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.

The Sound of Music -Evelyn Glennie

 Thinking about the Text (Page 20) 

 I. Answer these questions in a few words or a couple of sentences each. 

 1. How old was Evelyn when she went to the Royal Academy of Music? 

 Evelyn was seventeen years old when she went to the Royal Academy of Music.

 2. When was her deafness first noticed? When was it confirmed? 

 Evelyn's deafness was first noticed at age 8 when her mother saw she wasn't responding in piano class, and it was confirmed by age 11 after a specialist diagnosed her with progressive nerve damage. 

 II. Answer each of these questions in a short paragraph (30-40 words). 

 1. Who helped her to continue with music? What did he do and say? 

 Ron Forbes, a percussionist, played a crucial role in helping Evelyn continue with music. Recognizing her potential, he encouraged her to "feel" vibrations rather than rely on hearing. He tuned two large drums to different notes and asked her to sense the sound through her body, saying, “Don’t listen through your ears, try to sense it some other way.” This breakthrough helped Evelyn realize she could perceive music through vibrations, allowing her to overcome her disability and pursue her passion.

 2. Name the various places and causes for which Evelyn performs.

 Evelyn Glennie performs in various places and for different causes. As a renowned percussionist, she performs in concert halls worldwide, captivating audiences despite her hearing impairment. She also plays for charity events in prisons and hospitals and for workshops, inspiring young musicians. Her performances highlight her determination to overcome challenges and her deep passion for music, making her a global icon.

 III. Answer the question in two or three paragraphs (100-150 words). 

 1. How does Evelyn hear music? 

 Evelyn Glennie, a world-renowned percussionist, hears music in a unique way despite being profoundly deaf. She lost her hearing at the age of 11 but learned to perceive sound through vibrations in her body. Instead of relying on her ears, she feels the musical notes by sensing vibrations in different parts of her body. It pours in through every part of her body. It tingles in her skin, cheekbones and even in her hair. When she plays the xylophone, she can sense the sound passing up the stick into her fingertips. By leaning against the drums, she can feel the resonances flowing into her body. Glennie often performs barefoot to better feel the vibrations passing through the floor. She has mastered the art of interpreting these vibrations, enabling her to play complex musical pieces with precision. Her deep connection with music goes beyond traditional hearing, proving that sound is not just heard but also felt. Through determination and practice, she has broken barriers, inspired millions showing that disabilities do not limit one’s potential in the world of music.

THE FUN THEY HAD by Isaac Asimov

  I. Answer these questions in a few words or a couple of sentences each.

 1. How old are Margie and Tommy?

 Margie is 11 years old, and Tommy is 13 years old. Their ages highlight their differing perspectives on the old-fashioned book and traditional schools.

 2. What did Margie write in her diary? 

 Margie wrote in her diary, “Today Tommy found a real book”. 

 3. Had Margie ever seen a book before?

 No, Margie had never seen a book before. 

 4. What things about the book did she find strange?

 Margie found the old book’s pages were physical and didn't move like her digital telebooks. She was surprised that all children read the same content instead of having personalized lessons like her mechanical teacher provided. The idea of words staying fixed on paper seemed funny and wasteful to her. 

 5. What do you think a telebook is? 

 A telebook is a futuristic digital book used in the story, displayed on screens instead of paper. Unlike regular books, its words can move and change, likely adapting to the reader's needs. Margie and Tommy use telebooks with their mechanical teachers for learning in the year 2157. 

 6. Where was Margie’s school? Did she have any classmates? 

 Margie's school was a small room in her house where her mechanical teacher taught her alone through screens. She had no classmates, as education in 2157 was fully automated and individual. This contrasts with old schools where children learned together in classrooms. 

 7. What subjects did Margie and Tommy learn? Margie and Tommy learned subjects like Geography (Margie hated the Geography sector of her mechanical teacher) and Mathematics (implied by the fractions lesson). Their education was likely standardized, covering core subjects through automated screens. 

 II. Answer the following with reference to the story.

 1. “I wouldn’t throw it away.”  

 i.Who says these words?

 Margie says these words. 

ii.  What does ‘it’ refer to? 

 It refers to the real book that Tommy found.

 iii. What is it being compared with by the speaker? 

 The speaker compares it with a telebook.

