The Fun They Had
By Isaac Asimov
Page 10 – Comprehension Check
Q1. How old are Margie and Tommy?
-
Margie is eleven years old.
-
Tommy is thirteen years old.
Q2. What did Margie write in her diary?
She wrote: “Today, 17 May, 2157, Tommy found a real book!”
Q3. Had Margie ever seen a book before?
No, she had never seen a real printed book before.
Q4. What things about the book did she find strange?
-
The words were fixed and did not move as on a screen.
-
After reading, the book could not be used again.
Q5. What do you think a telebook is?
A telebook is an electronic book that can be read on a screen.
Q6. Where was Margie’s school? Did she have any classmates?
Her school was in her own house, right next to her bedroom. No, she had no classmates.
Q7. What subjects did Margie and Tommy learn?
They learned geography, history, and arithmetic.
Page 10–11 – Thinking about the Text
Q1. What kind of teachers did Margie and Tommy have?
They had mechanical teachers — robotic, computerised machines that displayed lessons and gave tests.
Q2. Why did Margie’s mother send for the County Inspector?
Because Margie was doing badly in geography, and she thought the mechanical teacher was not working properly.
Q3. What did he do?
The Inspector adjusted the geography sector and slowed down its speed to suit Margie’s level.
Q4. Why was Margie doing badly in geography? What did the County Inspector do to help her?
The machine had been giving tests too quickly, so Margie could not perform well. The Inspector slowed the pace, making it easier for her to learn.
Q5. What had once happened to Tommy’s teacher?
Its history sector had blanked out completely, and it had to be taken away for nearly a month.
Q6. Did Margie have regular days and hours for school? If so, why?
Yes, her mother insisted on regular timings so that she developed discipline and consistent study habits.
Q7. How does Tommy describe the old kind of school?
He describes it as a special building where children came together, were taught by human teachers, and all learned the same thing.
Q8. How does he describe the old kind of teachers?
They were real men, who explained lessons to boys and girls, gave homework, and asked questions.
Q9. What are the main features of the mechanical teachers and the schoolrooms that Margie and Tommy have? How are they different from the schools of the present day?
-
Mechanical school: Individualised, robotic teachers; lessons on screens; homework submitted through slots; children study alone at home.
-
Present-day school: Human teachers; group learning in classrooms; discussion, play, and social interaction.
Q10. Do you agree with Margie that schools today are better than the school in the story? Why/Why not?
Yes, schools today are better because they provide human interaction, social learning, emotional guidance, and a community environment, unlike the lonely, mechanical setup in the story.
Extra Questions – The Fun They Had
Short Answer (2–3 lines)
-
Why did Margie hate school? → She found it boring and monotonous, and she disliked the mechanical teacher.
-
What was Tommy’s opinion about the old book? → He thought it was useless because after reading it once, it had no value.
-
What made Margie nostalgic about schools of the past? → The idea of children learning together and being taught by humans fascinated her.
Long Answer
Q. Compare Margie’s school with modern schools.
Margie’s school was inside her home, with a mechanical teacher teaching her alone. Lessons appeared on a screen, and homework was submitted mechanically. There was no interaction with classmates, games, or social life. On the other hand, modern schools have human teachers, classrooms, playgrounds, and peers. Children learn together, develop friendships, and grow socially and emotionally. Margie’s school lacked joy, while present-day schools focus on holistic growth. The story warns against replacing human connection with machines in education.
Summary of The Fun They Had
Isaac Asimov’s futuristic story imagines schools in the year 2157. Two children, Margie and Tommy, discover a real printed book — a rare object for them. They find it strange that the words don’t move and the book can only be read once.
Tommy explains that in old times, children had schools in special buildings. They studied together and were taught by human teachers. This amazes Margie, whose experience of school is very different.
Margie studies with a mechanical teacher in her own home. Lessons are shown on a screen, and assignments must be written in punch-code and submitted into a slot. She dislikes her school, especially geography, where she has been performing poorly. Her mother calls the County Inspector, who fixes the machine by slowing down its pace.
Tommy tells her more about the old schools — how children gathered, learned the same lessons, and were taught by men instead of machines. Margie is fascinated by the idea of children studying together, sharing experiences, and enjoying companionship. She contrasts this with her own lonely, monotonous learning.
The story ends with Margie sitting before her mechanical teacher, but her mind drifts to the schools of the past. She imagines the joy of learning with others and being taught by real people.
The story reflects Asimov’s concern that excessive mechanisation of education may destroy the joy of human connection. It conveys the importance of social learning, friendship, and emotional development in schools.
Biography of Isaac Asimov
Isaac Asimov (1920–1992) was a Russian-born American writer and professor of biochemistry, best known for his works of science fiction and popular science.
He was born on 2 January 1920 in Petrovichi, Russia, and moved with his family to the United States at the age of three. Growing up in Brooklyn, New York, he became a voracious reader and began writing science fiction at a young age.
Asimov earned a Ph.D. in biochemistry from Columbia University and taught at Boston University. Alongside his academic career, he became one of the most prolific writers of the 20th century, publishing over 500 books.
He is best remembered for his Foundation series and Robot series, which shaped modern science fiction. His famous “Three Laws of Robotics” influenced literature, philosophy, and even real-world discussions on artificial intelligence.
