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The Story — The Hundred Dresses Part II

🎓 Class 10 English CBSE Theory Ch 6 — The Hundred Dresses — II ⏱ ~25 min
🌐 Language: [gtranslate]

This MCQ module is based on: The Story — The Hundred Dresses Part II

[myaischool_lt_english_assessment grade_level="class_10" difficulty="intermediate"]

Before You Read — Guilt, Apology, and Forgiveness

Part II asks harder questions than Part I. It is about what happens after the damage is done. Think about these questions before reading.

Recall: At the end of Part I, Wanda had won the drawing contest but was absent. Predict — what has happened to Wanda? Why has she stopped coming to school?
Think: If you realised you had hurt someone — even without meaning to — but they had already moved away, what would you do? Is an apology still worth sending?
Consider: Can guilt ever be a positive force? Can feeling bad about something you did lead to genuine growth as a person?
Key Idea: This part introduces the concept of moral courage — the courage to admit wrongdoing and change. How is moral courage different from physical courage?
Part II focuses on: The consequences of bullying for the bystander (Maddie), the dignity of the victim (Wanda), and the question of redemption. Wanda's father writes a letter that becomes a turning point. The story ends not with punishment but with quiet forgiveness — which makes it all the more powerful and unsettling.

The Story — The Hundred Dresses Part II

1

The following Monday, when Miss Mason arrived in class, she held in her hand a letter. She asked the class to settle down and then read it aloud. It was from Wanda's father. He was writing to say that Wanda would not be coming to their school any longer. He wrote that his family was moving to a bigger city where there were more people like them — where nobody would make fun of strange names, and where nobody would have to be embarrassed on account of what they were called. Irony He did not say that his daughter had been hurt. He did not name anyone. He was very polite about it. But everyone in Room Thirteen understood what his words really meant. Symbolism

2

Peggy was silent for a long time after Miss Mason finished reading. Then she said, very quietly, "I never meant to hurt Wanda. I didn't know she lived on Boggins Heights. I thought it was funny." Maddie said nothing. But she felt the words land somewhere inside her — not like an accusation, exactly, but like something true she had been avoiding. Metaphor She had not hurt Wanda intentionally either. But had she really tried to stop it? Had she ever said a single word in Wanda's defence? The answer sat in her chest, heavy and uncomfortable.

3

That afternoon, Peggy and Maddie walked slowly toward Boggins Heights — up the muddy lane, past the tumbledown houses, until they found the address they believed was Wanda's. They stood in front of a small, worn house for a moment. Nobody came to the door. The house appeared empty. Wanda was already gone. Imagery They turned and walked back in silence. Maddie could not help noticing that Peggy seemed to have settled the matter for herself — "I never meant to," Peggy had said. And that, for Peggy, seemed sufficient. But for Maddie, it was not.

Read and Find Out — Section 1

What did Wanda's father's letter reveal? What did he NOT say directly?
How did Peggy and Maddie respond differently to the letter?
Why was Peggy's response — "I never meant to hurt her" — not enough for Maddie?
Ans 1: The letter revealed that Wanda's family was leaving for a bigger city where people "wouldn't make fun of strange names." Without naming anyone or using the word "bullying," the letter made it clear that Wanda had been driven away by the ridicule she experienced at school.

Ans 2: Peggy defended herself quickly — "I never meant to" — and seemed to find this sufficient. Maddie remained silent outwardly but was deeply troubled inwardly. She could not dismiss her own guilt so easily.

Ans 3: "I never meant to" is not the same as "I didn't hurt her." Maddie understood that intention and impact are different things. Even without malice, the repeated teasing caused real harm. Maddie's sense of responsibility went deeper than Peggy's because Maddie could not separate her silence from her guilt.
4

That night Maddie lay awake thinking. She made a decision: she would never again stand by silently while someone was made to feel small. If Peggy ever started up something like that again, Maddie would say something — even if it meant losing Peggy as a friend. She would rather lose a friend than carry this weight of silence again. It was a simple resolution, but in that room, in that small town, at that age, it cost her something real. Symbolism

5

Together, Peggy and Maddie wrote a letter to Wanda — a warm and friendly one, not mentioning the dresses at all. They said they hoped she liked her new school and her new city. They told her about what was happening at Room Thirteen — the way the drawings were still displayed there, the way everyone admired them. They did not say they were sorry; they could not quite bring themselves to write those words. Perhaps they were afraid. Perhaps they felt that "sorry" was inadequate for what had happened. Irony They posted the letter and waited.

