On Killing a Tree

11.  Can a “simple jab of the knife” kill a tree? Why not?

No, a "simple jab of the knife" cannot kill a tree. It only wounds the outer bark, which quickly heals itself as the tree's sap rises, allowing it to recover. The true source of the tree's life and strength—its roots—remains undamaged and anchored in the earth. 

12.  How has the tree grown to its full size? List the words suggestive of its life and activity.

The tree has grown to its full size over a long time by consuming the earth—drawing nourishment from the soil and absorbing years of sunlight, air, and water. Words suggestive of its life and activity include: 'grown slowly,' 'consuming the earth,' 'rising out of it,' 'feeding upon its crust,' 'sprouting leaves,' and evidence of its vitality like 'bleeding bark' and the ability to 'heal' and 'expand again to former size.' This highlights its deep connection to the environment and its tenacious capacity for survival.

13.    What is the meaning of “bleeding bark”? What makes it bleed?

"Bleeding bark" is a metaphor used to describe the tree's sap or life fluid flowing out of the wounded areas. It is made to "bleed" when the tree is hacked and chopped by human effort, severing the tissues beneath the bark and causing the sap to ooze out as a form of suffering and a natural attempt to heal the injury.

24.  The poet says “No” in the beginning of the third stanza. What does he mean by this?

The poet says "No" to assert that merely hacking and chopping the tree is insufficient to kill it. He means that despite causing significant wounds to the trunk, the tree's powerful roots remain intact in the earth, guaranteeing its rapid recovery and eventual return to its full size.

15. What is the meaning of “anchoring earth” and “earth cave”?

Both "anchoring earth" and "earth cave" are metaphors. The "anchoring earth" is the soil that holds the tree's roots securely in place, providing the essential stability and nourishment that sustain its life. The "earth cave" is the deep hole or hollow in the ground where the tree's powerful roots have been safely lodged and hidden for years, emphasizing the depth of its connection and the protective sanctuary the earth provides.

26. What does he mean by “the strength of the tree exposed”?

By "the strength of the tree exposed," the poet means that the true source of the tree's life and resilience—its white, wet, and sensitive roots—are finally revealed after being pulled out of the earth. The roots, which were previously hidden, protected, and responsible for anchoring and nourishing the tree, represent its strength, and by exposing them, the process of killing the tree is completed.

37. What finally kills the tree?

What finally kills the tree is the complete act of uprooting it, wrenching the sensitive roots entirely out of the secure "anchoring earth." Once exposed, the roots—the true source of its life and strength—are then left to suffer scorching, choking, browning, and withering by the harsh sunlight and air, which permanently separates the tree from its life-support system.

Reach For the Top - Santosh Yadav

 

Thinking about the Text
(Page 102)

I.           Answer these questions in one or two sentences each. (The paragraph numbers within brackets provide clues to the answers.)

1.Why was the ‘holy man’ who gave Santosh’s mother his blessings surprised? (1)

The 'holy man' who gave Santosh's mother his blessings was surprised because she did not ask for a son, which was the traditional and expected blessing in their village. Instead, Santosh's grandmother intervened and requested a blessing for a daughter for Santosh's mother.

1.Give an example to show that even as a young girl Santosh was not ready to accept anything unreasonable. (2)

Santosh Yadav was a non-conformist from a young age, refusing to accept anything she deemed unreasonable. The most telling early example was her refusal to wear traditional Indian dresses, choosing instead to wear shorts in a society where girls were strictly expected to adhere to conventional attire.

2.Why was Santosh sent to the local school? (3)

Santosh Yadav was sent to the local village school because it was the prevailing custom in her family and the local society.

3.When did she leave home for Delhi, and why? (4)

Santosh Yadav left home for Delhi when she turned sixteen.

She left because she was facing immense pressure from her parents to get married, in line with the prevailing custom of her village. Santosh, however, was determined to get a proper education before marriage.

4.Why did Santosh’s parents agree to pay for her schooling in Delhi? What mental qualities of Santosh are brought into light by this incident? (4)

Santosh's parents initially refused to pay for her education in Delhi, but they finally agreed after she firmly and politely informed them of her plan to work part-time to earn the school fees herself. This incident highlights Santosh's strong will and determination, showing her unwavering focus on achieving her goal of a proper education.

II.           Answer each of these questions in a short paragraph (about 30 words).

1.How did Santosh begin to climb mountains?

