If I Were You

By Douglas James

Page 144 – Thinking about the Text

Q1. “At last a sympathetic audience.”
(i) Who says this?
→ The Intruder.

(ii) Why does he say it?
→ He says this because Gerrard listens calmly to his story instead of panicking, unlike others he had met before.

Q2. Why does the Intruder choose Gerrard as the person whose identity he wants to take on?
Because Gerrard is a playwright who lives alone in a remote house. The Intruder thinks Gerrard has few visitors, making it easy to kill him and live under his identity without being discovered.

Q3. “I said it with bullets.”
(i) Who says this?
→ Gerrard.

(ii) What does it mean?
→ It means Gerrard once defended himself by shooting at someone who tried to attack him.

(iii) What is the speaker’s profession? What does the speaker mean by this?
→ Gerrard is a playwright. He means that although he writes plays, he has also faced real-life danger, which required direct action like using bullets.

Q4. “You are lucky to have just managed to escape them.”
(i) Who says this?
→ Gerrard.

(ii) Who is he talking to, and about whom?
→ He is talking to the Intruder, about the police who are searching for him.

Q5. Why does the Intruder say, “They can’t hang me twice”?
Because he has already committed a murder. Even if he kills Gerrard too, the punishment will still be death, which he already faces.

Q6. “A mystery I propose to explain.”
What is the mystery the speaker proposes to explain?
→ The mystery is Gerrard’s strange, reclusive lifestyle, which he claims is because he is secretly involved in criminal activities.

Q7. “This is your big surprise.”
(i) Who says this?
→ Gerrard.

(ii) What is the surprise?
→ Gerrard turns the tables on the Intruder by trapping him, disarming him, and locking him in a cupboard instead of being killed.

Extra Questions – If I Were You

Short Answer

1. Why is the play titled If I Were You?
   Because the Intruder wants to impersonate Gerrard and live his life, while Gerrard cleverly imagines himself in the Intruder’s position to outwit him.

2. How does Gerrard’s wit save his life?
   Instead of panicking, Gerrard keeps calm, pretends to be a criminal himself, and finally traps the Intruder.

3. What kind of person is Gerrard?
   He is witty, courageous, quick-thinking, and humorous, even in dangerous situations.

Long Answer

Q. How does the play highlight the importance of presence of mind?
The play shows that presence of mind can save lives in critical situations. When the Intruder breaks into Gerrard’s house with the intention of killing him, Gerrard remains calm. He listens carefully, then quickly turns the situation in his favour. Instead of fighting directly, he uses his intelligence, convincing the Intruder that he too is a criminal on the run. His witty dialogue and cleverness confuse the Intruder. Finally, Gerrard seizes the opportunity, disarms him, and locks him in a cupboard. The play shows that panic and fear are useless in emergencies, but wit and presence of mind can defeat even the most dangerous threats. Gerrard’s composure, humour, and intelligence make him victorious.

Summary of If I Were You

Douglas James’s one-act play If I Were You is a witty and suspenseful drama about how intelligence can overcome brute force.

The play begins in Gerrard’s isolated cottage. Gerrard is a playwright who lives alone. Into this quiet setting enters an Intruder, a criminal on the run after murdering a policeman. Armed with a revolver, the Intruder plans to kill Gerrard and assume his identity. His logic is that Gerrard’s solitary life will allow him to hide from the law without suspicion.

The Intruder reveals his plan. He has studied Gerrard’s life and thinks it will be easy to impersonate him. He mocks Gerrard, calling him a “writer” who will make an easy victim. Confident of his plan, the Intruder feels Gerrard has no escape.

But Gerrard remains calm. Instead of panicking, he engages the Intruder in conversation. He pretends to be mysterious, claiming that he too is a criminal involved in murder. He hints that his reclusive lifestyle is to avoid the police. This confuses the Intruder, making him doubt whether Gerrard is really a simple playwright.

With quick wit, Gerrard keeps the Intruder talking until he finds the right moment. Finally, Gerrard tricks him into lowering his guard, seizes his revolver, and locks him in a cupboard. He then calls the police, successfully turning the tables.

The play ends with Gerrard’s witty remark that the Intruder’s story will make a good addition to his next play.

The play conveys several themes. It shows the importance of presence of mind and courage in the face of danger. It also highlights that wit and intelligence are stronger than violence. Gerrard’s humour, calmness, and cleverness make him victorious. The title If I Were You reflects both the Intruder’s plan to impersonate Gerrard and Gerrard’s clever reversal of the situation.

Biography – Douglas James

Douglas James (1902–1981) was a British playwright and author, best remembered for his witty one-act play If I Were You, which is studied in schools around the world.

Not much is recorded about his personal life, but his works reveal his sharp sense of humour, dramatic timing, and ability to weave suspense into everyday situations. His plays are often marked by their lighthearted approach to serious themes.

If I Were You is his most famous work. It combines comedy with crime, showing how wit and intelligence can overcome danger. The play is admired for its fast-paced dialogue, humour, and clever ending. James presents Gerrard, the playwright, as a character who uses words and intelligence to defeat the Intruder’s violence.

Douglas James wrote during the early and mid-20th century, when one-act plays were popular for both education and theatre. His style reflects this trend, focusing on sharp dialogue, limited settings, and moral lessons.

James passed away in 1981, but his legacy continues through this play, which is part of the NCERT syllabus. Students worldwide read it as an example of wit, courage, and the triumph of intelligence over brute force.

Kathmandu

By Vikram Seth

Page 131 – Thinking about the Text

Q1. On the basis of your reading of the text, answer the following questions.

(i) Name the two temples the author visited in Kathmandu.
The Pashupatinath temple (a Hindu temple) and the Baudhnath stupa (a Buddhist shrine).

(ii) The writer says, “All this I wash down with Coca Cola.” What does ‘all this’ refer to?
‘All this’ refers to the various eatables he enjoyed on the streets of Kathmandu, such as marzipan, roasted corn on the cob, and a bar of chocolate.

(iii) What does Vikram Seth compare to the quills of a porcupine?
The fifty or sixty bansuris (flutes) tied to the pole of the flute seller.

(iv) Name five kinds of flutes.

1. The reed neh

2. The recorder

3. The Japanese shakuhachi

4. The Hindustani bansuri

5. The South Indian nadaswaram

6. The Chinese flute (dizi)

Q2. Answer each of the questions in a short paragraph.

(i) What difference does the author note between the flute seller and the other hawkers?
Other hawkers shout to attract customers, but the flute seller plays his instrument softly and meditatively, never pushing sales. His calm presence contrasts with the noisy bazaar.

(ii) What is the belief at Pashupatinath about the end of Kaliyug?
It is believed that when the small shrine at Pashupatinath emerges fully from the river Bagmati, the goddess inside will escape, and the end of Kaliyug will come.

(iii) The author has drawn powerful images and pictures of the atmosphere in and around the Baudhnath stupa. Write them.
He describes an immense white dome surrounded by a road with small shops, busy with Tibetan traders and pilgrims. The stupa radiates stillness and serenity, in contrast to the noisy streets.

(iv) How does the author describe Kathmandu’s busiest streets?
The streets are crowded and noisy, filled with hawkers, fruit sellers, vendors of postcards, shops selling cosmetics, film rolls, copper utensils, and chocolates. There are barbershops, dairies, temples, and shrines everywhere.

(v) “To hear any flute is to be drawn into the commonality of all mankind.” What does the author mean?
He means that though flutes differ in shape and sound across cultures, they share the same principle of breath flowing through a hollow tube. This universality symbolises human unity beyond differences.

Extra Questions – Kathmandu

Short Answer

1. What contrasts does the author observe between Pashupatinath temple and Baudhnath stupa?
   Pashupatinath is crowded, noisy, and chaotic, while Baudhnath stupa is calm, serene, and meditative.

2. What attracts the author most in Kathmandu?
   The flute seller and his music fascinate the author the most, leaving him reflective about human unity.

3. Why does Vikram Seth mention Coca Cola and chocolates?
   To highlight the mixture of traditional spirituality with modern consumerism in Kathmandu.

Long Answer

Q. How does Vikram Seth capture the contrasts of Kathmandu in his travelogue?
In Kathmandu, Vikram Seth paints a vivid picture of the city through contrasts. At the Pashupatinath temple, he observes chaos — crowds jostling, animals roaming, and priests checking devotees. In contrast, the Baudhnath stupa offers calmness and stillness, with Tibetan traders and pilgrims silently circling the shrine. The streets of Kathmandu are bustling with vendors, shops, and noise, reflecting a mix of tradition and modernity — from fruit sellers and barbers to Coca Cola and film rolls. The flute seller, however, stands apart from the noise. His quiet music provides a moment of universality, as flutes across cultures share the same simple principle of breath and sound. Through these vivid descriptions, Seth captures Kathmandu as a place of contradictions — chaotic yet serene, modern yet traditional, noisy yet musical.

Summary of Kathmandu

Vikram Seth’s travelogue Kathmandu presents a lively description of Nepal’s capital, capturing its contrasts, energy, and spirituality.

The author visits two famous shrines: the Pashupatinath temple, sacred to Hindus, and the Baudhnath stupa, an important Buddhist site. At Pashupatinath, Seth notices a large crowd of worshippers, priests, saffron-clad ascetics, and tourists. There is chaos at the entrance as people push and jostle. Priests regulate who can enter, barring non-Hindus. The author also notes the belief that the end of Kaliyug will occur when a small shrine in the river Bagmati fully rises. The scene is noisy and crowded, reflecting religious fervour mixed with disorder.

In contrast, the Baudhnath stupa exudes calm. The massive white dome, encircled by a road lined with shops, is surrounded by Tibetan traders and pilgrims. The atmosphere is serene and still, a striking difference from the bustle of Pashupatinath.

Seth then describes the busy streets of Kathmandu. They are full of vendors selling fruit, cosmetics, film rolls, utensils, chocolates, and postcards. There are barbershops, dairies, and small shrines everywhere. The streets buzz with energy and noise. Amid this commercial scene, the author enjoys snacks like marzipan, corn on the cob, and Coca Cola.

Yet, what captures him most is the flute seller. Sitting quietly at a crossroads, surrounded by dozens of flutes tied to a pole, he does not shout for customers like other vendors. Instead, he plays the flute meditatively. The music, soft and universal, enchants the author. He reflects on the fact that flutes exist in many cultures — the Hindustani bansuri, the South Indian nadaswaram, the Japanese shakuhachi, and others. Though their forms differ, all operate on the same simple principle of breath passing through a hollow shaft. This commonality of flutes symbolises the unity of mankind beyond cultural differences.

Through these descriptions, Seth captures the spirit of Kathmandu — a city full of contradictions: noisy yet serene, spiritual yet commercial, chaotic yet musical. His travelogue blends observation with reflection, making it both vivid and thoughtful.

Biography – Vikram Seth

Vikram Seth (b. 1952) is one of India’s most acclaimed authors, known for his versatility across poetry, fiction, travel writing, and biography.

