotting smell is strangely appealing to the speaker. It seems that the speaker is a naturalist, scientist full of curiosity and spirit of exploration rather than disgust.
Lines 11 to 15
The use of the ‘here’ and ‘every’ suggest routine, expectation and anticipation of the speaker. The speaker would catch the frogspawn and put them into jam jars and place them on window sills at home and on shelves at school, so that they can be studied. The word jampotfuls’ is a childlike word that suggests child’s eagerness and excitement at the thought of collecting the frogspawn in the jars of jam. The reference to the frogspawn as ‘jellied/specks’ creates a strong visual image that suggests the miniscule size of the eggs such that the speaker does not realise that these are real live animals. And by stealing them he is not thinking about the consequences of his actions, which he would realise later. Here, the speaker just wanted to watch the frog eggs hatch: to see the fattening dots burst’ out of the eggs. In other words, the speaker wanted to see them grow into ‘nimble/ Swimming tadpoles.’
The speaker’s attitude toward this natural process was one of fascination and curiosity. The speaker wanted to study the life-cycle of the frogs indeed, as the title of the poem suggests, the speaker was a ‘naturalist,’ who remained a detached observer till the first stanza of the poem.
Lines 16 To 21
The Speaker Got Some Information About The Frogs From His Teacher, ‘Miss Walls.’ She Explained That The ‘Daddy Frog’ Was Called The ‘Bullfrog’ And The ‘Mammy Frog’ Laid Hundreds Of Eggs, A Layer Of ‘Frogspawn’ That Congealed On The Surface Of The Pond. The Language The Teacher Used Childish. She Personified The Frogs, Calling Them ‘Daddy’ And ‘Mammy,’ As Though They Formed A Human Family. This Personification Doesn’t Upset The Speaker’s Relationship With The Frogs, He Continued To Observe The Life Cycle Of Frogs With Childish Innocence And Curiosity. The Speaker Continued His Obsession With Frogs To Such An Extent That He Repeated The Word ‘Frog’ Obsessively Giving Rise To Diacope I.E., Underlining The Depth Of The Speaker’s Curiosity About These Creatures And Their Lives. (Refer To Style For Details) The Speaker Continued To Be A Naturalist Studying The Natural World With Detachment And Distance.
At The Start Of Line 19, The Speaker Tells Another Thing About Frogspawn- Apparently Unrelated Fact About Frogs That Their Bodies Changed Colour With The Weather, So One Could Use Them To Predict Rain And Clear Skies. It Appears That The Speaker Was Jumping Between Unrelated Facts With All The Energy And Enthusiasm Of An Excited Child.
The Stanza Ends Abruptly. It Is The First End-Stopped Line Since Line 7 And It Is Only Two Syllables Long. There Are Generally Ten Syllables Per Line. Line 21, Thus, Feels Abrupt-Like The Speaker’s Life Has Been Suddenly Interrupted. In The Next Stanza, It Will Become Clear How Transformative And Important That Interruption Really Was.
Lines 22 To 33
The Stanza Begins With The Word “Then’ Which Is Called The ‘Volta’ I.E., A Turn That Marks A Major Shift Within A Poem A Shift In Terms Of Tone, Diction, Imagery, Movement, Sound And Smell.
The Speaker, As Usual Visits The ‘Flax-Dam’. “The One Hot Day’ Suggests A Radical Reversal Of The Condition. However, His Focus Appears To Have Changed. He Is No Longer Excited By The Smell And Sounds Of The Flax-Dam. Rather He Finds The Fields Around The Flax-Dam Filled, With Unpleasant Smell. Then, The Speaker Notices The ‘Angry Frogs’ Who Have Invaded’ The Dam, And Their ‘Coarse Croaking. The Word ‘Invaded’ At The Start Of A New Line Suggests ‘In Great Numbers.’ Seeing The ‘Angry Frogs’ Invading The Flax-Dam, The Boy Thinks That The Frogs Are Annoyed With Him And That They Want To Take Revenge On Him, Just Like An Army. The Speaker Has Described The Boy As Ducking Through Hedges’ On Seeing The ‘Angry Frogs’. This Shows That The Boy Is Retreating And Is No Longer Feeling Safe And Secure In The Environment That He So Loved.