 2. “Sure, they had a teacher, but it wasn’t a regular teacher. It was a man.”

 i.  Who does ‘they’ refer to? 

 ‘They’ refer to the students of the old times. 

ii.  What does ‘regular’ mean here?

 Here, regular refers to the mechanical teacher then they had.

 iii. What is it contrasted with? It is contrasted with a normal teacher of earlier times, who was a living human being.

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

 1. What kind of teachers did Margie and Tommy have? 

 Margie and Tommy had mechanical teachers—robotic, computerized instructors that taught them individually at home. These automated teachers were programmed to deliver lessons, assign tests, and grade their work without any human interaction. Unlike traditional teachers, they couldn’t offer warmth or adapt flexibly to students’ needs, making Margie dislike her Geography sector. 

 2. Why did Margie’s mother send for the County Inspector? 

 Margie’s mother sent for the County Inspector because Margie’s mechanical teacher was malfunctioning. The Geography sector had been giving tests to Margie that were too difficult, causing her to perform poorly. The Inspector adjusted the machine’s settings to match Margie’s learning level, highlighting the impersonal nature of her futuristic education. 

 3. What did he do? 

 The County Inspector repaired Margie's mechanical teacher by adjusting its settings. He slowed down the Geography sector to match her learning level and reassured her mother that the teacher would now provide age-appropriate lessons. His visit highlighted how technology, rather than humans, controlled education in their futuristic world.

 4. Why was Margie doing badly in geography? 

What did the County Inspector do to help her? Margie was doing badly in Geography because her mechanical teacher’s Geography sector had been set at a level too advanced for her age, making the lessons and tests overly difficult. The County Inspector fixed the issue by adjusting the machine’s settings to match Margie’s learning level. He slowed down the Geography sector, ensuring the lessons were easier and more appropriate for her, which would help her perform better. 

 5. What had once happened to Tommy’s teacher? 

 Tommy’s mechanical teacher had once stopped working completely ("gone blank") for nearly a month when its history sector malfunctioned. The County Inspector’s office took it away for repairs for a month, leaving Tommy without lessons during that time. This incident shows how even advanced technology could fail, disrupting their automated education system. 

 6. Did Margie have regular days and hours for school? If so, why? 

 Yes, Margie had fixed days and hours for school because her mother believed that little girls learned better if they learned at regular hours. Her mechanical teacher operated on a strict, automated schedule. It turned on at the same time every day (except weekends), ensuring consistent but rigid learning without flexibility. This reflects how futuristic education prioritized routine over personal needs or spontaneity. 

 7. How does Tommy describe the old kind of school? 

 Tommy describes the old kind of school as a special building where all children went together to learn. Human teachers taught lessons in classrooms, and students studied the same subjects at the same time, helping each other. He finds it strange but admits it sounded more fun than their isolated, mechanical education. 

 8. How does he describe the old kind of teachers? Tommy describes the old-fashioned teachers as human beings who taught students together in classrooms, unlike their mechanical teachers. He explains that these teachers didn’t live in houses but worked in schools, giving lessons to many children at once. While he initially finds the idea odd, he admits human teachers could adjust their teaching to suit students' needs— something their robotic instructors couldn’t do. 

 IV. Answer each of these questions in two or three paragraphs. (100-150 words). 

 1. What are the main features of the mechanical teachers and the schoolrooms that Margie and Tommy have in the story? 

 In the story "The Fun They Had," Margie and Tommy's mechanical teachers are robotic, computerized instructors that provide individualized lessons at home through screens, devoid of human interaction. Their schoolrooms are simply designated spaces in their houses where these machines teach them on a fixed schedule, adjusting lessons slightly based on performance but remaining impersonal and inflexible. Unlike traditional schools, there are no classmates or group activities, making learning a solitary experience. The system relies entirely on technology, as seen when malfunctions require official intervention. This starkly contrasts with the old-fashioned schools described in Tommy's book, where human teachers and shared classrooms created a lively, interactive learning environment. 

 2. Why did Margie hate school? Why did she think the old kind of school must have been fun?

 Margie hated school because her mechanical teacher was impersonal, rigid, and made learning a lonely experience. The lessons were monotonous, the tests were difficult, and she had no classmates to interact with, making education feel isolating and joyless. She imagined the old schools must have been fun because children learned together in classrooms with human teachers, helping each other and sharing laughter. The idea of friends, group activities, and a lively environment—so different from her solitary, screen-based routine—filled her with longing. The contrast between her sterile, automated education and the warmth of traditional schooling made her romanticize the past.

