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Nelson Mandela: Long Walk to Freedom – Class 10 English Chapter 2 Notes & NCERT PDF

Class 10EnglishChapter 2NCERT book: First Flight - English Class 10

Notes and a simple summary of Chapter 2 of the NCERT Class 10 English book, with the official chapter PDF, flashcards, an MCQ quiz and an AI tutor for your doubts.

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Chapter 2: Nelson Mandela: Long Walk to Freedom (with poem: A Tiger in the Zoo)

Overview

Chapter 2 is an extract from *Nelson Mandela's autobiography, Long Walk to Freedom*, describing his inauguration on 10 May 1994 as South Africa's first black President, and his reflections on courage, love and freedom. It is followed by Leslie Norris's poem A Tiger in the Zoo**, about a caged animal longing for freedom.

Background (from the book): Apartheid is a political system that separates people by race; South Africa had it until 1994. Mandela and his African National Congress (ANC) fought against it; Mandela spent thirty years in prison. In the first democratic elections the ANC won 252 of the 400 seats. The ceremony was attended by dignitaries from more than 140 countries.

Part 1: The Inauguration

"Tenth May dawned bright and clear." The ceremony takes place in the sandstone amphitheatre formed by the Union Buildings in Pretoria — for decades "the seat of white supremacy", now the site of "a rainbow gathering of different colours and nations". Mandela is accompanied by his daughter Zenani. Mr de Klerk is sworn in as second deputy president, then Thabo Mbeki as first deputy president.

From his speech:

Out of the experience of an extraordinary human disaster that lasted too long, must be born a society of which all humanity will be proud.
Never, never, and never again shall it be that this beautiful land will again experience the oppression of one by another… Let freedom reign. God bless Africa!
  • "Extraordinary human disaster" = apartheid.
  • "Glorious human achievement" = the establishment of a democratic, non-racial government.
  • He thanks international leaders for coming to share what is "a common victory for justice, for peace, for human dignity".
  • Future ideals: liberate all people from poverty, deprivation, suffering, gender and other discrimination.
  • The day is an "autumn day" because South Africa is in the southern hemisphere, where May falls in autumn.

    The military: jets, helicopters and troop carriers fly in perfect formation — "not only a display of pinpoint precision and military force, but a demonstration of the military's loyalty to democracy". The highest generals salute Mandela; "not so many years before they would not have saluted but arrested me". A chevron of Impala jets leaves a smoke trail of black, red, green, blue and gold — the new flag.

    Two national anthems: whites sing 'Nkosi Sikelel–iAfrika' and blacks sing 'Die Stem', the old anthem — a symbol of reconciliation.

    Part 2: Reflections on History and Courage

    In the first decade of the twentieth century, after the Anglo-Boer war, white-skinned peoples erected "a system of racial domination" — one of the harshest societies the world has known. In the last decade, it was overturned and replaced by one recognising the rights of all, "regardless of the colour of their skin".

    Mandela feels he is "simply the sum of all those African patriots" who went before him — Oliver Tambo, Walter Sisulu, Chief Luthuli, Yusuf Dadoo, Bram Fischer, Robert Sobukwe. Oppression produced men of extraordinary courage: "Perhaps it requires such depths of oppression to create such heights of character." South Africa's greatest wealth is its people, "finer and truer than the purest diamonds."

    I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear.
    No one is born hating another person because of the colour of his skin… if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.

    Even in prison, a "glimmer of humanity" in a guard reassured him. "Man's goodness is a flame that can be hidden but never extinguished."

    Part 3: Twin Obligations and the Meaning of Freedom

    Every man has twin obligations — to his family and to his people/country. In apartheid South Africa, a man of colour who tried to serve his people was "ripped from his family" and forced into "a twilight existence of secrecy and rebellion".

    Mandela's changing idea of freedom:

  • As a boy — free to run in fields, swim in the stream, roast mealies, ride bulls; he thought he was "born free".
  • As a student — wanted "transitory freedoms": staying out at night, reading what he pleased.
  • As a young man in Johannesburg — wanted "basic and honourable freedoms": achieving his potential, earning his keep, marrying and having a family.
  • Later — realised his brothers and sisters were not free; joined the ANC; his hunger for his own freedom became the hunger for the freedom of his people. It turned "a law-abiding attorney" into "a criminal" and "a family-loving husband into a man without a home".
  • Freedom is indivisible… A man who takes away another man's freedom is a prisoner of hatred… The oppressed and the oppressor alike are robbed of their humanity.

    Poem: A Tiger in the Zoo — Leslie Norris

    The poem contrasts the tiger in the zoo (stanzas 1, 4, 5) with the tiger in the wild (stanzas 2, 3).

