{"id":5789,"date":"2023-11-19T16:48:26","date_gmt":"2023-11-19T11:18:26","guid":{"rendered":"https:\/\/ncertsolutions.guru\/?p=5789"},"modified":"2023-11-20T16:16:46","modified_gmt":"2023-11-20T10:46:46","slug":"treasure-trove-poems-workbook-answers-television","status":"publish","type":"post","link":"https:\/\/ncertsolutions.guru\/treasure-trove-poems-workbook-answers-television\/","title":{"rendered":"Treasure Trove Poems Workbook Answers Television"},"content":{"rendered":"

Treasure Trove Poems and Short Stories Workbook Answers<\/a><\/p>\n

Treasure Trove Poems Workbook Answers Television<\/span><\/h2>\n

Television Questions and Answers<\/h3>\n

Read the extract given below and answer the questions that follow :<\/span><\/p>\n

1. The most important thing we’ve learned,<\/em>
\nSo far as children are concerned,<\/em>
\nIs never, NEVER, NEVER let <\/em>
\nThem near your television set – <\/em>
\nOr better still, just don\u2019t install <\/em>
\nThe idiotic thing at all.<\/em>
\nIn almost every house we\u2019ve been.<\/em>
\nWe’ve watched them gaping at the screen.<\/em>
\nThey loll and slop and lounge about,<\/em>
\nAnd stare until their eyes pop out.<\/em>
\n(Last week in someone’s place we saw <\/em>
\nA dozen eyeballs on the floor.)<\/em><\/p>\n

Question 1.
\nThe poet\u2019s treatment of his subject is critical, but he still does not sound too opinionated. Why?
\nAnswer:
\nIn this stanza, the poet criticises the increasing craze for television among children. However, as the stalling line puts it, he has learned about it primarily from other people or some other source. Thus, he does not directly start criticizing television for its bad impact on children, but traces the root of his opinion in how others perceive it. That is why he. does not sound opinionated.<\/p>\n

Question 2.
\nWhy do you think the poet has used the adverb \u2018never\u2019 three times in the third line?
\nAnswer:
\nThe adverb \u2018never\u2019 is generally used to mean \u2018not ever\u2019. The purpose of using it is to stress the avoidance of something not agreeable or acceptable. In this stanza, the poet wants to say that children should not be allowed by their parents to spend a lot of time sitting before the television set, because this is a harmful practice in many ways. In order to assert this point forcefully, the poet repeats the adverb \u2018never\u2019 three times. The use of capital letters twice further reinforces his point.<\/p>\n

Question 3.
\nWhat has been referred to as \u2018the idiotic thing\u2019 in this stanza? Why?
\nAnswer:
\nIn this stanza, the phrase \u2018the idiotic thing\u2019 has been used for the television set. In some way, the phrase reinforces the poet\u2019s view that television is an extremely useless thing as far as children are concerned. This explains why he feels that children should be kept away from it.<\/p>\n

Question 4.
\nDo you think that the idea of not installing a television set sounds practical in today\u2019s context?
\nAnswer:
\nThe presence of a television set in almost every urban household is almost unavoidable today. Keeping that in mind, this idea may appear to be rather unrealistic. However, the negative impact that its presence casts on children is a stark reality. Perhaps the poet is just too impulsive while expressing his view against television. But if we look at the problem with a sensitive and empathetic approach, we may find that his view is not illogical or unacceptable. As readers, we cannot simply overlook his deep concern for children that is quite genuine.<\/p>\n

Question 5.
\nDescribe the significance of the bracketed lines at the end of the stanza.
\nAnswer:
\nThe pair of lines bracketed here is an example of a literary device called parenthesis. Usually, a parenthesis is added to a sentence or word, either to provide an explanation or to emphasise the point expressed by its precedent. Here, the poet employs this device to exemplify the negative impact of children\u2019s obsession with television. Indulging in a bit of exaggeration, he says that sometimes the children stare so hard that their eyeballs fall off, and he has seen a dozen such eyeballs rolling about on the floor in one house. This \u2018diversion\u2019 from the normal track of expression lends an amusing twist to it, and makes the reading more interesting and enjoyable.<\/p>\n

