Mijbil the Otter — Class 10 English
First Flight · Chapter 6
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Chapter summary
The story in steps
- In Iraq, Maxwell gets an otter named Mijbil instead of keeping a dog.
- At first Mijbil seems dull, but soon he becomes playful, clever, and very attached to Maxwell.
- Mijbil loves water and games, especially with marbles, and he learns the flat quickly.
- When Maxwell must return to England, he struggles with airline rules and prepares a box for Mijbil.
- Mijbil escapes from the box before the flight, creates confusion, and later travels with Maxwell on the plane.
- In London, people stare at Mijbil and guess many wrong animals, while Maxwell enjoys his unusual pet.
Key ideas & terms
- Gavin Maxwell
- The author who keeps an otter as a pet and narrates the story.
- Mijbil
- The playful otter of a rare species named after Maxwell.
- Maxwell’s otter
- The new species name given to Mijbil’s kind of otter.
- Camusfeàrna
- Maxwell’s home in the Scottish Highlands where he raised the otter.
- Human–animal bond
- The affectionate relationship between Maxwell and Mijbil.
- The airline journey
- The difficult, comic transport of Mijbil to England.
शब्दार्थ · Word meanings
- marshes
- wet muddy lands
- compulsive habits
- hard-to-control repeated actions
- disengage
- free or separate
- apathy
- lack of interest
- quintessentially
- in the truest way
- labyrinth
- a confusing passage system
- chittering
- making quick sharp sounds
- squirmed
- twisted with quick movements
- infernal
- very annoying or terrible
- frightened life out of
- made extremely scared
Extra questions & answers
Why did the author decide to keep an otter as a pet?
After losing his dog, he wanted a pet, and being in the marshlands of southern Iraq, a region of otters, he felt an otter would suit him better.
How did Mijbil amuse himself?
He invented his own games, such as playing with marbles like a juggler and splashing and rolling in water, showing his playful intelligence.
Describe the difficulties in transporting Mijbil to England.
The airline insisted he travel in a box; Mijbil hurt himself, escaped the box on the plane, and caused chaos before being calmed by the author.
How did people in London react to Mijbil?
They were astonished and curious, guessing the strange creature to be many different animals, from a baby seal to a walrus.
How did the author come to own Mijbil?
A friend arranged for an otter to be brought to him in Basra; the creature, Mijbil, was delivered to his room and soon grew deeply attached to him.
To what species did Mijbil belong?
He belonged to a previously unknown species of otter, which was later named “Maxwell’s otter” after the author who first brought it to notice.
How did Mijbil behave around water?
He loved water — turning on taps, splashing, rolling and playing in the bath for long stretches — showing the otter’s natural delight in it.
Why did transporting Mijbil to England prove difficult?
The airline required him to travel in a box; he injured himself trying to escape, and during the flight he got out of the box and caused great chaos.
How did the air hostess help during the flight?
She kindly suggested the author keep Mijbil on his lap, which calmed the otter and made the rest of the journey far easier.
What does the story show about keeping a wild animal as a pet?
It shows the joy and close bond such a pet can bring, but also the real effort, responsibility and difficulties involved in caring for a wild creature.
Activity
1. Do you have a pet? If you do, you perhaps know that a pet is a serious responsibility. Read in the box below what the SPCA — the Society for the Prevention of Cruelty to Animals — has to say about how to care for a pet.
Yes, I have experience caring for a pet. A pet needs lifelong commitment, suitable food, vaccination, grooming, training, exercise, affection, play and proper socialisation. The whole family should agree before adopting one and must remain responsible for its health and safety.
2. Imagine someone has gifted you a pet. With your partner's help, make a list of the things you need to know about the pet in order to take good care of it. One has been done for you.
(i) The food it eats.
(ii)
(iii)
(iv)
(v)
(i) The food it eats.
(ii) The kind of shelter and space it needs.
(iii) Its vaccination and medical-care requirements.
(iv) The amount of exercise, grooming and training it needs.
(v) Its normal behaviour and the signs that it is ill or distressed.