    He stalks in his vivid stripes / The few steps of his cage, / On pads of velvet quiet, / In his quiet rage.
  • In the wild he should be "lurking in shadow, / Sliding through long grass / Near the water hole / Where plump deer pass", "snarling around houses / At the jungle's edge… Terrorising the village!"
  • In the zoo he is "locked in a concrete cell, / His strength behind bars", "Ignoring visitors".
  • At night he "stares with his brilliant eyes / At the brilliant stars" — longing for freedom.
  • Repetition ("velvet quiet… quiet rage"; "brilliant eyes… brilliant stars") stresses his suppressed anger and his longing. The book adds The Tiger (Peter Niblett), The Panther (Rilke) and The Greater Cats (Victoria Sackville-West) to discuss whether zoos are necessary.

    Word Power

  • apartheid — political system separating people by race (रंगभेद)
  • besieged by — surrounded closely by (घिरा हुआ)
  • amphitheatre — roofless building with rows of seats rising in steps (रंगशाला)
  • confer — give (प्रदान करना)
  • emancipation — freedom from restriction (मुक्ति)
  • deprivation — state of not having one's rightful benefits (वंचना)
  • spectacular array — impressive, colourful display (शानदार प्रदर्शन)
  • chevron — a V-shaped pattern (V आकार)
  • despised — had a very low opinion of (घृणा की)
  • wrought — done, achieved (किया गया)
  • resilience — ability to recover from hardship (लचीलापन)
  • transitory — not permanent (क्षणिक)
  • curtailed — reduced (कम किया गया)
  • prejudice — strong dislike without good reason (पूर्वाग्रह)
  • inclinations — natural tendencies (झुकाव)
  • Board Exam Focus

  • Why so many international leaders attended — a victory of justice, peace and human dignity over apartheid.
  • "Depths of oppression create heights of character" — with examples.
  • How Mandela's idea of freedom changed with age.
  • The twin obligations.
  • Contrast of the caged and wild tiger.
  • Model answer outline — "How did Mandela's understanding of freedom change?"

  • Boyhood: thought he was born free (fields, stream, mealies).
  • Student: transitory personal freedoms.
  • Young man: basic, honourable freedoms (earning, family).
  • Finally: freedom of all his people; freedom is indivisible.
  • Model answer outline — "What does courage mean to Mandela?" Not the absence of fear but the triumph over it; the brave man conquers fear; learned from comrades who faced torture without breaking.

    Model answer outline — "Why were two national anthems sung?" To symbolise unity and reconciliation between whites and blacks; each group sang the other's anthem.

    Grammar & Language Focus

  • Nouns from verbs with -ion/-ment: govern → government, form → formation, rebel → rebellion, constitute → constitution. The book's paragraph on Martin Luther King needs: contribution, assistance, subjugation, humiliation, imprisonment, resistance.
  • 'The' with proper names — "the Oliver Tambos, the Walter Sisulus" means many men like them.
  • Idioms — "not unmindful of" (aware of); "pushed to our limits" (could not endure any longer); "keep me going" (help me live in hope); "earning my keep" (earning enough to live on).
  • Balanced contrasts — "Courage was not the absence of fear, but the triumph over it"; "If people can learn to hate, they can be taught to love."
  • Common Mistakes

  • Swapping the deputy presidents: de Klerk = second deputy, Thabo Mbeki = first deputy.
  • Saying whites sang 'Die Stem' — actually whites sang 'Nkosi Sikelel–iAfrika' and blacks sang 'Die Stem'.
  • Calling 10 May a spring day — it is autumn in South Africa.
  • Thinking Mandela wanted freedom only for himself — it became the freedom of his people.
  • In the poem, confusing which stanzas describe the zoo and which the wild.
  • 💡 Key Learning Points

    • ✓Describe the inauguration of 10 May 1994 and what it symbolised for South Africa
    • ✓Explain Mandela's ideas on courage, love and hate, and 'the depths of oppression' creating 'heights of character'
    • ✓Trace how Mandela's understanding of freedom changed from boyhood to adulthood
    • ✓Contrast the caged tiger and the wild tiger in Leslie Norris's poem
    • ✓Form nouns from verbs and understand 'the' with proper names and idiomatic expressions

    👨‍🏫 Teaching Tips

    • →Start with the BBC news item in the book to set the context of apartheid and the 1994 elections
    • →Do the Column A–B matching of expressions ('rainbow gathering', 'twilight existence') before reading
    • →Make a timeline on the board: first decade of the 20th century vs last decade
    • →Ask students to list Mandela's 'twin obligations' and discuss similar conflicts in Indian freedom fighters' lives
    • →Hold the two-minute speech activity on 'True liberty is freedom from poverty, deprivation and discrimination'
    • →For the poem, have students sort words into two columns — the tiger in the cage and in the wild
    • →Use the three extra poems in the book (Niblett, Rilke, Sackville-West) for a debate on zoos
    • →Link to the book's research task on black Americans, women's equality and Vietnam

    📋 Assessment Questions

    1. Why did so many international leaders attend the inauguration?
    2. What does Mandela mean by 'twin obligations'?
    3. How did Mandela's 'hunger for freedom' change his life?
    4. Does Mandela think the oppressor is free? Why or why not?
    5. How does the poet contrast the tiger in the zoo with the tiger in the wild?

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