He No Longer Likes The Frogs ‘Best Of All’ Rather They Appear Quite Angry And Scary Like Human Beings. The Speaker No Longer Remains A ‘Naturalist’ As He Was. Now, Instead Of Studying The Frogs With Detachment, He Relates To Them Emotionally. It Seems That The Distance Between The Natural World And The Human World Has Broken Down.
The Speaker Has Used Natural Imagery As In The First Stanza, Conveying The Smell And Sound Of The ‘Flax-Dam’ To The Reader. However, The Connotations Of That Imagery Have Changed: The Speaker Is No Longer Interested In The Foul Smells And Chaotic Sounds. Now He Finds Them Resolutely Negative, Even Threatening. Similarly, The Speaker Continues To Use Enjambment In All The Lines. But The Enjambments No Longer Give The Expression Of An Excited Child; Here They Are Infused With Anxious Energy Which Will Continue To Build Over In The Rest Of The Lines.
In Lines 26-30, The Speaker Continues To Describe The Frogs, Who Have Gathered At The ‘Flax-Dam.’ The Speaker Begins By Describing The Sound Of Their Croaking. It Is Like A Bass Chorus’ I.E., Rough, Eerie And Unnatural. The Word ‘Chorus’ Suggests Great Numbers And A Group That Is Unified In Its Cause. The Harsh Sound Also Indicates The Hoarseness In The Speaker’s Voice That Has Come With Adolescence.
The Speaker’s Dismay And Disgust Mounts In The Lines That Follow As He Watches The ‘Gross Bellied Frogs, Gross Is A Pun, An Adjective That Means ‘Large’ And Also ‘Rude’ And ‘Disgusting’ Jumping Into The Pond. They Make A Sound That Seems Like ‘Obscene Threats’ A Metaphor That The Suggests The Sound Is Both Threatening And Dirty.
It Also Shows Up In The Other Simile In The Lines, Where The Speaker Compares The Frogs’ Necks To ‘Sails’ Flapping In The Wind. Usually, The Frogs’ Necks Inflate When They Croak And This Repels The Speaker. These Comparisons Are Quite Significant As They Underline An Important Change In The Speaker’s Relationship With The Frogs. The Frogs Are No Longer Separate From Human Beings And The Speaker Is No Longer A ‘Naturalist,’ Instead, The Speaker Seems Threatened By The Dirty, Foul World Of The Frogs.
The Boy Then Feels That The Frogs Are Like ‘Mud Grenades’, Symbolising Their Violent Attitude. The Sounds ‘Slap’ And ‘Plop’ Suggest A Sense Of Assault From The Frogs. Here, The Speaker Describes The Frogs As The Great Slime Kings’ Who Have Come To The ‘Flax-Dam’ To Take ‘Vengeance.’ In Other Words, They Want To Take Revenge On The Speaker For Stealing The Frogspawns. That’s Why They Seem So ‘Angry’ And So Threatening, To The Speaker Throughout The Second Stanza.
The Speaker Worries That If He Dipped His Hand The Spawn Would Clutch It. In Other Words, The Speaker Feels He Would Be Contaminated By The Frogs-Their Smelly, Slobbery World. The Speaker Has Grown Up In The Interval Between The First And Second Stanzas, Moved From Innocence To Experience. The Speaker Is Now An Adolescent Who Views The Facts Of Life The Creation Of Life And Its Early Development As Repulsive And Frightening.
But The Speaker Can Not Go Back: As The Poem Ends, The Speaker Is Trapped In The Slobbery State. He Is Projecting His Growing Awareness Of And Discomfort With His Own Body Onto Frogs. In Time He Would Be Able To Accept Himself As An Adult.
Workbook MCQs :
1. Which of the following is NOT correct about a flax-dam?
(a) It is a pond used to soften flax
(b) It is a stinky and vibrant place
(c) It is here bluebottles create bubbles
(d) In the dam rotting flax swelters in the sun.
