Class 11 English (Elective) Chapter 6 – The Third and Final Continent Important Question Answers from Woven Words Book
Class 11 English (Elective) The Third and Final Continent Important Question Answers – Looking for questions and answers for CBSE Class 11 English (Elective) Short Stories Chapter 6- The Third and Final Continent? Look no further! Our comprehensive compilation of important questions will help you brush up on your subject knowledge. Practising Class 11 English question answers can significantly improve your performance in the exam. Improve your chances of scoring high marks by exploring Chapter 6 – The Third and Final Continent now. The questions listed below are based on the latest CBSE exam pattern, wherein we have given NCERT solutions to the chapter’s extract-based questions, multiple choice questions and Extra Question Answers
Also, practising with different kinds of questions can help students learn new ways to solve problems that they may not have seen before. This can ultimately lead to a deeper understanding of the subject matter and better performance on exams.
- The Third and Final Continent NCERT Solutions
- The Third and Final Continent Grammar Exercises
- The Third and Final Continent Extract Based Questions
- The Third and Final Continent Multiple Choice Questions
- The Third and Final Continent Extra Question Answers
Related:
The Third and Final Continent Textbook Questions (NCERT Solutions)
Guess what these words and phrases mean from the context
LSE: This is an abbreviation for the London School of Economics and Political Science, a prestigious public research university located in London, England.
Grundig reel-to-reel: Grundig was a German manufacturer of electronics. A reel-to-reel was a type of magnetic tape audio recorder where the recording tape is held on reels that are wound onto spools during playback or recording.
hollered: Cried out loudly; shouted.
heralded: Signaled the coming of; announced.
clamorous: Making a loud and confused noise.
stucco: One of a series of similar houses joined together in a row, with an exterior wall covered in stucco (a type of plaster).
forsythia bushes: A dense, disorganized mass of forsythia bushes, known for their bright yellow spring flowers.
ruffles: Gathered or pleated strips of fabric used for trimming or decoration.
chapped: (Of skin) cracked, rough, and sore, especially because of exposure to cold or dry weather
foyer: an entrance hall or other open area in a building used by the public, especially a hotel or theatre.
mortified: Extremely embarrassed or ashamed.
UNDERSTANDING THE TEXT
1. Indicate the details that tell us that the narrator was not very financially comfortable during his stay in London.
Ans. In Jhumpa Lahiri’s The Third and Final Continent, several details illustrate the narrator’s financial hardship during his time in London. His journey to England on a “third-class cabin” in an Italian cargo ship immediately suggests a lack of funds. This is further emphasized by his living situation in London, where he shares a house with “at least a dozen” other Bengali bachelors, crammed “three or four to a room” and sharing a single, “icy toilet.” Their meals, often a simple “egg curry” eaten off newspapers, and pastimes like lounging in “drawstring pajamas” and attending cricket matches, highlight their limited resources and focus on basic necessities. These details collectively paint a picture of a life constrained by poverty, where the narrator and his housemates prioritize survival and education over comfort and leisure.
2. How did the narrator adjust to the ways of life first in London and then in Cambridge, U.S.A.?
Ans. In The Third and Final Continent, the narrator adjusts to a new life gradually, driven by necessity and observation. In London, he lives with other Bengali bachelors and focuses on work and studies while participating in simple group activities. Though his financial condition wasn’t good, he learns to navigate the city and its cultural norms, finding a sense of community in their shared experiences. When he arrives in Cambridge, U.S.A., his adjustment feels more lonely. He creates a daily routine for survival, learns American words and customs, and finds comfort in his work routine. His early days are marked by isolation, as he faces a stark environment and financial struggles.
3. What do you understand of the character of Mrs Croft from the story?
Ans. Mrs. Croft is an elderly, eccentric woman who is 103 years old. Her age connects her to a previous time. She values her independence and insists on keeping her routines, often speaking her mind. Though she can seem stern, she shows a vulnerable side through her reliance on her daughter. Her excitement about the moon landing reflects her sense of wonder and connects her to the changing world. Overall, Mrs. Croft blends old-fashioned values with strength and helps the narrator better understand America.
