Class 12 Alternative English Chapter 2 The Voyage

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Class 12 Alternative English Chapter 2 The Voyage Question answer to each chapter is provided in the list so that you can easily browse through different chapters Assam Board HS Class 12 Alternative English Chapter 2 The Voyage and select needs one.

Class 12 Alternative English Chapter 2 The Voyage

Also, you can read the SCERT book online in these sections Solutions by Expert Teachers as per SCERT (CBSE) Book guidelines. These solutions are part of SCERT All Subject Solutions. Here we have given Assam Board Class 12 Alternative English Chapter 2 The Voyage Solutions for All Subjects, You can practice these here…

The Voyage

Chapter: 2

PROSE ( Section One )


A. State whether these sentences are True or False. 

1. Bhupen Hazarika had brought his Rolleiflex from home.

Ans: False.

2. The sight of the Egyptian pyramids enthralled Bhupen Hazarika.

Ans: False.

3. Bhupen Hazarika’s companion on the flight from Guwahati to Dumdum was Bhaben Das. 

Ans: False.

4. Bhupen Hazarika had a weakness for Kalmou saak.

Ans: True.

B. Answer in one or two words.

1. What was the name of the airport situated in Guwahati in 1949? 

Ans: Kahikuchi Airport.

2. Who was the Governor of Assam during the inauguration of the airport in Guwahati? 

Ans: Sir Akbar Hydari.

3. How much was the air fare from Guwahati to Dumdum in 1949? 

Ans: Fifty five rupees.

4. In which country is the Temple of the Tooth Relic’ located?

Ans: Sri Lanka.

5. What type of leave did the French sailor avail when he came to the shore? 

Ans: Shore leave.

C. Answer in a few words each.

1. Name the two locations that Bhupen Hazarika reminisces about in The Voyage. 

Ans: The two locations that Bhupen Hazarika reminisces about in The Voyage are Bharalumukh and Uzan bazaar.

2. What did Hazarika consider to be his only aim?

Ans: Hazarika considered his only aim to be a singer. 

3. The ship set sail later than the scheduled time. How late was the ship? 

Ans: The ship was one and a half day late than the scheduled time.

4. Name the two places associated with Buddhism mentioned by Bhupen Hazarika in ‘The Voyage”.

Ans: The two places associated with Buddhism mentioned by Bhupen Hazarika in ‘The Voyage” are Sarnath and Bodh Gaya.

5. Which two Indian states associated with dances, other than Assam, are mentioned by Bhupen Hazarika in “The Voyage”? 

Ans: The two Indian states associated with dances, other than Assam, are mentioned by Bhupen Hazarika in “The Voyage” are Gujarat and Manipur.

D. Answer briefly in your own words.

1. Write a brief account of Hazarika’s stopover in Sri Lanka. 

Ans: When Bhupen Hazarika reached Sri Lanka, then he found that the Lanka had become an Anglo Ceylonese maiden. He observed a blend of cultures and influences from English and Hindi music playing on the radio to stalls selling American dresses and watches. Hazarika encountered a French sailor on shore leave and witnessed multicultural atmosphere of the city.

He also visited Kandy, a city known for its Buddhist heritage. The Temple of the Tooth Relic left a deep impact on him, and he felt as if he was in Sarnath or Bodh Gaya, experiencing the same spiritual ambience and echoes of Buddham Sharanam Gachchami. Hazarika’s visit to Sri Lanka highlighted the cultural affinities between the people of Sri Lanka and India, particularly South India, evident in their participation in dances and music together.

2. Briefly present your view about Hazarika’s experience of visiting a Sri Lankan family home.

Ans: Hazarika’s experience of visiting a Sri Lankan family home was a unique one. He describes entering the drawing room of a modern Lankan family, where he found a piano and a Madonna painting by a European artist. The children were singing English songs, and Hazarika was surprised by the similarities between this Lankan home and his own experiences in Shillong. Despite being far away from Assam, Hazarika felt a sense of familiarity and connection, emphasizing the universality of certain cultural aspects. 