He was born on 20 June 1952 in Calcutta (now Kolkata) into a distinguished family. His father, Prem Nath Seth, worked in the footwear industry, and his mother, Leila Seth, became the first woman Chief Justice of a High Court in India.

Vikram Seth studied at Doon School, Dehradun, and later at Corpus Christi College, Oxford. He also studied economics at Stanford University. His education abroad exposed him to diverse cultures, which shaped his writing.

Seth’s literary career began with poetry collections like Mappings (1980). He gained international fame with his epic novel A Suitable Boy (1993), one of the longest novels ever published in English. The book captures post-independence India with humour and realism. Other works include The Golden Gate (1986), a novel in verse, An Equal Music (1999), and Two Lives (2005), a memoir of his great-uncle and aunt.

As a travel writer, Seth authored From Heaven Lake: Travels Through Sinkiang and Tibet (1983), which won the Thomas Cook Travel Book Award. An extract from this book, Kathmandu, is included in NCERT’s Beehive. His travel writing is praised for vivid description and reflective insights.

Vikram Seth’s style blends simplicity with depth. He writes about love, family, identity, and culture with sensitivity and humour. He has been honoured with awards like the Padma Shri, Sahitya Akademi Award, and Pravasi Bharatiya Samman.

Seth continues to be regarded as a global literary figure, admired for his wide-ranging works that cross genres and cultures.

A Slumber Did My Spirit Seal

By William Wordsworth

Page 135 – Thinking about the Poem

Q1. “A slumber did my spirit seal”—what does the poet mean by this?
It means the poet was in a state of deep sleep-like calm, unaware of the harsh reality of mortality. He felt that death could not touch his beloved.

Q2. “The slumber” refers to sleep or a deep sleep that is associated with death.
The poet is speaking about the death of his beloved, Lucy. She now lies motionless, beyond human experiences.

Q3. How does the poet imagine his beloved after death? Does he see her as a spirit, living force, or as a part of nature?
He imagines her as part of nature. She no longer feels human emotions or life but is merged with rocks, trees, and earth, sharing their stillness.

Extra Questions – A Slumber Did My Spirit Seal

Short Answer

1. What is the central theme of the poem?
   The inevitability of death and the merging of human life with nature.

2. How does Wordsworth’s philosophy of nature appear in this poem?
   He portrays death not as an end but as unity with nature, which is eternal.

3. Why is the tone of the poem calm rather than mournful?
   Because the poet accepts death as natural, finding peace in the thought that his beloved is now part of nature.

Long Answer

Q. How does Wordsworth treat the theme of death in this poem?
Wordsworth approaches death with serenity in A Slumber Did My Spirit Seal. At first, he recalls how he was in a state of illusion, believing that his beloved Lucy was free from death’s touch. But death came silently, sealing her forever in stillness. Instead of lamenting bitterly, Wordsworth finds comfort in imagining her as part of the natural world. She no longer experiences human fears or joys, but lies as calm and eternal as rocks, trees, and the earth itself. The poet thus views death not as destruction but as transformation — a merging of the individual with nature. The calm tone reflects his acceptance of death as a universal truth, consistent with his Romantic philosophy that human life is intertwined with nature’s eternal cycle.

✦ Summary of A Slumber Did My Spirit Seal

William Wordsworth’s short but profound poem A Slumber Did My Spirit Seal reflects on the theme of death and the connection between human life and nature.

The poet begins by saying that a “slumber” had sealed his spirit. This metaphor indicates that he had been in a state of peaceful unawareness. He believed that his beloved Lucy was untouched by death and would remain forever beyond its reach. This state of illusion or emotional numbness gave him comfort.

However, the reality of death shatters this illusion. Lucy is now gone. She no longer experiences the sensations and emotions of human life — no motion of the blood, no hearing, no seeing. Her life as a conscious human being has ended.

Yet, Wordsworth does not present death as tragedy alone. Instead, he imagines Lucy as united with nature. She has become part of the rocks, trees, and earth. She moves along with nature’s cycles, carried by time and the universe. In this vision, Lucy’s death is not destruction but a return to the eternal natural world.

The poem’s tone is calm, meditative, and accepting rather than mournful. It expresses Wordsworth’s Romantic belief that human life is inseparable from nature. Through death, Lucy achieves eternal existence in harmony with the natural world.

Thus, in just two stanzas, Wordsworth conveys a powerful philosophy of life, death, and nature. The poem comforts readers by suggesting that while human beings die, they remain forever a part of nature’s timeless beauty.

Biography – William Wordsworth

William Wordsworth (1770–1850) was one of the greatest English Romantic poets, celebrated for his deep love of nature and his belief in its spiritual power.

He was born on 7 April 1770 in Cockermouth, England. After studying at Cambridge, he travelled widely in Europe, where he was influenced by the French Revolution. His experiences shaped his poetry, which focused on ordinary people, rural life, and nature’s moral and spiritual influence.

In 1798, Wordsworth, along with Samuel Taylor Coleridge, published Lyrical Ballads, a collection that marked the beginning of the Romantic Age in English literature. Wordsworth’s poetry stood out for its simplicity, emotional depth, and focus on nature as a living force.

His most famous works include Tintern Abbey, Ode: Intimations of Immortality, The Prelude (an autobiographical epic), and the Lucy poems, to which A Slumber Did My Spirit Seal belongs. In these poems, Lucy is a symbol of innocence, mortality, and the blending of human life with nature.

Wordsworth believed that nature was a teacher, guiding human beings toward truth, peace, and morality. His philosophy was that through communion with nature, humans could find spiritual growth and harmony.

In 1843, he was appointed Poet Laureate of England, a position he held until his death. Wordsworth passed away on 23 April 1850.

He is remembered as a central figure of English Romanticism, whose poetry continues to inspire readers with its celebration of nature, simplicity, and the eternal cycle of life.

Reach for the Top (Part I: Santosh Yadav)

Page 101 – Thinking about the Text

Q1. Answer these questions in one or two sentences each.

(i) Why was the ‘holy man’ who gave Santosh’s mother his blessings surprised?
Because he blessed her with a son, but she gave birth to a daughter. This went against the social preference for boys at the time.

(ii) Give an example to show that even as a young girl, Santosh was not ready to accept anything unreasonable.
She refused to wear traditional clothes expected of village girls and instead chose shorts, defying local custom.

(iii) Why was Santosh sent to the local school?
Because her parents could afford only that and were following village tradition.

(iv) When did she leave home for Delhi, and why?
At sixteen, Santosh left home to join a school in Delhi because she wanted to get a proper education and did not want to remain confined by traditional norms.

(v) 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?
Her parents agreed after she threatened not to marry early. This shows her determination, independence, and courage to stand for her rights.

Q2. Answer each of these questions in a short paragraph (about 30 words).

(i) How did Santosh begin to climb mountains?
She used to watch village boys climb the Aravalli Hills. Later, she joined them, gradually developing interest and skills. Finally, she enrolled in the Nehru Institute of Mountaineering.

(ii) What incidents during the Everest expedition show Santosh’s concern for her team-mates?

• She saved a fellow climber, Mohan Singh, from death by sharing her oxygen.

• She also helped in bringing down climbers killed on the mountain.

(iii) What shows her concern for the environment?
She collected and brought down 500 kilograms of garbage from the Himalayas, showing responsibility toward keeping the mountains clean.

(iv) How does she describe her feelings at the summit of the Everest?
She felt proud, deeply moved, and grateful to God. She hoisted the national flag and called it the happiest moment of her life.

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

• She was the youngest woman to scale Mt. Everest (1992).

• She became the only woman to climb Everest twice (1993).

Q3. Complete the following statements.

1. From her room in Kasturba Hostel, Santosh used to … see villagers climbing the Aravalli Hills, which inspired her interest in mountaineering.

2. When she finished college, Santosh had to write a letter of apology to her father because … she joined the Nehru Institute of Mountaineering without his permission.

3. During the Everest expedition, her seniors in the team admired her … climbing skills, determination, and team spirit.

4. Santosh collected and brought down … 500 kilograms of garbage from the Himalayas.

Q4. Pick out words from the text that mean the same as the following words or expressions.

1. Took to be true without proof → Assumed

2. Based on reason; sensible; reasonable → Rational

3. The usual way of doing things → Custom

4. Short trousers → Shorts

5. Showed no disapproval → Endorsed

6. Was filled with pride and satisfaction; used a phrase symbolising this → Felt on top of the world

Extra Questions – Santosh Yadav

Short Answer

1. Why did Santosh dislike the traditional way of life for girls in her village?
   Because it restricted freedom and education, focusing only on marriage at an early age.

2. How did her family react to her mountaineering?
   Initially hesitant, but later proud of her achievements and supportive of her career.

3. What national honour did she receive?
   She was awarded the Padma Shri for her achievements in mountaineering.

Long Answer

Q. What qualities of Santosh Yadav make her an inspiring role model?
Santosh Yadav’s life reflects courage, determination, and independence. From childhood, she refused to accept outdated customs. She insisted on wearing comfortable clothes, pursued education in Delhi against her parents’ wishes, and later chose mountaineering, a male-dominated field. Her record of scaling Mt. Everest twice — the youngest woman to do so — demonstrates her courage and determination. She was not only ambitious but also compassionate, saving a fellow climber’s life and bringing down the bodies of others. Her concern for the environment was shown when she collected 500 kilograms of garbage from the Himalayas. Santosh combined rational thinking, boldness, and humility, making her achievements remarkable. She is a true role model for young people, especially girls, showing that with persistence, one can break barriers and reach the top.

Summary of Santosh Yadav’s Life

Santosh Yadav’s inspiring journey, as presented in Reach for the Top, shows how determination can break barriers of tradition and gender.

Born in 1969 in a small village of Haryana, Santosh defied social norms from a young age. While girls were expected to wear traditional clothes and marry early, she preferred shorts and dreamt of studying. At sixteen, she left her home to study in Delhi, defying her parents’ wishes. Eventually, they gave in and supported her education.

Her passion for mountaineering began when she watched villagers climb the Aravalli Hills. She joined them, developed skills, and later joined the Nehru Institute of Mountaineering. This marked the beginning of her historic achievements.

In 1992, at just 20 years old, Santosh became the youngest woman in the world to scale Mt. Everest. A year later, in 1993, she scaled Everest again, becoming the only woman to do so twice. Her record-breaking feats brought pride to the nation.

But her achievements went beyond records. During expeditions, she displayed courage and compassion. She saved a fellow climber, Mohan Singh, from death by sharing her oxygen. She also helped bring down the bodies of climbers killed on the mountain, showing humanity amidst danger.

Santosh also cared deeply about the environment. She collected and brought down nearly 500 kilograms of garbage from the Himalayas, proving her responsibility toward nature.

She described her feelings on Everest as the happiest moment of her life, when she hoisted the Indian tricolour and felt “on top of the world.” She received the Padma Shri and other honours for her contribution.