2. They sit and stare and stare and sit <\/em>
\nUntil they’re hypnotised by it,<\/em>
\nUntil they’re absolutely drunk <\/em>
\nWith all that shocking ghastly junk.<\/em>
\nOh yes, we know it keeps them still,<\/em>
\nThey don’t climb out the window sill.<\/em>
\nThey never fight or kick or punch,<\/em>
\nThey leave you free to cook the lunch <\/em>
\nAnd wash the dishes in the sink – <\/em>
\nBut did you ever stop to think,<\/em>
\nTo wonder just exactly what <\/em>
\nThis does to your beloved tot?<\/em><\/p>\n

Question 1.
\nHow does this stanza describe children\u2019s fascination with television?
\nAnswer:
\nThe poet says that it is not uncommon to see the children sitting and staring continuously at the television sets. In almost every house, the same scenario is seen. The children are so obsessive of watching the television, that they remain engrossed in it without caring for how long they have been sitting.<\/p>\n

Question 2.
\nHow does children’s habit of watching TV gives some relief to their elders in the house?
\nAnswer:
\nAs the poet says, due to their obsessive indulgence in watching television, children remain glued to one place. This means that they do not perform their naughty acts like climbing out of the window sill. Moreover, they do not quarrel or fight as children are normally supposed to do. Due to this, their elders can feel relieved and feel free to cook the lunch or wash the dishes, without worrying too much about them.<\/p>\n

Question 3.
\nWhat does the phrase ‘all that shocking ghastly junk\u2019 imply in this stanza?
\nAnswer:
\nThis phrase is obviously for the contents of the TV programmes watched by children so obsessively. By using this phrase, the poet wants to tell that almost all that is dished out to children in the name of information and entertainment has no use for them.<\/p>\n

Question 4.
\nWho are the people directly addressed by the poet in the last three lines? Do they have a particular identity?
\nAnswer:
\nPeople referred to as \u2018you\u2019 are the parents of those children about whom the poet seems to be deeply concerned. They are not particular people with specific identities, but all the parents addressed together. The poet wants all of them to think over the problem, because children are affected everywhere. In other words, the problem that the poet talks about is generic and universal in nature.<\/p>\n

Question 5.
\nWhat message does the poet want to give his readers?
\nAnswer:
\nThe poet wants to tell them that, they should not feel complacent just because children do not disturb them with their activities and stay away from their engagements. Instead, they must try to closely observe them and try to find out why their children do not behave as they should. What gives them a temporary relief and opportunity to do things without the intervention of their kids is actually a dangerous trap that will spoil their natural talent.<\/p>\n

3. IT ROTS THE SENSE IN THE HEAD!<\/em>
\nIT KILLS IMAGINATION DEAD!<\/em>
\nIT CLOGS AND CLUTTERS UP THE MIND!<\/em>
\nIT MAKES A CHILD SO DULL AND BLIND<\/em>
\nHE CAN NO LONGER UNDERSTAND<\/em>
\nA FANTASY, A FAIRYLAND!<\/em>
\nHIS BRAIN BECOMES AS SOFT AS CHEESE!<\/em>
\nHIS POWERS OF THINKING RUST AND FREEZE!<\/em>
\nHE CANNOT THINK – HE ONLY SEES!<\/em><\/p>\n

Question 1.
\nWhat do the personal pronouns \u2018IT\u2019 and \u2018HE\u2019 signify in this stanza?
\nAnswer:
\nThese two pronouns respectively signify \u2018television\u2019 and \u2018any child who watches television continuously for hours\u2019. In the first four lines of the stanza, \u2018IT\u2019 has been used as the subject thus implying that the poet\u2019s focus is on what television does in terms of its detrimental impact on a child. Subsequently, the focus shifts to the child.<\/p>\n

Question 2.
\nWhy are the lines of this stanza written in capitals?
\nAnswer:
\nThese lines are written in capitals with a view to stress the main message of the poem. As they are written differently, these lines show a distinc\u00active appeal capable of easily drawing the attention of the readers. They also suggest the poet\u2019s penchant for experiment in terms of style and presentation.<\/p>\n

Question 3.
\nWhat is the message that the poet wants to give here?
\nAnswer:
\nThe message is that watching too much television fills up the mind of children with useless facts while at the same time destroying their ability to be creative or imaginative. It takes away their ability to think and they can only keep staring at the television screen.<\/p>\n

Question 4.
\nWhy does the poet think that a child cannot understand a fantasy or fairyland?
\nAnswer:
\nThe ability to understand a fantasy or fairyland calls for the application of creativity and imagination. As the poet says, the unproductive and useless practice of watching television for hours and hours continuously has severely affected a child\u2019s creativity and imagination. That is why he\/she cannot understand a fantasy or fairyland.<\/p>\n