6

Christmas arrived. Among the Christmas cards and notes, there was a letter addressed to Miss Mason — from Wanda. She wrote that she wanted to give the drawings to the class. She also had a special message: the drawing of the girl in the blue-and-green dress, with the wavy auburn hair, was for Peggy. And the one of the girl in the crimson dress — that was for Maddie. Symbolism She wished them all a Merry Christmas.

7

Maddie stared at the drawing Wanda had given her. The girl in the crimson dress had a bright, wide smile. She had wavy auburn hair — the same shade as Maddie's own. And with a sharp jolt that almost took her breath away, Maddie realised something. Wanda had drawn her. Wanda had drawn the girl in the dress with the same hair as Maddie's — the girl who had stood silently while others laughed. But Wanda had given her the drawing anyway. Irony No anger. No accusation. Just a gift. Just a smile on paper. Maddie's eyes filled with tears.

Read and Find Out — Section 2

What did Wanda's Christmas letter contain? What did she gift to Maddie and Peggy?
What did Maddie notice about the drawing she received? Why was this significant?
What does Wanda's act of gifting drawings — especially to those who hurt her — tell us about her character?
Ans 1: Wanda's letter asked that her drawings be given to the class. She specifically assigned the drawing of the girl in the blue-green dress to Peggy, and the one in the crimson dress to Maddie.

Ans 2: Maddie noticed that the girl in her drawing had wavy auburn hair — like her own. This meant Wanda had drawn Maddie, incorporating her into her imagined world of beautiful dresses. Despite everything, Wanda had given her a portrait of herself — dressed beautifully, with dignity.

Ans 3: Wanda's gifts reveal extraordinary generosity, grace, and forgiveness. She does not punish or confront. She extends kindness and beauty to the very people who mocked her. This quiet dignity makes her one of the most morally powerful characters in the story — not a victim seeking revenge, but a person whose inner richness far exceeded her outward poverty.

Theme Web — The Hundred Dresses

Hundred Dresses Bullying & Exclusion Guilt & Conscience Forgiveness & Dignity Identity & Belonging Moral Courage
Bullying & Exclusion: Wanda is bullied through daily mockery of her name, clothes, and claim. The bullying is subtle — questions rather than insults — making it harder to call out. She is excluded spatially (back row), socially (no friends), and emotionally (laughed at, not listened to). The story shows how social structures and peer pressure enable bullying to continue unchecked.
Guilt & Conscience: Maddie's guilt is the emotional engine of Part II. Unlike Peggy, she cannot excuse herself with "I didn't mean to." She lies awake at night, goes to Boggins Heights, writes a letter — all gestures of conscience. Her resolution never to be silent again shows how guilt, when honestly faced, becomes the foundation of moral growth.
Forgiveness & Dignity: Wanda's most powerful act is not anger or complaint but the quiet gifting of drawings to those who hurt her — including portraits that reflect Maddie back to herself. This is an extraordinary act of grace that transforms the story from a tale of cruelty to one of human dignity. Wanda forgives without condoning; she moves forward with her art and her spirit intact.
Identity & Belonging: Wanda's Polish name, her address at Boggins Heights, and her single dress all mark her as an outsider. Her father's letter explicitly frames their move as seeking a place where they will "belong." The story raises questions about what makes someone part of a community — and who gets to decide.
Moral Courage: The story distinguishes between physical courage (which Maddie does not need) and moral courage — the courage to challenge social pressure, speak up for someone being wronged, and admit guilt honestly. Maddie's resolution at the end represents the growth of moral courage, even though it comes too late to help Wanda directly.