 3. Do you agree with Margie that schools today are more fun than the school in the story? Give reasons for your answer. 

 Yes, Margie is right that schools today are more fun than her futuristic mechanical school. Modern schools offer human interaction, with teachers who understand students emotionally and classmates to collaborate with, making learning lively and engaging. Unlike Margie’s isolated, screen-based routine, today’s schools have group activities, sports, and creative projects that build friendships and teamwork. While technology aids education now, it doesn’t replace the joy of shared experiences. Margie’s mechanical teacher lacked warmth and adaptability, highlighting how human connection makes learning enjoyable—something her futuristic world lost.

Iswaran- the storyteller by R K Laxman

1. In what way is Iswaran an asset to Mahendra?

 Iswaran is an asset to Mahendra as he takes complete care of his daily needs by cooking tasty meals, keeping the house clean, and managing supplies efficiently, even in remote places. He is resourceful, loyal, and always accompanies Mahendra to different postings. Moreover, his lively and imaginative storytelling keeps Mahendra entertained, making life in isolated areas more comfortable and enjoyable. 

 2. How does Iswaran describe the uprooted tree on the highway? What effect does he want to create in his listeners?

 Iswaran describes the uprooted tree on the highway in a highly dramatic manner. Instead of simply stating the fact, he builds suspense by saying the road was deserted and he was all alone, when suddenly, in front of him, he saw an enormous bushy beast lying sprawled across the road. He was half inclined to turn and go back. But as he came closer, he saw that it was a fallen tree, with its dry branches spread out. He uses gestures, expressions, and a tone full of mystery to make the scene more thrilling. His intention is to create excitement and curiosity in his listeners, keeping them hooked to his narration as if something extraordinary is about to happen. 

 3. How does he narrate the story of the tusker? Does it appear to be plausible? 

 Iswaran narrates the story of the tusker with great drama and suspense. He claims that a wild elephant once escaped from the jungle and went onto the main road, smashing all the stalls selling fruits, mud pots, and clothes. It entered breaking through the brick wall, pulling out the football goal post, tearing down the volleyball net, kicking and flattening the drum kept for water, and uprooting the shrubs. He describes, with exaggerated gestures, how he fearlessly took a stick, faced the giant animal, and struck it on its toenail, making it collapse like a deflated football. The story does not appear to be entirely plausible because it is highly exaggerated and unrealistic for a single blow to bring down a huge elephant. It is more likely a product of Iswaran’s imagination and storytelling flair rather than a factual incident. 

 4. Why does the author say that Iswaran seemed to more than make up for the absence of a TV in Mahendra’s living quarters?

 The author says that Iswaran seemed to more than make up for the absence of a TV in Mahendra’s living quarters because his lively, imaginative, and suspense-filled stories kept Mahendra fully entertained. Iswaran narrated even ordinary incidents with such drama, gestures, and unexpected twists that they became as engaging as watching a television show, making Mahendra forget the lack of any other source of entertainment. 

 5. Mahendra calls ghosts or spirits a figment of the imagination. What happens to him on a full-moon night? 

 Although Mahendra dismisses ghosts or spirits as a mere figment of the imagination, on a full-moon night he is deeply disturbed. Woken by a moaning sound outside his window, he looks out and sees a dark, cloudy figure clutching a bundle. Mahendra broke into a cold sweat and fell back on the pillow, panting. The next morning, Iswaran casually mentions he came running hearing the sound of moaning that was coming from Mahendra’s room which leaves Mahendra so shaken that he finally decides to resign and leave the place.

 6. Can you think of some other ending for the story?

 Instead of resigning in fear, Mahendra decides to investigate the strange incident. The next full moon night, he stays awake and hides near the window. When the moaning begins, he discovers that the “ghost” is actually a stray woman from a nearby village who comes at night searching for food. He confronts Iswaran about the story of the female ghost, and Iswaran sheepishly admits he had made it up for fun. Mahendra laughs, relieved, and realises that while Iswaran’s tales may not always be true, they certainly make life more colourful.