Question 5.
\n\u2018HE CANNOT THINK\u2014HE ONLY SEES!\u2019 What does this line suggest?
\nAnswer:
\nThis is the concluding line of this stanza that presents the crux of what the poet wants to say here. In the preceding lines of the stanza, the poet categorically opines that television spoils the creativity of children so much that they cannot use their brain to understand things that are abstract and invisible for which imaginative power is required. As they are absolutely accustomed to seeing things that appear on the TV screen before them, they lose the ability to think of things and situations that are not readily presented before them in concrete form. This indicates the loss of their creativity and imaginative faculty.<\/p>\n

4. ‘All right!’ you’ll cry. ‘All right!’ you’ll say,<\/em>
\n‘But if we take the set away,<\/em>
\nWhat shall we do to entertain<\/em>
\nOur darling children? Please explain!’ .<\/em>
\nWe\u2019ll answer this by asking you,<\/em>
\nWhat used the darling ones to do?<\/em>
\n‘How used they keep themselves contented<\/em>
\nBefore this monster was invented?’<\/em><\/p>\n

Question 1.
\nComment on the style of expression employed by the poet in this stanza.
\nAnswer:
\nThe poet adopts a style that is simple, lucid and conversational in nature. It seems that the poet is interacting with the parents directly, and responding to their query.<\/p>\n

Question 2.
\nWho are referred to as \u2018you\u2019 and \u2018we\u2019 in this stanza?
\nAnswer:
\nIn this stanza, the personal pronoun \u2018you\u2019 has been used for the parents of children. \u2018We\u2019 is used for the speaker, i.e. the poet himself and all those who like him feel that television has badly affected children.<\/p>\n

Question 3.
\nHow does the poet express the dilemma suffered by the parents?
\nAnswer:
\nIn the first four lines of this stanza, the poet focuses on the dilemma of the parents by bringing out their possible response. As it shows, the parents understand that the televisions are of course not good for the development and growth of their child. However, they do not know what they should do to entertain the children.<\/p>\n

Question 4.
\nWhy does the poet use the word \u2018monster\u2019 in the last line? What does it signify?
\nAnswer:
\nThe word \u2018monster\u2019 has been used here for the television set. The poet feels that it is responsible for all the bad things that have happened to children.<\/p>\n

Question 5.
\nWhich point does the poet try to stress here?
\nAnswer:
\nThe poet wants to stress the view that substitutes for televisions should be thought about, which are as entertaining as the TV sets and even overcome the flaws which the latter has. He further says that the task of finding such substitutes is quite simple. For this, the parents should take their thinking far before when this TV set was invented. He therefore asks their parents to recall the past when children were able to find better and far more productive ways to entertain themselves.<\/p>\n

5. Have youforgotten? Don\u2019t you know?<\/em>
\nWe’ll say it very loud and slow:<\/em>
\nTHEY… USED …TO… READ! They\u2019d READ and READ,<\/em>
\nAND READ and READ, and then proceed<\/em>
\nTo READ some more. Great Scott! Gadzooks!<\/em>
\nOne half their lives was reading books!<\/em>
\nThe nursery shelves held books galore!<\/em>
\nBooks cluttered up the nursery floor!<\/em><\/p>\n

Question 1.
\nWho are the people addressed in this stanza? What does the poet speak of?
\nAnswer:
\nPeople addressed in the first line of this stanza are parents of children who, the poet thinks, have been affected by the ill-effects of watching TV habitually. By posing a couple of questions in the beginning, the poet tries to stir their conscience reminding them of the good old times when children used to get entertained without the TV sets.<\/p>\n

Question 2.
\nWhat does the poet suggest as an alternative to the harmful practice of watching TV continuously?
\nAnswer:
\nIn this stanza, the poet suggests with emphasises that for children, reading books is the best alternative to the harmful practice of watching TV, In the past, reading books was an extremely useful, engaging and productive pastime. He further says that the parents must motivate their children to read real good books in order to entertain themselves. There are so many great books that were readily available in the past and are still there for the children to read and learn from.<\/p>\n