3. Otters are found in large numbers in the marshes (i.e. wet areas near lakes, rivers or seas) near Basra, a town in Iraq. Imagine you wanted to bring an otter from Iraq to London, as a pet. What special arrangements would you need to make for your pet otter? You would need to find a place with lots of water, for example. What other points should you think about? The information about Iraq and London given below may help you.
I would first learn whether keeping and transporting an otter is lawful and obtain all required wildlife, health and travel permits. I would arrange a safe, ventilated carrier, suitable food, veterinary care and secure transport. In London, the otter would need a spacious enclosure with clean water for swimming, shelter from unfamiliar weather, opportunities for play and exercise, and conditions resembling its natural marsh habitat.
Oral Comprehension Check
1. What 'experiment' did Maxwell think Camusfearna would be suitable for?
Maxwell thought Camusfearna would be a suitable place for the experiment of keeping an otter as a pet instead of a dog because the cottage was surrounded by water.
2. Why does he go to Basra? How long does he wait there, and why?
He goes to Basra with his friend to the Consulate-General to collect and answer their mail from Europe. His friend's mail arrives, but Maxwell waits for five days because his own mail is delayed.
3. How does he get the otter? Does he like it? Pick out the words that tell you this.
Maxwell's friend arranges for two Arabs to bring the otter to his bedroom in a sack. Maxwell becomes deeply attached to it. The words "a phase of my life that has not yet ended," "a thraldom to otters" and "an otter fixation" show his strong liking for the animal.
4. Why was the otter named 'Maxwell's otter'?
The otter belonged to a species previously unknown to science. Zoologists later named it Lutrogale perspicillata maxwelli after Maxwell, so it became known as "Maxwell's otter."
5. Tick the right answer. In the beginning, the otter was
• aloof and indifferent
• friendly
• hostile
• aloof and indifferent
6. What happened when Maxwell took Mijbil to the bathroom? What did it do two days after that?
In the bathroom, Mijbil became wild with joy. He plunged, rolled and swam in the bathtub, splashing water everywhere. Two days later, he escaped to the bathroom, climbed onto the bathtub and managed to turn on a tap.
Oral Comprehension Check
1. How was Mij to be transported to England?
Mij was to travel by air from Basra to Paris and then to London. The airline required him to be kept in a box no larger than eighteen inches square on the floor near Maxwell's feet.
2. What did Mij do to the box?
Mij tore the box's lining to shreds while trying to escape. In doing so, he injured himself, and blood trickled through the airholes and gaps around the lid.
3. Why did Maxwell put the otter back in the box? How do you think he felt when he did this?
Maxwell put Mij back because only ten minutes remained before the flight and the airport was five miles away. He must have felt guilty, anxious and distressed because Mij was exhausted, injured and miserable, but there was no time to arrange another carrier.
4. Why does Maxwell say the airhostess was "the very queen of her kind"?
The airhostess listened sympathetically to Maxwell's problem and kindly allowed him to take Mij out of the box and keep him on his knee. Her understanding and helpfulness earned Maxwell's profound admiration.
5. What happened when the box was opened?
Mij sprang out immediately and raced down the aircraft, causing cries and confusion among the passengers. After the airhostess searched for him, he returned by himself, bounded onto Maxwell's knee and affectionately nuzzled his face and neck.
Oral Comprehension Check
1. What game had Mij invented?
Mij placed a ping-pong ball at the raised end of a sloping suitcase and let it roll down. He then rushed to the lower end, hid, sprang upon the arriving ball, carried it back and repeated the game.
2. What are 'compulsive habits'? What does Maxwell say are the compulsive habits of
(i) school children
(ii) Mij?
Compulsive habits are repeated actions that a person or animal feels strongly driven to perform. (i) Some schoolchildren step on the centre of every paving block, touch every seventh railing or pass outside every second lamp post. (ii) On his way home, Mij always tugged Maxwell towards the school wall, jumped onto it and galloped along its entire length.