Santosh's interest in climbing mountains started when she was staying at the Kasturba Hostel in Jaipur for her college education. Her room overlooked the Aravalli Hills, and she would often see local villagers ascending the hill and disappearing. Driven by curiosity, she went to investigate one day and found the mountaineers. She approached them and asked if she could join, and they not only gave her a positive and encouraging reply but also motivated her to take up climbing professionally. This initial encounter inspired her to save money and enrol herself at the Nehru Institute of Mountaineering in Uttarkashi.

2.What incidents during the Everest expedition show Santosh’s concern for her team-mates?

Santosh Yadav's deep concern for her teammates during the Everest expedition was evident in two significant incidents. Firstly, she demonstrated exceptional selflessness by sharing her oxygen with a severely ill fellow climber, Mohan Singh, which ultimately saved his life. Secondly, she made immense efforts to provide special care to another dying climber at the South Col, although sadly, she was unsuccessful in saving him. These actions underscore her compassionate nature and strong team spirit, showing that she prioritised the well-being and safety of her climbing partners over her own needs.

3.What shows her concern for the environment?

Santosh Yadav demonstrated her commitment to the environment after successfully conquering Mount Everest by carrying down 500 kilograms of garbage from the Himalayas. This significant effort to clean up the mountain, a part of her expedition's environmental initiative, clearly shows her deep concern for environmental conservation and her sense of responsibility toward protecting the pristine and fragile Himalayan ecosystem.

4.How does she describe her feelings at the summit of the Everest?

Santosh described her feelings at the summit of Mount Everest as "indescribable," noting that it took some time for the enormity of the moment to truly "sink in." Her most powerful feeling was one of intense patriotism and pride as she held the Indian tricolour aloft on the "roof of the world." She also experienced a spiritual moment of profound ecstasy, affirming that the overwhelming sense of achievement, pride, and spiritual bliss was beyond words.

5.Santosh Yadav got into the record books both times she scaled Mt. Everest. What were the reasons for this?

Santosh Yadav secured her place in the record books on two separate occasions when scaling Mount Everest. The first time, in 1992, she became the youngest woman in the world to reach the summit. Her second, even more remarkable feat came in 1993, when she climbed the peak again as part of an Indo-Nepalese Women's Expedition, making her the only woman in the world to have scaled Mount Everest twice.

THE LAST LEAF

 1. What is Johnsy’s illness? What can cure her, the medicine or the willingness to live?

 Johnsy's illness is pneumonia. According to the doctor, her cure depends not just on medicine but on her willingness to live. She has lost all interest in life and has decided she is not going to get well, which means medicines alone would not work for her. Her recovery requires her desire to fight the illness and live.

2. Do you think the feeling of depression Johnsy has is common among teenagers? 

 Yes, the feeling of depression that Johnsy experiences is quite common among teenagers. Many young people today feel lonely, hopeless, or discouraged when they face failure, illness, or emotional stress. Like Johnsy, they may lose interest in life and need care, understanding, and encouragement from others. With love and support, they can regain hope and find strength to overcome their struggles.

3. Behrman has a dream. What is it? Does it come true? 

 Behrman’s dream is to paint a masterpiece someday. He wants to create a painting that will make him famous and give meaning to his life. His dream finally comes true when he paints the last leaf on the wall during a stormy night to save Johnsy’s life. Though he dies of pneumonia soon after, the painted leaf becomes his masterpiece — a symbol of hope and sacrifice.

4. What is Behrman’s masterpiece? What makes Sue say so? 

 Behrman’s masterpiece is the last leaf he painted on the wall during the stormy night to give Johnsy hope and save her life. Sue calls it his masterpiece because it looked so real that Johnsy believed it was an actual leaf and regained her will to live. Behrman sacrificed his life to paint it, and thus this act of courage, love, and selflessness made the painting truly his greatest work.

My Childhood by APJ Abdul Kalam

 

I.                Answer these questions in one or two sentences each.

1.     Where was Abdul Kalam’s house?

Abdul Kalam's house was located on the Mosque Street in Rameswaram, a small island town in the former Madras State.

2.     What do you think Dinamani is the name of? Give a reason for your answer.

Dinamani is the name of a newspaper. A.P.J. Abdul Kalam mentions that he would search the headlines in Dinamani to trace the stories of the Second World War, which his brother-in-law Jallaluddin would tell him. Only a newspaper would have the headlines and news reports necessary for him to track and confirm the war news.

3. Who were Abdul Kalam’s school friends? What did they later become?

Abdul Kalam had three close school friends: Ramanadha Sastry, Aravindan, and Sivaprakasan.