Question 3.
\nExplain the line: \u2018We’ll say it very loud and slow\u2019.
\nAnswer:
\nThis line reflects what the poet feels about the visibly lackadaisical approach of parents to their children. Though they understand that their children\u2019s habit of continuously watching TV is not good, they are not quite prompt and self-motivated to explore sound and effective alternative that can save their future. By being \u2019very loud and slow\u2019, the poet actually means that he has a solution, which he wants everyone to hear clearly and attentively.<\/p>\n

Question 4.
\nWhat is the significance of capitalising some words in this stanza?
\nAnswer:
\nThe poet has deliberately capitalised some words with a view for highlighting their importance in the context of. the poem. \u2018READ\u2019 is obviously the most important of all words capitalised. By capitalising this word, he wants to reinforce his point that in the olden days, when there were no television sets, children used to read books and that was no doubt far more productive and beneficial.<\/p>\n

Question 5.
\nWhich famous writer has been referred to as \u2018the great Scott\u2019?
\nAnswer:
\nSir Walter Scott, the famous 19th century novelist and poet, has been referred to as \u2018the great Scott’ in this stanza. He wrote a number of novels that are immensely enjoyed by young and adolescent readers even today. Scott is often regarded as \u2018the father of historical novel\u2019.<\/p>\n

6. And in the bedroom, by the bed,<\/em>
\nMore books were waiting to be read!<\/em>
\nSuch wondrous, fine, fantastic tales<\/em>
\nOf dragons, gypsies, queens, and whales <\/em>
\nAnd treasure isles, and distant shores <\/em>
\nWhere smugglers rowed with muffled oars.<\/em>
\nAnd pirates wearing purple pants,<\/em>
\nAnd sailing ships and elephants,<\/em>
\nAnd cannibals crouching ’round the pot,<\/em>
\nStirring away at something hot <\/em>
\n(It smells so good, what can it be?<\/em>
\nGood gracious, it’s Penelope.)<\/em><\/p>\n

Question 1.
\nExplain the first two lines of this stanza.
\nAnswer:
\nIn these lines, the poet talks about the great popularity of books due to which their presence was visible literally everywhere. This was because children were very fond of reading them. The number of books was so large that the process seemed to be almost everlasting, because there were always some books that \u2018were waiting to be read.\u2019<\/p>\n

Question 2.
\nWhat types of tales were read by children in the past? How were they useful for their young readers?
\nAnswer:
\nAs the poet says, the tales read by children in the past were fantasies with a galaxy of interesting characters. These tales were full of adventures and strange but interesting situations that honed the imagination and creativity of their young readers.<\/p>\n

Question 3.
\nHow was the world depicted in the fantasies different from the one that is shown in the TV programmes?
\nAnswer:
\nAs the poet says, the world depicted in the fantasies was based on pure imagination. It had a range of unusual characters and situation to entertain and amuse the young readers. That is why the tales of dragons, gypsies, queens and whales were the most engaging pastime for children before the invention of television. Today, the television programmes miss all that, as they do not involve creativity and imagination. Through these programmes, children can only see what is presented before them in concrete form, but they cannot imagine things, characters or situations that are seen so abundantly in fantasies and tales of yesteryears.<\/p>\n

Question 4.
\nFantasies serve as a productive and interesting pastime that stirs the imagination of children. In which other way are they beneficial for the children?
\nAnswer:
\nOne great advantage of reading books that contain these fantasies is that you can go through them anywhere. This precisely implies that it is not necessary for the readers to sit at a particular place only to read books.<\/p>\n

Question 5.
\nWhy has the poet used a parenthesis to end the stanza?
\nAnswer:
\nParenthesis, as we know, is a word, phrase or line in brackets either inserted in a passage or stanza, or placed at the end of it. The parenthesis used here seems to be an afterthought that serves as a sort of happy diversion or \u2018comic relief from the rest of the stanza that presents his view rather categorically and in a focused manner.<\/p>\n

7. The younger ones had Beatrix Potter <\/em>
\nWith Mr. Tod, the dirty rotter,<\/em>
\nAnd Squirrel Nutkin, Pigling Bland,<\/em>
\nAnd Mrs. Tiggy-Winkle and- <\/em>
\nJust How The Camel Got His Hump,<\/em>
\nAnd How the Monkey Lost His Rump,<\/em>
\nAnd Mr. Toad, and bless my soul,<\/em>
\nThere’s Mr. Rat and Mr. Mole-<\/em>
\nOh, books, what books they used to know, .<\/em>
\nThose children living long ago!<\/em><\/p>\n