3. Present your views on the food and flavours mentioned by Hazarika in “The Voyage”.

Ans: In Hazarika’s account, he mentions a dish called “Kalmou” that his grandmother used to cook for him. Although he longs for it during his journey but he is unable to find it in Sri Lanka. He also mentions “tenga” and “bamboo shoot”, which are traditional Assamese ingredients. These references to food and flavours highlight Hazarika’s nostalgia for his native Assam and his longing for the tastes and aromas of home. It reflects how food can evoke powerful memories and emotions, especially when one is far away from familiar surroundings.

4. How does Bhupen Hazarika recount his feeling about being an Indian as he moves forward in his journey? Give a brief description.

Ans: As Hazarika continues his journey he reflects on his evolving sense of identity .He realizes that as he moves beyond India’s boundaries, he begins to see himself more as an Indian student rather than solely identifying with his Assamese or Bengal roots. The experience broadens his perspective and deepens his love for all of India, blurring the distinction between being an Assamese or an Indian Hazarika’s journey helps him embrace a larger national identity and see himself as part of a diverse and United India.

E. Answer in detail.

1. Present an overview of Bhupen Hazarika’s experience during the course of his journey abroad from your reading of ‘The Voyage’. 

Ans: Bhupen Hazarika’s journey abroad, as described in ‘The Voyage,’ is a transformative experience that exposes him to various cultures languages, landscapes and people. It serves as a catalyst for his personal growth, broadening his perspective on life, identity, and the interconnectedness of cultures.

Throughout his journey Hazarika encounters diverse cultures and observes their influences in different locations From Sri Lanka to Europe, he the fusion of local traditions with external influences, such as European colonial legacies In Sri Lanka, he notices the coexistence of Lankan and European elements in the architecture, must and lifestyle. The Yakuma Natum dance, reminiscent of the deodhani nnittya of Kamrupa, illustrates the similarities and shared roots of different cultures.

As Hazarika continues his journey to Europe, he encounters a convergence of cultures on a larger scale In London, he experiences the vibrancy of multiculturalism, where people from various backgrounds coexist and interact. He attends gatherings where people from different nations come together, breaking barriers of language and nationality Hazarika also witnesses the blending of cultures in the music of the streets, where British melodies mix with African rhythms and create a unique harmony.

2. ‘Bhupen Hazarika’s representation is not merely an account of a journey; it is also a narrative about the convergence of cultures in different locations’. Comment on the statement based on your reading of ‘The Voyage’.

Ans: The statement that Bhupen Hazarika’s representation in ‘The Voyage’ is not merely an account of a journey but also a oaurelive about the convergence of cultures holds true based o the reading of the text Hazarika’s narrative goes beyond describing his personal experiences and observations, it delves into the interconnectedness and fusion of cultures that he encounters during his journey Hazarika’s encounters with different cultures highlight the fluidity and adaptability of human expressions. He acknowledges the influences and overlaps between cultures, emphasizing that they are not isolated entities but intertwined in various ways. The representation of cultures in The Voyage’ showcases the dynamic nature of human interactions and the continual exchange of ideas, traditions, and values. 

Through his experiences, Hazarika emphasizes the importance of cultural understanding, respect, and appreciation; He recognizes that despite cultural differences, there are shared elements that unite people across borders. His narrative serves as a reminder of the beauty and richness that emerges when cultures converge, resulting in a more diverse and interconnected world. Overall, Hazarika’s representation in The Voyage captures the essence of cultural convergence, showcasing the transformative power of travel and the potential for meaningful connections between people of different backgrounds. It celebrates the diversity of human experiences while emphasizing the common threads that bind us together as a global community.


A. Very Short Answer Type Question:

1. Who was the Chief Minister of Assam at the time of the narrator’s voyage to America?

Ans: Gopinath Bordoloi.

2. What was the name of the ship the narrator boarded for their sea voyage? 

Ans: SM Samponio.

3. Who accompanied the narrator to the airport in Guwahati? 

Ans: The narrator’s mother, father, Queen (Sudakshina Sarma), mahi, and younger brother, Jayanta Hazarika.

4. Who did the narrator retrieve their bag from after realizing they had left it behind?

Ans: The bag was brought by the narrator’s friend, Syed Abdul Malik.

5. Which newspaper from Assam did the narrator find among the newspapers and journals offered on the plane? 

Ans: The Assam Tribune.