Santosh Yadav’s story is not only about physical achievement but also about breaking gender stereotypes and overcoming obstacles with courage. She showed that women, too, can conquer the highest peaks. Her determination, independence, and social concern make her a role model for generations.

Biography – Santosh Yadav

Santosh Yadav (b. 1969) is a renowned Indian mountaineer, best known as the first woman in the world to climb Mt. Everest twice.

She was born on 10 October 1969 in Joniyawas village, Rewari district, Haryana. From childhood, she displayed courage and defiance of tradition. Unlike other girls, she wore shorts, preferred outdoor activities, and questioned social customs such as early marriage.

At sixteen, she left her home to pursue education in Delhi, despite opposition. Later, she joined the Nehru Institute of Mountaineering in Uttarkashi, where her mountaineering career began.

In 1992, Santosh Yadav created history by becoming the youngest woman to scale Mt. Everest. In 1993, she climbed Everest again, becoming the first woman to achieve the feat twice. These achievements earned her worldwide recognition.

She was also noted for her compassion. On expeditions, she saved fellow climber Mohan Singh’s life by sharing her oxygen and helped bring down the bodies of other climbers. Her environmental concern was evident when she collected 500 kilograms of garbage from the Himalayas.

For her achievements, Santosh Yadav was honoured with the Padma Shri in 2000. She also served in the Indo-Tibetan Border Police and contributed to promoting mountaineering among Indian youth.

Santosh Yadav’s life is an inspiring story of courage, perseverance, and breaking stereotypes. She remains a role model, especially for young women, proving that determination can help anyone reach the top.

Reach for the Top (Part II: Maria Sharapova)

Page 104 – Thinking about the Text

Q1. Working in small groups of three or four, discuss the following:

(i) What are your impressions of Maria Sharapova as a tennis player and as a person?
Maria Sharapova is a determined and disciplined tennis player who rose to world No. 1 despite hardships. As a person, she is ambitious, hardworking, independent, and yet warm and modest.

Q2. Here are words that you will find in the text. Match them with their meanings.

• Unflagging → Tireless, not becoming weaker

• Aspiration → Strong desire to achieve something

• Exaltation → A state of extreme happiness

• Poised → Calm, confident, and balanced

• Monotonous → Boring, lacking variety

Q3. Answer the following questions.

(i) Why was Maria brought to the United States?
She was brought to the U.S. at the age of nine by her father so she could receive professional tennis training.

(ii) Why didn’t her mother go with her?
Her mother could not accompany her due to visa restrictions at that time.

(iii) What are her hobbies? What does she like?
Her hobbies include fashion, singing, dancing, and reading. She also enjoys designing clothes and interiors.

(iv) What motivates her to keep going despite hardships?
Her dream of becoming the world’s number one tennis player and her determination to succeed motivate her.

(v) Maria’s motto in life: “I consider myself lucky… Opportunity comes to those who have the vision and the courage to go after it.” What does this reveal about her?
It shows her belief in hard work, self-confidence, and the idea that success comes to those who are willing to seize opportunities with courage and determination.

Extra Questions – Maria Sharapova

Short Answer

1. What sacrifices did Maria make for her career?
   She endured separation from her mother, lived in tough conditions at training academies, and faced bullying from older players.

2. What does Maria say about her Russian identity?
   She feels proud of being Russian and retains her national identity, even though she trained in the USA.

3. What helped Maria reach the top?
   Her grit, determination, self-discipline, and the support of her father helped her become world No. 1.

Long Answer

Q. How did Maria Sharapova achieve success in spite of hardships?
Maria Sharapova’s journey to success was marked by struggles and sacrifices. At just nine years old, she left Russia with her father to train in the United States. Her mother could not join them due to visa restrictions, so Maria endured loneliness and separation. At the training academy, she faced bullying from older players, had to work extremely hard, and lived in difficult conditions. Yet she never gave up. Instead, she channelled her hardships into motivation. Her determination, strict work discipline, and resilience made her stronger. Her father worked hard to support her, and Maria matched his dedication with her own willpower. By 2005, she became the world’s No. 1 tennis player, an extraordinary achievement. Her story is proof that success comes to those who are ready to sacrifice, stay disciplined, and never lose sight of their dreams.

Summary of Maria Sharapova’s Life

Maria Sharapova’s rise to the top of world tennis is a story of determination, sacrifice, and ambition.

Born on 19 April 1987 in Siberia, Russia, Maria showed talent in tennis at a young age. To nurture her potential, her father took her to Florida, USA, when she was just nine years old. Her mother could not join them due to visa restrictions. This separation was very painful, but Maria accepted it as part of her struggle.

In the United States, Maria trained at the Nick Bollettieri Tennis Academy. Life there was tough. She had to adapt to a new culture, endure bullying from older players, and face the loneliness of being away from her family. However, she never let hardships defeat her. Instead, she developed toughness, discipline, and determination.

Her father worked tirelessly to support her, while Maria focused entirely on her training. She had few comforts but great ambition. She once said she considered herself lucky because she had the vision and courage to seize opportunities.

Maria’s efforts bore fruit when, in 2004, at the age of 17, she defeated Serena Williams to win Wimbledon. In 2005, she became the world’s No. 1 tennis player. Her success was not just due to talent but to her relentless hard work, sacrifice, and mental strength.

Off the court, Maria Sharapova enjoys fashion, singing, dancing, and designing clothes and interiors. Despite her global fame, she identifies strongly as Russian and values her cultural roots.

Her story conveys that dreams demand sacrifice and perseverance. Maria Sharapova overcame separation, hardship, and challenges with courage and emerged as one of the greatest women tennis players in the world.

Biography – Maria Sharapova

Maria Sharapova (b. 1987) is a Russian former professional tennis player, regarded as one of the greatest of her era.

She was born on 19 April 1987 in Nyagan, Siberia, Russia. Showing early promise, she began training in tennis at age four. Recognising her potential, her father took her to Florida, USA, when she was just nine, so she could train at the Nick Bollettieri Tennis Academy. Her mother could not accompany her due to visa issues, so Maria endured separation and loneliness.

At the academy, Maria faced hardships, including bullying from older players and demanding schedules. Yet her grit and determination helped her overcome them. By 17, she achieved global fame by winning Wimbledon in 2004, defeating Serena Williams. In 2005, she reached the world No. 1 ranking, making history as one of the youngest women to achieve it.

Throughout her career, Sharapova won five Grand Slam titles: two French Opens, one Australian Open, one Wimbledon, and one US Open. She was admired for her powerful game, resilience, and mental toughness.

Off the court, Maria pursued interests in fashion, business, and philanthropy. She launched her own candy company, Sugarpova, and supported various charitable causes.

Maria Sharapova retired in 2020 after a career marked by both triumphs and injuries. She remains a role model for her courage, ambition, and perseverance, symbolising the rewards of hard work and sacrifice.

On Killing a Tree

By Gieve Patel

Page 109 – Thinking about the Poem

Q1. Can a “simple jab of the knife” kill a tree? Why not?
No. A simple jab of the knife cannot kill a tree because it is deeply rooted in the earth and has grown strong by absorbing nutrients from the soil and sunlight.

Q2. Why does it take much time to kill a tree?
Because a tree has deep roots, branches, leaves, and bark. Even if it is cut, new shoots and branches grow again. It has the power to regenerate, so it takes much time to kill it completely.

Q3. “It has grown slowly consuming the earth, rising out of it, feeding upon its crust, absorbing years of sunlight, air and water.” In the light of this statement, trace the life of a tree.
A tree grows slowly, absorbing nutrients from the earth, water, and air. Over the years, it becomes strong, develops branches, leaves, bark, and a deep root system that firmly anchors it to the ground.

Q4. What finally kills a tree?
The roots must be pulled out completely from the earth, dried, scorched, and choked by sunlight and air. Only then does the tree die.

Extra Questions – On Killing a Tree

Short Answer

1. What does the poem suggest about the resilience of trees?
   It suggests that trees are strong and resilient. Even when cut, they grow back unless the roots are destroyed.

2. What is the central theme of the poem?
   The poem highlights the cruelty of destroying nature and the strength of trees that resist death until their very roots are uprooted.

3. Why does the poet describe the killing of a tree in such detail?
   To make readers realise the violence involved in killing a tree and to emphasise respect for nature.

Long Answer

Q. How does the poem symbolise human destruction of nature?
The poem is a metaphor for the exploitation of nature by humans. Patel describes in detail how a tree resists death: even when cut, it regenerates through shoots and leaves. But man persists in destroying it by uprooting its roots, drying, scorching, and choking it until it dies. This mirrors how humans exploit and destroy the environment for selfish purposes. The imagery of pain, bleeding bark, and uprooted roots reflects violence against nature. Patel reminds us that nature is resilient but not invincible. Continuous destruction eventually leads to ecological imbalance. The poem urges us to respect nature’s life force and stop treating it with cruelty.

Summary of On Killing a Tree

Gieve Patel’s poem On Killing a Tree vividly describes the destruction of a tree and symbolises the violence humans inflict on nature.

The poet begins by stating that a tree cannot be killed by a “simple jab of the knife.” A tree grows slowly, feeding on the earth, absorbing sunlight, air, and water for years. Its roots are deep, and its trunk and branches are strong. Even when hacked and chopped, the tree is not easily destroyed. The bark may bleed, but new shoots and twigs sprout again, regaining strength.

To kill a tree completely, one must pull out its roots. The roots are the most vital part of the tree, hidden beneath the soil, giving it life and nourishment. Once uprooted, the roots must be dried, scorched, and exposed to the sun and air until they wither away. Only then does the tree finally die.

Through this process, Patel highlights not only the physical resilience of trees but also the cruelty involved in their destruction. The detailed imagery of bleeding bark and uprooted roots conveys the violence against nature. The poem becomes a reminder of the ecological harm caused by human actions.

Ultimately, the poem conveys a strong message: trees, like life, are resilient, but continuous human cruelty can destroy even the strongest elements of nature. It urges respect for the environment and warns against the consequences of reckless exploitation.

Biography – Gieve Patel

Gieve Patel (b. 1940) is an Indian poet, playwright, painter, and physician, celebrated for his works that explore human life and its relationship with nature.

He was born on 18 August 1940 in Mumbai, India. Patel studied medicine and became a practicing doctor, but alongside his medical career, he developed a passion for literature and art.

Patel’s poetry often reflects themes of violence, human suffering, and ecological awareness. His famous poem On Killing a Tree criticises the destructive attitude of humans toward nature and highlights the resilience of life. Other poems such as From Bombay Central and Evening also reveal his sensitivity to human experiences.

As a playwright, Patel wrote socially conscious plays like Princes and Savaksa, exploring themes of morality, politics, and human struggle. He was part of the modern Indian English literary movement, often dealing with urban realities and ethical dilemmas.

