A Slumber did my spirit seal

 1. “A slumber did my spirit seal”, says the poet. That is, a deep sleep ‘closed off’ his soul (or mind). How does the poet react to his loved one’s death? Does he feel deep sense of grief? Or does he feel a great peace? 

 In "A Slumber Did My Spirit Seal," the poet’s reaction to his loved one’s death is characterized by a profound sense of numbness and shock rather than an outburst of typical grief. Initially, he describes his spirit as being "sealed" by a slumber, suggesting that he was in a state of deep denial or a trance-like state where he was blind to the reality of mortality. This "slumber" acted as a protective layer that kept him away from "human fears." However, as the poem progresses, his reaction shifts toward a great, solemn peace. Instead of mourning her loss with traditional sorrow, he finds a philosophical consolation in the fact that she has become an immortal part of the universe. By imagining her rolled round in "earth’s diurnal course" along with "rocks, and stones, and trees," he accepts that while she is lost as a human being, she has achieved a permanent, peaceful existence within the eternal cycle of nature.

2. The passing of time will no longer affect her, says the poet. Which lines of the poem say this? 

 “She seemed a thing that could not feel 

 the touch of earthly years”.

3. How does the poet imagine her to be, after death? Does he think of her as a person living in a very happy state (a ‘heaven’)? Or does he see her now as a part of nature? In which lines of the poem do you find your answer? 

 The poet imagines her not as living in a happy “heaven” but as having become a part of nature itself. This is clear in the final lines: "Rolled round in earth’s diurnal course, With rocks, and stones, and trees." Here, she is merged with the earth, moving daily with the planet’s rotation, no longer an individual but united with non-living natural elements—rocks, stones, and trees. Thus, the poet envisions her after death as beyond human joy or sorrow, simply existing in the eternal cycle of nature.

Kathmandu

Answer these questions in one or two words or in short phrases. 

 1. Name the two temples the author visited in Kathmandu.

 Pashupatinath and Baudhnath Stupa. 

 2. The writer says, “All this I wash down with Coca Cola.” What does ‘all this’ refer to? 

 Corn-on-the-cob and marzipan. 

 3. What does Vikram Seth compare to the quills of a porcupine? 

 The flutes tied on the top of the flute seller’s pole. 

 4. Name five kinds of flutes. 

 The reed neh, the recorder, the Japanese shakuhachi, the deep bansuri, the breathy flutes of South America, the high pitched Chinese f lutes. 

Answer each question in a short paragraph. 

 1. What difference does the author note between the flute seller and the other hawkers? 

 The author notes that, unlike the other hawkers who loudly shout to attract customers, the flute seller remains calm and quiet, simply playing his flute slowly and thoughtfully without any noisy display. 

 2. What is the belief at Pashupatinath about the end of Kaliyug? 

 At Pashupatinath, people believe that there is a small shrine in the Bagmati river which is only partly visible, and when this shrine emerges fully, the goddess inside it will escape and the evil period of Kaliyug on earth will come to an end.

3. The author has drawn powerful images and pictures. Pick out three examples each of 

 i. the atmosphere of ‘febrile confusion’ outside the temple of Pashupatinath (for example: some people trying to get the priest’s attention are elbowed aside…)

ii. the things he sees

iii. the sounds he hears

i. Priests, hawkers, devotees, tourists, cows, monkeys, pigeons and dogs all roam about the temple grounds, creating a crowded, restless scene. Some worshippers trying to catch the priest’s attention are elbowed aside by others pushing their way to the front. A party of saffron-clad Westerners struggles for permission to enter the temple through the main gate, adding to the sense of tension and disorder.

ii. The immense white dome of the Baudhnath Stupa ringed by a road with small shops selling felt bags, Tibetan prints and silver jewellery. Fruit sellers, flute sellers, postcard hawkers and shops selling cosmetics, f ilm rolls, chocolates, copper utensils and Nepalese antiques on the crowded streets of Kathmandu. A flute seller holding a long pole with about fifty or sixty flutes of different kinds stuck into it like the branches of a tree.

iii. Film songs blaring from the radios in the shops. The honking of car horns and the continuous ringing of bicycle bells in the busy streets. Vendors shouting out their wares, along with the soft, continuous music of the f lute seller’s many flutes.

Answer the following questions in not more than 100-150 words each. 

1. Compare and contrast the atmosphere in and around the Baudhnath shrine with the Pashupatinath temple.

 In and around the Pashupatinath temple, the atmosphere is chaotic and restless, marked by what the author calls “febrile confusion.” Crowds of priests, hawkers, devotees, tourists, and even animals push and jostle, creating noise, disorder and constant movement. People elbow one another to get closer to the priest, monkeys fight, and funeral pyres burn on the Bagmati’s banks, adding to the disturbing bustle. In contrast, the Baudhnath shrine has a calm, spiritual and still atmosphere. The huge white dome stands in serene silence, with only a few people moving quietly around it, and small Tibetan shops lining the outer circle without breaking the sense of peace. The author experiences Baudhnath as a “haven of quietness” amid Kathmandu’s busy streets.

2. How does the author describe Kathmandu’s busiest streets? 

 The author describes Kathmandu’s busiest streets as narrow, crowded and full of life, calling them “vivid, mercenary and religious.” They are lined with small shrines and flower decked deities, and packed with fruit sellers, f lute sellers, postcard hawkers and shops selling chocolates, film rolls, Western cosmetics, copper utensils and Nepalese antiques. Film songs blare from radios, car horns honk, bicycle bells ring and vendors shout out their wares, while stray cows bellow at the sound of motorcycles, creating a deafening confusion of sounds.

3. “To hear any flute is to be drawn into the commonality of all mankind.” Why does the author say this? 

 The author says this because the flute is a universal instrument that exists in almost every culture, though in different forms and names. Whether it is the Indian bansuri, the Japanese shakuhachi or the Western flute, all are simple hollow pipes that produce music through human breath, just like the human voice. This shared principle makes their music feel natural and intimate. The sound of any flute expresses basic human emotions such as sorrow, longing, peace and joy, which are common to all people irrespective of country, religion or language. By listening to a flute, one is reminded that human experiences and feelings are fundamentally the same everywhere, and this draws us into a sense of kinship with the whole of mankind.

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.