Answer :- (c) It is here bluebottles create bubbles
2. What is describes in the poem as ‘green and heavy headed?
(a) Rotted Flax
(b) Bluebottles
(c) Butterflies
(d) Dragonflies
Answer :- (a) Rotted Flax
3. What are the ‘huge sods’ used to weigh down the flax?
(a) Heavy logs of wood
(b) heavy bundles of leaves
(c) Heavy turfs of grass
(d) None of the above
Answer :- (c) Heavy turfs of grass
4. What is ‘it’ that ‘sweltered in the punishing sun?
(a) Flax
(b) The speaker
(c) The living creatures
(d) None of the above
Answer :- (a) Flax
5. Which type of imagery is used in the line given below?
‘Bubbles gargled delicately…’
(a) Visual
(b) Olfactory
(c) Tactile
(d) Auditory
Answer :- (d) Auditory
6. What do the bluebottles produce in the flax-dam?
(a) Bubbles
(b) buzzing sound
(c) Flax
(d) None of the above
Answer :- (b) buzzing sound
7. What does the speaker find as ‘best of all?
(a) The frogspawn
(b) The butterflies
(c) The dragonflies
(d) The bluebottles
Answer :- (a) The frogspawn
8. Which figure of speech is used in the line ‘of frogspawn that grew like clotted water?
(a) Personification
(b) Metaphor
(c) Simile
(d) Allusion
Answer :- (c) Simile
9. What are the bluebottles, dragonflies, butterflies and frogspawn symbolic of?
(a) Colours in the flax-dam
(b) Life in the decaying flax
(c) Beauty in the flax-dam
(d) All of the above.
Answer :- (b) Life in the decaying flax
10. What is the phrase ‘every spring’ suggestive of in the poem?
(a) The beginning of new life
(b) The speaker’s enchantment with the flax-dam
(c) The speaker’s routine of visiting the flax-dam
(d) None of the above.
Answer :- (c) The speaker’s routine of visiting the flax-dam
11. Which figure of speech is used in the line given below?
I would fill jampotfuls of the jellied…..
(a) Personification
(b) Metaphor
(c) Assonance
(d) Simile
Answer :- (c) Assonance
12. What is the act of the filling pots of jam with frogspawn suggestive of?
(a) Childlike innocence
(b) The research by a naturalist
(c) Both (a) and (b)
(d) None of the above
Answer :- (c) Both (a) and (b)
13. Which of the following literary devices is used in the line given below?
On shelves at school, and wait and watch until.
(a) Alliteration
(b) Metaphor
(c) Simile
(d) Personification
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
14. The ‘fattening dots’ are metaphor for which of the following?
(a) Rotting flax
(b) Butterflies
(c) Growing eggs
(d) Dragonflies
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
15. What do the ‘fattening dots’ burst into?
(a) Butterflies
(b) Tadpoles
(c) Dragonflies
(d) Bluebottles
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
16. Who was Miss Walls in the poem?
(a) The speaker’s mother
(b) A naturalist
(c) The speaker’s teacher
(d) None of the above
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
17. How could the speaker predict weather by looking at the frogs?
(a) From their size
(b) From their colour
(c) From their tail
(d) None of the above
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
18. In the second stanza of the poem, the speaker could smell which of the following?
(a) Cowdung
(b) Rotting flax
(c) The dam air
(d) None of the above
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
19. Which of the following invaded the flax-dam?
(a) The tadpoles
(b) The dancing dragonflies
(c) The rotting flax
(d) The angry frogs
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
20. Who is T’ who ‘ducked through hedges?
(a) The speaker
(b) The angry frog
(c) The frogspawn
(d) None of the above
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
21. The ‘air was thick with bass chorus’ of which of the following?
(a) The group of flies
(b) The group of cows
(c) The group of frogs
(d) None of the above
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
22. Which literary device is used in the line given below?
their loose necks pulsed like sails.’
(a) Metaphor
(b) Simile
(c) Personification
(d) Assonance
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
23. Who are referred to in the poem as ‘mud grenades?
(a) The decayed flax
(b) The thick slobber
(c) The angry frogs
(d) None of the above
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
24. How does the speaker feel on hearing their blunt heads farting?
(a) Inquisitive
(b) Disgusting
(c) Enchanted
(d) None of the above
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
25. Who are referred to as ‘great slime kings?
(a) The living creatures in the fields
(b) The insects in the flax-dam
(c)The ‘invading’ frogs
(d) None of the above
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
26. What would happen if the speaker would put his hand in the frogspawn?
(a) He will be pulled inside
(b) He will be bitten by the insects
(c) His hand will be clutched
(d) None of the above
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
27. Why did the frogs want to take revenge on the speaker?
(a) For stirring the flax-dam
(b) For stealing their frogspawns
(c) For destroying the frogspawn
(d) None of the above
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
28. How did the speaker feel at the end of the poem?
(a) Fearful and loathsome
(b) Inquisitive and angry
(c) Revengeful and Indignant
(d) Fair and innocence
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
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Complete The Sentences :
1. The ‘flax-dam’ festered in the heart of the townland because flax needed to complete the process of rotting to be converted into linen.