6. What dance did the narrator witness during their visit to Colombo?

Ans: The Yakuma Natum, also known as the demon dance.

7. What did the professor whom the narrator met in Lanka attribute the lack of camaraderie between Lankans and Indians to?

Ans: The professor mentioned concerns about India’s economic exploitation and the Lankan government’s apprehension of progressive Indian laborers.

8. What item did the narrator purchase during the ship’s stop in Aden? 

Ans: The narrator bought a Rolleiflex camera.

9. Where did the ship stop after Djibouti? 

Ans: The ship made a stop in Cairo.

10. What news did the narrator hear in Cairo? 

Ans: The new of Zedong’s successful Long March and China’s freedom.

11. What did the ship’s captain point out to the passengers in the Red Sea?

Ans: The captain pointed out the star above the holy crescent moon a rare sight.

12. What natural phenomenon did the narrator witness in the sea?

Ans: The narrator saw herds of phosphorus fish lighting up the sea with their bioluminescence.

13. Who was the French young man the narrator met on the ship? 

Ans: The French young man introduced himself as “one of millions of Andres.

14. What prayer did the narrator make after witnessing the rare sight in the Red Sea? 

Ans: The narrator prayed for the blessing of a joyful journey and the endurance to travel from country to country, beyond borders.

15. Who was the pastor in Guwahati who prepared the narrator’s research curriculum for their voyage to America?

Ans: The pastor’s name was Robert Brown.

16. Who received the narrator at the airport in Calcutta? 

Ans: The narrator was received at the airport in Calcutta by their classmate at Cotton College, Bhaben Das.

17. What did the narrator feel upon reaching New York City? 

Ans: Upon reaching New York City, the narrator felt a strange loneliness, as if they had been uprooted from their surroundings and thrown into an unfamiliar world.

18. Who was the first person the narrator met at the International House?

Ans: The first person the narrator met at the International House was a Sikh student named Gurcharan Singh.

19. Who accompanied the narrator to the airport on the day of their journey? 

Ans: The narrator was accompanied by their mother, father Queen (Sudakshina Sarma wife of Dilip Sarma), mahi, and their younger brother Jayanta Hazarika.

20. Why did the captain say they were fortunate to behold that sight?

Ans: The captain mentioned that although they had travelled that route numerous times they had the great fortune of seeing that sight only once or twice it was considered a rare occurrence.

B. Short Answer Type Question: 

1. What was the route chosen by the narrator for their journey to America?

Ans: Guwahati to Dumdum by air, then Dumdum to Visakhapatnam by Indian airlines flight, followed by Visakhapatnam to Colombo by another plane, and finally a sea voyage from Colombo to Marseille.

2. Explain the route chosen by the narrator for their journey to America in your own words. 

Ans: The narrator chose to travel by air from Guwahati to Dumdum, and then take an Indian airlines flight from Dumdum to Visakhapatnam. From Visakhapatnam, they planned to take a plane to Colombo and then a sea voyage to Marseille aboard the SM Samponio.

3. Why did the narrator feel heavy-hearted for their country when leaving Visakhapatnam? 

Ans: The narrator felt heavy-hearted for their country because they were leaving India itself and had uncertainties about whether or not they would be able to return to their native place. They were aware that many who went to America never came back during that time.

4. What was the problem faced by the narrator when they boarded the ship in Aden? 

Ans: The narrator had a problem as hardly anyone on the ship knew English. They had left everyone behind and had uncertainties about the journey ahead.

5. What was the incident that caused the plane to halt and return to its starting place? 

Ans: The narrator realized that they had left their bag containing their passport, dollars, tickets, air passage, and other papers behind with either of their parents. They informed the captain of the plane, who brought it back to its starting place to retrieve the bag.

6. What was the incident witnessed by the narrator on the ship before entering the Red Sea? 

Ans: The ship’s alarm bell started ringing in the middle of the night and everyone gathered on the deck. The captain explained that from that exact spot, once in a long while, the star above the holy crescent moon of Muslims could be seen. The narrator witnessed this rare sight and took photographs of it 

7. What did they see in the sea that surprised them?

Ans: The narrator saw a thousand neon lights in the sea which turned out to be herds of phosphorus fish lighting up the sea with a dazzling display.

