NCERT Class 10 Words and Expression 2 Unit 4 From The Diary of Anne Frank solutions. It is for boosting the knowledge of students.
Let’s Begin
The World Wars fought in the past stand testimony to the fact that fighting wars brings severe human suffering. The sufferers, including women and children are left behind with trauma and indelible impressions on their minds. You have read in the Class X English textbook the account of one such war in the diary of Anne Frank who may relate to Anne Frank’s feeling of alienation and isolation.
Reading Comprehension
Text I
The following excerpt is from the diary of Lena Mukhina, a teenage girl who had undergone the atrocities of Germans when they fortified the city of Leningrad lasted from September 1941 to 1944. The city was cut
off from the rest of Russia. The Germans continuously bombarded the city which resulted in death, destruction, and starvation of the people. However, the resolute Russians were warned in the beginning that the enemy was at the gate and it was a question of life and death. They fought bravely and failed the Germans in their evil designs.
Read the excerpt and answer the questions that follow.
Foreword from The Diary of Lena Mukhina
No one could possibly have known that the city would remain in the grip of siege for 872 days and nights. But Leningrad’s citizens had begun to feel the breath of war as early as September. Daily air raids and artillery bombardment of residential neighbourhoods drove the city’s inhabitants into bomb shelters, several times a day, and for hours at
a time. People’s initial curiosity in the aftermath of the first bomb attacks soon gave way to fear and then, in conditions of appalling hunger and cold, to apathy. Leningraders welcomed inclement weather for the reduced visibility it brought. They came to dread sunny days
and moonlit nights, when the Germans would be sure to bomb their city. Cloud cover, however, offered no protection from artillery fire: in just over six months from the start of the siege there were only thirty-two days when shells did not explode on the city’s streets. Hunger soon set in. Between September and November 1941 the bread rations that had been announced in July were reduced five times, reaching their lowest point on 20 November—125 ‘blockade grams’ for children, dependents and white-collar workers and 250g for manual workers, technicians and engineers. Rations of meat, butter, sugar and other food items were severely reduced. The summer months and the beginning of autumn, when it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.
Q. 1. Infer the meanings of the following expressions The first has been done for you as an example.
(a) to feel the breath of war. there were indications that was was going to start soon.
(b) appalling hunger and cold. _______________________
(c) start of the siege. ________________________________
(d) blockade grams: _________________________________
Q. 2. List the words from the passage which are related to the war, for example ‘bombardment’.
________________________________________________________________________________________________________________________________________________
Q. 3. Answer the following questions:
(a) Who were the captives as stated in the above passage?
(b) Why did the people under siege welcome the bad weather conditions?
(c) What were the fears in the mind of the people?
(d) Have the people lost hope or reconciled to the existing situation?
Q. 4. Tick the correct answer
… When it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.’ It means.
(a) There was hope of getting ration soon.
(b) Citizens under siege had to show their ration cards for buying food.
(c) There were shops and canteen for buying food for the peopleunder siege.
(d) The possibility of buying the food without a ration card as in the past, was no more than a memory ow.
Answers:
Reading Comprehension
Q. 1. Infer the meanings of the following expressions:
(a) To feel the breath of war: There were indications that war was going to start soon.
(b) Appalling hunger and cold:
The extreme and unbearable condition of starvation and freezing temperatures.
(c) Start of the siege:
The beginning of a military blockade where a city or area is cut off from supplies and communication.
(d) Blockade grams:
A small and specific ration of food provided during a siege, particularly as part of the restricted food supply.
Q. 2. List the words from the passage related to the war:
- Bombardment
- Siege
- Air raids
- Artillery
- Bomb attacks
- Rations
- Blockade
- Enemy
- Shells
- Explosion
Q. 3. Answer the following questions:
(a) Who were the captives as stated in the above passage?
The citizens of Leningrad, who were trapped and surrounded during the siege by the Germans, are referred to as the captives.
(b) Why did the people under siege welcome the bad weather conditions?
The people welcomed bad weather conditions because it reduced visibility for German bombers, providing some relief from the air raids.
(c) What were the fears in the mind of the people?
The people feared the constant bombings, artillery fire, starvation, and death due to lack of food and supplies during the siege.
(d) Have the people lost hope or reconciled to the existing situation?
The people appear to have been in a state of resignation, as their initial curiosity turned into fear, and eventually into apathy due to hunger and cold.