He was also an accomplished painter, exhibiting his works nationally and internationally. His art often complements his literary vision, combining sensitivity with social critique.

Patel’s contribution as a poet, doctor, and artist shows his multi-dimensional personality. His poetry, especially On Killing a Tree, remains part of school and college curricula, continuing to inspire environmental awareness among students.

My Childhood

By A. P. J. Abdul Kalam

Page 75 – Thinking about the Text

Q1. Where was Abdul Kalam’s house?
His house was on Mosque Street in Rameswaram, a small island town in Tamil Nadu.

Q2. What do you think Dinamani is the name of? Give a reason for your answer.
Dinamani is the name of a local newspaper. The reason is that Kalam mentions trying to trace the war’s stories through it.

Q3. Who were Abdul Kalam’s school friends? What did they later become?

• Ramanadha Sastry → became a priest in Rameswaram temple.

• Aravindan → arranged transport for pilgrims.

• Sivaprakasan → ran a catering business.

Q4. How did Abdul Kalam earn his first wages?
During World War II, when newspapers had to be bundled and thrown out of a moving train, Kalam helped collect and distribute them, earning his first wages.

Q5. Had he earned any money before that? In what way?
Yes, as a boy he helped his cousin Samsuddin, who ran a newspaper distribution business.

Q6. How does the author describe: (i) his father, (ii) his mother, (iii) himself?
(i) His father was honest, wise, simple, and self-disciplined.
(ii) His mother was generous, kind-hearted, and fed many people daily.
(iii) Kalam himself was short, with ordinary looks, and came from a modest family.

Q7. What characteristics does he say he inherited from his parents?

• From his father: honesty, self-discipline, and faith in goodness.

• From his mother: kindness and deep faith in goodness of others.

Page 76 – Thinking about Language

Q1. Match the phrases in Column A with meanings in Column B.
(i) Broke out → began suddenly
(ii) In accordance with → in agreement with
(iii) A helping hand → help
(iv) Could not stomach → could not tolerate
(v) At once → immediately
(vi) All day long → the whole day

Q2. Rewrite sentences using phrases. (Model answers)
(i) A fire broke out in the market yesterday.
(ii) The decision was taken in accordance with the rules.
(iii) The old man gave me a helping hand to cross the road.
(iv) She could not stomach his rude behaviour.
(v) He came at once when I called him.
(vi) They worked all day long without rest.

Extra Questions – My Childhood

Short Answer

1. What does Kalam say about his early childhood?
   He grew up in a simple house, in a loving family, learning values of honesty, kindness, and faith.

2. Why does he mention his school friends?
   To show the spirit of communal harmony, as they came from different religions but shared strong friendship.

3. How did his teachers influence him?
   They encouraged his curiosity and supported him despite social prejudices.

Long Answer

Q. What does the lesson My Childhood teach us about communal harmony?
Kalam’s childhood in Rameswaram is a powerful example of communal harmony. His close friends belonged to different religions, yet their bond was strong and respectful. Their families respected one another’s beliefs and lived peacefully. Even when a new teacher objected to Kalam sitting with his Hindu friend Ramanadha Sastry, the headmaster reprimanded the teacher. This shows that elders valued unity over discrimination. Kalam also recounts how his science teacher, a Hindu, invited him for a meal at his home, and his wife, initially hesitant, later served him food inside the kitchen. These incidents reflect the spirit of tolerance and respect that shaped Kalam’s values. The lesson shows that differences of religion should not divide people, and unity is India’s greatest strength.

Summary of My Childhood

The autobiographical chapter My Childhood is taken from A. P. J. Abdul Kalam’s Wings of Fire. It gives us glimpses into his early life in Rameswaram, Tamil Nadu.

Kalam was born in 1931 into a middle-class Tamil Muslim family. His father, Jainulabdeen, was an honest, simple, and self-disciplined man. His mother, Ashiamma, was kind and generous, feeding many people daily. Despite limited resources, the family lived with dignity and shared values of honesty, discipline, and faith. Kalam inherited these qualities from his parents.

Their ancestral home was a large pucca house on Mosque Street. Kalam grew up in a peaceful environment, where communal harmony was respected. His close friends — Ramanadha Sastry (a Brahmin), Aravindan, and Sivaprakasan — belonged to different religions, yet their friendship was strong. This showed the spirit of unity in diversity in India.

During World War II, Kalam earned his first wages by helping distribute newspapers. This gave him a sense of independence and self-worth.

Kalam also shares two incidents about social discrimination. In one, a new teacher objected to him sitting with Ramanadha Sastry, a Brahmin boy. This hurt both children deeply. However, the headmaster punished the teacher and upheld the value of equality. In another, his science teacher invited him home for a meal. Initially, the teacher’s orthodox wife refused to serve him food inside the house because he was Muslim. Later, however, she overcame her prejudice, symbolising progress toward equality.

Kalam recalls his teachers with gratitude. They encouraged his curiosity, ambition, and faith. These early influences shaped his future as a scientist and leader.

The lesson ends by showing how values learned in childhood — honesty, simplicity, discipline, kindness, and communal harmony — remain guiding forces throughout life.

Thus, My Childhood is not only about Kalam’s early years but also about lessons in unity, equality, and values that make him an inspiring role model.

Biography – A. P. J. Abdul Kalam

Avul Pakir Jainulabdeen Abdul Kalam (1931–2015), fondly known as the “Missile Man of India,” was a renowned scientist and the 11th President of India.

He was born on 15 October 1931 in Rameswaram, Tamil Nadu, into a modest family. His father, Jainulabdeen, was a boat owner, and his mother, Ashiamma, a homemaker. Despite financial constraints, Kalam’s parents instilled in him values of honesty, discipline, and humility.

Kalam studied physics at St. Joseph’s College, Tiruchirappalli, and later aerospace engineering at the Madras Institute of Technology. He joined the Defence Research and Development Organisation (DRDO) and later the Indian Space Research Organisation (ISRO). He was a key figure in India’s space programme and the development of ballistic missiles, earning him the title “Missile Man.”

He also played a vital role in India’s nuclear tests at Pokhran in 1998. His scientific leadership strengthened India’s defence and space capabilities.

In 2002, Kalam became the 11th President of India, serving until 2007. Known as the “People’s President,” he inspired millions, especially students, with his humility and vision for India’s development. His books, including Wings of Fire, Ignited Minds, and India 2020, continue to motivate young readers.

Kalam received the Bharat Ratna in 1997, along with many other national and international honours.

He passed away on 27 July 2015, while delivering a lecture at IIM Shillong, doing what he loved most — inspiring students.

Kalam remains a symbol of integrity, simplicity, and inspiration, remembered as a true leader with a beautiful mind and spirit.

No Men Are Foreign

By James Kirkup

Page 80 – Thinking about the Poem

Q1. (i) “Beneath all uniforms …” What uniforms do you think the poet is speaking about?
He refers to military uniforms worn by soldiers of different countries, symbolising divisions created by nations.

(ii) How does the poet suggest that all people on earth are the same?
He says that beneath different uniforms, all humans share the same body, breathe the same air, drink the same water, eat the same food, and depend on the same earth.

Q2. In stanza 1, find five ways in which we are all alike.

• We all have the same body.

• We all breathe the same air.

• We all eat the same food.

• We all drink the same water.

• We all depend on the same earth for life.

Q3. How many common features can you find in stanza 2? Pick out the words.

• Same sleep

• Same awakenings

• Same strength in labour

• Same life

Q4. “…whenever we are told to hate our brothers …” When do you think this happens? Why? Who tells us? Could this be avoided?
This happens during wars, political conflicts, and propaganda when leaders and governments incite hatred against other nations. Yes, it can be avoided through awareness, compassion, and recognising our shared humanity.

Q5. How does the poet propose to win over hatred?
By realising that no men are strange or foreign — all humans are alike and share the same world. This awareness helps us replace hatred with love and peace.

Extra Questions – No Men Are Foreign

Short Answer

1. What message does the poet give?
   That all humans are one, and wars only destroy peace and brotherhood.

2. Why does the poet use the phrase “our brothers”?
   To remind us that people of other nations are not enemies but part of one human family.

3. What is the irony highlighted in the poem?
   That when we fight others, we destroy ourselves because we all share the same earth.

Long Answer

Q. How does the poem show the futility of war?
The poem highlights that wars are meaningless because humans across the world are essentially the same. The poet points out that people everywhere eat, drink, sleep, and work in similar ways. Soldiers, though in different uniforms, share the same human body. When leaders incite hatred and war, it is a betrayal of humanity. War pollutes the environment, destroys lives, and causes suffering for all. The poet calls this “hells of fire and dust” which scar the innocent earth. By hating others, we harm ourselves, since we all belong to the same world. The poem teaches that recognising this shared humanity is the only way to abolish war and live in peace.

Summary of No Men Are Foreign

James Kirkup’s poem No Men Are Foreign delivers a powerful message of universal brotherhood and peace. It reminds us that differences of nationality, race, and religion are artificial divisions created by humans.

In the opening stanza, the poet says that beneath all uniforms — whether Indian, American, African, or any other — human beings are the same. They have the same body, breathe the same air, eat the same food, and depend on the same earth.

In the second stanza, he emphasises that all people share the same cycle of life: they sleep, wake, and work with equal strength. In essence, humanity is united in its experiences.

The third stanza warns that when leaders tell us to hate “our brothers,” we forget this unity. Wars cause destruction, pollute the earth, and create “hells of fire and dust.” Hatred and violence harm not just the so-called enemy but the entire human race.

In the final stanza, the poet pleads for peace. He reminds us that no men are strange, no countries foreign. By recognising our oneness, we can overcome hatred and live in harmony.

Thus, the poem is both a plea and a warning: a plea to live as one family of mankind and a warning that hatred leads only to self-destruction. Its message remains timeless and relevant in a world still troubled by conflict.

Biography – James Kirkup

James Kirkup (1918–2009) was an English poet, translator, and playwright known for his lyrical poetry and themes of peace and humanity.

He was born on 23 April 1918 in South Shields, England, into a working-class family. Despite hardships, he developed a passion for literature and began writing poetry at a young age.

Kirkup served in World War II but was deeply disturbed by the horrors of war. This experience strongly influenced his writing, which often carried anti-war themes and calls for peace. His poetry reflected compassion, sensitivity, and a belief in the unity of mankind.

He published numerous volumes of poetry, including The Submerged Village (1951) and A Correct Compassion (1960). He also wrote plays, memoirs, and translations, particularly of Japanese literature. He lived for many years in Japan, teaching English and immersing himself in Japanese culture, which influenced his work.

Kirkup’s poem No Men Are Foreign is part of school curricula worldwide. It reflects his lifelong commitment to the ideals of brotherhood and peace, urging people to look beyond superficial divisions.

He passed away on 10 May 2009 at the age of 91. Kirkup is remembered as a poet of peace, empathy, and global understanding. His works continue to inspire readers to embrace compassion and reject conflict.