3. What group of animals do otters belong to?
Otters belong to the comparatively small group of animals called Mustellines, which also includes badgers, mongooses, weasels, stoats and minks.
4. What guesses did the Londoners make about what Mij was?
Londoners guessed that Mij was a baby seal, squirrel, walrus, hippo, beaver, bear cub, leopard or even a brontosaur. Almost none recognised him as an otter.
Thinking about the Text
1. What things does Mij do which tell you that he is an intelligent, friendly and fun-loving animal who needs love?
Mij shows intelligence by learning to open a tap and inventing games with balls, marbles and a sloping suitcase. He is fun-loving because he spends hours playing, swimming, juggling and racing along the school wall. He is friendly and affectionate because he follows Maxwell, responds to his name and, after the confusion in the aircraft, returns to nuzzle Maxwell's face and neck. His distress inside the box and his joyful reunion with Maxwell also show that he needs companionship and love.
2. What are some of the things we come to know about otters from this text?
The text shows that otters are playful, intelligent, curious and strongly attracted to water. They like to keep water moving by splashing, overturning bowls and playing in baths. They can learn to follow people, answer to their names, manipulate simple objects and invent games. They also enjoy juggling small objects while lying on their backs. Otters belong to the Mustelline family, and some can be tamed, though they remain active wild animals with specialised needs.
3. Why is Mij's species now known to the world as Maxwell's otter?
Mij belonged to a species that was previously unknown to science. After zoologists studied and classified it, they named it Lutrogale perspicillata maxwelli in Maxwell's honour. Therefore, the species became popularly known as Maxwell's otter.
4. Maxwell in the story speaks for the otter, Mij. He tells us what the otter feels and thinks on different occasions. Given below are some things the otter does. Complete the column on the right to say what Maxwell says about what Mij feels and thinks.
Plunges, rolls in the water and makes the water splosh and splash — Mij feels wild with joy and believes that water must be kept moving and made to do things.
Screws the tap in the wrong way — Mij feels irritated and disappointed because the tap fails to produce water.
Nuzzles Maxwell's face and neck in the aeroplane — Mij feels distressed at first, but then recognises Maxwell and expresses relief, welcome and affection.
5. Read the story and find the sentences where Maxwell describes his pet otter. Then choose and arrange your sentences to illustrate those statements below that you think are true.
Maxwell's description
(i) makes Mij seem almost human, like a small boy.
(ii) shows that he is often irritated with what Mij does.
(iii) shows that he is often surprised by what Mij does.
(iv) of Mij's antics is comical.
(v) shows that he observes the antics of Mij very carefully.
(vi) shows that he thinks Mij is a very ordinary otter.
(vii) shows that he thinks the otter is very unusual.
The statements that are true are (i), (iii), (iv), (v) and (vii).
(i) Mij seems almost human when he plays like a footballer, juggles marbles and develops ritual-like habits similar to those of schoolchildren.
(iii) Maxwell is surprised when Mij turns on the tap and invents games by himself.
(iv) The descriptions of Mij creating enough splash for a hippo, escaping through the aircraft and being mistaken for many strange animals are comical.
(v) Maxwell carefully records Mij's movements, games, expressions, habits and reactions.
(vii) Maxwell presents Mij as unusual because he belongs to a previously unknown species and displays remarkable intelligence and originality.
Statements (ii) and (vi) are not supported: Maxwell is affectionate rather than frequently irritated, and he certainly does not consider Mij ordinary.
Thinking about Language
I. Describing a Repeated Action in the Past
From the table below, make as many correct sentences as you can using would and/or used to, as appropriate. (Hint: First decide whether the words in italics show an action, or a state or situation, in the past.) Then add two or three sentences of your own to it.
Emperor Akbar used to be fond of musical evenings.
Every evening we would take long walks on the beach.
Every evening we used to take long walks on the beach.
Fifty years ago, very few people used to own cars.
Till the 1980s, Shanghai used to have very dirty streets.
My uncle would spend his holidays by the sea.
My uncle used to spend his holidays by the sea.