8. Who was the French young man the narrator met on the ship? 

Ans: The French young man’s name was Andres He was around twenty- three or twenty-four years old and had joined the French army at the age of seventeen.

9. What did the narrator observe about the city of Djibouti during their brief visit?

Ans: The narrator noticed that the imperialist Italians had not brought any development to Djibouti. The place was littered with wine shops, and most people seemed poor. Women roamed the streets wearing burqas.

10. What news did the narrator hear in Cairo that made them think about their own journey?

Ans: In Cairo, the narrator heard the news that Mao Zedong and his communist forces had taken over China. This news made the narrator think about the path they had chosen and whether they had made the right decision to leave India

11. Who did the narrator meet in Alexandria and what advice did they give?

Ans: The narrator met a Bangladeshi Muslim at the Youth Hostel in Alexandra. He advised the narrator to focus on their studies, keep away from politics, and not get involved in religious activities.

12. What were the initial challenges faced by the narrator in the United States?

Ans: The initial challenges faced by the narrator in the United States included getting acclimated to the new environment dealing with homesickness adjusting to the cultural differences, and overcoming language barriers.

13. How did the narrator describe the atmosphere at the International House?

Ans: The narrator described the atmosphere at the International House as one of camaraderie and diversity. Students from various countries and cultures lived together, sharing their experiences and lasting friendships.

14. What motivated the narrator to continue their studies in the United States despite the challenges? 

Ans: The narrator was motivated to continue their studies in the United States by their strong desire to gain knowledge and contribute to the development of can country. They believed that the opportunity to study abroad would provide them with valuable insights and skills that they could later apply in India.

C. Long Answer Type Question:

1. What were the author’s thoughts and emotions as they departed from India specifically Assam and eastern India, and embarked on their journey to America, and how did the prevalent issue of “brain-drain” impact their perspective?

Ans: As the author departed from India, particularly Assam and eastern India, they experienced a mature of emotions and thoughts. They fell a heavy heart for their country pondering whether they would be able to return to their native place. During that time, the problem of “brain-drain was prevalent, where many individuals who went to America chose not to return. While the rich would often get their sons married before sending them to America, the author and individuals like them were primarily concerned with securing a job upon their return to their country. The issue of brain drain weighed on their mind and added to their determination to contribute to their homeland despite the uncertainties that lay ahead.

2. Describe the author’s observations and reflections during their stay in Colombo, Sri Lanka, including the cultural diversity, the transformation of the city, and the assimilation of different influences.

Ans: During their stay in Colombo, Sri Lanka, the author made several observations and reflections. They noticed the cultural diversity of the city, with elements from various backgrounds coexisting. The city had a mix of Anglo-Ceylonese influences with cafes playing music that included English and Hindi tunes. They also encountered rich Parsi merchants from Bombay offering American dresses and watches in their stalls. Additionally, they overheard South Indian porters conversing in Tamil, highlighting the multicultural environment. The author also witnessed the transformation of the city as it appeared different from their previous perception of Lanka. The assimilation of different influences was evident in the presence of European artworks. English songs sung by children, and the adoption of South Indian dance forms. Overall Colombo presented a dynamic and diverse cultural landscape.

3. What were the author’s experiences and reflections while witnessing the Yakuma Natum dance in Sri Lanka and how did it connect them to the cultural similarities and unifying aspects across different regions?

Ans: The author had the opportunity to witness the Yakuma Natum dance in Sri Lanka, which held significant meaning and invoked reflection. The dance, known as the demon dance, was performed when individuals fell ill or had mental issues, and the dancer would go into a trance and reveal the future. The performance involved the beating of dhols and dancing with bamboo sticks, reminiscent of the deodhani nrittya of Kamrupa. The author observed similarities between Yakuma Natum and other cultural practices, such as the Garba of Gujarat and the Raas of Manipur. This experience highlighted the unifying power of culture, where geographic boundaries seemed to dissolve. Despite the lack of camaraderie between Lankans and Indians in some aspects, cultural similanties provided a bridge that connected people across different regions.

4. Describe the author’s encounter with the immigration authorities in Los Angeles and their subsequent travel to the Indian Consulate, highlighting the bureaucratic challenges and their determination to overcome them.