Ramanadha Sastry took over the priesthood of the Rameswaram temple from his father, Pakshi Lakshmana Sastry. Aravindan went into the business of arranging transport for visiting pilgrims. And, Sivaprakasan became a catering contractor for the Southern Railways.

4.   How did Abdul Kalam earn his first wages?

Abdul Kalam earned his first wages by helping his cousin, who distributed newspapers during the Second World War.( He helped to collect the newspapers that were thrown out of the moving train at Rameswaram station and distribute them. This was how he earned his first small amount of money through hard work.)

5. Had he earned any money before that? In what way?

Yes, before earning wages from newspaper distribution, Abdul Kalam used to collect tamarind seeds and sell them to a shop near his house.

II.                   Answer each of these questions in a short paragraph (about 30 words)

1.     How does the author describe: (i) his father, (ii) his mother, (iii) himself?

i.                 His father:

The author describes his father, Jainulabdeen, as a simple, honest, wise, and self-disciplined man. Though uneducated, he possessed great inner strength, spiritual depth, and integrity, earning respect from everyone around him.

ii.       His mother:

His mother, Ashiamma, was kind-hearted, generous, and deeply religious. She fed many people daily, believed in goodness, and supported her family with love and faith, nurturing moral values in her children.

iii.      Himself:

The author, A.P.J. Abdul Kalam, saw himself as a humble, hardworking, and curious child. He inherited honesty, faith, and kindness from his parents and valued simplicity, learning, and respect for all religions.

2.      What characteristics does he say he inherited from his parents?

A.P.J. Abdul Kalam says he inherited honesty and self-discipline from his father, and from his mother, he inherited faith in goodness and deep kindness. These qualities shaped his character and outlook on life.

III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each.

1.     “On the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups,” says the author.

i.                   Which social groups does he mention? Were these groups easily identifiable (for example, by the way they dressed)?

In Rameswaram, the author mentions two main social groups — Hindus and Muslims. These groups were easily identifiable by their dress, customs, and religious practices. For example, Abdul Kalam’s family followed Islamic traditions, while his close friends came from orthodox Hindu Brahmin families who wore the sacred thread and followed strict rituals.

ii.                   Were they aware only of their differences or did they also naturally share friendships and experiences? (Think of the bedtime stories in Kalam’s house; of who his friends were; and of what used to take place in the pond near his house.)

Although these groups had clear social and religious differences, they shared close friendships and experiences. Kalam’s friends — Ramanadha Sastry, Aravindan, and Sivaprakasan — were all Hindus, yet their friendship was deep and genuine. In his home, his mother and grandmother used to tell children stories from both the Ramayana and the life of the Prophet, showing respect for all religions. Children from different faiths also played and bathed together near the pond without any sense of division.

iii.                   The author speaks both of people who were very aware of the differences among them and those who tried to bridge these differences. Can you identify such people in the text?

Or

Narrate two incidents that show how differences can be created, and also how they can be resolved. How can people change their attitudes?

Some people, like the new teacher, tried to create differences when he objected to Kalam, a Muslim boy, sitting next to a Hindu Brahmin. But Lakshmana Sastry, Ramanadha’s father, strongly opposed such discrimination and made the teacher apologize. Another example is Kalam’s father, who tried to bridge differences by showing generosity and helping people of all religions equally. These incidents show that prejudices are created by narrow minds, but they can be resolved when people act with understanding, respect, and equality. Change in attitude comes through education, empathy, and moral courage.

2. Questions 

 i.  Why did Abdul Kalam want to leave Rameswaram? 

 Abdul Kalam wanted to leave Rameswaram to continue his education. After completing his studies at the local school, he had to move to the district headquarters at Ramanathapuram for higher studies. He was eager to learn more and grow beyond the small, peaceful island of Rameswaram where he was born and brought up. This desire showed his ambition and thirst for knowledge. 

ii. What did his father say to this? 

 When Kalam’s mother became anxious about sending her son away, his father comforted her by saying that it was natural for children to leave home to learn and grow. Then, turning to Abdul Kalam, he said, “Abul! I know you have to go away to grow. Does the seagull not fly across the sun, alone and without a nest?” By saying this, he encouraged Kalam to go out into the world, learn independently, and shape his own life, even though it meant separation from the family. 

iii. What do you think his words mean? Why do you think he spoke those words? 