The Adventures of Toto by Ruskin Bond

  1. How does Toto come to grand-father’s private zoo? 

 Toto comes to Grandfather’s private zoo when Grandfather buys him from a tonga-driver for the sum of five rupees. The monkey was tied to a feeding trough and looked so out of place that Grandfather, who had a fondness for collecting unusual pets, decided to add him to his private zoo. Also, he brought Toto home secretly, without informing Grandmother, as she usually disapproved of new additions to the zoo. 

 2. “Toto was a pretty monkey.” In what sense is Toto pretty? 

 Toto was considered a pretty monkey because of his lively and attractive appearance. He had bright, sparkling eyes full of mischief and intelligence. His teeth were pearly white, and he often displayed them in a smile that could even frighten elderly Anglo Indian ladies. Toto’s fingers were quick and clever, always ready to create trouble or play tricks. His long tail, which acted like a third hand, added to his charm and usefulness. All these features made him look smart, active, and appealing, which is why Grandfather found him pretty. 

 3. Why does grandfather take Toto to Saharanpur and how? Why does the ticket collector insist on calling Toto a dog? 

 Grandfather takes Toto to Saharanpur because he needs to travel there, and he decides to carry the mischievous monkey along in a large black canvas bag to avoid trouble. At the railway station, the ticket collector insists on calling Toto a dog because there was no separate rule or fare for monkeys, and he wanted to charge Grandfather for carrying an animal. 

 4. How does Toto take a bath? Where has he learnt to do this? How does Toto almost boil himself alive?

 In The Adventures of Toto, Toto takes a bath by cleverly testing the water temperature with his hands before stepping into a bowl of warm water. He then rubs himself with soap and scrubs just like humans do. When the water becomes cold, he gets out and runs to kitchen-fire in order to dry himself. He learned this by watching the narrator bathing. Later, Toto almost boils himself alive when he gets into a large kitchen kettle that was left on the fire to boil water for tea. Luckily, Grandmother rescues him just in time before he gets seriously hurt. Toto almost boils himself alive when he gets into a kettle of boiling water kept on the fire. At first, he finds the water comfortable and stays inside, but as it begins to get hotter, he starts hopping up and down in the kettle instead of getting out. Half-boiled Toto is saved just in time by Grandmother, by pulling him out of the kettle. 

 5. Why does the author say, “Toto was not the sort of pet we could keep for long”? 

 The author says this because Toto was too mischievous and destructive to be kept as a pet for long. He often created troubles in the house, such as tearing clothes, breaking dishes, pulling out wallpaper, damaging household items, scaring guests, and creating a lot of other troubles in the house. He did not get along well with the other animals in Grandfather’s private zoo and caused harm to them as well. His behaviour was difficult to control and led to frequent problems. Because of his constant mischief and damages he caused, the family realized that he was not a suitable pet to keep at home for a long time.

The Snake and the Mirror by Vaikom Muhammad Basheer

  1. “ The sound was a familiar one.” What sound did the doctor hear? What did he think it was? How many times did he hear it? (Find the places in the text.) When and why did the sounds stop? 

 The doctor heard the sound of rats. He initially thought it was the familiar sound of rats in the room, as he lived in a rented room with no electricity that was infested with them. He heard the sound three times: once when he sat down, a second time when he was about to doze off, and a third time after he took his coat off. The sounds stopped when he heard a different kind of sound, a thud as if a heavy object had fallen. This new sound was followed by a snake landing on his back, putting an end to the familiar rat sounds. 

 2. What two “important” and “earth-shaking” decisions did the doctor take while he was looking into the mirror? 

 The doctor made two significant decisions while looking into the mirror. The first decision was to grow a thin moustache and a smile on his face to appear more handsome. His second and more profound decision was to maintain that smile, realizing he needed to appear more attractive to marry a wealthy and fat woman. He believed that such a woman would not be able to run after him and catch him if he ever made a mistake and had to run away. 

 3. “I looked into the mirror and smiled,” says the doctor. A little later he says, “I forgot my danger and smiled feebly at myself.” What is the doctor’s opinion about himself when (i) he first smiles, and (ii) he smiles again? In what way do his thoughts change in between, and why?

 The doctor initially smiled out of vanity, admiring his reflection and planning to grow a moustache to look more handsome. Later, facing the snake, his smile became feeble due to fear and a newfound humility. His thoughts shifted from a self-obsessed bachelor to a terrified, humbled human facing mortality. 