Q. 4. Tick the correct answer:
“When it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.” It means:
- (d) The possibility of buying food without a ration card as in the past was no more than a memory now.
This passage highlights the difficult conditions faced by the citizens of Leningrad during the siege and their struggle for survival amidst war.
Reading Comprehension
Text II
There are many ways of recording the events, news, and personal experiences. Diary writing, logbook, daybook, journal, etc. are a few to name. The journal writing about an event, activity or experience, etc.
The following is an excerpt from the beginning of A Journal of the Plague Year by Daniel Defoe.
A Journal of the Plague Year
It was about the beginning of September, 1664, That I, among the rest of my neighbours, heard in ordinary discourse that the plague was returned again in Holland; for it had been very violent there, and particularly at Amsterdam and Rotterdam, in the year 1663, whither, they say, it was brought, some said from Italy, others from the Levant, among some goods which were brought home by their Turkey fleet; others said it was brought from Candia; others from Cyprus. It mattered not from whence it came; but all agreed it was come into Holland again.
We had no such thing as printed newspapers in those days to spread rumours and reports of things, and to improve them by the invention of men, as I have lived to see practiced since. But such things as these were gathered from the letters of merchants and others who corresponded abroad, and from them were handed about by word of mouth only; so that things did not spread instantly over the whole nation, as they do now. But it seems that the Government had a true account of it, and several councils were held about ways to prevent its coming over; but all was kept very private. Hence, it was that this rumour
died off again, and people began to forget it as a thing we were very little concerned in, and that we hoped was not true; till the latter end of November or the beginning of December 1664 when two men, said to be Frenchmen, died of the plague in Long Acre, or rather at the upper end of Drury Lane. The family they were in endeavoured to conceal it as much as possible, but as it had gotten some vent in the discourse of the neighbourhood, the Secretaries of State got knowledge of it; and concerning themselves to inquire about it, in order to be certain of the truth, two physicians and a surgeon were ordered to go to the house and make inspection. This they did; and finding evident tokens of the sickness upon both the bodies that were dead, they gave their opinions publicly that they died of the plague. Whereupon, it was given in to the parish clerk, and he also returned them to the Hall; and it was printed in the weekly bill of mortality in the usual manner, thus — Plague 2. Parishes infected 1.
Q.1. The above passage is written in the English that was prevalent in the eighteenth century. Find some words and phrases from the text which seem different as compared to the English language usage at present. List them and find an appropriate substitute for each. Look at the example given below:
Q. 2. Answer the following questions:
(A) What is being about in the first paragraph of Daniel Defoe’s journal?
(b) How was news about important events circulated during those days?
(c) Why did the rumour about the plague die off/
(d) How was the news about the plague confirmed?
Q.3. Tick the correct answer.
… the weekly bill of mortality’ means:
(a) The weekly payment of dues
(b) The weekly news about the deaths
(c) The statements about the hospital expenditure issued every week
(d) The list which was issued weekly, of persons who died due to plague
Answers:
Q.1. The passage is written in the older English style. Some words and phrases that differ from modern English usage include:
- “whither” (modern equivalent: “where”)
- “among the rest of my neighbours” (modern equivalent: “like the rest of my neighbors”)
- “it mattered not” (modern equivalent: “it did not matter”)
- “endeavoured” (modern equivalent: “tried” or “attempted”)
- “concerned themselves to inquire” (modern equivalent: “took interest in inquiring”)
Q.2.
(a) What is being discussed in the first paragraph of Daniel Defoe’s journal?
In the first paragraph, Defoe discusses the rumors of the plague returning to Holland in 1664. The plague had previously been violent in places like Amsterdam and Rotterdam, and people speculated about its origins, with theories that it was brought from various places like Italy, the Levant, or Cyprus.
(b) How was news about important events circulated during those days?
In those days, news was not spread instantly like today. Since there were no printed newspapers, the information was gathered from letters of merchants or people who corresponded abroad. The news was then passed around by word of mouth.
(c) Why did the rumor about the plague die off?
The rumor died off because the news was kept very private by the government. People began to forget about it and hoped it was not true since there was no significant outbreak at that time.
(d) How was the news about the plague confirmed?
