New Learning to Communicate - Workbook 7 - Test 1 - Solved

New Learning to Communicate - Workbook 7 - Unit 3 - The Importance of Science - Solved

Learning to Communicate - Workbook 7 Unit 3 page 38 Speech

Ladies and gentlemen,

I stand before you today to discuss the remarkable phenomenon known as artificial rain and its wondrous impact. Just recently, we witnessed Beijing, a bustling metropolis, employing this technique to wash away dust and relieve drought. It's a testament to the potential of science in altering our environment for the better.

Artificial rain, achieved through cloud seeding, holds the promise of transforming arid regions into fertile lands. By dispersing substances like silver iodide into clouds, we can stimulate rainfall, replenishing our precious water resources. This not only aids agriculture but also enhances air quality by washing away dust particles.

While some may debate its effectiveness, the fact remains that when nature falls short, we can step in to ensure our communities thrive. As we face increasingly erratic weather patterns, embracing technologies like artificial rain can be a lifeline for rural areas struggling with water scarcity.

Let us explore and embrace the wonders of artificial rain, for it has the potential to usher in a greener, more prosperous future for our village and beyond. Together, we can harness the power of science to ensure a sustainable and thriving environment for generations to come.

Thank you.

Learning to Communicate - Coursebook 6 - Unit 3 - Page 62-69 Solved

Learning to Communicate Coursebook 6 Unit 2 'The World of Trees' page 43-47 Solved

Class 6 Learning to Communicate Workbook 6 page 37-38

1.Now answer the questions.

a. Why were the people of Hastinapur happy when Shantanu made Devavrata his heir?

Ans. The people of Hastinapur were happy because Devavrata was the best person to take over from Shantanu as he had all the qualities to succeed to the throne.

b. Why was the fisherman not willing to let Shantanu marry his daughter?

Ans. The fisherman was not willing because he wanted Shantanu to promise that only the sons of his daughter Satyavati would succeed him as king.

c. What happened to Shantanu when he realized that he could not marry Satyavati?

Ans.  Shantanu became sad and lonely, and shut himself in his palace.

d. How did Devavrata persuade the fisherman to let his daughter marry Shantanu?

Ans. Devavrata persuaded the fisherman by promising that he would never marryand that Satyavati's sons alone would rule Hastinapur after Shantanu's death.

e. What does 'Bhishma' mean?

Ans. Bhishma means the one who makes and keeps a great promise.

From the Diary of Anne Frank NCERT Class 10 Q&A Solution

Summary of the chapter ' From the Diary of Anne Frank'

In this lesson, Anne discusses her loneliness despite being surrounded by family and around 30 people she considered friends. Feeling the need for a true friend, she decides to express her feelings in a diary, even though it's an unusual step for her. To make her diary more personal, she names it "Kitty." Unlike others who might just record facts, Anne starts by sharing her background, including her family and early childhood, as they all migrated. She talks about her early schooling and then shifts to the present day, recounting a memorable result day at school.

On this day, everyone in her class is anxious about their results, with some boys even making bets. Anne, however, is confident about her performance and her circle of friends. She has a good rapport with all her teachers, except for her math professor, who constantly scolds her for talking too much in class. To address this, he assigns her essays on unusual topics like "Chatterbox." Anne responds with humor and explains that talking is a trait she inherited from her mother, which can't easily be changed. This cycle of assignments continues until Anne writes a satirical essay. After this, Mr. Keesing stops singling her out for talking in class.

Oral Comprehension

Q1. What makes writing in a diary a strange experience for Anne Frank?

ANSWER: It's strange because it's private and personal, like confiding in a book, and she lacks a close friend to share her thoughts with.

Q2. Why does Anne want to keep a diary?

ANSWER: Anne desired to maintain a diary and put her thoughts into words because her mind was filled with a multitude of thoughts and emotions. Lacking a close friend to confide in regarding these deeply personal matters, she made the choice to keep a diary instead.

Q3. Why did Anne think she could confide more in her diary than in people?

ANSWER: She saw her diary as non-judgmental and unbiased, a reliable friend. She also felt isolated from her family and lacked a close friend to confide in. 

2. The Model Millionaire - Oscar Wilde Literary Reader 6 Q&A Solved

Let's Infer

1. Study the opening paragraph. Which phrase (or sentence) do you think describes Hughie Erskine best? Why do you think so? 

ANSWER:

In the opening paragraph, the phrase that describes Hughie Erskine best is "a delightful, clever young man." This phrase is used to introduce Hughie to the reader. It suggests that Hughie is not just good-looking but also intelligent and charming, which are qualities that make him an appealing character.

2. Why would Colonel Merton 'not hear of any marriage' between his daughter and Hughie? Why do you think he said, 'Come to me....when you have got ten thousand pounds of your own..."?

ANSWER:

Colonel Merton opposed the marriage because Hughie lacked wealth. He set a financial condition, wanting Hughie to have £10,000 of his own.

3. Did Hughie feel sorry for the old man in Trevor's studio? How can you tell? (Think of something he said and something he did to support your answer.)