In addition to fiction, Asimov wrote extensively on history, mathematics, astronomy, and literature. His clear, engaging style made science accessible to the public.
Asimov received numerous honours, including the Hugo, Nebula, and Bram Stoker Awards. He died on 6 April 1992 in New York.
He remains celebrated as a visionary writer who combined imagination with scientific insight, inspiring generations of readers.
Poem 1 – The Road Not Taken
By Robert Frost
Page 15 – Thinking about the Poem
Q1. Where does the traveller find himself? What problem does he face?
He finds himself in a yellow wood, at a fork in the road. He must choose one path, knowing he cannot travel both.
Q2. Discuss what these phrases mean: (i) a yellow wood, (ii) it was grassy and wanted wear, (iii) the passing there, (iv) leaves no step had trodden black, (v) how way leads on to way.
-
Yellow wood: Autumn forest, symbolising maturity or change.
-
Grassy and wanted wear: Less travelled, appearing fresh.
-
The passing there: People walking on the road.
-
Leaves no step had trodden black: Untouched, fresh leaves not yet crushed.
-
How way leads on to way: One choice leads to others, making it hard to return.
Q3. Is there any difference between the two roads as the poet describes them: (i) in stanzas two and three, (ii) in the last two lines of the poem?
-
(i) Both were almost equally worn, though one seemed less used.
-
(ii) In the end, the poet claims he took the road “less travelled by,” emphasising choice and individuality.
Q4. What do you think the last two lines mean? Is the poet advocating individualism or resignation to the common lot?
The lines mean that choices shape our lives. By saying his choice “made all the difference,” the poet seems to value individuality, though it may also reflect acceptance of fate.
Extra Questions – The Road Not Taken
Short Answer
-
Why is the poem called The Road Not Taken and not The Road Taken?
→ It highlights regret and reflection on the choice not made. -
What does the road symbolise?
→ Life’s choices and decisions. -
Why can’t the traveller travel both roads?
→ Because life allows only one path at a time.
Long Answer
Q. How does the poem reflect human life?
The poem reflects the dilemma of human life through the metaphor of roads. The traveller must choose between two paths, just as people must make choices in life. Once a choice is made, it shapes the future, and it is often impossible to return. The poet reflects on his decision, claiming it “made all the difference.” This shows that life is defined by the choices we make. Frost captures the universal human experience of uncertainty, decision, and reflection.
Summary of The Road Not Taken
Robert Frost’s poem is about the choices we make in life. The speaker stands at a fork in a yellow wood, faced with two paths. Both roads look equally worn, though one seems slightly less travelled.
He chooses the second road, believing it offers a sense of individuality. Yet, he admits both were almost the same. He realises he may never return to take the first road, because one choice leads to another.
In the future, he imagines himself telling this story “with a sigh,” saying that taking the road less travelled “made all the difference.” This suggests both pride and ambiguity — the choice shaped his life, though it is uncertain if it was better or worse.
The poem symbolises life’s decisions. It highlights the difficulty of choice, the impossibility of experiencing every option, and the lasting impact of decisions. Frost leaves the meaning open, but the message is clear: choices define our journey.
Biography of Robert Frost
Robert Frost (1874–1963) was one of America’s most celebrated poets, known for his realistic depictions of rural life and his deep exploration of human emotions through nature. He remains one of the few poets whose work is equally loved by scholars and common readers.
He was born on 26 March 1874 in San Francisco, California. After his father’s death in 1885, his family moved to Lawrence, Massachusetts. Frost graduated from high school as co-valedictorian alongside Elinor White, whom he later married. He briefly attended Dartmouth College and Harvard University but never earned a formal degree. Instead, he worked in various jobs, including as a teacher, cobbler, and farmer, while nurturing his love for poetry.
Frost’s early life was marked by struggle, both financial and personal. In 1912, he moved with his family to England, where his first books of poetry, A Boy’s Will (1913) and North of Boston (1914), were published. These works immediately gained recognition, especially after being praised by established poets like Ezra Pound and Edward Thomas. When Frost returned to America in 1915, he was already a rising literary star.
His poetry collections — including Mountain Interval (1916), New Hampshire (1923), West-Running Brook (1928), and A Further Range (1936) — established him as a major voice in modern poetry. His most famous poems include The Road Not Taken, Stopping by Woods on a Snowy Evening, Mending Wall, Birches, and Fire and Ice.
Frost’s style combined simple, rural imagery with profound philosophical insights. He often wrote about New England landscapes, using them as metaphors for life, choices, isolation, and resilience. His verse was traditional in form but modern in thought, blending accessibility with depth.
He received the Pulitzer Prize for Poetry four times (1924, 1931, 1937, and 1943), a record unmatched by any other poet. In 1961, he recited his poem The Gift Outright at the inauguration of U.S. President John F. Kennedy, cementing his role as a national icon.
Despite public success, Frost’s personal life was marked by tragedies, including the deaths of several of his children and struggles with depression in his family. These experiences gave his poetry emotional depth and authenticity.
Robert Frost died on 29 January 1963 in Boston, Massachusetts, at the age of 88. He is remembered as a poet who spoke simply yet profoundly, capturing the essence of human life through the beauty and harshness of nature.