The news about the plague was confirmed when two physicians and a surgeon inspected the bodies of two men who had died in Long Acre. After the inspection, they gave their opinions publicly that the men had died of the plague. This information was then printed in the weekly bill of mortality.
Q.3. Tick the correct answer.
“… the weekly bill of mortality” means:
(b) The weekly news about the deaths.
Vocabulary
1. Choose a word or expression that completes each of the following sentences. One has been done for you.
(a) I can’t tell you the plan because I don’t know about it.
(him her it them)
(b) One should learn to defend _______ against bullies.
(herself itself himself oneself)
(c) The girls ______ were helping you were probably Rahul’s friends.
(Which who that they)
(d) These dresses belong to you. I am sure they are ______.
(yours your yours’ theirs)
(e) The fire caused serious _______ to the groups of houses.
(damage damages injuries injury)
(f) The board was ______ plans for the tournament.
(concerned to concern about concerned at concerned with)
Answers:
(a) I can’t tell you the plan because I don’t know about it.
(Correct answer: it)
(b) One should learn to defend oneself against bullies.
(Correct answer: oneself)
(c) The girls who were helping you were probably Rahul’s friends.
(Correct answer: who)
(d) These dresses belong to you. I am sure they are yours.
(Correct answer: yours)
(e) The fire caused serious damage to the groups of houses.
(Correct answer: damage)
(f) The board was concerned with plans for the tournament.
(Correct answer: concerned with)
Grammar
Idiomatic expression
1. Refer to the lesson ‘From the dairy of Anne Frank’ in your Class X textbook. There are some idiomatic expressions in the text. for Example:
(a) Our entire class is quaking in its boots.
Quake in (one’s boot: to tremble with fear or nervousness
(b) Until then we keep telling each other not to lose heart.
Not to lose one’s heart: not to lose hope or not to feel demoralised
Now, look at the idiomatic expressions given below. Use a dictionary to find out the meanings. Make sentences using the expressions.
ali’s fair in love war icing on the cake
call the shots chalk and cheese
raining cats and dogs breaking the ice
2. Fill in the blanks using the contracted forms of the verbs. One has been done for you.
This is a beautiful flower. Is not it? Isn’t it?
(A) You should not eat so much. You ______ eat so much.
(b) They have written the story. _______ written the story.
(c) Let us go watch a movie. ____ go watch a movie.
(d) He did not play tennis. He _______ play tennis
(e) I could not find my friend in the crowd. I _______ find my friend in the crowd.
(f) Here is your bag. _______ your bag.
(g) I would guide him. ___________ guide him.
(h) They are not rich. They _______ rich.
Answers:
1. Idiomatic expressions:
- All’s fair in love and war: Anything is acceptable in the pursuit of love or in conflict.
- Sentence: They both fought hard for the promotion, but all’s fair in love and war.
- Icing on the cake: An additional benefit that makes a good situation even better.
- Sentence: Winning the championship was amazing, but getting a bonus prize was the icing on the cake.
- Call the shots: To be in control or make the important decisions.
- Sentence: In our group, Sarah calls the shots when it comes to organizing events.
- Chalk and cheese: Two things that are completely different.
- Sentence: Even though they’re twins, their personalities are like chalk and cheese.
- Raining cats and dogs: It’s raining very heavily.
- Sentence: We couldn’t go outside because it was raining cats and dogs.
- Breaking the ice: To initiate conversation in a social setting to ease tension.
- Sentence: He told a joke at the beginning of the meeting to break the ice.
2. Fill in the blanks using the contracted forms of the verbs:
(A) You should not eat so much. You shouldn’t eat so much.
(b) They have written the story. They’ve written the story.
(c) Let us go watch a movie. Let’s go watch a movie.
(d) He did not play tennis. He didn’t play tennis.
(e) I could not find my friend in the crowd. I couldn’t find my friend in the crowd.
(f) Here is your bag. Here’s your bag.
(g) I would guide him. I’d guide him.
(h) They are not rich. They aren’t rich.
Editing
1. Read this quote from Max Muller. There are errors in the text. Find the errors and write the correct word in the space provided.
“If I was asked under what sky the human mind _________ has most fully developed some for its choicest gifts,
has most deeply pondered on the greatest problems ________of life, and has find solutions of some of them which ________ well deserve the attention even of them who have ______ studied Plato and Kant, I should pointed to India. _______.