ANSWER:

Yes, Hughie felt sorry for the old man in Trevor's studio. This can be inferred from the fact that he gave the old man all the money he had in his pocket out of sympathy.

4. Look at the paragraph beginning with 'The old man was surprised...' Why do you think the old man smiled? Was it because he was grateful?

ANSWER:

The old man smiled because he was pleasantly surprised by Hughie's generosity. He likely smiled as a sign of gratitude and appreciation for the money that Hughie had given him.

5. Trevor told the old model everything about Hughie. Did Hughie approve of what Trevor had done? Why?

ANSWER:

Hughie did not approve of Trevor revealing details about him to the old model because he thought that this disclosure would lead to more social embarrassment for Hughie.

6. I didn't understand why he was so interested to know all about you. but now I do.' Did Trevor really understand why Baron Hausberg was so interested in Hughie? How do you know? 

ANSWER:

Trevor did not fully understand why Baron Hausberg was interested in Hughie because he was not aware that Hughie gave Baron Hausberg a sovereign thinking of him as a poor old man but Trevor understood the interest when he came to know about Hughie's 'generosity' to Baron Huasberg.

7. A wedding present to Hughie Erskine and Laura Merton, from an old beggar.' Why do you think the Baron did not write 'from Baron Hausberg'?

ANSWER:

The Baron did not write "from Baron Hausberg" on the wedding present because he wanted to remain anonymous and not draw attention to his wealth and status.

Let's discuss

1. Baron Hausberg was 'a millionaire model' but not 'a model millionaire'. Do you agree?

ANSWER:

Yes, I agree. Baron Hausberg was a "millionaire model" in the sense that he possessed immense wealth, but he may not have been a "model millionaire" in terms of displaying the virtues of generosity and kindness associated with being an ideal or model millionaire

2. Do you think Hughie deserved the wedding present that he received from the Baron? Why?

ANSWER:

Yes, Hughie deserved the wedding present from the Baron. He demonstrated kindness and generosity when he gave all his money to the old beggar, unaware of the Baron's true identity. The Baron's gift can be seen as a reward for Hughie's genuine act of charity, aligning with the story's theme of the value of true generosity.

MCQs on 'The Model Millionaire by Oscar Wilde

Certainly, here are 10 multiple-choice questions (MCQs) based on the story "The Model Millionaire" by Oscar Wilde:

1. What is the profession or occupation of the main character, Hughie Erskine?

   a) Lawyer

   b) Jobless

   c) Doctor

   d) Teacher

2. Why does Colonel Merton oppose his daughter Laura's marriage to Hughie?

   a) Hughie is not good-looking.

   b) Hughie lacks intelligence.

   c) Hughie is financially struggling.

   d) Hughie is not kind.

3. How does Hughie feel about giving money to the old beggar?

   a) Angry

   b) Guilty

   c) Sympathetic

   d) Annoyed

4. Why did Baron Hausberg smile when Hughie gave money to the old man?

   a) He was amused by Hughie's generosity.

   b) He was grateful for the money.

   c) He found Hughie's actions humorous.

   d) He wanted to befriend Hughie.

5. What does Baron Hausberg want to know from Alan Trevor about Hughie Erskine?

   a) Hughie's financial situation

   b) Hughie's favourite hobbies

   c) Hughie's address

   d) Hughie's family background

6. Why did Baron Hausberg choose to remain anonymous when giving Hughie and Laura a wedding present?

   a) He didn't want to give them a gift.

   b) He wanted to surprise them.

   c) He wanted to emphasize kindness over his status.

   d) He wanted to hide his wealth.

7. What is the central theme of "The Model Millionaire"?

   a) The pursuit of wealth

   b) The importance of appearance

   c) The value of genuine kindness

   d) The struggle of artists

8. How does Hughie's financial situation change during the story?

   a) He becomes a millionaire.

   b) He loses all his money.

   c) He receives a generous gift.

   d) He wins a lottery.

9. How did the old model come to know about Hughie's act of kindness?

a) Alan Trevor told him.

b) Hughie Erskine shared the story with him.

c) The old model experienced it firsthand.

d) It was mentioned in a newspaper article.

10. What does Colonel Merton insist Hughie must have before marrying his daughter?

    a) A prestigious job

    b) Good looks

    c) A kind heart

    d) £10,000 of his own

Answers:

1. b) Jobless

2. c) Hughie is financially struggling.

3. c) Sympathetic

4. a) He was amused by Hughie's generosity.

5. a) Hughie's financial situation

6. c) He wanted to emphasise kindness over his status.

7. c) The value of genuine kindness

8. c) He receives a generous gift.

9. c) The old model experienced it firsthand.

10. d) £10,000 of his own

1. Bashir Leaves Home - Subhadra Sen Gupta - Literary Reader 6 Solved

Introduction

In this story, Bashir, a seven-year-old boy, decides to run away from home because his family wouldn't lend him money to buy a toy racing car with his pocket money. As he walks away from home, he encounters various people from his neighborhood, including Munnelal, Bannobi, and eventually his brother Khalid, who had been following him all along.