Ans: The author’s encounter with migration authorities in Los Angeles was marked by bureaucratic challenges and their unwavering determination. Upon arriving at the airport the author faced a senes of questioning by immigration officers, who were sceptical about their intentions and duration of stay. Despite providing all the necessary documents and explaining their purpose of visiting the Indian Consulate, they faced additional scrutiny and were eventually redirected to the Indian Consulate in Los Angeles At the Consulate, the author encountered further bureaucratic hurdles, as the officials were reluctant to provide assistance due to their late arrival However, the author’s persistence and conviction eventually led them to a senior officer who acknowledged their situation and offered support. This experience highlighted the bureaucratic challenges faced by individuals during international travel and underscored the importance of determination and resilience in navigating such obstacles.

5. What were the author’s impressions and reflections upon their first visit to New York City, including the bustling streets, iconic landmarks, and the stark contrast between affluence and poverty?

Ans: The author’s first visit to New York City left a lasting impression on them. They were captivated by the bustling streets, filled with people from diverse backgrounds rushing towards their destinations. The iconic landmarks like the Statue of Liberty Times Square and the Empire Building stood as symbols of the city’s grandeur. However, amidst the affluence and splendor, the stark contrast of poverty was evident, with homeless individuals seeking shelter in the city’s corners. This contrast between wealth and destitution sparked reflections on the socio-economic disparities within society and the complexities of urban life.

6. What were the author’s experiences and encounters while exploring the historical sites in Rome, Italy, and how did it deepen their appreciation for ancient civilizations and their lasting legacies?

Ans: Exploring the histoncal sites in Rome, Italy was a remarkable experience for the author. They marveled at the grandeur of the Colosseum, envisioning the gladiatonal contests that once took place within its walls. They wandered through the ruins of the Roman Forum imagining the vibrant political and social life that thrived there. The author also vsted the Pantheon, amazed by its architectural magnificence and the engineering brilliance of the ancient Romans. These encounters deepened their appreciation for ancient civilizations and their lasting legaces realizing the immense impact they had on shaping human history.

7. Describe the author’s journey through the breathtaking landscapes of the Swiss Alps. highlighting the awe-inspiring mountains, picturesque valleys, and the serene charm of alpine villages.

Ans: The author’s journey through the Swiss Alps was a truly awe- inspiring experience. They were surrounded by majestic mountains, their peaks piercing the sky. The snow capped summits seemed to touch the clouds, creating a surreal atmosphere. As they ventured through the alpine valleys, they encountered picturesque landscapes, with vibrant meadows crystal clear lakes, and cascading waterfalls. The charm of the alpine villages added to the serenity of the surroundings with traditional wooden chalets nestled among the mountains. The author was left in awe of the sheer beauty and tranquility that the Swiss Alps offered.

8. What were the author’s observations and insights attending a traditional tea ceremony in Kyoto, Japan, and how did it deepen their understanding of Japanese culture and the importance of mindfulness? 

Ans: Attending a traditional tea ceremony in Kyoto Japan provided the author with unique observations and insights. They witnessed the meticulous preparation and presentation of matcha lea observing the graceful movements and attention to detail by the tea master. The atmosphere was serene and tranquil with every gesture performed with intention and mindfulness. Through this experience the author gained a deeper understanding of Japanese culture and the significance of mindfulness in everyday life. They realized that even the simplest acts like preparing and savoring a cup of tea can be elevated to a form of art promoting a sense of harmony and presence in the moment.

9. Describe the author’s participation in a community service project in a rural village in Africa, highlighting the challenges faced by the local population, the impact of the project, and the author’s personal transformation.

Ans: The author’s participation in a community service project in a rural village in Africa was a life-changing experience. They witnessed firsthand the challenges faced by the local population, including lack of access to clean water, limded educational opportunties, and inadequate healthcare The project aimed to address these issues by building wels establishing schools, and providing medical aid. The author actively engaged with the community, working alongside local volunteers to make a difference. The impact of the project was significant, as it brought clean water to the village, empowered children through education, and improved healthcare services. Through this expenence, the author underwent a personal transformation, realizing the power of collective action and the importance of giving back to communities in need.

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