As a child, I would visit my grandparents every summer.
Our neighbourhood used to be much quieter.
After school, we would play in the park until sunset.
II. Noun Modifiers
1. Look at these examples from the text, and say whether the modifiers (in italics) are nouns, proper nouns, or adjective plus noun.
(i) An otter fixation
(ii) The iron railings
(iii) The Tigris marshes
(iv) The London streets
(v) soft velvet fur
(vi) A four-footed soccer player
(i) otter — noun
(ii) iron — noun
(iii) Tigris — proper noun
(iv) London — proper noun
(v) soft velvet — adjective plus noun
(vi) four-footed soccer — adjective plus noun
II. Noun Modifiers
2. Given below are some nouns, and a set of modifiers (in the box). Combine the nouns and modifiers to make as many appropriate phrases as you can. (Hint: The nouns and modifiers are all from the texts in this book.)
college girls; rough crossing; hundred dresses; stone temple; ordinary person; love marriage; uncomfortable thoughts; white handkerchief; slang term; slack time; bare railroad; tremendous roar; family profession; plump physique; invigorating coffee; panoramic view; heartbreaking farewell; birthday celebration; incorrigible chatterbox; ridiculous expression; loud scream; first flight; three boys; hundred gifts.
III. Read this sentence:
He shook himself, and I half expected a cloud of dust.
The author uses a cloud of dust to give a picture of a large quantity of dust. Phrases like this indicate a particular quantity of something that is not usually countable. For example: a bit of land, a drop of blood, a pinch of salt, a piece of paper.
1. Match the words on the left with a word on the right. Some words on the left can go with more than one word on the right.
(i) a portion of
fried fish
(ii) a pool of
blood; water
(iii) flakes of
snow
(iv) a huge heap of
stones; gold
(v) a gust of
wind
(vi) little drops of
blood; water
(vii) a piece of
cotton; fried fish; gold
(viii) a pot of
water
III. 2. Use a bit of/a piece of/a bunch of/a cloud of/a lump of with the italicised nouns in the following sentences. The first has been done for you as an example.
(i) My teacher gave me some advice.
My teacher gave me a bit of advice.
(ii) Can you give me some clay, please.
Can you give me a lump of clay, please?
(iii) The information you gave was very useful.
The piece of information you gave was very useful.
(iv) Because of these factories, smoke hangs over the city.
Because of these factories, a cloud of smoke hangs over the city.
(v) Two stones rubbed together can produce sparks of fire.
Two stones rubbed together can produce a bit of fire.
(vi) He gave me some flowers on my birthday.
He gave me a bunch of flowers on my birthday.
Speaking
You have seen how Maxwell describes Mij the otter's feelings and thoughts by watching him. Play the game of dumb charades. Take turns to express a feeling or thought silently, through gestures. Let the class speak out their guesses about the feelings or thoughts you are trying to express.
I would act out curiosity by widening my eyes, leaning forward and pretending to examine an unfamiliar object carefully. My classmates might guess that I am curious, surprised or interested. I would then explain which gestures helped communicate the feeling.
Writing
Write a description of a person or an animal (such as a pet) that you know very well and love very much. Questions (4) and (5) in 'Thinking about the Text' will have given you some idea about how to do this. Mention some things the person or animal does, what you think the person or animal feels, etc.
My pet dog Bruno is a lively brown-and-white companion with bright eyes and an endlessly wagging tail. Every morning, he waits near the door with his leash in his mouth, as though reminding us that his walk must not be delayed. In the park, he runs after a ball with complete concentration and proudly carries it back, expecting praise. When someone in the family is sad, Bruno sits quietly beside that person and rests his head on their knee. He seems to understand that silence can sometimes be more comforting than play. He dislikes being left alone and watches the gate anxiously whenever we go out. The moment we return, he races around us in excitement. His playful habits, loyalty and gentle affection make him a deeply loved member of our family.