The Snake and the Mirror

By Vaikom Muhammad Basheer (translated by V. Abdulla)

Page 60 – Comprehension Check

Q1. “The sound was a familiar one.” What sound did the doctor hear?
He heard the familiar sound of rats scurrying in the beam above the ceiling.

Q2. What two “important” and “earth-shaking” decisions did the doctor take while looking into the mirror?

1. He decided to shave daily and grow a thin moustache.

2. He decided to always keep an attractive smile on his face.

Q3. “I looked into the mirror and smiled,” says the doctor. What was the smile about?
The smile was about his own self-admiration and vanity, as he appreciated his looks and imagined marrying a rich, fat woman doctor.

✦ 📍 Page 64 – Comprehension Check

Q1. What did the doctor do when he encountered the snake?
He sat completely still, frozen with fear, because the snake had coiled itself around his arm with its hood spread close to his face.

Q2. How did the doctor show presence of mind when he faced danger?
He remained motionless and calm, understanding that any movement could provoke the snake to strike.

Q3. Where did the snake settle after uncoiling itself from the doctor’s arm?
The snake slithered down and coiled itself on the doctor’s dressing table in front of the mirror.

Q4. What did the doctor do then?
Taking the opportunity, the doctor quietly got up and ran out of the house.

Page 64–65 – Thinking about the Text

Q1. “I was but a poor, foolish, and stupid doctor.” Do you agree with the doctor’s assessment of himself? Why?
Yes, he admits his foolishness because he was vain about his looks and dreamed of marrying a rich woman for comfort. But he was also courageous and honest in acknowledging his flaws.

Q2. He was looking into the mirror and admiring himself. Which two important and earth-shaking decisions did he make?

• To shave daily and grow a thin moustache.

• To always keep a smile on his face.

Q3. “This story about a frightening incident is narrated in a humorous way.” What makes it humorous?

• The doctor’s exaggerated vanity before the snake appears.

• His comical dreams of marriage.

• His self-mockery in calling himself “foolish and stupid.”

• The final irony when the snake seems more interested in its reflection than in biting him.

Q4. What kind of a person do you think the doctor is?
He is vain and materialistic but also honest, self-aware, and humorous. He is able to laugh at his own follies, making him likeable.

Extra Questions – The Snake and the Mirror

Short Answer

1. Why does the doctor call his house “not electrified”?
   Because it had no electricity; he used a kerosene lamp for light.

2. What kind of woman did the doctor want to marry?
   He wanted to marry a rich, fat woman doctor so that she would not easily run after him if he made mistakes.

3. What is the irony in the story?
   The doctor is vain about his looks, but in front of the snake he is helpless. Also, while he admires himself in the mirror, the snake later seems to do the same.

Long Answer

Q. The story is a blend of humour and horror. Discuss.
Basheer’s The Snake and the Mirror combines humour with horror to create an engaging story. The horror element is clear when the snake coils around the doctor’s arm, its hood only inches from his face. The doctor’s fear, stillness, and escape add to the tension. Yet the story is told humorously. Before the snake appears, the doctor’s vanity and “earth-shaking decisions” about shaving and smiling create laughter. His fantasy about marrying a fat, rich lady doctor is another comic touch. Even in danger, humour appears when the snake, instead of attacking, gazes into the mirror as though admiring itself. The doctor’s later self-mockery — calling himself a poor, foolish doctor — further lightens the mood. The story shows how Basheer uses wit and irony to turn a terrifying event into a tale that amuses as much as it frightens.

Summary of The Snake and the Mirror

Vaikom Muhammad Basheer’s story The Snake and the Mirror is an autobiographical sketch told with humour and suspense. It narrates a frightening yet amusing incident in the life of a young doctor.

The doctor describes his modest house, which was not electrified. He lit a kerosene lamp and lived alone with only rats scurrying above the ceiling for company. One hot night, after dinner, he returned to his room and sat before a mirror. Admiring himself, he began to daydream. He decided to shave daily, grow a thin moustache, and always wear a smile. He also dreamed of marrying a rich, fat woman doctor, imagining that her size would prevent her from chasing him if he made mistakes.

Suddenly, a snake fell from the ceiling and coiled itself around his left arm. The hood was only inches from his face. Terrified, the doctor sat frozen, aware that even a slight movement could be fatal. He prayed silently and sat still.

Then, unexpectedly, the snake uncoiled from his arm and slithered onto the dressing table. There it coiled in front of the mirror, seeming to study its reflection. Taking advantage of this, the doctor slowly got up and ran out of the house.

The next morning, when he returned with some friends, he found his house ransacked. Thieves had stolen all his belongings except his dirty vest, which lay untouched.

The story blends fear with humour. The horror of the snake’s presence is balanced by the doctor’s vanity, his funny dreams, and his later self-mockery. Even the snake is given a comic role when it appears to admire itself in the mirror. The title reflects this irony — both the snake and the doctor are drawn to the mirror, each in their own way.

Through this incident, Basheer shows how even terrifying experiences can be retold with laughter, and how self-awareness makes one humble.

Biography – Vaikom Muhammad Basheer

Vaikom Muhammad Basheer (1908–1994) was one of the most celebrated writers of Malayalam literature, known for his simple style, humour, and humanistic themes.

He was born on 21 January 1908 in Thalayolaparambu, Kerala. Unlike many writers of his time, Basheer did not have formal higher education. Instead, he lived an adventurous life, travelling across India and abroad, working various jobs including cook, shepherd, and journalist. His experiences with ordinary people shaped his literary voice.

Basheer’s stories are marked by simplicity, humour, and compassion. He often wrote about the struggles of the poor, the absurdities of life, and the small joys of common people. His works broke away from formal, high-flown language, instead using conversational Malayalam, which made him immensely popular.

Some of his famous works include Pathummayude Aadu (Pathumma’s Goat), Balyakalasakhi (Childhood Companion), Mathilukal (Walls), and Anargha Nimisham (Invaluable Moment). His stories often blend humour with philosophy, as seen in The Snake and the Mirror, which narrates a terrifying incident in a humorous style.

Basheer was also a freedom fighter. He took part in India’s independence movement and was imprisoned by the British. His writings reflect values of equality, simplicity, and secularism.

He received several honours, including the Padma Shri in 1982 and the Kerala Sahitya Akademi Award.

Basheer passed away on 5 July 1994, but his legacy continues. He is remembered as the Beypore Sultan for his literary reign and as a writer who gave voice to the everyday experiences of ordinary people with humour and warmth.

A Legend of the Northland

By Phoebe Cary

Page 67 – Thinking about the Poem

Q1. Which country or countries do you think “the Northland” refers to?
It refers to the cold northern regions of the world — such as the countries near the Arctic Circle (Norway, Sweden, Finland, Russia, or Canada).

Q2. What did Saint Peter ask the old lady for? What was the lady’s reaction?
Saint Peter, tired and hungry from fasting, asked the lady for a piece of cake. She grudgingly made cakes but each time found them too big to give away, so she refused him.

Q3. How did he punish her?
Angered by her selfishness, Saint Peter cursed her to become a woodpecker. She had to live in the forest, boring into hard, dry wood for food.

Q4. How does the poet describe the old lady after she was turned into a woodpecker? Do you think this is a true story? Why or why not?
The poet describes her as wearing the same scarlet cap and black dress, now transformed into bird’s feathers. She still lives in the forest pecking at wood. No, it is not a true story — it is a legend with a moral, using imagination and symbolism.

Q5. What is the moral of the story? (Think of what the old lady’s selfishness meant to Saint Peter.)
The moral is that selfishness and greed are punished, while kindness and generosity are rewarded. We should think beyond ourselves and share with others.

Extra Questions – A Legend of the Northland

Short Answer

1. Why was Saint Peter travelling?
   He was preaching the message of Christ and fasting, which made him weak and hungry.

2. What lesson does the story teach us?
   It teaches the values of generosity, selflessness, and compassion.

3. Why does the poet call it a legend?
   Because it is an old story passed down traditionally, with a moral lesson, not a factual account.

Long Answer

Q. How does the poem show the consequences of greed?
The poem narrates a tale where a miserly woman refuses food to a saint despite his hunger. She makes cakes but, each time, finds them too large to part with. Her selfishness angers Saint Peter, who curses her to become a bird condemned to peck for food forever. The legend symbolises how greed dehumanises us. Even when she had enough, the woman could not share a small piece. The punishment — turning into a woodpecker — reflects the idea that selfishness traps one into endless labour and dissatisfaction. Through this story, the poet teaches that greed leads to suffering, while generosity brings peace.

Summary of A Legend of the Northland

Phoebe Cary’s poem A Legend of the Northland tells a moral story set in the cold northern regions. The poem begins with a description of the harsh climate of the Northland, where people wear warm clothes, use sledges, and face very short days and long nights. Against this backdrop, the poet narrates a legend associated with Saint Peter.

Saint Peter, while travelling and preaching, once became very tired and hungry because of fasting. He asked a woman baking cakes for a small piece of food. The woman, though she had plenty, was extremely greedy. She made cakes, but each time she thought they were too large to give away. She made smaller and smaller ones, but even then could not part with any. Finally, she refused to give him anything.

Angered by her selfishness, Saint Peter cursed her. He declared that if she was too greedy to share food, she did not deserve human form. She was transformed into a woodpecker. Her scarlet cap and black dress became the bird’s feathers. From then on, she had to live in the forest, pecking wood in search of food.

The poem ends by telling us that even today, woodpeckers can be seen tapping on trees, a reminder of the punishment of greed.

The story is not meant to be factual but symbolic. It conveys a clear moral lesson: selfishness and greed bring punishment, while generosity is a virtue. Through a simple narrative, Cary shows the importance of kindness and sharing, especially with those in need.

Biography – Phoebe Cary

Phoebe Cary (1824–1871) was an American poet and social activist, best remembered for her simple yet thoughtful verse.

She was born on 4 September 1824 in Mount Healthy, near Cincinnati, Ohio, USA. Her family was poor, and she grew up with limited formal education. Despite hardships, Phoebe and her elder sister Alice Cary developed a love for literature and began writing poetry at a young age.

The sisters became well-known for their joint collection Poems of Alice and Phoebe Cary (1850), which received positive recognition. While Alice was considered the more serious poet, Phoebe’s writings were lighter, often filled with humour, wit, and moral lessons. She also wrote hymns, several of which are still sung in Christian worship today.

Phoebe Cary was also active in social reform movements of the 19th century. She supported women’s rights and worked with activists for equality and justice. After Alice’s death in 1871, Phoebe took on the task of editing and publishing her sister’s remaining works, but she herself passed away only a few months later on 31 July 1871, at the age of 46.

Though her literary career was brief, Phoebe Cary’s poetry left a mark for its simplicity, accessibility, and moral depth. Poems like A Legend of the Northland continue to be remembered, especially in schools, for their strong messages against greed and selfishness.

She is remembered as a voice of compassion and moral teaching in 19th-century American literature.