 His father’s words mean that children must become independent and face life’s challenges on their own in order to grow and succeed. Just like a seagull that learns to fly alone, every child must one day leave the safety of home to explore the wider world. He spoke these words to give courage to both his son and his wife, showing his deep understanding of life. He wanted Kalam to be strong, self-reliant, and ready to fulfil his dreams.

Rain on the roof by Coates Kinney

  1. What do the following phrases mean to you? Discuss in class. 

 i. humid shadows 

 They refer to the dark, damp clouds that bring rain. These shadows hang low in the sky and create a gloomy, moist atmosphere. 

 ii. starry spheres 

 They are the night skies filled with twinkling stars. The poet imagines these beautiful star filled skies before the rain clouds cover them. 

 iii. what a bliss

 It expresses a deep sense of joy and peace. The poet feels it is a great pleasure to lie in bed and listen to the gentle sound of rain on the roof. 

 iv. a thousand dreamy fancies into busy being start 

 This means that the sound of rain sparks countless imaginative thoughts and dreams in the poet's mind, even while he is awake. v. a thousand recollections weave their air threads into woof This phrase means that the rain brings back many memories from the poet’s past, which blend together like threads in a woven fabric of thoughts.

 2. What does the poet like to do when it rains? 

 When it rains, the poet loves to lie on his bed in his cottage and listen to the soft sound of the rain falling on the roof. 

 3. What is the single major memory that comes to the poet’s mind? Who are the “darling dreamers” he refers to? 

 The single major memory that comes to the poet’s mind during the rain is the memory of his mother. He remembers how she used to look lovingly at her children before they went to sleep. The “darling dreamers” he refers to are the poet and his siblings when they were young. His mother would tuck them into bed, and they would fall asleep while dreaming. The sound of the rain brings back this tender memory of their mother’s love and care. So, the rain reminds the poet of his childhood days and the warmth of his mother’s presence. 

 4. Is the poet now a child? Is his mother still alive? 

 No, the poet is not a child now — he is an adult, remembering his childhood. From the lines in the poem, we understand that his mother is no longer alive. The poet is recalling her from his memories, which come back to him when he hears the rain. 

 5. When you were a young child, did your mother tuck you in, as the poet’s mother did? 

 Yes, when I was a young child, my mother would tuck me in lovingly, just like the poet’s mother. It made me feel safe, cared for, and peaceful before going to sleep. 

 6. Do you like rain? What do you do when it rains steadily or heavily as described in the poem?

 Yes, I like rain. When it rains steadily or heavily, I enjoy sitting by the window and listening to the soothing sound of the raindrops. Sometimes, I like to read a book, sip something warm, or just relax and watch the rain, just like the poet in the poem. It feels calm and peaceful. 

 7. Does everybody have a cosy bed to lie in when it rains? Look around you and describe how different kinds of people or animals spend time, seek shelter, etc. during rain. 

 No, not everybody has a cosy bed to lie in when it rains. While some people enjoy the rain from the comfort of their warm homes, many others struggle to find shelter. Homeless people often take cover under flyovers, shop roofs, or bus stops to stay dry. Street vendors quickly cover their stalls with plastic sheets, trying to save their goods. Children in poor areas may play joyfully in the rain but later feel cold and uncomfortable. Stray animals like dogs and cats hide under vehicles or buildings, while birds seek shelter in trees or on balconies. Farmers and construction workers try to find nearby sheds or trees for protection. For many, rain is not just peaceful—it brings discomfort and difficulty.

WIND by Subramania Bharati

 I. Thinking about the poem 

 1. What are the things the wind does in the first stanza?

 In the first stanza, the wind breaks shutters, scatters papers, tears book pages, and brings rain, showing its destructive and powerful nature. These actions highlight how the wind causes chaos and damage. 

 2. Have you seen anybody winnow grain at home or in a paddy field? What is the word in your language for winnowing? 

What do people use for winnowing? (Give the words in your language, if you know them.) Yes, winnowing is a common process in farming areas. In Hindi, winnowing is called "सूपना" (Soopna) or "फटकना" (Fatakna). People use a "सूप" (Soop) or winnowing fan—a flat, circular basket—to separate the grain from the chaff by tossing it in the air. The lighter husk blows away, while the heavier grains fall back down. 

 3. What does the poet say the wind god winnows? 

 In the poem ‘Wind’ by Subramania Bharati, the poet uses the metaphor of winnowing to describe how the wind god separates the weak from the strong. Just as farmers winnow grain to remove husk from seeds, the wind god winnows people—crumbling weak houses, doors, rafters, and hearts, while leaving the strong unharmed. 