Vocabulary Power — Part II Key Words

Persisted
verb
Continued firmly or obstinately despite opposition or difficulty.
"The feeling of guilt persisted in Maddie long after the incident was forgotten by others."
Remorse
noun
Deep regret and guilt for a wrong done; a strong sense of having done wrong.
"Maddie felt a remorse so sharp it kept her awake through the night."
Baffled
adjective
Completely confused and unable to understand something.
"The class was baffled by Wanda's gesture of giving away her prize drawings."
Crimson
adjective / noun
A rich, deep red colour; often associated with strong emotion or passion.
"The girl in the crimson dress had Maddie's own auburn hair — and Wanda had drawn it for her."
Resolution
noun
A firm decision made, especially at a time of moral reckoning.
"Maddie made a resolution: she would never stand silently by while someone was humiliated."
Humiliate
verb
To cause someone to feel ashamed and degraded; to destroy someone's dignity publicly.
"The daily questions had humiliated Wanda in front of the entire class without anyone realising it."

Extract-Based CBQ

Competency-Based Questions — CBSE Format

"Maddie lay awake a long time that night. She thought about Wanda and her faded blue dress and the little house she had lived in. And she never wanted to think of it again. For it made her feel very bad. And she couldn't figure out why. She had never made fun of Wanda. No, she had never done that. Only stood there. And said nothing."
Q1. Why does Maddie feel bad, even though she "never made fun of Wanda"?
L2 Understand
2 marks
Maddie feels bad because she recognises that silence in the face of cruelty is itself a form of complicity. She was not the active bully, but by standing by and saying nothing, she allowed the bullying to continue. Her conscience distinguishes between not hurting someone and actively protecting them — and she had failed to do the latter.
Q2. Analyse the significance of the phrase "Only stood there. And said nothing." What technique does the author use here?
L4 Analyse
3 marks
The author uses fragmentation — short, abrupt sentences separated for emphasis. This stylistic technique mirrors the way Maddie's guilt crashes down on her in jagged realisations rather than one smooth thought. "Only stood there. And said nothing." strips away all excuses. The simplicity of the language makes the moral weight heavier, not lighter — there is nothing complex about what Maddie failed to do.
Q3. Is Maddie more to blame than Peggy, or less? Evaluate the moral responsibility of each character. (L5 Evaluate)
L5 Evaluate
4 marks
Both Peggy and Maddie bear moral responsibility, but in different ways. Peggy is the active agent — she initiated and sustained the mockery. Yet she was also, arguably, unaware of the full impact. Maddie, however, was aware — her discomfort proves she knew something was wrong — yet she stayed silent, which makes her guilty of a more conscious choice. The story suggests that Maddie's guilt is deeper precisely because she knew better. The bystander who understands the cruelty and does nothing may carry a heavier moral burden than the one who acts thoughtlessly.
Q4. Write a diary entry from Maddie's perspective on the night she realises what Wanda has drawn for her. (Word limit: 80–100 words)
L6 Create
4 marks
Sample Diary Entry:

Dear Diary,
She drew me. Wanda — the girl we laughed at, the girl whose name we couldn't even say right — she drew me in a crimson dress with my own hair, and she gave it to me as a Christmas gift. How could she? After everything I did not do, everything I did not say — she gave me beauty. I don't know if I deserve it. I don't think I do. But I'm going to keep it, and every time I look at it, I'll remember the promise I made to myself: never again.

Grammar Workshop — Reported Speech (from the story)

The story contains direct speech that can be converted to reported (indirect) speech. Practice the transformation using these examples from the text.

Rule: Direct → Reported Speech Change tense (present → past), pronouns, and time expressions. Remove quotation marks and use a reporting verb (said, told, exclaimed, asked, replied).
Direct: Peggy said, "I never meant to hurt Wanda."
Reported: Peggy said that she had never meant to hurt Wanda.
Direct: Wanda's father wrote, "My daughter will not come to school anymore."
Reported: Wanda's father wrote that his daughter would not come to school anymore.
Direct: Miss Mason said, "Wanda's drawings are wonderful."
Reported: Miss Mason said that Wanda's drawings were wonderful.
Practice: Convert the following to reported speech.
1. Maddie said, "I will never stand by silently again."
2. Wanda wrote to Miss Mason, "I want to give the drawings to the class."
1. Maddie said that she would never stand by silently again.
2. Wanda wrote to Miss Mason that she wanted to give the drawings to the class.