A Truly Beautiful Mind

(About Albert Einstein)

Page 50 – Thinking about the Text

Q1. Here are some headings for paragraphs in the text. Add subheadings that you think are appropriate.

1. Einstein’s equation → Einstein publishes the special theory of relativity

2. Einstein meets his future wife → Friendship with Mileva Maric

3. A letter that launched the arms race → Einstein warns Roosevelt about nuclear power

4. A desk drawer full of ideas → Einstein’s youthful curiosity and inventions

Q2. Who had these opinions about Einstein?

• He was boring. → His playmates.

• He was stupid and would never succeed in life. → A headmaster.

• He was a freak. → His mother.

Q3. Explain what the reasons for the following are.

(i) Einstein leaving the school in Munich for good:
→ He hated the regimentation and lack of freedom; he felt suffocated.

(ii) Einstein wanting to study in Switzerland rather than in Munich:
→ Switzerland was more liberal and open-minded in education.

(iii) Einstein seeing in Mileva an ally:
→ She was intelligent, shared his love for physics, and stood against conventional, restrictive ideas.

(iv) What do these tell you about Einstein?
→ He valued freedom, intellectual companionship, and independent thinking.

Q4. What did Einstein call his desk drawer at the patent office? Why?
→ He called it “the Bureau of Theoretical Physics” because he secretly worked on scientific ideas while employed as a patent clerk.

Q5. Why did Einstein write a letter to Franklin Roosevelt?
→ To warn him that Germany might build an atom bomb using nuclear fission. This led to America’s Manhattan Project.

Q6. How did Einstein react to the bombing of Hiroshima and Nagasaki?
→ He was deeply shaken, regretted his role, and later worked for peace and nuclear disarmament.

Q7. Why does the world remember Einstein as a “world citizen”?
→ Beyond science, he stood for peace, democracy, and universal values. He opposed war, racism, and nationalism, promoting unity and humanity.

Q8. Here are some facts from Einstein’s life. Arrange them in chronological order.

• Einstein is awarded the Nobel Prize in Physics.

• Einstein writes a letter to U.S. President Franklin D. Roosevelt.

• Einstein attends a high school in Munich.

• Einstein’s family moves to Milan.

• Einstein is born in the German city of Ulm.

• Einstein joins a university in Zurich, where he meets Mileva.

• Einstein publishes his special theory of relativity.

• He provides a new interpretation of gravity.

• Tired of the school’s regimentation, Einstein withdraws.

• Einstein dies.

• He emigrates to the U.S., when the Nazis come to power.

Correct Order:
Einstein is born → Attends school in Munich → Family moves to Milan → Joins university in Zurich → Withdraws from school → Publishes special theory of relativity → Provides new interpretation of gravity → Awarded Nobel Prize → Writes to Roosevelt → Emigrates to the U.S. → Dies.

Extra Questions – A Truly Beautiful Mind

Short Answer

1. Why was Einstein considered a “freak” by his mother?
   Because he spoke very little as a child, and his unusual habits made him seem odd.

2. What were Einstein’s hobbies apart from science?
   He loved music, especially playing the violin, which gave him peace.

3. Why is Einstein called “a truly beautiful mind”?
   Because his genius in science was matched by his moral vision and concern for humanity.

Long Answer

Q. What values of Einstein’s personality does the chapter highlight?
The chapter portrays Einstein as not only a genius scientist but also a deeply humane person. From childhood, he disliked regimentation and valued freedom of thought. His originality was seen in the drawer full of scientific ideas at the patent office. Though he revolutionised physics with his theory of relativity, Einstein did not confine himself to science. His letter to Roosevelt, warning against Nazi Germany’s nuclear ambitions, showed his social responsibility. Later, horrified by the devastation of Hiroshima, he became a staunch advocate of peace and nuclear disarmament. His humility, simplicity, love for music, and commitment to humanity reveal that he was more than an intellectual giant — he was “a truly beautiful mind.”

Summary of A Truly Beautiful Mind

The chapter A Truly Beautiful Mind is a biographical sketch of Albert Einstein, highlighting not only his scientific achievements but also his human qualities.

Einstein was born in Ulm, Germany, in 1879. As a child, he spoke very little, making people think he was strange. At school in Munich, he felt stifled by strict discipline and left for Switzerland, which offered more liberal education. He excelled in mathematics and physics and later joined the university in Zurich, where he met Mileva Maric, his fellow student and intellectual companion.

After graduation, Einstein worked in the patent office in Bern. Despite this modest job, he continued scientific research. He jokingly called his desk drawer the “Bureau of Theoretical Physics.” In 1905, he published the Special Theory of Relativity, which introduced the world to the famous equation E = mc². This transformed physics.

Einstein’s fame spread, and in 1921 he received the Nobel Prize in Physics. However, he remained humble and continued his passion for music and teaching.

The rise of the Nazis in Germany forced Einstein to emigrate to the United States in 1933. There, he taught at Princeton University. In 1939, fearing that Germany might build an atomic bomb, Einstein wrote to President Roosevelt, urging caution. This indirectly contributed to the Manhattan Project. When America bombed Hiroshima and Nagasaki, Einstein was deeply shocked and regretted his involvement. He spent the rest of his life advocating peace, nuclear disarmament, and democracy.

Einstein died in 1955, mourned worldwide. He is remembered not just as a genius scientist but as a humanitarian and “world citizen.” The chapter justifies the title A Truly Beautiful Mind, portraying Einstein as a man whose intellect and compassion made him unique.

Biography of Albert Einstein

Albert Einstein (1879–1955) was one of the greatest scientists in history, revolutionising physics with his theories of relativity. He was also a humanitarian, peace activist, and philosopher.

Born on 14 March 1879 in Ulm, Germany, Einstein grew up in Munich, where he disliked rigid schooling. Fascinated by mathematics and science, he pursued higher studies in Switzerland. He graduated from the Zurich Polytechnic in 1900 and married Mileva Maric.

In 1905, while working at the Swiss Patent Office, he published four groundbreaking papers, including the Special Theory of Relativity, with the equation E = mc². This year is known as his annus mirabilis (miracle year). Later, he developed the General Theory of Relativity (1915), changing the understanding of gravity and the universe.

Einstein’s fame grew worldwide. He won the Nobel Prize in Physics (1921) for his work on the photoelectric effect. However, with the rise of Hitler, Einstein emigrated to the USA in 1933 and joined Princeton University.

In 1939, he co-signed a letter warning Roosevelt of Germany’s nuclear ambitions. Though he regretted this later, it showed his social concern. Post-war, he became an advocate of peace, Zionism, and democracy, opposing war and violence.

Einstein passed away on 18 April 1955 in Princeton. He is remembered as not only a genius scientist but also a moral guide — a “truly beautiful mind.”

Poem 4 – The Lake Isle of Innisfree

By W. B. Yeats

Page 55 – Thinking about the Poem

Q1. What kind of place is Innisfree? Think about:
(i) the three things the poet wants to do when he goes back there (stanza I);
(ii) what he hears and sees there (stanza II);
(iii) what he hears in his “heart’s core” even when he is far away from Innisfree (stanza III).

Answer:
(i) He wants to build a small cabin of clay and wattles, grow beans, and keep bee-hives.
(ii) He hears the humming of bees, the cricket’s song, and sees the peaceful glimmer of midnight, the purple glow of noon, and linnets flying in the evening.
(iii) Even when far away, he hears the lake water lapping softly, echoing in his heart.

Q2. 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?
Answer:
The poet contrasts the peaceful, natural beauty of Innisfree with the grey pavements of the city where he currently stands. Innisfree represents tranquillity and harmony with nature, while the city represents noise, artificiality, and restlessness.

Q3. Do you think Innisfree is only a place, or a state of mind? Does the poem suggest that the poet finds peace only by going away from the city, or that he can also find it in his memories?
Answer:
Innisfree is both a physical place and a state of mind. While it is a real island in Ireland, in the poem it symbolises an inner longing for peace and simplicity. The poet finds comfort even in his memories of Innisfree, proving that peace is not limited to a place but also exists in one’s imagination and heart.

Extra Questions – The Lake Isle of Innisfree

Short Answer (2–3 lines)

1. What does the poet wish to escape from?
   From the noisy, artificial life of the city.

2. Why does the poet want to keep bees?
   Because bees symbolise harmony with nature and their humming creates a soothing, musical atmosphere.

3. What do the natural sounds in the poem symbolise?
   They symbolise peace, meditation, and a life in tune with nature.

Long Answer

Q. Explain how Yeats contrasts the city with Innisfree.
The poem highlights Yeats’s desire to leave behind the city’s mechanical, lifeless atmosphere. He describes city life as dull and full of “grey pavements,” a symbol of monotony and alienation. In contrast, Innisfree is vibrant with natural beauty and life. There, he imagines living in a small clay-and-wattle hut, growing beans, keeping bees, and enjoying the peaceful sounds of nature. The rhythms of midnight, noon, and evening linnets provide harmony absent in urban life. The gentle lapping of the lake water, which he carries in his heart even while in the city, signifies that true peace lies in reconnecting with nature. Thus, the poem contrasts the artificial with the natural, the restless with the peaceful, and materialism with simplicity.

Summary of The Lake Isle of Innisfree

In this poem, W. B. Yeats expresses his deep yearning for peace and harmony with nature. He imagines leaving behind the noisy, restless life of the city to live alone on the tranquil island of Innisfree in Ireland.

The poet describes what he would do if he went there. He would build a small cabin made of clay and wattles. He would cultivate nine rows of beans and keep a hive for honeybees. He longs for a life of simplicity and self-sufficiency, where he could live in tune with nature.

Yeats then paints a vivid picture of the atmosphere at Innisfree. He would experience peace “dropping slow,” falling gently like the mist of morning. He would hear the buzzing of bees, the cricket’s song, and the music of linnets in the evening. He would witness the beauty of midnight shining with starlight and noon glowing with purple. Every part of the day would be filled with calm and beauty.

In the final stanza, Yeats explains that this longing is constant. Even when he stands on the crowded pavements of a city, he hears the soft sound of lake water in his “heart’s core.” This shows that Innisfree is not just a physical place, but also a state of mind, a spiritual retreat where the poet feels peace and fulfilment.

Thus, the poem presents a contrast between the artificial city life and the natural, peaceful life at Innisfree. It captures Yeats’s dream of escaping the modern world’s anxieties and returning to a life of simplicity, meditation, and harmony with nature.

Biography of W. B. Yeats

William Butler Yeats (1865–1939) was an Irish poet, dramatist, and one of the most important figures of 20th-century literature.

He was born on 13 June 1865 in Sandymount, Dublin, Ireland. His father was a painter, and Yeats grew up surrounded by art and Irish folklore. He studied at the Metropolitan School of Art in Dublin but soon turned to poetry.