4. What kind of a relationship did Mrs Croft share with her daughter Helen?
Ans. Mrs. Croft and her daughter, Helen, share a relationship characterized by a blend of care and a certain degree of detachment. Helen, though not frequently present in the narrative, is shown to be responsible for her elderly mother’s well-being. She ensures Mrs. Croft’s basic needs are met and oversees the practical aspects of her life, such as managing the house and dealing with tenants. While there’s an underlying sense of duty and concern, the interactions between them lack warmth and emotional closeness. Mrs. Croft, in turn, seems to accept her daughter’s care without much display of affection. The relationship is more functional than emotional, highlighting the practicalities of caring for a very elderly parent.
5. How does the narrator bring out the contrast between the Indian way of life and American society? Do you think his wife Mala adjusted comfortably to the new way of life?
Ans.In “The Third and Final Continent,” the narrator illustrates the contrast between Indian and American life through various observations and experiences. He notes differences in daily routines, such as the American way of buying milk from stores rather than having it delivered, and the fast-paced lifestyle compared to that in Britain. He also observes differences in language and terminology (e.g., “elevator” vs. “lift”). The narrator highlights cultural differences in social interactions and expectations.
In respect of Mala’s adjustment, the story shows that she adapts to the new way of life, though it’s not without its challenges. The narrator expresses concern about her transition, especially considering she was initially homesick even when only a short distance from her parents in India. However, Mala demonstrates resilience. She learns to navigate her new surroundings, embraces aspects of American culture, and builds a life with the narrator. While she may have had moments of longing for her homeland, she ultimately adjusts to her life in America, as evidenced by their settled existence and family life.
6. How does the bond of affection between Mrs Croft and the narrator evolve?
Ans. The bond of affection between Mrs. Croft and the narrator evolves gradually from an initially formal landlady-tenant relationship into one marked by a degree of mutual respect and fondness. At first, Mrs. Croft appears to the narrator as an eccentric and demanding old woman, with her repetitive questions about the moon landing and insistence on her ways. However, the narrator responds with patience and politeness. His consistent respect and small acts of kindness, such as ensuring she receives her rent directly, begin to soften the edges of their interaction. As the narrator learns more about Mrs. Croft’s age and history, he develops a sense of admiration for her resilience. This growing respect, coupled with the shared experience of living in the same space, fosters a subtle but significant bond. By the end of the story, there’s a quiet affection between them, a mutual acknowledgment of each other’s humanity that transcends their cultural and generational differences.
TALKING ABOUT THE TEXT
Discuss in pairs or in small groups
1. Living abroad is challenging in many ways.
Ans. Jhumpa Lahiri beautifully captures some of these complexities in the final paragraph of “The Third and Final Continent.” In that poignant conclusion, the narrator reflects on his long life in America, a country that initially felt so foreign. He acknowledges the passing of time and the gradual assimilation he and his wife, Mala, have experienced. However, beneath this veneer of integration, there’s a subtle undercurrent of the immigrant experience that persists. He notes how their accents remain, a constant reminder of their origins. He also touches upon the quiet resilience and unspoken understanding that has grown between him and Mala, forged through the shared experience of building a life in a new land, navigating cultural differences, and creating a home away from home. Lahiri masterfully conveys that while physical relocation might be complete, the emotional and cultural journey of an immigrant is ongoing and layered. The “third and final continent” isn’t just America; it’s also the unique space immigrants inhabit – a space shaped by their past and their present, their heritage and their adopted home, a place where they are neither fully here nor fully there, but uniquely and resiliently themselves.
2. The Indian family system offers more security to the aged than what is found in the West.
Ans. Jhumpa Lahiri’s “The Third and Final Continent,” the story offers a subtle perspective on this theme through the narrator’s experiences. He comes from a culture where caring for his widowed mother was his duty. He mentions this sense of obligation as a parallel to his impending role as a husband to Mala, whom he barely knows. When he comes to America, he lives independently, first at the YMCA and then in Mrs. Croft’s house. There isn’t an expectation for his family back in India to provide for him in his old age, nor is there an immediate expectation for him to care for elderly relatives in America. Mrs. Croft, despite her advanced age, is fiercely independent, highlighting a different cultural value placed on self-reliance in old age. However, the story also shows the development of a different kind of security – the emotional bond and companionship that grows between the narrator and Mala. They build a life together in a new land, relying on each other for support and creating their own sense of family security. While it’s not the traditional security of the Indian joint family, it’s a security rooted in their shared immigrant experience and their evolving relationship. Ultimately, “The Third and Final Continent” doesn’t directly compare the Indian and Western family systems regarding care for the aged. However, through the narrator’s journey, it subtly highlights different cultural norms around independence, duty to elders, and the evolving definitions of family and security in a new cultural context. The security he finds in America is not the one he might have expected in India, but it becomes a meaningful and enduring one nonetheless.