 4. This story about a frightening incident is narrated in a humorous way. What makes it humorous? (Think of the contrasts it presents between dreams and reality. Some of them are listed below). Write short paragraphs on each of these to get your answer.

 I. i. . The kind of person the doctor is (money, possessions) 

 The humour in the story "The Snake and the Mirror" stems from the stark contrast between the doctor's poverty-stricken reality and his grandiose vanity. He's a poor doctor living in a rat-infested room, yet he dreams of becoming rich and handsome. This disconnect makes his obsession with his appearance comical. 

ii.  The kind of person he wants to be (appearance, ambition) 

 The humour is also amplified by the doctor's absurd plans. He wants to grow a neat moustache and marry a wealthy, fat woman who can't run fast. This self-centred and shallow ambition makes his moment of terror and humility when faced with the snake even more ludicrous and relatable for the reader. i.

iii.  The person he wants to marry 

 The doctor’s humorous dreams contrast sharply with his reality. He wants to marry a wealthy, fat woman doctor who has a good medical practice. He believes a "fat" wife wouldn't be able to chase him if he ever made a mistake and had to run away. This shallow ambition highlights his self centered nature. 

 iv. The person he actually marries However, reality delivers a comical twist. The doctor ends up marrying a "thin reedy person" who, ironically, has "the gift of a sprinter." This unexpected outcome completely subverts his original plan and is a key source of humor, demonstrating the unpredictability of life.  

v. His thoughts when he looks into the mirror

 When the doctor first looks into the mirror, his thoughts are consumed by vanity and self admiration. He sees himself as a handsome and eligible bachelor and decides to improve his appearance by growing a thin mustache and wearing a pleasing smile. He fantasizes about marrying a wealthy and fat woman to secure a comfortable life.

 vi. His thoughts when the snake is coiled around his arm

 In contrast, when the snake is coiled around his arm, his thoughts shift dramatically from vanity to fear and self-preservation. He realizes his foolishness and a sense of helplessness washes over him. He thinks about God and his life, praying for his survival. His thoughts are no longer about his physical appearance or future plans but are solely focused on escaping his terrifying predicament.

THE ROAD NOT TAKEN by Robert Frost

 

 I. Thinking about the poem 

 1. Where does the traveller find himself? What problem does he face? 

 In "The Road Not Taken," the traveller finds himself at a fork in a yellow wood, symbolizing a crossroads in life. He faces the dilemma of choosing between two seemingly similar paths, unsure which to take. His problem reflects the universal struggle of making irreversible decisions and the anxiety of missing out on the unchosen path.

 2. Discuss what these phrases mean to you.

i.  a yellow wood 

 Represents autumn, a season of change and decay, mirroring the speaker’s transitional life phase where he must make a choice. The colour yellow adds a melancholic, contemplative tone. 

 ii. it was grassy and wanted wear 

 The path appears less travelled (grassy because fewer people walked on it), symbolizing unconventional choices. "Wanted wear" personifies the path, as if it invites the traveller to take risks.

 iii. The passing there 

 Refers to the foot traffic on the paths. Ironically, the speaker later admits both paths were equally worn, revealing his bias in storytelling. 

 iv. Leaves no step had trodden black

 The leaves are fresh and untrodden, symbolizing untouched opportunities. "Black" implies the crushing of leaves underfoot, suggesting no one had yet walked there.

 v. How way leads on to way

 Highlights life’s irreversible choices—one decision leads to another, making it hard to revisit the same opportunity. The phrase underscores the poem’s of commitment and consequence. 

 3. theme Is there any difference between the two roads as the poet describes them?

 i. in stanzas two and three? 

 In stanzas two and three, the poet initially describes the two roads as different, with one appearing "grassy and wanted wear," suggesting it was less travelled and more inviting. However, he quickly undercuts this idea by admitting that both roads were actually "worn... about the same," revealing that the difference existed only in his perception. This contradiction highlights the human tendency to imagine choices as more distinct than they truly are, emphasizing the poem’s theme of uncertainty and the illusion of uniqueness in decision-making.

 ii. in the last two lines of the poem?