Question 1.
\nWhich period does this stanza talk about?
\nAnswer:
\nThis stanza talks about the period of time when television had not been invented, and reading books was the favourite pastime of children.<\/p>\n

Question 2.
\nWhich important features of reading before the invention of television does the poet highlight here?
\nAnswer:
\nIn this stanza, the poet says that a plenty of books were available for the children before the invention of television. More importantly, they had the freedom to choose books for reading, according to their preference and interest matching their age-group.<\/p>\n

Question 3.
\nHow does the poet respond to the practice of reading in the past?
\nAnswer:
\nIn this stanza, the poet lists some of the most popular fictional characters that children in the pre-television era used to read and know about through different books available to them. In the concluding lines of the stanza, he seems to be simply awed by the extraordinary range of their reading and familiarity with comical or fictional characters.<\/p>\n

Question 4.
\nWhich age group of children can most easily relate to the fictional characters mentioned in the stanza?
\nAnswer:
\nMr. Tod, Squirrel Nutkin, Pigling Bland, Mrs. Tiggy-Winkle, Mr. Rat and Mr. Mole are the characters that fascinate small, young kids most. Thus, the children, the poet talks about here must be small kids passing through the primary stage of learning. As children grow up, they gradually start looking for more mature reading stuff.<\/p>\n

Question 5.
\nThe name of which famous writer of children\u2019s books has been mentioned in this stanza?
\nAnswer:
\nThe famous writer of children\u2019s books referred to in this stanza is Beatrice Potter. Her name being mentioned particularly, suggests that she must have influenced the poet Roald Dahl, an outstanding writer of children\u2019s books himself.<\/p>\n

8. So please, oh please, we beg, we pray,<\/em>
\nGo throw your TV set away,<\/em>
\nAnd in its place you can install <\/em>
\nA lovely bookshelf on the wall.<\/em>
\nThen Jill the shelves with lots of books,<\/em>
\nIgnoring all the dirty looks,<\/em>
\nThe screams and yells, the bites and kicks,<\/em>
\nAnd children hitting you with sticks-<\/em><\/p>\n

Question 1.
\nExplain these opening lines of the stanza:
\nSo please, oh please, we beg, we pray,
\nGo throw your TV set away.
\nAnswer:
\nIn these lines, parents are exhorted by the poet to throw away their TV sets. His request to parents is propelled by his perception that their children\u2019s habit of watching TV for long and continuous hours is dangerous and unproductive.<\/p>\n

Question 2.
\nWhat does the poet want the parents to replace the TV set with? Why?
\nAnswer:
\nThe poet requests parents to replace their TV sets with a book\u00acshelf. The reason lies in his time-tested assumption that books alone will save the natural, imaginative, sensitive and curiously passionate inner self of a child from the blunting and barren practice of watching TV. Thus, the fundamental motive is to save the childhood and ensure that children will have a better future.<\/p>\n

Question 3.
\nWhat does the poet mean by the phrase \u2018ignoring all the dirty looks\u2019?
\nAnswer:
\nThe poet says that bringing in a bookshelf as a replacement for TV set may not be tolerated in the beginning. Nevertheless, the parents must remain firm in their decision and overlook any resistance, because a change like this is beneficial for the future of their children.<\/p>\n

Question 4.
\nWhat does the concluding couplet of this stanza suggest about the response of children to the initiative taken by their parents?
\nAnswer:
\nThis couplet clearly suggests that children will not put up with the change introduced by their parents. In the beginning, they will fail to understand the significance of a bookshelf filled with books. As a result, they will protest against it. Occasionally, they may be violent also. Despite all this, the parents must go ahead with their decision as they know that this will change the liVes of their dear kids for the better.<\/p>\n

Question 5.
\nParents play a major role in shaping the future of their children. How does this assumption get reflected here?
\nAnswer:
\nAs tire poet says, children who are used to watching television cannot understand its disadvantages themselves. Their parents must therefore take the initiative to change this habit and replace it with a much better and far more beneficial practice of reading books. They should therefore understand that their decision will eventually secure a great future for their children.<\/p>\n

9. Fear not, because we promise you<\/em>
\nThat, in about a week or two<\/em>
\nOf having nothing else to do,<\/em>
\nThey’ll now begin to feel the need<\/em>
\nOf having something to read.<\/em><\/p>\n