Thinking About the Text — Comprehension Questions

Q1 — Short Answer 2 marks
What was the content of Wanda's father's letter? What was its effect on the class?
Wanda's father's letter politely informed the school that Wanda would not be returning. He mentioned they were moving to a city "where nobody would make fun of strange names." Without directly blaming anyone, the letter made the class understand that their mockery had driven Wanda away. It created a moment of uncomfortable collective self-awareness.
Q2 — Short Answer 2 marks
Why did Peggy and Maddie walk to Boggins Heights? What did they find?
Peggy and Maddie walked to Boggins Heights to find Wanda — perhaps to apologise or simply to see her. But when they arrived at the small house, they found it empty. Wanda and her family had already left. Their journey — well-intentioned but ultimately too late — reflects the recurring theme of remorse arriving after the damage is done.
Q3 — Long Answer 5 marks
What is the significance of Wanda's gift of drawings at Christmas? What does it tell us about her character and the story's message?
Wanda's Christmas gift of drawings is the story's most powerful moment. She gives away her prize-winning artwork — including personalised portraits of the girls who tormented her — without anger, blame, or demand for apology. This act of grace reveals Wanda as a person of extraordinary dignity and generosity. The drawings she has given to Peggy and Maddie carry a hidden message: she saw them as individuals worthy of beauty, even as they failed to see her that way. The story's message through this gift is that genuine forgiveness and artistic expression are more powerful responses to cruelty than retaliation. Wanda leaves behind not bitterness but beauty — her hundred dresses, an enduring legacy of her imagination and spirit.
Q4 — Value-Based 4 marks
Maddie makes a resolution at the end of the story. What is it, and do you think it is enough? What more could she have done earlier?
Maddie resolves never again to stay silent when someone is being humiliated, even at the cost of her friendship with Peggy. This is a meaningful resolution — it shows genuine moral growth. However, it is also "too late" for Wanda, who has already been driven away. Earlier, Maddie could have spoken up once to Peggy, could have sat with Wanda at lunch, could have told a teacher. The story suggests that the time to show moral courage is before the damage is done, not after. Maddie's resolution is valuable, but the story uses her late awakening to emphasise how costly delayed conscience can be — for others, and ultimately for oneself.

Writing Task — Letter of Apology

Task: Write a letter from Maddie to Wanda, apologising sincerely for her silence during the period of daily teasing. The letter should acknowledge what happened, express genuine remorse, and explain what Maddie has learned. Do NOT make excuses.
Word Limit: 120–150 words

Use the format below for a formal/semi-formal letter:

[Your Address]
[Date]

Dear Wanda,

[Opening — acknowledge what happened]
[Body — express remorse honestly, what you should have done]
[What you've learned / resolution]

Yours sincerely,
Maddie
Useful Phrases: "I am deeply sorry for..." · "I should have spoken up when..." · "I know now that silence is never neutral..." · "Your drawings reminded me that..." · "I promise that from now on..."

Frequently Asked Questions

What is The Hundred Dresses — II about in NCERT English?

The Hundred Dresses — II is a lesson from the NCERT English textbook that covers important literary and language concepts. The lesson includes vocabulary, literary devices, comprehension exercises, and writing tasks aligned to the CBSE curriculum.

What vocabulary is important in The Hundred Dresses — II?

Key vocabulary words from The Hundred Dresses — II are highlighted throughout with contextual meanings, usage examples, and interesting facts. Click any highlighted word to see its full definition and example sentence.

What literary devices are used in The Hundred Dresses — II?

The Hundred Dresses — II uses various literary devices including imagery, symbolism, and figurative language. These are identified with coloured tags throughout the text for easy recognition and understanding by students.

What exercises are included for The Hundred Dresses — II?

Exercises include extract-based comprehension questions in CBSE board exam format, grammar workshops connected to the passage, vocabulary activities, and creative writing tasks with model answers provided.

How does The Hundred Dresses — II help in board exam preparation?

The Hundred Dresses — II includes CBSE-format extract-based questions, long answer practice with model responses, and grammar exercises that mirror board exam patterns. All questions follow Bloom's Taxonomy levels L1-L6.

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