 In the last two lines, the poet contradicts his earlier observation by declaring, "I took the one less travelled by, And that has made all the difference." This ironic twist shows that, looking back, he glorifies his decision, giving it meaning even though both paths were actually the same. The poem thus analyses how people construct narratives to justify their decisions, implying that the "difference" lies not in the path itself but in the story, we tell ourselves about our choices. This reflects the universal experience of grappling with regret, self justification, and the unpredictable consequences of life’s decisions. 

 4. What do you think the last two lines of the poem mean? (Looking back, does the poet regret his choice or accept it?) 

 The last two lines—"I took the one less travelled by, / And that has made all the difference"—reveal the poet’s hesitant tone. While he claims his choice was unique ("less travelled"), the earlier stanzas contradict this, showing both paths were equally worn. This irony suggests that the poet reshapes his memory to frame his choice as bold and transformative, masking any regret with pride. The sigh in "I shall be telling this with a sigh" hints at lingering doubt, yet he accepts the irreversible nature of choices. The "difference" is less about the road and more about the story he tells himself. In short, Frost analyses how we mythologize decisions to cope with uncertainty. The poem leaves the emotion ambiguous—neither pure regret nor full acceptance, but a mix of both. 

 II. Long answer questions. 

 1. Have you ever had to make a difficult choice (or do you think you will have difficult choices to make)? How will you make the choice (for what reasons)? 

 Like the speaker in "The Road Not Taken," I've faced difficult choices, such as selecting a career path or deciding between opportunities. When making these decisions, I consider what aligns with my values, which option offers the most growth, and how each possibility might shape my future. While I sometimes wonder about the paths I didn't take—just as the poet reflects with a sigh—I ultimately focus on embracing my choice and learning from the journey. The poem reminds me that all choices involve uncertainty, but what matters is moving forward with purpose, knowing each path offers its own lessons and rewards. 

 2. After you have made a choice do you always think about what might have been, or do you accept the reality? 

 Like the traveller in "The Road Not Taken," I sometimes wonder "what might have been"— especially when faced with uncertainty or challenges. The poem’s sigh ("I shall be telling this with a sigh") captures this universal human tendency to romanticize unchosen paths. However, I strive to accept reality while acknowledging that curiosity about alternatives is natural. Frost’s irony reminds me that choices gain meaning through how we frame them, not their inherent "rightness." Over time, I focus on learning from my path rather than dwelling on hypotheticals, trusting that every decision shapes growth.

The Lost Child by Mulk Raj Anand

 

 1. What are the things the child sees on his way to the fair? Why does he lag behind? 

 On the way to the fair, the child sees a beautiful mustard field, dragonflies, worms and insects. In the fair, he is attracted by toys, sweetmeats like gulab jamun and jalebi, garlands of gulmohur, colorful balloons, a snake-charmer, and a roundabout. All these sights have filled him with excitement and wonder that he lags behind. 

 2. In the fair he wants many things. What are they? Why does he move on without waiting for an answer? 

 In the fair, the child wants toys, balloons, burfi, f lowers, and a ride on the roundabout. However, each time he asks for something and moves on without waiting for an answer because he instinctively knows his parents would refuse, calling them "cheap" or unnecessary. His desire shifts quickly to the next exciting thing, showing his innocent, restless curiosity. 

 3. When does he realise that he has lost his way? How have his anxiety and insecurity been described?

 The child realizes he has lost his way when he stops near a roundabout, excitedly asking his parents for a ride, but gets no reply. When he turns around, he cannot see them anywhere, and panic sets in. His anxiety and insecurity are vividly described— he cries uncontrollably, runs around frantically searching and feels terrified amidst of the crowd. The once-attractive fair now feels scary and overwhelming with the noises becoming harsh and disorienting. His desperate cries of "Mother! Father!" show his helplessness and fear of being alone. 

 4. Why does the lost child lose interest in the things that he had wanted earlier? 

 The lost child loses interest in the toys, sweets, balloons, and roundabout that he had desperately wanted earlier because his only desire now is to find his parents. The overwhelming fear of separation makes all other attractions seem meaningless. The lesson shows how a child’s deepest need is security and love—material things bring joy only when shared with loved ones. Without his parents, even the most exciting fair loses its charm, leaving him frightened, lonely, and indifferent to what once delighted him. 

