Class 12 NCERT English Kaleidoscope Non Fiction Lesson 2 The Mark on the Wall Questions and Answers.
Question And Answer.
1. What is the string of varied thoughts that the mark on the wall stimulates in the author’s mind?
2. What change in the depiction of reality does the author foresee for future novelists?
3. What is the author’s perception of the limitations of knowledge and leaning?
4. Describe the unbroken flow of thoughts and perceptions of the narrator’s mind, using the example of the colonel and the clergy.
Answer:
1. What is the string of varied thoughts that the mark on the wall stimulates in the author’s mind?
The mark on the wall triggers a long and meandering flow of thoughts in the author’s mind, moving from one idea to another in a stream-of-consciousness style. Initially, it sparks curiosity and speculation about what the mark could be—possibly a nail, a rose leaf, or something else. This speculation then leads to deeper reflections on life, its rapid pace, the randomness of existence, the nature of death and rebirth, and the unreliability of memory and perception. The author also ponders personal identity, the construction of self-image, the loss of material possessions over a lifetime, historical musings, and social conventions. Ultimately, the mark becomes a starting point for contemplating profound philosophical and existential questions.
2. What change in the depiction of reality does the author foresee for future novelists?
The author predicts that future novelists will increasingly move away from describing external reality in detail, assuming it to be known or understood by readers. Instead, they will delve deeper into the inner lives of individuals—exploring the many reflections, illusions, and subconscious thoughts that make up human consciousness. This shift will prioritize the internal world over the external, much like the author’s own narrative which is less about the physical mark and more about the cascade of thoughts it provokes.
3. What is the author’s perception of the limitations of knowledge and learning?
Answer:
The author perceives knowledge and learning as limited and uncertain. She questions the value of factual knowledge, such as finding out that the mark on the wall is simply an old nail. According to her, such knowledge does not truly satisfy or add meaning to life. She suggests that intellectual pursuits often lead to endless speculation, with no real conclusions. The author even compares learned men to ancient witches and hermits, implying that their knowledge is rooted more in superstition and tradition than in truth. She believes that as society grows more respectful of beauty and mental peace, the blind pursuit of knowledge loses its importance. In this way, the author shows a deep skepticism towards the usefulness of conventional learning and facts.
4. Describe the unbroken flow of thoughts and perceptions of the narrator’s mind, using the example of the colonel and the clergy.
Answer:
The narrator’s mind moves in an unbroken, stream-of-consciousness flow, jumping from one idea to another in a natural, reflective way. From observing the mark on the wall, she imagines ancient burial mounds, which leads her to think about antiquarians—especially a retired colonel who leads excavations and writes pamphlets. This colonel interacts with the local clergy, which leads to a scene of rural life, social rituals, and intellectual debates. The narrator humorously imagines the colonel’s obsession with whether the mound is a camp or a tomb, and even pictures his dying thoughts being about an arrow-head rather than his family.
This example shows how the narrator’s mind flows effortlessly between observation, memory, imagination, and commentary—creating a rich inner world. These thoughts are not linear but rather free-associative, showing how deeply one can wander mentally from a simple starting point like a mark on the wall.
Understanding the Text
1. An account of reflections is more important than a description of reality according to the author. why?
2. Looking back at object and habits of a bygone era can give one a feeling of phantom-like unreally. What examples does the auother give to bring out this idea?
3. How does the imagery of (i) the fish (ii) the tree, used almost poetically by the author, emphasise the idea of stillness of living, breathing thought?
4. How does the author pin her reflections on a variety of subjects on the ‘mark on the wall’? What does this tell us about the way the human mind funnctions?
5. Not seeing the obvious could lead a perceptive mind to reflect upon more philosophical issues. Discuss this with reference to the ‘small on the wall’.
Answer:
1. An account of reflections is more important than a description of reality according to the author. Why?
Answer:
According to the author, reflections reveal the inner workings of the mind, which are far richer and more complex than the surface-level reality. She believes that describing a simple fact—like identifying the mark on the wall—offers limited value. In contrast, the thoughts and emotions triggered by that mark give deeper insights into life, memory, society, and existence. For the author, the subjective journey of thought holds more significance than the objective truth, because it reflects how we perceive, question, and interact with the world around us.
2. Looking back at objects and habits of a bygone era can give one a feeling of phantom-like unreality. What examples does the author give to bring out this idea?
Answer:
The author refers to items like horsehair furniture, cupboards with glass fronts, and ornaments placed on them, which remind her of the Victorian age. These once-familiar things now appear strange and ghost-like, giving her a sense of unreality, as if they belong to a distant, phantom world. The shift in time, habits, and attitudes makes these objects seem out of place in the present, highlighting the transient nature of life and customs.
3. How does the imagery of (i) the fish (ii) the tree, used almost poetically by the author, emphasise the idea of stillness of living, breathing thought?
Answer:
- (i) The Fish: The author compares thought to a fish swimming in deep waters. This image suggests that thoughts are fluid, silent, and hidden beneath the surface, moving calmly but purposefully.
- (ii) The Tree: The imagery of a tree growing slowly, steadily in stillness represents the organic, peaceful growth of thoughts—rooted and alive, yet not frantic or rushed.