WHAT YOU CAN DO
1. The events narrated in this text took place over half-a-century ago. Discuss with your class what changes have taken place over these years in
(i) what animals we can keep as pets (some species are protected under the laws for wildlife preservation)
(ii) the laws for exporting and importing or trading in animals
(iii) rules for transporting goods, pets, etc. on aircraft.
The class might wish to do their own research on these questions and report their findings in class.
Today, people cannot freely keep every kind of animal as a pet. Many wild species are protected, and owning, capturing or trading them may be prohibited or require official permission. International movement of animals is controlled through wildlife-protection rules, veterinary certificates, quarantine requirements and permits intended to prevent cruelty, illegal trade and the spread of disease. Airlines also have detailed rules about approved carriers, ventilation, documentation, animal size, species, health and whether a pet may travel in the cabin or cargo area. These changes place greater importance on animal welfare, public safety and conservation.
2. Ask students if they know of other examples of unusual pets or of wild animals which are trained to work for or amuse humans (eg dancing bears, lions and tigers in a circus, elephants trained to work or take part in ceremonies). Then lead students into a discussion about the ethics of keeping wild animals as pets: What are the difficulties these may entail? According to the students, what will the animal miss most when it is taken away from its natural habitat? Do they think that it is 'cute' to see Mij the otter on a leash? Get them to look at the situation from all points of view.
Keeping a wild animal as a pet creates serious difficulties because its natural diet, space, climate, social life and instinctive behaviour are hard to reproduce in a home. The animal may suffer fear, loneliness, boredom or stress, and it may also injure people or damage property. When removed from its habitat, it may miss freedom, familiar surroundings, members of its own species and the chance to hunt, swim, roam or behave naturally. Mij may appear charming on a leash, but the scene should not be judged only by its cuteness. We should also consider whether the restraint limits his natural life and whether his needs can truly be met. Wild animals are generally better protected in their natural habitats or in responsible conservation facilities.
3. Visit the website wwf.org.uk/core/wildlife to know more about otters and otter conservation projects.
A useful report on otter conservation would explain that otters depend on clean rivers, wetlands, secure riverbanks and healthy supplies of fish and other prey. Conservation projects can protect and restore wetland habitats, reduce water pollution, monitor otter populations, create safe passages near roads and educate communities about protecting wildlife. Individuals can help by keeping waterways clean, avoiding disturbance to habitats and supporting trustworthy conservation programmes.
Thinking about the Poem
1. (i) What does Sandburg think the fog is like?
Sandburg imagines the fog as being like a cat.
(ii) How does the fog come?
The fog comes quietly and softly, as a cat moves on its little feet.
(iii) What does 'it' in the third line refer to?
"It" refers to the fog.
(iv) Does the poet actually say that the fog is like a cat? Find three things that tell us that the fog is like a cat.
The poet does not directly state that the fog is a cat. The comparison is suggested because the fog comes on "little cat feet," sits silently on its "haunches," and then moves away quietly, just as a cat does.
2. You know that a metaphor compares two things by transferring a feature of one thing to the other (See Unit 1).
(i) Find metaphors for the following words and complete the table below. Also try to say how they are alike. The first is done for you.
Storm
tiger — It pounces over the fields and growls.
Train
snake — It winds along the tracks in a long line and hisses as it moves.
Fire
dragon — It glows, spreads rapidly and seems to breathe heat and flames.
School
beehive — It is full of activity, movement and many people working together.
Home
nest — It provides safety, warmth, comfort and a place where a family belongs.
(ii) Think about a storm. Try to visualise the force of the storm, hear the sound of the storm, feel the power of the storm and the sudden calm that happens afterwards. Write a poem about the storm comparing it with an animal.
The storm is a lion
Leaping across the night,
Shaking the trees with its roaring
And flashing its terrible eyes.
It claws at doors and windows,
Then suddenly loses its rage,
Curls behind the silent hills
And leaves the world calm again.
3. Does this poem have a rhyme scheme? Poetry that does not have an obvious rhythm or rhyme is called 'free verse'.
No, the poem does not follow a regular rhyme scheme. It is written in free verse, with no fixed pattern of rhyme or rhythm.