 5. What do you think happens in the end? Does the child find his parents? 

 The story "The Lost Child" ends on an ambiguous note, leaving the child's fate open to interpretation. However, there are strong hints that he is eventually reunited with his parents. When the kind stranger tries to comfort him by offering the same things he once desired—toys, balloons, sweets, and a ride—the child only cries for his mother and father, showing that no material comfort can replace their love. This emotional climax suggests that someone in the crowd (possibly his parents or a villager) would recognize him and take him back to his family, as fairs were community gatherings where lost children were often reunited. While the author doesn’t explicitly confirm the reunion, the child’s innocence and the stranger’s concern imply a hopeful ending. The story underscores that a parent’s love is irreplaceable, and society (represented by the stranger) would prioritize reuniting the child with his family.

The Little Girl by Katherine Mansfield

 1. Why was Kezia afraid of her father? Kezia was afraid of her father because he was strict, spoke harshly, and never showed affection towards her. His presence intimidated her, and he seemed distant and unkind, making her feel nervous and uncomfortable around him.

 2. Who were the people in Kezia’s family? The people in Kezia’s family were her father, her mother, her grandmother, and herself. 

 3. i. What was Kezia’s father’s routine? before going to his office? 

ii. after coming back from his office?

 iii. on Sundays? 

 i. Before going to his office: 

 He came into Kezia's room, gave her a casual kiss, and left for work, appearing very busy and serious.

 ii. After coming back from his office:

 He would ask for his slippers, rest on the sofa, stretch out, and demand his tea, newspaper, and silence in the house.

iii. On Sundays: 

 He relaxed at home, slept soundly on the sofa with a handkerchief on his face, and snored. He expected everything to be quiet and undisturbed. 

 4. In what ways did Kezia’s grandmother encourage her to get to know her father better? Kezia’s grandmother encouraged her to get to know her father better by advising her to spend time with her parents in the drawing-room every evening. She also suggested that Kezia make a surprise gift for her father’s birthday to show her love and affection. Through these small efforts, the grandmother hoped to help Kezia feel less afraid and build a closer bond with her father. 

 5. Kezia’s efforts to please her father resulted in displeasing him very much. How did this happen? Kezia wanted to please her father by making a special birthday gift for him. Her grandmother had suggested that she could make a pin-cushion. Kezia decided to stitch it herself and needed something to fill it. While looking for suitable material, she found some papers in her mother’s room and used them to stuff the pin cushion, not knowing they were important. Unfortunately, the papers she tore and used were her father’s important speech for the Port Authority. When her father discovered this, he was extremely angry. He scolded Kezia harshly, beat her with a ruler, and made her feel even more frightened and hurt. Her small effort to make her father happy ended up making him more displeased, which increased the distance between them.

 6. Kezia decides that there are “different kinds of fathers”. What kind of father was Mr Macdonald, and how was he different from Kezia’s father? Mr. Macdonald was a kind, loving, and playful father. He lived next door to Kezia and often played with his children in the garden, laughing and enjoying their company. He treated his children gently, carrying them on his shoulders and even allowing them to climb all over him without getting angry. In contrast, Kezia’s father was strict, serious, and unapproachable. He never showed affection, and Kezia was afraid of him. Unlike Mr. Macdonald, who created a joyful and warm atmosphere at home, Kezia’s father made her feel nervous and distant. This made Kezia realize that fathers can be different—some, like Mr. Macdonald, are kind and friendly, while others, like her own, seem harsh and distant.

 7. How does Kezia begin to see her father as a human being who needs her sympathy? Kezia begins to see her father as a human being who needs her sympathy when her mother falls ill and she is left alone with her father for a few days. One night, she has a nightmare and wakes up frightened. Her father comes to her room, comforts her, and takes her to his bed. He gently makes her feel safe, puts her to sleep beside him, and even warms her feet with his own. In that moment, Kezia realizes that her father is not as cold and cruel as she had thought. She understands that he works hard all day and is too tired to show his love openly. She sees a softer side of him and understands that he also needs care and affection. This changes her view, and she begins to feel sympathy and love for him.

The Lake Isle of Innisfree by William Butler Yeats

1. What kind of place is Innisfree? Think about:

 i. In the first stanza, the poet expresses his desire to return to Innisfree and build a small, simple cabin with "nine bean-rows" and a beehive. He wants to live there alone, enjoying a minimalist, self sufficient life close to nature. His planned actions—building a small dwelling, planting a small garden, and keeping bees—emphasize his longing for a life of simplicity and harmony. 

ii.  What he hears and sees there and its effect on him. 