And if I were to ask me from what literature ______ we who has been nurtured almost exclusively ___________ on the thoughts of Greeks and Romans, and of the Semitic race, the Jewish, may draw the corrective which is most want in order to make our inner life more perfect, _______ more comprehensive , more universal, in fact most truly human a life….
again I should point to India.” _____________
Max Muller
Answers:
Here is the corrected version of Max Muller’s quote:
“If I was asked under what sky the human mind has most fully developed some of its choicest gifts, has most deeply pondered on the greatest problems of life, and has found solutions of some of them which well deserve the attention even of those who have studied Plato and Kant, I should point to India.
And if I were asked from what literature we who have been nurtured almost exclusively on the thoughts of Greeks and Romans, and of the Semitic race, the Jewish, may draw the corrective which is most wanted in order to make our inner life more perfect, more comprehensive, more universal, in fact, most truly human life… again I should point to India.”
Max Muller
Listening
1. Listen to the following YouTube link on “The Siege of Leningrad’ and make notes in the first box. The write a narrative account of it in the second box.
(Source: 8th September 1941: Start of ‘The Siege of Leningrad’
https://www.youtube.com/watch?v=5n2ym0LHyRU)
Answers:
I currently can’t access YouTube links, but I can guide you through the process of making notes and writing a narrative based on general knowledge about “The Siege of Leningrad.”
Notes on “The Siege of Leningrad”
- Start date: September 8, 1941
- End date: January 27, 1944 (872 days)
- Location: Leningrad (St. Petersburg), Soviet Union
- Key players: German and Finnish forces besieged the city, Soviet Red Army defending
- Conditions: Extreme starvation, cold, lack of food and supplies
- Civilian suffering: Over a million people died, many from starvation; harsh winters worsened conditions
- Food rationing: Minimal food distribution, led to extreme hunger and in some cases, cannibalism
- Cultural resistance: Despite hardship, Leningrad’s residents kept cultural life alive (music, theatre)
- Outcome: Soviet forces finally broke the siege in January 1944
- Historical significance: A symbol of resilience and suffering during WWII
Narrative Account of “The Siege of Leningrad”
The Siege of Leningrad, lasting from September 8, 1941, to January 27, 1944, stands as one of the longest and most brutal sieges in human history. During these 872 days, German and Finnish forces completely surrounded the city, cutting off all supplies. The citizens of Leningrad endured unimaginable suffering—facing severe food shortages, extreme cold, and constant air raids.
With food supplies dwindling to almost nothing, the people were given minimal rations, barely enough to survive. Starvation took the lives of more than a million people, and the cold Russian winters made survival even harder. Some families resorted to extreme measures to stay alive, including cannibalism in rare cases.
Despite these brutal conditions, the spirit of the people remained unbroken. Leningrad’s cultural life persisted—musicians performed symphonies, artists continued their work, and the population held on with remarkable resilience. After nearly two and a half years, Soviet forces finally broke the siege in January 1944, bringing a much-needed end to the suffering. The city’s endurance during this time has become a symbol of Soviet resilience and human survival against all odds.
Speaking
1. The following poem is taken from The Diary of Lena Mukhina.
(a) Ask your teacher to recite the poem. Listen to the poem attentively and identify the qualities mentioned.
(b) Discuss these qualities with your partner.
(c) Think of a person who has some of these qualities and talk about them to your partner. You can highlights the incidents and actions of the person that reflect these qualities.
Lena Mukhina’s Diary
22 May 1941-25 May 1942
‘Remember My Sad Story: Lena Mukhina ‘s Siege Diary’
Consider any day on which you do not discover anything new or learn anything useful a lost day!
Anyone can become strong, smart and steadfast.
There is only one essential requirement -will power!
Will power can conquer anything.
A strong-willed person is presistent and determined.
People are not born brave, strong and smart.
These qualities must be acquired through perseverance with determination, like the ability to read and write.
Answers:
In this activity, you are encouraged to engage with the poem from Lena Mukhina’s Diary and reflect on its deeper meaning. Here’s how you can approach each part of the task:
(a) Listen and Identify Qualities
When you listen to your teacher recite the poem, pay attention to the values and characteristics the poem highlights. The qualities mentioned in the poem include:
- Learning and Growth: The importance of discovering or learning something new every day.
- Willpower: The idea that willpower is essential to achieve success and overcome obstacles.