3. The eccentricities of the old are often endearing.
Ans. In Jhumpa Lahiri’s “The Third and Final Continent,” Mrs. Croft immediately comes to mind. She is undeniably eccentric. Her rigid rules, her pronouncements delivered with unwavering certainty (“There is no such word as ‘super'”), her insistence on being addressed as “Mrs. Croft,” and her overall old-fashioned demeanor could easily be seen as odd. However, as the narrator gets to know her, these eccentricities become less about strangeness and more about the distinct character of an individual shaped by a different time and place. There’s a certain charm in her steadfastness, even if it’s initially off-putting. Her routines and pronouncements provide a sense of order in the narrator’s new and somewhat chaotic life in America. While the narrator might initially find her demanding, there’s an underlying respect that develops. He learns to navigate her world, and in doing so, he gains a glimpse into a different era and a different way of being. Her eccentricities, in a way, make her memorable and contribute to the unique fabric of his early experiences in America. So, while “endearing” might not be the first word that comes to mind when describing Mrs. Croft initially, her distinctiveness and the way the narrator gradually understands and even appreciates her quirks certainly aligns with the idea that the eccentricities of the old can be a significant and even charming aspect of their character. They offer a window into the past and a reminder of the diverse ways people navigate the world.
APPRECIATION
1. Discuss the manner in which the author interweaves details of the narrator’s family with the flow of the main narrative.
Ans. In The Third and Final Continent, Jhumpa Lahiri tells the story of a narrator whose family life deeply influences his experiences and identity in America. Instead of presenting this information in long sections, she blends it into the main story. These family memories often come to mind when he senses something familiar or during moments of connection or disconnection in his new life. For instance, his arranged marriage to Mala is introduced gradually. Lahiri doesn’t give a detailed backstory right away. Instead, she shares small moments – their letters, a brief meeting, and their initial awkwardness in a small apartment. These bits show the cultural differences and the somewhat distant nature of their marriage. This makes the narrator feel like an outsider, both in America and in his personal life. The narrator also remembers his family in Calcutta at key moments. A particular smell may remind him of his mother’s cooking, or a routine task might bring back thoughts of a sibling. These memories connect him to his past and highlight his feelings of emotional distance and longing for familiar connections. Lahiri uses these family details to explore the narrator’s inner thoughts and feelings. His early detachment and shyness, perhaps due to his marriage and relocation, gradually change as he builds unexpected relationships, like the one with Mrs. Croft. The difference between his past relationships and the warmer connections he makes now shows his growth and adjustment. The evolving relationship with Mala is also crucial to his integration into American life. Their shared experiences, small traditions, and raising a family together show their strength and ability to create a new home. This development is woven throughout the story, showing how he begins to feel a sense of belonging. Overall, Lahiri uses the narrator’s family details as important elements of his immigrant experience. They provide background for his feelings, highlight the cultural challenges he faces, and show his journey toward a new life and identity in America. His past remains a constant presence that shapes his present and future.
2. ‘Mrs Croft’s was the first death I mourned in America, for, hers was the first life I had admired; she had left this world at last, ancient and alone, never to return’—how do these lines encapsulate the bond that is possible between two strangers?
Ans. These lines poignantly encapsulate the unexpected and profound bond that can blossom between two strangers in the isolating landscape of a new country. For the narrator, Mrs. Croft’s death marks his first true experience of mourning in America, highlighting that despite their vast differences in age, culture, and temperament, she was the first person whose life he had truly admired in this new land. Her solitary existence and final departure underscore the vulnerability and potential loneliness of the immigrant experience, while his deep sense of loss reveals the unexpected connection they had forged. Mrs. Croft, in her own peculiar and often demanding way, had offered him a sense of stability and a point of reference in his initial disorientation. His admiration for her, despite her eccentricities, speaks to a recognition of her resilience and perhaps a shared sense of being an outsider in some way. Thus, her passing signifies not just the end of a life, but the severing of a crucial, albeit unconventional, tie that had anchored him in his early days in America, demonstrating that even between seemingly disparate individuals, a meaningful and impactful bond can take root and leave a lasting imprint.