 4. How does we make wind our friend? 

 To make the wind our friend, we must become strong and resilient. The poet advises us to build sturdy homes, firmly shut doors, and strengthen our bodies and hearts. When we prepare ourselves to face life’s challenges—just like a tree that bends but doesn’t break—the wind, instead of destroying us, becomes our ally. It winnows away weakness but leaves the strong standing tall. By embracing courage and perseverance, we can turn the wind from a foe into a friend. 

 5. What do the last four lines of the poem mean to you? 

 The last four lines teach us that we can't stop the wind—or life's challenges—from coming, but we can prepare ourselves to face them bravely. Just like building a strong house protects us from storms, we must strengthen our bodies, minds, and hearts to withstand difficulties. When we become resilient, the wind stops being our enemy and instead becomes a friend that makes us tougher. The poet reminds us that true strength comes from within, helping us grow unshaken by any storm. 

 6. How does the poet speak to the wind—in anger or with humour? You must also have seen or heard of the wind “crumbling lives”. What is your response to this? Is it same as the poet’s? 

 The poet addresses the wind not with anger or humour, but with a practical and defiant tone, acknowledging its destructive power while urging us to respond with strength and resilience. He describes how the wind "crushes weak things" but then instructs us to "build strong homes" and "make the heart steadfast," turning his message into both a warning and a call to action. Like the poet, I've seen how life's sudden storms—whether literal winds or personal struggles—can shake us, but where he emphasizes resistance, I believe we can also learn to adapt and grow from these challenges, much like trees that bend without breaking in strong winds. This perspective doesn't contradict the poet's lesson but expands it, suggesting that while we prepare for hardship, we can also find wisdom in weathering it. 

 7. The poem you have just read is originally in Tamil. Do you know any such poems in your language? 

 Yes, many Indian languages have beautiful poems about nature’s forces, just like Wind. For example: "Pavan" (पवन) by Harivansh Rai Bachchan celebrates the wind as both a destroyer and a life giver.

The Sound of music part 2 -Ustad Bismillah Khan

  I. Answer these questions in 30–40 words.

 1. Why did Aurangzeb ban the playing of the pungi? 

 Aurangzeb banned the playing of the pungi because he found its sound shrill and unpleasant.

 2. How is a shehnai different from a pungi?

 The shehnai is an improved version of the pungi with a broader, more natural wooden tube and finger holes to control notes. Unlike the shrill and limited sound of the pungi, the shehnai produces a soft, melodious tone, making it suitable for auspicious occasions and classical music.

 3. Where was the shehnai played traditionally? How did Bismillah Khan change this?

 Traditionally, the shehnai was played in temples and at weddings as it was considered an auspicious instrument. Bismillah Khan elevated its status by introducing it to the classical music stage. He gave many memorable performances both in India and abroad. Also, he played the shehnai at concerts and major events, such as India's Independence Day in 1947 at Red Fort, making it a respected instrument in Indian music. 

 4. When and how did Bismillah Khan get his big break? 

 Bismillah Khan got his big break with the opening of the All India Radio in Lucknow in 1938. 

 5. Where did Bismillah Khan play the shehnai on 15 August 1947? Why was the event historic?

 On 15 August 1947, Bismillah Khan played the shehnai at Red Fort, Delhi, to celebrate India's Independence. The event was historic because it marked India's freedom from British rule. His performance, broadcasted nationwide, symbolized a new beginning and brought the shehnai into the national spotlight.

 6. Why did Bismillah Khan refuse to start a shehnai school in the U.S.A.? 

 Bismillah Khan refused to start a shehnai school in the U.S.A. because he was deeply attached to India, especially his hometown, Benaras (Varanasi), and the holy river Ganga. He believed that music, particularly the shehnai, loses its soul without the cultural and spiritual environment of India. He famously said, "Without Ganga, there is no music," showing his love for his roots over foreign opportunities. 

 7. Find at least two instances in the text which tell you that Bismillah Khan loves India and Benaras. 

 Two instances that show Bismillah Khan's love for India and Benaras are: Refusal to move abroad - When offered opportunities to start a shehnai school in the USA, Bismillah Khan refused because he couldn't bear to be away from India, especially Benaras and the holy river Ganga. Emotional connection with Benaras - He often said that the atmosphere of Benaras and the banks of the Ganga were essential for his music, stating that his soul belonged to Benaras.