- Perseverance and Determination: A strong will can help a person to be persistent and overcome difficulties.
- Bravery, Strength, and Intelligence: These traits are not inherent but developed through hard work and practice.
(b) Discussing the Qualities
Discuss the above qualities with your partner, talking about:
- How willpower can help people succeed in difficult situations.
- The idea that bravery, strength, and intelligence are not traits we are born with but can be cultivated over time.
- The importance of perseverance and determination in achieving goals, no matter how hard they may seem at first.
(c) Talk About Someone with These Qualities
Think of a person in your life, someone you admire, who displays these qualities. Share stories or incidents that show how this person exemplifies willpower, perseverance, bravery, strength, and intelligence.
For example, you might talk about a family member, friend, or even a public figure who has shown resilience in the face of difficulties. You could highlight situations where they used their willpower and determination to overcome challenges, similar to the qualities mentioned in the poem.
This can lead to a meaningful conversation, and you’ll better understand how these qualities can be developed through real-life examples.
Writing
1. You have read in the passage ‘A Journal of the Plague Year’ by Daniel Defoe about how the news of plague was reported in those times. What are the means of reporting today?
2. Write a report on any one of the following -conversation of environment, plantation of trees, waste disposal, water harvesting, and the cleanliness drive under Swachh Bharat Abhiyan carried out in your locality.
Answers:
1. Means of Reporting Today
In today’s world, the means of reporting have evolved significantly compared to the times described in “A Journal of the Plague Year” by Daniel Defoe. Back then, news of the plague was spread primarily through word of mouth, town criers, or printed pamphlets, which were slow and often unreliable. However, the modern age has seen a transformation in how information is reported and disseminated:
- Television: One of the most common and reliable sources of information. News channels broadcast live reports, interviews, and updates from across the globe.
- Internet and Social Media: Platforms like Twitter, Facebook, Instagram, and news websites provide instant updates, allowing information to spread within seconds. Journalists and citizens alike can report incidents as they happen.
- Newspapers and Magazines: While still in use, printed newspapers are supplemented by their digital versions for quicker access.
- Radio: While traditional, it remains an important source of reporting, especially for real-time traffic updates or emergency alerts.
- Mobile Applications: With apps dedicated to news and alerts, people receive push notifications about breaking news directly on their phones.
- Podcasts and Blogs: Emerging as new forms of media, they offer detailed analysis and personal opinions on various events.
Today’s reporting is instant, accessible, and often interactive, giving readers and viewers a more dynamic and engaging experience.
2. Report on the Cleanliness Drive under Swachh Bharat Abhiyan in My Locality
Cleanliness Drive Under Swachh Bharat Abhiyan in XYZ Locality
Date: 5th February 2025
Location: XYZ Locality
In alignment with the national campaign Swachh Bharat Abhiyan, a cleanliness drive was organized in our locality on 5th February 2025. The initiative aimed at creating awareness about hygiene and promoting cleanliness among the residents. It was a joint effort by the local municipal corporation, NGOs, and volunteers from the community.
The event commenced early in the morning with a motivational speech by the local councillor, who emphasized the importance of keeping our surroundings clean and the role each citizen plays in achieving this goal. After the briefing, volunteers were divided into groups and provided with gloves, masks, and cleaning equipment.
Key activities carried out during the drive included:
- Street Cleaning: Volunteers swept streets, cleared garbage piles, and cleaned drains that were previously clogged.
- Waste Segregation: Special attention was given to educating residents about separating biodegradable and non-biodegradable waste. Dustbins for segregating waste were installed at various points.
- Tree Plantation: In conjunction with the cleanliness efforts, several saplings were planted along the main road to beautify the area and encourage green practices.
- Public Awareness: Posters and banners were placed in strategic locations to spread awareness about cleanliness and its benefits. Awareness sessions were also held for children and adults to promote the “Clean India” mission.
By the end of the day, the locality looked much cleaner, and there was a sense of accomplishment among all the participants. The drive successfully engaged the community and highlighted the need for sustained efforts to maintain cleanliness.
The Swachh Bharat Abhiyan campaign has truly inspired our locality to work together for a cleaner and healthier environment. With continuous efforts, our community hopes to become a model of cleanliness for others to follow.