2. The flax is pressed down by putting huge turfs of grass so that the flax can remain inside the water and rot easily
3. The speaker has used the phrase ‘sweltered in the punishing sun’ because he wanted to convey that despite the atmosphere of uncomfortable heat near the flax-dam he is not repulsed by the heat or the foul smell.
4. The speaker has used the phrase Bubbles gargled delicately because he wanted to convey two opposite connotations, one of soft innocent and playful image of a child blowing bubbles and the second, a harsh sound produced by ‘gargling’, hinting at suffocation or choking.
5. The speaker describes the warm thick slobber of frogspawn as ‘best of all’ because [ For Full Answers Get The Workbook Answers PDF – View ]
6. The speaker describes how the fattening dots burst into swimming tadpoles because [ For Full Answers Get The Workbook Answers PDF – View ]
7. Miss Walls describes the life-cycle of a frog and the role of played by the daddy and mammy frogs because [ For Full Answers Get The Workbook Answers PDF – View ]
8. The speaker says that the angry frogs had invaded the flax-dam because [ For Full Answers Get The Workbook Answers PDF – View ]
9. The speaker ducked through the hedges because [ For Full Answers Get The Workbook Answers PDF – View ]
10. In the last line of the poem, the speaker imagines being sucked into the frogspawn rather than being attacked by the angry frogs because [ For Full Answers Get The Workbook Answers PDF – View ]
Short Question Answers :
1. What does the phrase ‘All year’ given in the first line of the poem, Death of a Naturalist, suggest? Explain briefly what the speaker sees when he visited the flax-dam as described in the first stanza of the poem?
Answer :- The phrase “All year” at the beginning of Death of a Naturalist suggests a continuous, ongoing process or experience throughout the seasons. It implies that the flax-dam is a place of constant activity and change. When the speaker visits the flax-dam, he observes a vivid and somewhat grotesque scene filled with life. He sees “green and heavy-headed” flax rotting in the water, surrounded by the stench of decay. The water is “festered” and “sweltered” with bubbles and the stink of mud. The speaker also notes the buzzing of flies and the thick, warm air that carries a potent smell. This imagery highlights the rich, fertile, and somewhat unpleasant natural processes at play, indicating the environment’s vitality and the intricate, often harsh cycles of life and decay.
2. What type of sounds and smells does the speaker notice in the first stanza of the poem? What is their effect on him?
Answer :- In the first stanza of Death of a Naturalist, the speaker is acutely aware of the vivid and sensory-rich environment of the flax-dam. He notices the “coarse croaking” of frogs, the “gargled” sound of water, and the “slap and plop” of frogspawn. The air is thick with the “rank” and “fattening” stench of decaying flax and mud. The effect of these sounds and smells on the speaker is one of fascination and immersion in the natural world. Despite the unpleasantness, he is deeply intrigued and captivated by the visceral aspects of nature. The sensory details emphasize his initial innocent curiosity and enchantment with the natural environment, which later contrasts sharply with his subsequent fear and revulsion.
3. Why does the speaker describe the frogspawn as the best of all? What does it suggest about the speaker?
Answer :- The speaker describes the frogspawn as “the best of all” because of its fascinating, gelatinous texture and its association with new life and growth. As a child, he is particularly enchanted by the tactile and visual aspects of the frogspawn, seeing it as a symbol of wonder and curiosity. This description suggests that the speaker has a deep, innocent appreciation for nature’s marvels and is captivated by its processes. His fascination with frogspawn reveals a childlike sense of discovery and a keen interest in the natural world. This initial awe and delight in nature contrast sharply with the later fear and revulsion he experiences, highlighting the theme of innocence lost and the transition from a child’s wonder to a more complex and fearful understanding of nature.
4. What would the speaker do ‘every spring’ and why?
Answer :- Every spring, the speaker would eagerly collect jars of frogspawn from the flax-dam and bring them home. He would watch the tadpoles hatch and grow, fascinated by their transformation from tiny black dots to wriggling creatures. This annual ritual reflects his deep curiosity and love for nature, as well as a sense of wonder at the life cycle of frogs. The act of collecting frogspawn and observing the tadpoles shows his engagement with and enthusiasm for natural processes. This practice symbolizes his connection to and fascination with the natural world, which is an important part of his childhood experience. It underscores his innocence and the simple joy he finds in nature, a joy that contrasts with the fear and revulsion he feels later in the poem.