Both images underline the gentle, introspective flow of inner life. They emphasise how stillness and silence can hold deep, breathing thought, just as nature quietly contains life.
4. How does the author pin her reflections on a variety of subjects on the ‘mark on the wall’? What does this tell us about the way the human mind functions?
Answer:
The mark on the wall acts as a trigger for the narrator’s thoughts. From wondering what it is, she travels through history, religion, the passage of time, gender roles, knowledge, and the nature of reality. This shows that the mind does not think in a straight line—it wanders freely, linking ideas emotionally or symbolically rather than logically. The story illustrates how even the smallest observation can lead to deep philosophical reflections, proving the restless, curious, and reflective nature of the human mind.
5. Not seeing the obvious could lead a perceptive mind to reflect upon more philosophical issues. Discuss this with reference to the ‘mark on the wall’.
Answer:
Instead of immediately identifying the mark on the wall, the narrator allows her uncertainty to guide her thoughts. This lack of concrete knowledge opens the door to speculation, memory, and contemplation. She begins to think about truth, time, society, and personal identity—all prompted by that small, unexplained spot. This shows that not knowing something for sure can be more valuable than certainty, as it encourages inquiry and reflection. The mark, in its mystery, becomes a gateway to philosophical thought, showing how the unknown often inspires deeper understanding.
Talking about the Text
1. ‘In order to fix a date, it is necessary to remember what one saw’. Have you experienced this at any time?
2. ‘Tablecloths of a different kind were not real tablecloths’. Does this sentence embody the idea of blind adherence to rules and tradition? Discuss with reference to ‘Understanding Freedom and Discipline’ by J. Krishnamurti that you’ve already read.
3. According to the author, nature prompts action as a way of ending thought. Do we tacitly assume that men of action are men who don’t think?
Answer;
1. ‘In order to fix a date, it is necessary to remember what one saw’. Have you experienced this at any time?
Answer:
Yes, this is something many people experience. Often, when we try to remember a date, we recall what we were doing or what we saw at that time—for example, remembering that we went to a wedding, saw a certain film, or noticed the weather on a particular day. These visual or emotional memories help us place events in time. This shows that our sense of time is deeply linked to our experiences, and memory is not just a list of dates, but a collection of images, emotions, and impressions.
2. ‘Tablecloths of a different kind were not real tablecloths’. Does this sentence embody the idea of blind adherence to rules and tradition? Discuss with reference to ‘Understanding Freedom and Discipline’ by J. Krishnamurti that you’ve already read.
Answer:
Yes, this sentence reflects how rigid thinking and blind adherence to social norms can shape our perception of reality. The belief that only a certain kind of tablecloth is “real” shows how tradition can limit our imagination and acceptance of new ideas.
In ‘Understanding Freedom and Discipline’, J. Krishnamurti criticizes this kind of conditioning, where people follow rules without questioning them. He emphasizes that true freedom comes from awareness, questioning, and understanding, not from following old patterns blindly. So, the sentence about the tablecloths is a perfect example of how society often defines “right” and “wrong” based on habit, not truth or reason.
3. According to the author, nature prompts action as a way of ending thought. Do we tacitly assume that men of action are men who don’t think?
Answer:
Yes, sometimes society assumes that people who are constantly busy or acting don’t spend much time thinking or reflecting. The author suggests that action can be an escape from thought, that people may act just to avoid the discomfort of thinking deeply.
However, this isn’t always true. While some “men of action” may avoid reflection, others combine thought with action, and their decisions are more purposeful and insightful. But the common stereotype persists—that thinkers are dreamers and doers don’t think, which the text gently challenges by showing how deep thought can arise from stillness, not just from activity.
Appreciation
1. Broadly speaking. there are two kinds of narration: one, where the reader would remain aware of some outside voice telling him/her what’s going on; two, a narration that seeks to reproduce, without the narrator’s intervention, the full spectrum and continuous flow of a character’s mental process. Which of these is exemplified in this essay? illustrate.
2. This essay frequently uses the non-periodic or loose sentence structure: the component members are continuous, but so loosely joined, that the sentence could have easily been broken without damage, and discuss how they contribute to the relaxed and conversational effect of the narration.
Answer:
1. Broadly speaking, there are two kinds of narration: one, where the reader would remain aware of some outside voice telling him/her what’s going on; two, a narration that seeks to reproduce, without the narrator’s intervention, the full spectrum and continuous flow of a character’s mental process. Which of these is exemplified in this essay? Illustrate.
Answer:
The essay exemplifies the second kind of narration, often referred to as “stream of consciousness”. This style mimics the continuous, unfiltered flow of thoughts in the narrator’s mind. The author does not act as a traditional narrator who stands outside the events, explaining or interpreting them for the reader. Instead, the essay invites us to step directly into the narrator’s mind, experiencing the same free associations, memories, distractions, and philosophical reflections.
For example, the thought about the mark on the wall triggers a range of ideas—from nature and history to war, domestic traditions, and even metaphysical questions. There’s no clear structure; the narration flows organically, just as human thought does. This immersive and intimate narrative style removes the barrier between reader and narrator, making us feel as though we are thinking the thoughts ourselves.