Project
1. Work in groups of four. Find out about ‘The Bengal famine of 1943’. It was a major famine in the Bengal province in India during World War II. Collect information on the following points on The Bengal famine of 1943 for the project.
(a) Affected areas (s)
(b) Reasons of femine
(c) Relief measures
(d) Pictures, films, etc.
Prepare a poster using pictures and highlighting the information you have collected. Give a title of your choice to the poster and display it in the class.
Answers:
Project: The Bengal Famine of 1943
Title for Poster: “The Bengal Famine of 1943: A Tragic Chapter in History”
(a) Affected Areas:
The Bengal famine of 1943 primarily affected the Bengal province of British India, which is present-day West Bengal and Bangladesh. The most severely hit regions included:
- Midnapore
- 24 Parganas
- Rangpur
- Khulna
- Murshidabad
- Tamluk
These areas suffered catastrophic losses in terms of population, food supplies, and agricultural resources.
(b) Reasons for the Famine:
Several factors combined to cause the Bengal famine of 1943:
- Crop failure: A poor harvest in 1942 due to natural calamities like floods and cyclone damaged the rice crops.
- War-time policies: World War II led to food shortages as large amounts of grain were diverted for military use. The British government prioritized resources for the war effort, leaving the local population without sufficient food supplies.
- Inflation and Hoarding: The war economy caused inflation, pushing food prices beyond the reach of common people. Traders and speculators hoarded grain, further worsening the scarcity.
- Lack of Government Response: The British colonial government failed to implement timely relief measures and underestimated the crisis.
(c) Relief Measures:
The relief efforts were inadequate and often delayed:
- Grain Imports: The British government imported rice from other parts of India and Burma, but the quantities were insufficient to meet the needs.
- Relief Camps: Relief camps were set up in Bengal to provide food and shelter, but many were poorly managed and had limited resources.
- Private Charities: Several charitable organizations, including the Ramakrishna Mission, provided relief to the affected people. However, the magnitude of the crisis overwhelmed these efforts.
(d) Pictures, Films, etc.:
- Pictures: You can find archival images of emaciated people lining the streets, famine camps, and the rural devastation. Some iconic photographs from the time can be used to illustrate the human suffering caused by the famine.
- Films: Documentaries and films like “Children of the Famine” and “Distant Thunder” depict the dire situation faced by the people during the Bengal famine. You can use stills from these films to bring the story to life in your poster.
How to Prepare the Poster:
- Title: Place the title, “The Bengal Famine of 1943: A Tragic Chapter in History,” at the top of the poster in bold letters.
- Images: Include photographs of the famine-stricken areas, emaciated people, and relief efforts. You can arrange these pictures in the center to visually represent the tragedy.
- Text Information: Around the images, provide key details about the affected areas, reasons for the famine, and the relief measures. Use bullet points for clarity.
- Film Stills: Add a few images or references from films or documentaries that depict the Bengal famine.
- Design: Use colors like sepia or black and white for an impactful, historical look. Highlight important facts or statistics using larger fonts or colors.
This poster will not only showcase the information but also create a visual impact by showing the depth of the tragedy through pictures and key facts.
Do you Know
One of the three islands in the Juan Fernandez archipelago, 700 km off the Pacific coast of Chile was discovered in the 16th century. Alexander Selkirk, the Scottish sailor was marooned there or four years and four months. He related his experienced to Daniel Defoe, who wrote his famous adventure book Robinson Crusoe based on the sailor’s experience, since then the island is known as Robinson Crusoe.
There is a seemingly unbelievable true story of the orphaned bear cub, which was found by Polish troops during World War II who travelled with them through Iraq, Syria, Palestine, Egypt, Italy and Scotland. During the war, Wojciech Narebski and his fellow Polish servicemen had to lift rates of heavy metal artillery. Fortunately for them, one of the soldiers had superhuman strength: Corporal Wojtek, a Syrian brown bear. When the bear saw that soldiers were struggling, he’d want to help… he’d come over, grab a crate and carry it to the truck. This can be heavy work, even for a bear. When Wojtek (bear) got tired, he would simply stack one crate on top of the other which also helped the soldiers because they didn’t have to lift the crate off the ground. Of course, Corporal Wojtek (bear) got a reward of honey and marmalade. That was his favourite!
You know, things can happen that you wouldn’t normally think are true. Collect some more stories under the title ‘Sometimes truth is stranger than fiction.’
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