3. Examine the pieces of conversation in the story. How do they reflect the worldview of each of the speakers?
Ans. In The Third and Final Continent, the conversations are often short and to the point, but they reveal a lot about the people speaking. Mrs. Croft speaks in a sharp and commanding way, showing that she strongly values traditions and has a more limited view of the world. Her frequent exclamations of “Good!” and her brief commands suggest that she believes in order and is resistant to new ideas. On the other hand, the narrator’s early conversations, which are often more about his thoughts than with others, highlight his feelings of being out of place and his cautious exploration of his new environment. When he talks to Mala, his new wife, their exchanges start off feeling awkward and formal, reflecting how their marriage was arranged and the cultural differences they face. However, as they get to know each other better, their conversations grow more comfortable and personal, showing how their relationship develops as they share new experiences together in a different country. The narrator’s brief conversation with Helen and Mrs Croft also shows his eagerness to fit in and learn about American customs, demonstrating his adaptability and openness to change. Overall, each piece of dialogue or silence helps create a detailed picture of each character’s beliefs, their place in the cultural setting, and how their views of the world change over time.
4. There are many instances of gentle humour in the story. Point out some of these and state how this contributes to the interest of the narration.
Ans. There are definitely moments of quiet humor in The Third and Final Continent. Mrs. Croft’s old-fashioned ways and her sometimes grumpy remarks and her reactions to things she finds unusual. The narrator’s initial awkwardness in America, like his confusion about certain customs or his internal struggles with the English language, also brings a smile to the reader’s face. Even the early interactions between him and Mala, with their hesitant attempts to connect despite their arranged marriage, have a touch of gentle comedy in their formality. This subtle humor makes the story more engaging because it makes the characters feel more real and relatable. It prevents the narrative from becoming too heavy or melancholic, even though it deals with serious themes of displacement and adaptation. These lighter moments offer a break and allow us to connect with the narrator’s experiences on a human level, making his journey more interesting and enjoyable to follow.
The Third and Final Continent Grammar Exercises
LANGUAGE WORK _________________________________________________________
1. ‘Don’t expect an English cup of tea’—how does this phrase bring out the contrast between the English and American attitudes?
Ans. The simple phrase, “Don’t expect an English cup of tea”, beautifully encapsulates a key contrast between English and American attitudes, particularly towards tradition and practicality. The English often have a more ritualistic and specific approach to tea-making – the right kind of tea, brewed for a precise time, perhaps with milk added in a particular order. It’s often seen as a small but important tradition. The American attitude, implied by the warning, is likely more pragmatic and less concerned with such formalities. It suggests a “tea is tea” mentality, where the focus is on the beverage itself rather than the ceremony surrounding it. This difference highlights a broader divergence in cultural values: the English tendency towards upholding established customs and the American inclination towards efficiency and a more relaxed approach to tradition. The phrase, therefore, is a small but potent symbol of these contrasting worldviews.
2. How did the narrator learn to distinguish between ‘a flask’ and ‘a thermos’?
Ans.The narrator wanted something to store hot water for tea. He asked for a ‘flask’. Salesman in Woolworth’s referred to it as a thermos. He informed the narrator that a flask was used to store whiskey.
3. It took the narrator quite some time to understand that what he heard as ‘piper’, in fact, meant ‘paper’ and the phrase ‘mind the gap’ in the Tube. What do you think caused the problem?