Yeats’s early poetry was romantic and mystical, influenced by Celtic mythology. Works like The Wanderings of Oisin(1889) reflect this phase. He co-founded the Irish Literary Theatre and later the Abbey Theatre, which became a centre of Irish drama.

His style evolved into modernism, combining symbolism with clear, lyrical language. Collections such as The Tower(1928) and The Winding Stair (1933) showcase his mature voice. His poems explore themes of love, politics, spirituality, and the passage of time. Famous works include The Lake Isle of Innisfree, Easter 1916, Sailing to Byzantium, and The Second Coming.

Yeats was also active in politics, supporting Irish independence and serving as a Senator of the Irish Free State from 1922 to 1928. His lifelong love for Maud Gonne, an Irish nationalist, inspired much of his poetry, though it was unfulfilled.

In 1923, Yeats received the Nobel Prize in Literature for his inspired poetry, which gave voice to Ireland’s spirit. He continued writing until his death on 28 January 1939 in France. He was later buried in Drumcliff, Ireland.

Yeats is remembered as a master poet who combined personal, national, and universal themes with profound artistry. His works remain a cornerstone of modern English literature.

The Little Girl

By Katherine Mansfield

Page 38 – Comprehension Check

Q1. Why was Kezia afraid of her father?
She thought he was a strict, harsh figure. His big hands, loud voice, and authoritative presence frightened her.

Q2. Who were the people in Kezia’s family?
Her mother, father, grandmother, and herself.

Q3. What was Kezia’s father’s routine (i) before going to his office? (ii) after coming back from his office? (iii) on Sundays?

• (i) Before going to office, he came into Kezia’s room, gave her a casual kiss, and went away.

• (ii) After returning, he ordered for tea, asked for his papers, and rested on the sofa.

• (iii) On Sundays, he relaxed, stretched out on the sofa, slept, or read the newspaper.

Q4. In what ways did Kezia’s grandmother encourage her to get to know her father better?
She suggested Kezia talk to him on Sundays, and helped her prepare a birthday gift for him.

Page 39 – Comprehension Check

Q1. Kezia’s efforts to please her father resulted in displeasing him very much. How?
She made a pin-cushion for his birthday, but stuffed it with papers from his speech, which her father needed urgently. He scolded and punished her harshly.

Q2. What made Kezia forget her fear of her father?
One night, when her mother was ill and grandmother absent, Kezia had a nightmare. Her father comforted her kindly, letting her sleep next to him. This changed her perception.

Q3. What did Kezia realise about her father?
She realised that her father worked very hard and was too tired to express affection. He loved her, though he appeared stern.

Page 39 – Thinking about the Text

Q1. Discuss these questions in pairs before you write the answers.

(i) Kezia’s father punished her. Was it right?
→ No, it was too harsh. She was innocent and only wanted to surprise him. Punishing her hurt her emotionally and deepened her fear.

(ii) Why did Kezia change her opinion of her father?
→ His kindness during her nightmare revealed his love. She saw his hard work and care, realising he wasn’t cruel, just tired.

(iii) How does Mansfield show that Kezia’s father loved her?
→ Through small but significant actions — he comforted her during the nightmare, carried her, and let her sleep beside him.

(iv) Why does Kezia’s grandmother encourage her to talk to her father?
→ To bridge the gap of misunderstanding and help Kezia see her father’s affection.

Extra Questions – The Little Girl

Short Answer

1. What was Kezia’s nightmare?
   A butcher with a knife and rope came closer, frightening her.

2. How did her father look to Kezia?
   Large, stern, with big hands and a loud voice, almost like a giant.

3. What lesson does the story teach?
   Parents may appear strict but often love their children deeply. Misunderstandings can be resolved through empathy.

Long Answer

Q. How does the story highlight the relationship between children and parents?
The story reflects the gap between children’s perceptions and parents’ intentions. Kezia saw her father as harsh and frightening because of his stern behaviour and lack of outward affection. His punishment over the torn speech papers confirmed her fear. However, when he showed care during her nightmare, she realised he loved her silently. Mansfield portrays how parents’ exhaustion and seriousness often hide their affection. The story suggests that love is not always expressed in words or softness, but in actions and responsibilities. It teaches children to look deeper and parents to be gentle in showing love.

✦ Summary of The Little Girl

Kezia, a little girl, was afraid of her father. To her, he seemed a giant with a loud voice and stern manner. She trembled in his presence and avoided him whenever possible. Her father, busy with work, had little time to spend with her, which deepened her fear.

Her grandmother tried to bridge the gap by encouraging her to interact with him. Once, she helped Kezia prepare a pin-cushion as a gift for her father’s birthday. Kezia stuffed it with papers she found on her father’s desk, not knowing they were his important speech notes. When her father discovered this, he punished her harshly. This confirmed her belief that he was cruel and unloving.

One night, when her mother was ill and grandmother absent, Kezia had a nightmare of a butcher with a knife. She screamed in fear. Her father, hearing her, came to her room, comforted her, and let her sleep beside him. She realised then that her father worked hard and was too tired to express love outwardly. He did care for her, but in his own way.

This changed Kezia’s opinion. She understood that parents may not always show affection in soft words, but their love lies in their responsibilities and care.

✦ Biography – Katherine Mansfield

Katherine Mansfield (1888–1923) was a New Zealand-born short story writer, widely regarded as one of the pioneers of modernist literature.

She was born on 14 October 1888 in Wellington, New Zealand, as Kathleen Mansfield Beauchamp. From a young age, she displayed literary talent and a love for music. At 19, she moved to London to study at Queen’s College, where she began her writing career.

Mansfield’s writing style was influenced by Anton Chekhov, focusing on psychological depth and everyday experiences. She used impressionistic techniques, symbolism, and stream-of-consciousness to capture fleeting emotions and subtle details of life.

Her most famous collections include In a German Pension (1911), Bliss and Other Stories (1920), and The Garden Party and Other Stories (1922). Her stories — such as The Doll’s House, The Garden Party, and The Little Girl — portray family relationships, childhood, and social issues with sensitivity.

Her personal life was marked by struggles with ill health and relationships. She married John Middleton Murry, a literary critic, who later edited her works after her death. Mansfield contracted tuberculosis in 1917, which worsened over time.

She died on 9 January 1923 in Fontainebleau, France, at the age of 34. Despite her short life, Mansfield left a lasting impact on modern short fiction. Her works remain admired for their delicacy, realism, and emotional depth.

Poem 3 – Rain on the Roof

By Coates Kinney

Page 42 – Thinking about the Poem

Q1. What do the following phrases mean to you?
(i) humid shadows → Damp, dark clouds bringing rain.
(ii) starry spheres → The sky filled with stars.
(iii) what a bliss → A moment of joy and comfort.
(iv) a thousand dreamy fancies into busy being start → Rain awakens many imaginative thoughts.
(v) a thousand recollections weave their air-threads into woof → Rain revives old memories.

Q2. What does the poet like to do when it rains?
He likes to lie in his bed, listen to the sound of raindrops on the roof, and enjoy the soothing atmosphere.

Q3. What is the single major memory that comes to the poet? Who are the “darling dreamers” he refers to?
He remembers his mother, who used to look lovingly at her children before they slept. The “darling dreamers” are the poet and his siblings.

Q4. Is the poet now a child? Is his mother still alive?
No, the poet is now grown up, and his mother is no longer alive. He recalls her through fond memories.

Extra Questions – Rain on the Roof

Short Answer

1. What mood does the poem create? → A nostalgic, soothing, and reflective mood.

2. Why is the sound of rain compared to a melody? → Because it is musical, soft, and calming.

3. What emotions does the poem highlight? → Love, comfort, nostalgia, and longing.

Long Answer (150–200 words)
Q. How does the poem show the connection between nature and memory?
The poem demonstrates how rain evokes emotions and memories. The sound of raindrops comforts the poet, filling him with joy. It awakens “dreamy fancies,” inspiring imagination. Most importantly, it reminds him of his mother’s love, when she watched over him as he slept. The rain becomes a bridge between present experience and past affection. Through simple imagery, Coates Kinney shows how natural events like rain connect us to deep human emotions of love and longing.

Summary of Rain on the Roof

The poem Rain on the Roof beautifully describes the soothing effect of rain on the poet’s heart and mind. It opens with the picture of a cloudy, humid night when the sky is full of “humid shadows” and the stars are hidden behind layers of dark clouds. In this atmosphere, it begins to rain gently. The poet, lying in his cosy bed, listens to the musical pattering of raindrops falling on the roof above his cottage. The soft rhythm of the rain gives him immense pleasure and comfort, which he calls “bliss.”

As the sound continues, it stirs the poet’s imagination. A thousand dreamy thoughts start flowing in his mind, and he finds himself carried away by fancy. The rain seems to weave threads of memory, joining the present with the past. Each drop falling on the shingles of the roof becomes a trigger for recollections long forgotten.

Among the many memories that arise, the most powerful is of his mother. He recalls how, in his childhood, she used to bend over him with a loving look when he lay in bed at night. She would watch her children with affection until they fell asleep. The poet calls himself and his siblings “darling dreamers,” lovingly recalling the warmth of his mother’s presence.

Thus, the poem moves from the outer scene of rain to the inner world of memory and emotion. The rain becomes more than a natural event; it is a source of inspiration, comfort, and nostalgia. It not only brings joy to the present moment but also revives the tender, cherished bond between mother and child. Through simple language and imagery, Coates Kinney conveys the universal experience of finding solace and remembrance in the sound of falling rain.

Biography – Coates Kinney

Coates Kinney (1826–1904) was an American poet, journalist, and lawyer, best remembered for his famous poem Rain on the Roof.

He was born on 24 November 1826 in Penn Yan, New York. He studied law and became a practicing lawyer but was also passionate about literature.

Kinney’s poetry often reflected simplicity and sentimentality. His most celebrated poem, Rain on the Roof, gained instant popularity in the 19th century and continues to be anthologised worldwide. Its nostalgic tone and universal theme of comfort and maternal love made it memorable.

Apart from poetry, Kinney worked as a journalist and editor for several newspapers. He also served in the Union Army during the American Civil War, where he rose to the rank of paymaster. His experiences during the war influenced some of his later writings.

Kinney also pursued a political career, serving as a Republican state senator in Ohio. Despite his varied roles as a lawyer, soldier, and politician, his legacy rests mainly on his poetry.

He died on 25 January 1904 in Ohio. Though not widely known today, Kinney remains remembered for his heartfelt poetry that captures simple yet profound human emotions.

The Sound of Music

Part I: Evelyn Glennie Listens to Sound Without Hearing It

By Deborah Cowley

Page 20 – Comprehension Check

Q1. How old was Evelyn when she went to the Royal Academy of Music?
She was seventeen years old.

Q2. When was her deafness first noticed? When was it confirmed?
Her deafness was first noticed at the age of eight and confirmed at eleven.

Page 24 – Thinking about the Text

Q1. Evelyn Glennie’s loss of hearing had been gradual. How did it affect her life?
It made her feel isolated and discouraged in the beginning. Teachers and friends doubted her abilities, but Evelyn refused to give up and pursued music with determination.