 The second stanza describes the sights and sounds of Innisfree. The poet envisions a peaceful environment where "peace comes dropping slow”. He sees the shimmering light of "midnight's all a glimmer" and "noon a purple glow." He hears the sweet music of crickets ("the cricket sings") and the gentle sounds of the "linnet's wings." The natural sounds and sights have a deeply calming effect on him, suggesting that Innisfree is a place of profound peace and natural beauty. 

 iii. What he hears in his “heart’s core” Even when he is far away from Innisfree, standing on the "roadway, or on the pavements grey," the poet hears the distinct sound of the lake's water "lapping with low sounds by the shore." This sound resonates deep within his "heart's core," symbolizing his unwavering and profound connection to the peaceful island. This memory and the sound of the lake's water provide solace, highlighting his deep longing for this peaceful, natural setting amidst the noise and stress of city life. The contrast between the grey pavements and the tranquil lake further emphasizes his yearning for Innisfree. 

 2. By now you may have concluded that Innisfree is a simple, natural place, full of beauty and peace. How does the poet contrast it with where he now stands? (Read stanza III.)

 The poet contrasts Innisfree with his current location by highlighting the stark difference between natural peace and urban drudgery. While Innisfree is a place of serene, natural sounds—like the "lake water lapping" against the shore—the poet is standing on the "roadway" and "pavements grey," which symbolize a noisy, artificial, and unfulfilling city life. The central contrast lies in what he hears. Although his physical ears are filled with the clamor of the city, his soul hears the soothing, rhythmic sound of the lake "in the deep heart's core." This shows that his internal world is dominated by the memory of Innisfree, which stands in stark opposition to the external, harsh reality of his urban surroundings. 

 3. Do you think Innisfree is only a place, or a state of mind? Does the poet actually miss the place of his boyhood days? 

 Innisfree is both a physical place and a state of mind. The poet genuinely misses the real island of his boyhood, but his longing for it also represents a deeper yearning for a state of peace, solitude, and connection with nature. The poem shows this duality. He has a concrete plan to go to Innisfree, build a cabin, and plant crops, indicating he misses the physical location. However, his most powerful connection to it is internal. He can hear the "lake water lapping with low sounds" in his "deep heart's core" even when he is on the noisy city streets. This suggests Innisfree is not just a place he remembers, but an ideal of tranquility he holds within himself, a refuge from the stress of his current life.

 4. Look at the words the poet uses to describe what he sees and hears at Innisfree. What pictures do these words create in your mind?

 i. bee-loud glade 

 This phrase creates a picture of a sunny, open space (a glade) filled with the gentle, continuous hum of bees. It suggests a lively yet peaceful atmosphere, a place teeming with the quiet industry of nature. 

ii. evenings full of the linnet’s wings 

 This phrase brings to mind the soft, fluttering movement of birds settling down as dusk approaches. It evokes a sense of calm and gentle activity, painting a picture of a tranquil evening with the soothing sounds of birds.

 iii. lake water lapping with low sounds

 This line creates a clear image of small waves gently hitting the shore. The "low sounds" suggest a soft, rhythmic, and calming sound that brings peace to the listener. This picture contrasts with the loud noises of city life and is a symbol of serenity. 

 5. Look at these words; ... peace comes dropping slow Dropping from the veils of the morning to where the cricket sings. What do these words mean to you? What do you think “comes dropping slow...from the veils of the morning”? What does “to where the cricket sings” mean? 

 The words suggest that peace is a gradual, gentle, and natural process, not something that happens suddenly. This phrase personifies peace as something that descends gently, like dew or a soft rain. It implies that peace is not an instant occurrence but rather a gradual feeling that permeates the surroundings and a person's state of mind. This beautiful image suggests that peace is delivered with the arrival of the morning light, as if a thin mist or "veil" is being lifted to reveal a serene world. This creates a picture of tranquillity settling over the landscape with the break of dawn. This part of the phrase indicates the specific location where this peace can be found: a place in nature. The sound of a singing cricket symbolizes a quiet, rustic environment. It suggests that peace is found in simple, natural settings, away from the noise and chaos of urban life.