Ans. The problem likely stemmed from a combination of factors related to language acquisition and cultural context. The accent differences played a significant role. The pronunciation of words can vary greatly between different English dialects. The way “paper” is pronounced in American English, with a stronger emphasis on the first syllable and a different vowel sound, could easily sound like “piper” to someone accustomed to a different accent, perhaps a more British or Indian English pronunciation. The lack of familiarity with idiomatic expressions contributed to the confusion with “mind the gap.” This phrase is specific to the London Underground (the Tube) and is used as a warning to passengers to be careful when stepping between the train and the platform. Someone unfamiliar with the Tube system and its specific announcements would have no prior context to understand the meaning of this phrase. Without the visual cue of the gap itself and the understanding of its potential danger, the words “mind the gap” would likely sound like a nonsensical string of sounds. The process of learning a new language and adapting to a new environment inherently involves such misunderstandings. The brain is trying to make sense of unfamiliar sounds and patterns based on existing knowledge. In the initial stages of immersion, it’s common to mishear words or misinterpret phrases until one becomes more attuned to the specific sounds, rhythms, and cultural nuances of the new language environment. The narrator’s experience highlights the challenges of navigating a new linguistic landscape, even within the same base language.
4. Make a list of items that are referred to differently in British and American English, for example, ‘lift’ (BE) ‘elevator’ (AmE).
Ans.
| American | British |
| apartment | flat |
| garbage | rubbish |
| cookie | biscuit |
| parking lot | car park |
| pants | trousers |
| windshield | windscreen |
| french fries | chips |
5. See if you understand what the following words that are parts of a house mean. Look up the dictionary if you don’t.
| parlour | foyer | lounge | porch |
| lobby | attic | portico |
Ans.
Parlour: A formal sitting room or reception room in a large house. Historically, it was a room for entertaining guests.
Foyer: An entrance hall or area inside the front door of a house or building, often leading to other rooms.
Lounge: A comfortable room in a house where people can sit and relax. It’s often used informally.
Porch: A covered shelter projecting in front of the entrance of a building.
Lobby: An entrance hall, especially in a large building such as a hotel, theater, or office building. In a house, it might refer to a larger entrance area.
Attic: A space or room inside or partly inside the roof of a house.
Portico: A structure consisting of a roof supported by columns at regular intervals, typically attached as a porch to a building.
CBSE Class 11 English (Elective) Chapter 6 The Third and Final Continent Extract-Based Questions
A.
I left India in 1964 with a certificate in commerce and the equivalent, in those days, of ten dollars to my name. For three weeks I sailed on the SS Roma, an Italian cargo vessel, in a third-class cabin next to the ship’s engine, across the Arabian Sea, the Red Sea, the Mediterranean and, finally, to England. I lived in north London, in Finsbury Park, in a house occupied entirely by penniless Bengali bachelors like myself, at least a dozen and sometimes more, all struggling to educate and establish ourselves abroad. I attended lectures at the LSE and worked at the university library to get by. We lived three or four to a room, shared a single, icy toilet, and took turns cooking pots of egg curry, which we ate with our hands on a table covered with newspapers. Apart from our jobs we had few responsibilities. On weekends we lounged barefoot in drawstring pyjamas, drinking tea and smoking Rothmans, or set out to watch cricket at Lord’s. Some weekends the house was crammed with still more Bengalis to whom we had introduced ourselves at the greengrocer or on the Tube, and we made yet more egg curry, and played Mukesh on a Grundig reel-to-reel, and soaked our dirty dishes in the bathtub. Every now and then someone in the house moved out to live with a woman whom his family back in Calcutta had determined he was to wed. In 1969, when I was thirty six years old, my own marriage was arranged. Around the same time, I was offered a full-time job in America, in the processing department of a library at MIT. The salary was generous enough to support a wife, and I was honoured to be hired by a world-famous university, and so I obtained a sixth-preference green card and prepared to travel farther still.
Q1. When did the narrator leave India, and how much money did he have?
Ans. The narrator left India in 1964 with the equivalent of ten dollars.
Q2. How did the narrator travel to England?
Ans. The narrator sailed to England on the SS Roma, an Italian cargo vessel, in a third-class cabin.
Q3. Where in London did the narrator live, and who were his housemates?
Ans. The narrator lived in Finsbury Park, in north London, with a group of penniless Bengali bachelors.
Q4. What were some of the common activities the narrator and his housemates engaged in?
Ans. They attended lectures at the LSE, worked at the university library, cooked egg curry, relaxed in drawstring pajamas, drank tea, smoked Rothmans, watched cricket at Lord’s, listened to Mukesh, and soaked dishes in the bathtub.