Question 1.
\nWhat does the phrase ‘Fear not\u2019 suggest about the mental state of people to whom this stanza is addressed?
\nAnswer:
\nThe stanza is addressed to parents whom the poet exhorts to replace TV sets with books. The poet feels that the parents are apprehensive of this change, which their children may not accept easily.<\/p>\n

Question 2.
\nExplain the concluding couplet:
\nTheyll now begin to feel the need
\nOf having something to read.
\nAnswer:
\nIn these lines, the poet talks about the situation in which children will start realising the urgency to read something. As he says, this will happen only when TV sets are removed from their homes and they find it impossible to watch the programmes they have been used to watching so far.<\/p>\n

Question 3.
\nWhat does the poet\u2019s promise relate to?
\nAnswer:
\nThe poet\u2019s promise is about a positive change in children, which he thinks, will be noticeable in a period of about a week or two.<\/p>\n

Question 4.
\nComment on the tone of conversation adopted by the poet.
\nAnswer:
\nThe poet\u2019s approach is thoroughly conversational and his tone seems to be that of a public speaker addressing a gathering of parents. It reflects a high level of understanding, insight and confidence. It seems that he is fully self\u00acassured and knows the results with a remarkable precision.<\/p>\n

Question 5.
\nWhy does the poet feel that children should be compelled to have \u2018nothing else to do\u2019, in order to understand the importance and joy of reading books?
\nAnswer:
\nIn this stanza, the poet wants to say that the habit of watching TV is too deep-seated in case of children. It is therefore difficult for them to easily realise how adversely this habit is affecting their creativity, mental strength and health. That is why he feels that when there will be no TV sets inside their homes, and children will have nothing else to do, they will be forced to accept what their parents want.<\/p>\n

10. And once they start – oh boy, oh boy!<\/em>
\nYou watch the slowly growing joy<\/em>
\nThatJills their hearts. They’ll grow so keen<\/em>
\nThey’ll wonder what they’d ever seen<\/em>
\nIn that ridiculous machine,<\/em>
\nThat nauseating, foul, unclean,<\/em>
\nRepulsive television screen!<\/em>
\nAnd later, each and every kid<\/em>
\nWill love you more for what you did.<\/em><\/p>\n

Question 1.
\nWhat kind of emotional response does the first line of the stanza convey? When will this response be noticeable?
\nAnswer:
\nThe emotional response of children that this line conveys is that of sheer joy. This type of response, as the poet says, will come into notice when they start reading books.<\/p>\n

Question 2.
\nWhat has been referred to in this stanza as \u2018that ridiculous machine\u2019?
\nAnswer:
\nThe phrase \u2018that ridiculous machine\u2019 here refers to the TV set. It is followed by another that refers to the TV screen as \u2018That nauseating, foul, unclean, repulsive television screen\u2019. The poem has many such phrases that have been used to denounce the role of television in the lives of children excessively used to watching it.<\/p>\n

Question 3.
\nHow does this stanza speak of the maturing of children\u2019s realisation regarding their newly acquired habit?
\nAnswer:
\nAs the poet says, children will gradually understand the joy of reading and soon will gain interest. These books will make its own place in their hearts and they will become fond of reading. Subsequently, showing a mature understanding, they will realize that they had been wasting a lot of their precious time in watching the television.<\/p>\n

Question 4.
\nWhy, according to the poet, the children will start loving their parents?
\nAnswer:
\nThe poet thinks that the children will soon realize that their parents did a wonderful thing for them by throwing away the television and instead, installing the lovely books to entertain and teach them so much. Due to this, they will love their parents all the more.<\/p>\n

Question 5.
\nDescribe a few qualities that the parents should have, if they want positive change in their children as suggested here.
\nAnswer:
\nTwo qualities that they should have are determination and patience. Determination is required when they decide to replace their children\u2019s bad old habits with a far more productive and positive ones. Patience is needed when their decision is resisted by their own children. Furthermore, they should also be absolutely caring and sensitive to the needs of their children.<\/p>\n","protected":false},"excerpt":{"rendered":"

Treasure Trove Poems and Short Stories Workbook Answers Treasure Trove Poems Workbook Answers Television Television Questions and Answers Read the extract given below and answer the questions that follow : 1. The most important thing we’ve learned, So far as children are concerned, Is never, NEVER, NEVER let Them near your television set – Or …<\/p>\n

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