2. This essay frequently uses the non-periodic or loose sentence structure: the component members are continuous, but so loosely joined, that the sentence could have easily been broken without damage. Discuss how they contribute to the relaxed and conversational effect of the narration.
Answer:
The loose sentence structure in the essay helps create a natural, flowing, and conversational tone. Instead of presenting thoughts in formal, well-organized sentences, Virginia Woolf allows ideas to unfold gradually, with one clause leading into another. This mirrors how real thoughts work in the human mind—not always neat, not always logical, but rich, layered, and fluid.
For example, a sentence might begin with an observation about the mark, then digress into a thought about religious figures, then about nature, and finally about personal memory—all without a full stop. This open-ended structure keeps the narration feeling spontaneous and intimate, as though the narrator is thinking aloud rather than addressing an audience formally.
Such sentences invite the reader to drift along with the narrator, making the piece feel less like a lecture and more like a meditation or daydream. This stylistic choice is central to Woolf’s goal of capturing the inner life, rather than the outer world.
Language Work
A. Grammar: Content Works and Function Words
A sentence has words in it. What kind of words? It has nouns:
(1a) I looked up and saw the mark on the wall.
and verbs
[1b] I looked up and saw the mark on the wall.
It may have adjectives
[2a] How readily our thoughts swarm upon a new object….
and adverbs
[2b] How readily our thoughts swarm upon a new object……
such words have a meaning that can be readily explained; these words can be defined. They also have content. Nouns, verbs adjectives and adverbs are content words. But what about the remaining words in our examples above? Take for example the word and. What is its ‘meaning. Look at this example ……saw mark on wall
What words have been left out in this message? Two occurrences of the word the. We can call the the definite article. What is its function? In example (1). It shows that a unique mark on a unique wall is being spoken about. Virginia Woolf isn’t speaking about ‘a mark on a wall’. that is, any mark on any wall. She’s speaking about a particular, definite mark on a particular, definite wall.
(4) I looked up and saw the mark on the wall.
Definite and indefinite articles are function words. What about the words I and our?
[5a] I looked up and saw the mark on the wall.
[5b] How readily out thoughts swarm upon a new object
These ae pronouns; they occupy the place of a noun. but e they, therefore, content words, like nouns? We shall argue that they are not, (Notice that they get left out in telegraphic language) We can make up new nouns in a language, but we cannot make up pronouns. Pronouns are a closed set; nouns are an open set, So, we shall say pronouns are function words.
The words that remain in our examples are up, on, upon, and how. The first three are prepositions. Are prepositions content words or function words? We can argue that prepositions have meaning, and treat them as content words. (Notice that they occur in telegraphic language.) Or we can argue that prepositions are a closed set of words like pronouns, and treat them as function words. So this question does not have a single answer.
Finally, what is the function of how in our example in (2)? How, we all know, usually asks a question; it is a question word. But our example in (2) is not a question. It is an exclamation. How occurs in the exclamation (2) in place of the intensifying word so in (6a)
(6a) Our thoughts swarm upon a new object so readily!
(6b) How readily our thoughts swarm upon a new object!
How occurs instead of so in (6b) because the emphasised word readily has moved to the front of the sentence.
Summing up: Content words are nouns verbs, adjectives, adverbs, and perhaps prepositions.
Function words include conjunctions, pronouns, determiners and demonstratives, quantifiers and intensifiers, question words, and perhaps prepositions.
Answer:
✅ CONTENT WORDS
These carry meaning. They are open class words — which means new ones can be invented.
| Type | Examples | Function |
|---|---|---|
| Nouns | mark, wall, thoughts, object | Name people, places, things, or ideas |
| Verbs | looked, saw, swarm | Express actions or states |
| Adjectives | new, definite | Describe or modify nouns |
| Adverbs | readily, easily | Describe or modify verbs, adjectives, or other adverbs |
| (Maybe) Prepositions | on, upon, up | Show relation in time/space — some argue they’re function words |
🔁 FUNCTION WORDS
These serve grammatical purposes, not content. They are closed class — new ones are not added.
| Type | Examples | Function |
|---|---|---|
| Pronouns | I, our, he, they | Replace nouns |
| Conjunctions | and, but, because | Join words, phrases, or clauses |
| Determiners | the, a, an | Indicate specificity or quantity (definite or indefinite) |
| Demonstratives | this, that, these, those | Point to specific things |
| Quantifiers | some, many, few, all | Indicate amount or quantity |
| Intensifiers | so, very, quite | Emphasize adjectives or adverbs |
| Question Words | how, why, what, when | Ask or introduce questions (or in exclamations, like How readily!) |
| (Maybe) Prepositions | on, up, in, to | Some argue they are function words due to being a fixed set |
🧠 Key Insights:
- Pronouns are function words, even though they stand in for nouns — because we can’t invent new ones.
- Prepositions are debatable — they can be content or function words depending on context and interpretation.
- Words like “how” can function differently (as an exclamation intensifier vs. a question word), showing the flexibility of language.
- Content words are typically retained in telegraphic language (like headlines or notes), while function words often get dropped.