Q5. What two significant events happened to the narrator in 1969?
Ans. In 1969, the narrator’s marriage was arranged, and he was offered a job at MIT in America.
B.
By now I had enough money to go by plane. I flew first to Calcutta, to attend my wedding, and a week later I flew first to Boston, to begin my new job. During the flight I read The Student Guide to North America, a paperback volume that I’d bought before leaving London, for seven shillings six pence on Tottenham Court Road for, although I was no longer a student, I was on a budget all the same. I learned that Americans drove on the right side of the road, not the left, and that they called a lift an elevator and an engaged phone busy. ‘The pace of life in North America is different from Britain as you will soon discover,’ the guidebook informed me. ‘Everybody feels he must get to the top. Don’t expect an English cup of tea.’ As the plane began its descent over Boston Harbour, the pilot announced the weather and time, and that President Nixon had declared a national holiday: two American men had landed on the moon. Several passengers cheered. ‘God bless America!’ one of them hollered. Across the aisle, I saw a woman praying.
Q1. Where did the narrator fly to first, and for what reason?
Ans. The narrator flew first to Calcutta to attend his wedding.
Q2. What did the narrator read on his flight to Boston?
Ans. He read “The Student Guide to North America.”
Q3. What were some of the things the narrator learned from the guidebook?
Ans. He learned that Americans drive on the right side of the road, call a lift an elevator, and an engaged phone busy. He also learned that the pace of life in North America is faster than in Britain, and that English tea is not a common expectation.
Q4. What major event was announced as the plane descended over Boston Harbor?
Ans. The pilot announced that two American men had landed on the moon, and President Nixon had declared a national holiday.
Q5. How did some of the passengers react to the announcement?
Ans. Several passengers cheered, and one hollered, “God bless America!” A woman across the aisle was praying.
C.
I spent my first night at the YMCA in Central Square, Cambridge, an inexpensive accommodation recommended by my guidebook. It was walking distance from MIT, and steps away from the post office and a supermarket called Purity Supreme. The room contained a cot, a desk and a small wooden cross on one wall. A sign on the door said cooking was strictly forbidden. A bare window overlooked Massachusetts Avenue, a major thoroughfare with traffic in both directions. Car horns, shrill and prolonged, blared one after another. Flashing sirens heralded endless emergencies and a fleet of buses rumbled past, their doors opening and closing with a powerful hiss, throughout the night. The noise was constantly distracting, at times suffocating. I felt it deep in my ribs, just as I had felt the furious drone of the engine on the SS Roma. But there was no ship’s deck to escape to, no glittering ocean to thrill my soul, no breeze to cool my face, no one to talk to. I was too tired to pace the gloomy corridors of the YMCA in my drawstring pyjamas. Instead I sat at the desk and stared out the window, at the city hall of Cambridge and a row of small shops. In the morning I reported to my job at the Dewey Library, a beige fortlike building by Memorial Drive. I also opened a bank account, rented a post office box, and bought a plastic bowl and a spoon at Woolworth’s, a store whose name I recognised from London. I went to Purity Supreme, wandering up and down the aisles, converting ounces to grams and comparing prices to things in England. In the end I bought a small carton of milk and a box of cornflakes. This was my first meal in America. I ate it at my desk. I preferred it to hamburgers or hot dogs, the only alternative I could afford in the coffee shops on Massachusetts Avenue, and, besides, at the time I had yet to consume any beef. Even the simple chore of buying milk was new to me; in London we’d had bottles delivered each morning to our door.
Q1. Where did the narrator stay on his first night in America?
Ans. He stayed at the YMCA in Central Square, Cambridge.
Q2. What were some of the things located near the YMCA?
Ans. MIT, the post office, and a supermarket called Purity Supreme.
Q3. What was the narrator’s first meal in America, and where did he eat it?
Ans. His first meal was a small carton of milk and a box of cornflakes, which he ate at his desk.
Q4. Where did the narrator begin working in America?
Ans. He started working at the Dewey Library, a beige fortlike building by Memorial Drive.
Q5. What did the narrator find unusual about buying milk in America?
Ans. He was not used to buying milk in a store because in London, milk bottles were delivered to the door each morning.
D.