Q2. When was Evelyn’s deafness confirmed? How did her parents react?
It was confirmed when she was eleven. Her parents were heartbroken but supportive, encouraging her to follow her passion.

Q3. Who helped her to continue with music? What did he do and say?
Percussionist Ron Forbes helped her. He taught her to feel music through different parts of her body, especially vibrations, instead of hearing through ears.

Q4. Name the various places and causes for which Evelyn performs.
She performs internationally in concerts and gives free performances in prisons and hospitals, inspiring millions.

Q5. How does Evelyn hear music?
She senses vibrations through her body: her skin, cheekbones, and hair. She feels the notes, making her experience music in a unique way.

Part II: The Shehnai of Bismillah Khan

Page 25 – Comprehension Check

Q1. How old was Bismillah Khan when he performed at the All India Radio?
He was about fourteen years old.

Q2. When was the All India Radio in Lucknow set up?
It was set up in 1938.

Q3. When did Bismillah Khan get his big break?
In 1938, when the All India Radio started, his Shehnai performance became a regular feature.

Q4. Where did Bismillah Khan play the Shehnai on 15 August 1947? Why was the event historic?
He played at the Red Fort, Delhi, on India’s first Independence Day. It was historic because the nation was celebrating its freedom.

Page 27 – Thinking about the Text

Q1. Why did Aurangzeb ban the playing of the pungi?
Because it produced a shrill, unpleasant sound.

Q2. How is a Shehnai different from a pungi?
The Shehnai has a longer, broader pipe with a natural hollow stem and seven holes, producing a melodious sound.

Q3. Where was the Shehnai traditionally played? How did Bismillah Khan change this?
Traditionally played in temples and weddings. Bismillah Khan brought it onto the classical stage, giving it prestige.

Q4. When and how did Bismillah Khan get his big break?
In 1938, when All India Radio Lucknow began broadcasting his Shehnai performances.

Q5. Where did Bismillah Khan play on 15 August 1947? Why was the event historic?
At the Red Fort, Delhi, in the presence of Jawaharlal Nehru, as India celebrated Independence.

Q6. Why did Bismillah Khan refuse to start a Shehnai school in the USA?
He loved India deeply and could never live away from the River Ganga and his beloved Benaras.

Q7. Find at least two instances in the text which tell you Bismillah Khan loves India and Benaras.

• He refused offers to settle abroad, saying he could not live away from the River Ganga.

• He believed music’s soul resided in the temples of Benaras.

Extra Questions – The Sound of Music

Short Answer (2–3 lines)

1. How did Evelyn Glennie become a symbol of courage? → By overcoming deafness and excelling as an international percussionist.

2. Why is Bismillah Khan called the ‘Shehnai maestro’? → Because he elevated the Shehnai to a respected position in classical music.

3. What qualities do both Evelyn and Bismillah Khan share? → Determination, discipline, humility, and dedication to their art.

Long Answer
Q. What do we learn from the lives of Evelyn Glennie and Bismillah Khan?
Both Evelyn and Bismillah Khan inspire us with their passion and perseverance. Evelyn, though deaf, mastered music by sensing vibrations, proving that disability cannot limit talent. She became a global performer and inspired millions. Bismillah Khan, born in Benaras, revolutionised the Shehnai, making it a respected classical instrument. He performed at India’s Independence and won the Bharat Ratna. Both represent the power of hard work, humility, and dedication. Their lives teach us that true success lies in passion, discipline, and love for one’s art.

Summary – The Sound of Music

Part I: Evelyn Glennie – Evelyn, a Scottish girl, became deaf by the age of eleven. Despite her handicap, she pursued music with determination. With the guidance of percussionist Ron Forbes, she learned to sense music through vibrations in her body. At seventeen, she entered the Royal Academy of Music, London, and topped her class. She went on to become an internationally renowned percussionist, performing across the world and inspiring countless people.

Part II: Bismillah Khan – The Shehnai, once considered a folk instrument, gained prestige through Bismillah Khan. Born in 1916 in Dumraon, Bihar, he grew up in Benaras, practicing for hours at the temple. His breakthrough came in 1938 with All India Radio Lucknow. He performed at the Red Fort on 15 August 1947, marking Independence. He travelled worldwide but refused to settle abroad, deeply attached to the Ganga and Benaras. He was honoured with the Bharat Ratna.

The lesson highlights determination, discipline, and love for tradition. Evelyn and Bismillah Khan, though from different worlds, became global icons of music, proving that passion can overcome all barriers.

 Biography – Evelyn Glennie

Evelyn Glennie (b. 1965) is a world-famous Scottish percussionist who achieved greatness despite being profoundly deaf. Born on 19 July 1965 in Aberdeenshire, Scotland, she began losing her hearing by age eight and became almost completely deaf at eleven.

Her passion for music remained strong. With guidance from percussionist Ron Forbes, she learned to feel vibrations through her body instead of hearing through her ears. This unique approach allowed her to sense pitch and rhythm.

At seventeen, Evelyn entered the Royal Academy of Music in London, becoming its first deaf student. She graduated with top honours and began an international career. She has performed with leading orchestras worldwide and released several albums.

Evelyn’s achievements extend beyond music. She campaigns for awareness about disability, proving that physical challenges cannot limit talent. She was made a Dame of the British Empire in 2007 for services to music.

Her story is a symbol of courage, resilience, and the limitless power of human will.

Biography – Bismillah Khan

Ustad Bismillah Khan (1916–2006) was India’s legendary Shehnai maestro, celebrated for elevating the folk instrument to classical status.

He was born on 21 March 1916 in Dumraon, Bihar, into a family of traditional musicians. As a child, he moved to Benaras, where he practised Shehnai for hours at the Vishwanath temple on the banks of the Ganga.

His talent blossomed early. In 1938, his big break came when All India Radio Lucknow began broadcasting his Shehnai recitals. He gained national fame. On 15 August 1947, he played the Shehnai at the Red Fort, in the presence of Prime Minister Nehru, marking India’s independence.

Bismillah Khan travelled worldwide, performing in the USA, Iran, Japan, and other countries, spreading Indian classical music. Despite fame, he remained humble and deeply attached to India, especially Benaras and the Ganga. He refused offers to settle abroad.

Honoured with Padma Vibhushan and the Bharat Ratna, Bismillah Khan remains an icon of dedication, simplicity, and patriotism.

He passed away on 21 August 2006, mourned nationwide. His music lives on as a symbol of India’s rich cultural heritage.

Word Count: ~402

Poem 2 – Wind

By Subramania Bharati

Page 31 – Thinking about the Poem

Q1. What are the things the wind does in the first stanza?
It breaks shutters, scatters papers, throws down books, and tears pages.

Q2. 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 done to separate grain from chaff. In Hindi it is called pichkna or oran. Traditionally, a supa(winnowing basket) is used.

Q3. What does the poet say the wind god winnows?
He winnows and separates the weak from the strong, breaking the weak and supporting the strong.

Q4. What should we do to make friends with the wind?
We should build strong houses, train our bodies, and strengthen our hearts and wills.

Q5. What do the last four lines of the poem mean to you?
The wind symbolises challenges. If we are strong, we can face difficulties with courage, and they will support us in our growth.

Q6. How does the poet speak to the wind — in anger or with humour? You must also have seen or heard of the wind “god.” Explain what you understand by the expression ‘wind god winnows.’
He speaks half-angrily, half-humorously. The ‘wind god winnows’ means the wind tests people, separating the weak (who break) from the strong (who withstand).

Q7. What should we do to survive the wind’s force?
We must make ourselves strong in body and spirit, build resilience, and accept difficulties as part of life.

Extra Questions – Wind

Short Answer

1. What does the wind symbolise? → The wind symbolises life’s challenges and hardships.

2. Why does the poet ask the wind to come softly? → Because strong wind causes destruction and suffering.

3. How does the wind help the strong? → It supports and strengthens those who are resilient.

Long Answer
Q. How does Bharati use wind as a metaphor for life?
The poet personifies wind as a powerful force that destroys the weak but strengthens the strong. Just as wind breaks weak houses and crumbles fragile things, life’s difficulties overwhelm the weak in spirit. However, those who are disciplined, strong, and courageous find the wind to be a friend. It helps them grow stronger, testing their resilience. The poem is a lesson in courage: hardships are unavoidable, but instead of fearing them, we should prepare ourselves to face them.

Summary of Wind

Subramania Bharati’s poem Wind portrays the destructive and constructive aspects of wind. In the beginning, the poet describes its violent power: breaking shutters, scattering papers, and tearing books. He speaks to the wind half-angrily, half-humorously, asking it to come softly.

The poet then compares wind to a god who winnows, separating the weak from the strong. Weak people and structures are destroyed, while strong ones survive. This symbolises life — hardships break the weak-hearted, but strengthen the courageous.

In the end, the poet advises us to be strong in body and mind, to make our homes firm, and to develop resilient hearts. By doing this, we can make friends with the wind, which will then support us.

The poem is both a description of nature’s power and a metaphor for life’s challenges. It encourages discipline, strength, and courage in the face of adversity.

Biography – Subramania Bharati

Subramania Bharati (1882–1921), popularly known as Bharathiyar, was a Tamil poet, freedom fighter, and social reformer, remembered as one of India’s greatest nationalist voices.

Born on 11 December 1882 in Ettayapuram, Tamil Nadu, he displayed poetic talent at a young age. At 11, he was given the title “Bharati” (blessed by Goddess Saraswati).

Bharati was deeply involved in India’s independence struggle. He worked as a journalist and editor in nationalist newspapers like India and Bala Bharata, spreading the message of freedom, equality, and social reform. His writings condemned colonial rule and inspired patriotic fervour.

As a poet, Bharati blended classical Tamil with modern themes. His poems expressed love for freedom, women’s emancipation, equality of castes, and unity among people. He was one of the earliest to call for the liberation of women and criticised social evils like caste discrimination.

His poetry collection includes patriotic songs like Vande Mataram (Tamil version), Achamillai Achamillai, and poems dedicated to nature and spirituality, including Wind. His works are celebrated for their energy, simplicity, and emotional power.

Because of his political activism, Bharati was often harassed by the British and lived in exile in Pondicherry. He died young, on 11 September 1921, at just 39, but left behind a powerful legacy.

Today, Bharati is remembered as Mahakavi (Great Poet) and a pioneer of modern Tamil poetry. His songs continue to inspire freedom, courage, and social justice.

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)

1. Why did Margie hate school? → She found it boring and monotonous, and she disliked the mechanical teacher.

2. What was Tommy’s opinion about the old book? → He thought it was useless because after reading it once, it had no value.

3. 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

1. Why is the poem called The Road Not Taken and not The Road Taken?
   → It highlights regret and reflection on the choice not made.

2. What does the road symbolise?
   → Life’s choices and decisions.

3. 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.