5. Describe briefly the imagery used to describe the life-cycle of a frog from ‘specks’ to becoming tadpoles and finally the frogs.
Answer :- In Death of a Naturalist, Seamus Heaney uses vivid imagery to describe the frog life-cycle. The “specks” of frogspawn are depicted as dark, tiny dots encased in a “jellied” mass, which eventually grow into tadpoles. These tadpoles are described as “nimble-swimming,” small, and black, highlighting their initial fragility and their active movement in the water. As they grow, they transform into fully formed frogs. This process is described using terms like “grenade” and “loose necks,” suggesting a sudden and almost explosive development into robust, powerful creatures. The imagery captures the dramatic and somewhat unsettling metamorphosis from delicate, almost alien-like beginnings to vigorous, assertive frogs, reflecting the natural wonder and the underlying tension in the transformation process.
6. What does Miss Walls tell the speaker about the frogs? How does he interpret her lesson in the second stanza of the poem?
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
7. Describe briefly the change in the attitude of the speaker when he visits the flax-dam on ‘one hot day’?
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
8. Why does the speaker ‘ducked through hedges’? What does it tell about his feelings at that time?
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
9. Explain briefly the two similes in the second stanza of the poem.
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
10. Who have been described by the speaker as the ‘great slime kings’? Why?
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
11. Explain the significance of the line, “I sickened, turned, and ran” with respect to the title of the poem.
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
12. What was the speaker’s fear in dipping his hand in the flax-dam in the final line of the poem? What does it suggest about the speaker’s frame of mind at that time?
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
Long Question Answers :
1. How apt is the title of the poem, Death of a Naturalist? Give reasons to justify your viewpoint.
Answer :- The title “Death of a Naturalist” is highly apt and evocative, encapsulating the central theme and narrative arc of the poem. Initially, the speaker embodies the role of a budding naturalist, filled with curiosity and wonder as he explores the natural world around him, particularly the flax-dam. However, his experiences at the flax-dam, particularly on “one hot day,” mark a profound shift in his perception of nature. The frogs, once objects of fascination, become sources of fear and revulsion, leading to the “death” of his innocence and idealized view of the natural world.
The title reflects this transformative moment where the speaker’s childhood enthusiasm for nature is extinguished, replaced by a more complex and unsettling understanding of its realities. The word “death” suggests a permanent and irreversible change, highlighting the speaker’s loss of innocence and the end of his naive engagement with the natural world. Overall, the title effectively captures the poem’s thematic essence, signaling the speaker’s transition from a wide-eyed naturalist to a more disillusioned and wary observer of nature.
2. Describe the ‘flax-dam’ as the laboratory which the speaker visited regularly till it marked the end of the ‘naturalist’ in him.
Answer :- The “flax-dam” in “Death of a Naturalist” serves as a rich and evocative setting, functioning as a metaphorical laboratory where the speaker conducts his explorations of the natural world. Initially, the flax-dam is depicted as a place of fascination and discovery, where the speaker regularly visits to collect frogspawn and observe the wonders of nature. It is described as teeming with life, filled with the sights, sounds, and smells of the natural environment.
However, the flax-dam also becomes the site of the speaker’s disillusionment and loss of innocence. On “one hot day,” his encounter with the frogs transforms his perception of the flax-dam from a place of wonder to one of fear and disgust. This pivotal moment marks the end of his identity as a “naturalist,” symbolizing the death of his innocence and idealized view of nature.
Overall, the flax-dam serves as a powerful metaphor for the speaker’s journey of self-discovery and the loss of childhood innocence. It is both a place of discovery and a site of transformation, reflecting the complex and often unsettling realities of the natural world.
3. Discuss how the two stanzas of the poem, Death of a Naturalist’ mark a transition of the speaker from childhood to adolescence.
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
4. Compare and contrast sights, smells, and sounds in the first stanza of the poem with that in the second stanza of the poem.
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
5. What, according to you, led to the ‘Death of a Naturalist? Give reasons to justify your answer.
Answer :- [ For Full Answers Get The Workbook Answers PDF – View ]
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