In a week I had adjusted, more or less. I ate cornflakes and milk, morning and night, and bought some bananas for variety, slicing them into the bowl with the edge of my spoon. In addition I bought tea bags and a flask, which the salesman in Woolworth’s referred to as a thermos (a flask, he informed me, was used to store whiskey, another thing I had never consumed). For the price of one cup of tea at a coffee shop, I filled the flask with boiling water on my way to work each morning, and brewed the four cups I drank in the course of a day. I bought a larger carton of milk, and learned to leave it on the shaded part of the windowsill, as I had seen another resident at the YMCA do. To pass the time in the evenings I read the Boston Globe downstairs, in a spacious room with stained glass windows. I read every article and advertisement so that I would grow familiar with things and, when my eyes grew tired, I slept. Only I did not sleep well. Each night I had to keep the window wide open; it was the only source of air in the stifling room, and the noise was intolerable. I would lie on the cot with my fingers pressed into my ears but when I drifted off to sleep, my hands fell away and the noise of the traffic would wake me up again. Pigeon feathers drifted onto the windowsill and, one evening, when I poured milk over my cornflakes, I saw that it had soured. Nevertheless I resolved to stay at the YMCA for six weeks, until my wife’s passport and green card were ready. Once she arrived I would have to rent a proper apartment and so, from time to time, I studied the classified section of the newspaper, or stopped in at the housing office at MIT during my lunch-break, to see what was available in my price range. It was in this manner that I discovered a room, for immediate occupancy, in a house on a quiet street, the listing said, for eight dollars per week. I copied the number into my guidebook and dialled from a pay telephone, sorting through the coins with which I was still unfamiliar, smaller and lighter than shillings, heavier and brighter than paisas.
Q1. What did the narrator eat regularly, and what did he buy for variety?
Ans. He ate cornflakes and milk regularly and bought bananas for variety.
Q2. What did the salesman at Woolworth’s tell him about a “flask”?
Ans. The salesman told him that a flask was used to store whiskey, and the item he wanted was called a thermos.
Q3. How did the narrator spend his evenings at the YMCA?
Ans. He spent his evenings reading the Boston Globe in a spacious room with stained glass windows.
Q4. What were the narrator’s sleeping conditions like at the YMCA?
Ans. He did not sleep well because the room was stifling, the noise from the street was intolerable, and he had to keep the window open for air.
Q5. Why was the narrator looking for a new place to live, and how did he find one?
Ans. He was looking for a new place because he would need a proper apartment once his wife arrived. He found a room for rent in a house on a quiet street by studying the classified section of the newspaper and checking the housing office at MIT.
Class 11 The Third and Final Continent Multiple Choice Questions
Q1. At the beginning of the story, the narrator moves to which city?
A. Boston
B. Calcutta
C. London
D. New York
Ans. C. London
Q2. From which city does the narrator’s wife, Mala, come?
A. Boston
B. Calcutta
C. London
D. New York
Ans. B. Calcutta
Q3. How does Mrs. Croft react to the news of the moon landing?
A. Anger and disbelief
B. Disbelief and delight
C. Indifference
D. Sadness
Ans. B. Disbelief and delight
Q4. How old is Mrs. Croft?
A. 100
B. 103
C. 80
D. 90
Ans. B. 103
Q5. In “The Third and Final Continent,” the phrase “mind the gap” refers to:
A. A cultural misunderstanding
B. A feeling of alienation
C. The space between the train and the platform
D. The time spent on three continents
Ans. C. The space between the train and the platform
Q6 Where does the narrator get a job?
A. A college library
B. A hospital
C. A law firm
D. A restaurant
Ans. A. A college library
Q7. Where does the narrator initially live?
A. A friend’s house
B. A hotel
C. A private apartment
D. The YMCA
Ans. D. The YMCA
Q8. What type of marriage is between the narrator and Mala?
A. A love marriage
B. A modern romance
C. An arranged marriage
D. Based on a brief acquaintance
Ans. C. An arranged marriage
Q9. What does the narrator do for a living?
A. Doctor
B. Engineer
C. Librarian
D. Teacher
Ans. C. Librarian
Q10. What is the name of the woman with whom the narrator initially lives in America?
A. Helen Croft
B. Mala
C. Mrs. Croft
D. Mrs. Sen
Ans. C. Mrs. Croft
Q11. What is the setting of the story?
A. Boston and London
B. Calcutta and London
C. Calcutta and New York
D. London and New York
Ans. A. Boston and London
Q12. What is the name of the building where the narrator take pictures of Mala so she can send them to her parents?
A. Church
B. Library
C. Prudential building
D. School
Ans. C. Prudential building
Q13. What news, towards the end of the story, deeply affects the narrator?
A. His brother’s death
B. His son’s graduation
C. Mala’s illness
D. Mrs. Croft’s death
Ans. D. Mrs. Croft’s death
Q14. What signifies the narrator and Mala’s complete adaptation to the US?
A. Buying a car
B. Celebrating American holidays
C. Having many American friends
D. Obtaining American citizenship
Ans. D. Obtaining American citizenship
Q15. What does Mrs. Croft always say about the moon landing?
A. “How extraordinary!”
B. “Isn’t that splendid!”
C. “What a waste of money!”
D. “I don’t believe it.”
Ans. B. “Isn’t that splendid!”
Q16. What does the narrator often bring home for his son to make him feel closer to their culture?
A. American novels
B. Bengali food
C. English tea
D. Souvenirs from around the world
Ans. B. Bengali food
Q17. What does the narrator learn that a “flask” is called in America?
A. A thermos
B. A vase
C. A water bottle
D. A whiskey container
Ans. A. A thermos
Q18. What event in America does Mrs. Croft repeatedly ask the narrator about?
A. A famous baseball game
B. A historical presidential speech
C. The first flight
D. The moon landing
Ans. D. The moon landing
Q19. What is Mala doing when the narrator learns of Mrs. Croft’s passing?
A. Cooking
B. Knitting
C. Reading
D. Sleeping
Answer: B. Knitting
Q20. What is one of the items that the narrator and Mala discover being sold in Harvard Square?
A. Bay leaves
B. English tea
C. Indian spices
D. Silk fabrics
Answer: A. Bay leaves
CBSE Class 11 English (Elective) Chapter 6 – The Third and Final Continent Extra Question and Answers
Q1. What are the three “continents” referred to in the title of the story, and what do they represent in the narrator’s life?
Ans. The three continents are Asia, Europe and North America. They represent the narrator’s geographical journey and, more importantly, the stages of his evolving identity and sense of belonging. Calcutta is his origin, London is a transitional space, and America becomes his final, adopted home where he builds a life and family.
Q2. How does Mrs. Croft, the narrator’s elderly landlady in Cambridge, Massachusetts, influence his early experience in America?
Ans. Despite her demanding and eccentric nature, Mrs. Croft provides the narrator with a sense of stability and a connection, however unconventional, in his initial isolation. Her strict rules and pronouncements introduce him to American customs and language (like “thermos” instead of “flask”). Ultimately, the narrator comes to admire her resilience and her long life in America, and her death marks his first true mourning in his new country.
Q3. What is the nature of the narrator’s arranged marriage to Mala, and how does their relationship evolve throughout the story?
Ans. Their marriage begins as a practical arrangement, marked by initial awkwardness and distance due to cultural differences and their limited prior interaction. However, as they navigate their new life in America together, sharing experiences and building a home, their relationship gradually deepens into a comfortable companionship and mutual affection. This evolution highlights the possibility of finding connection and love even in unconventional circumstances.
Q4. How does the theme of cultural assimilation and the immigrant experience manifest in the narrator’s journey?
Ans. The narrator’s journey is a gradual process of cultural assimilation. He learns new customs, adapts to American English, and forms relationships in his new environment. The initial feelings of displacement and loneliness slowly give way to a sense of belonging as he builds a life, finds love, and raises a family in America. The story subtly portrays the challenges and the quiet resilience required to navigate a new culture while retaining ties to one’s past.
Q5. What is the significance of the story ending with the narrator reflecting on his long life in America with his wife and children?
Ans. The ending emphasizes the successful integration and the creation of a new identity rooted in America. The narrator’s reflection on his enduring marriage and his American-born children signifies the establishment of his “third and final continent” – a life fully lived and embraced in his adopted homeland. It underscores the themes of adaptation, the formation of new roots, and the possibility of finding belonging and happiness in a foreign land.