Despite his expectation that someone would stop him or convince him to stay, nobody does. Bashir is heartbroken by the lack of concern from his family and friends. However, when Khalid arrives on their father's bicycle and asks where he intends to go, Bashir decides to return home. The story ends with Bashir heading back home, realizing that running away isn't the solution to his problems.

Word Meaning

Difficult Words	Meaning
Heartbroken	Extremely sad or upset
Satchel	A small bag, often used for carrying items
Paanwalla	A person who sells paan (a type of leaf wrapped snack)
Stained	Marked or discolored
Haldi	Turmeric, a yellow spice
Gali	A narrow lane or alley
Robbers	People who steal from others by force or threat
Kite	A small, flying object controlled by a string
Marbles	Small, colorful spherical objects used in a game
Somewhere else	Another place
Pedalled	Operated a bicycle by turning the pedals
Solomnly	In a serious and earnest manner
Paan-stained	Discolored or marked by paan stains (from chewing paan)
Heartbreak	Intense sadness or emotional pain
Heartfelt	Sincere and deeply felt
Convinced	Persuaded or certain about something
Fuss	A commotion or unnecessary display of excitement

Let's Infer

Say whether the following statements are True (T) or False (F).

Here are the answers to the True (T) or False (F) statements:

1. False (F) - Bashir did not leave home permanently; he eventually decided to return home.
2. True (T) - Bashir believed that only his dog Chand understood his pain.
3. True (T) - Bashir packed clothes, food (two pieces of fish and a boiled potato), a pencil, and a candle in his satchel.
4. False (F) - Bashir needed to save his pocket money for the next 14 weeks, not 28, to buy the toy car.
5. True (T) - Bashir wanted his father to lend him the money to buy the toy car.
6. False (F) - Bashir did not know where to go or which train to take; he was simply leaving home without a specific destination in mind.
7. False (F) - Munnelal and Bannobi did not try to make him return home. They bid him farewell instead.
8. False (F) - By the time Bashir reached the end of the lane, he was not convinced he had made the right decision; he was heartbroken and upset.
9. True (T) - Bashir's brother Khalid met him before he reached the railway station.
10. True (T) - Bashir decided to go back home without making a fuss when Khalid met him.

Let's Discuss

1. Do you think Bashir's father should have given him the loan he wanted? Why/Why not?

ANSWER:

Whether or not Bashir's father should have given him the loan he wanted is a subjective matter. Some might argue that parents should support their children's desires and teach them financial responsibility by lending them the money. Others might believe that it's important for children to learn the value of saving and patience, so refusing the loan can also be seen as a valuable lesson. It depends on the family's values and financial situation.

2. Why didn't Munnelal and Bannobi persuade Bashir to go back home? 

ANSWER:

Munnelal and Bannobi might not have persuaded Bashir to go back home because they respected his decision and independence. They might have felt that Bashir had his reasons for leaving and didn't want to interfere with his choices. Additionally, they might have believed that he needed to learn from his own experiences.

3. Do think you everyone in the family and in the neighbourhood was fond of Bashir? How can you tell?

 It does appear that Bashir felt somewhat neglected and unappreciated by his family and friends. They didn't try to stop him from leaving, and their responses, such as saying "khuda hafiz" (which is a form of goodbye), seemed somewhat indifferent to his departure. This suggests that Bashir may have felt unimportant or unnoticed by those around him.

My Financial Career by Stephen Leacock - Literary Reader 7 - Class 7 Q&A Solved

Summary

"My Financial Career" is a humorous short story written by Canadian author Stephen Leacock. It was first published in 1910 and is considered one of Leacock's most famous works. The story is a satirical take on the anxiety and confusion that can accompany a visit to the bank.

The narrator of the story is an ordinary man who has a fear of banks and financial institutions. He describes his dread of entering a bank and dealing with the intimidating bank clerks. Despite his fear, he decides to open a bank account with $56 in cash.

The narrator's visit to the bank is filled with comical mishaps and misunderstandings. He is nervous and clumsy, causing a series of awkward and embarrassing situations. For example, he is unsure of how to fill out the deposit slip and struggles to communicate with the bank clerk. He also inadvertently knocks over a chair and stumbles into a woman who is also at the bank.

In the end, the narrator manages to deposit his money into the bank, but he decides that the experience was too stressful and vows to keep his money at home in the future.

"My Financial Career" is a humorous commentary on the complexities and perceived formality of the banking system, as seen through the eyes of an ordinary and anxious individual. It highlights the absurdity of everyday situations and the anxiety they can provoke, even when the task at hand is as simple as opening a bank account. The story is known for its wit and satire and has been appreciated by readers for its humorous take on a common experience.

Let's Infer

1. a. Why did the narrator go to a bank?

ANSWER:

The narrator went to the bank because he wanted to open a bank account and deposit some money.

b. What did he tell the accountant? 

ANSWER:

He told the accountant that he wanted to open an account and deposit fifty-six dollars.

2. a. How much did he want to deposit? How much would that amount be in Indian currency?

ANSWER:

The narrator wanted to deposit fifty-six dollars. In Indian currency this would be approximately equivalent to 4,600 Indian Rupees.

b. Does one go to the manager only when one has to deposit a big amount?

ANSWER:

No, one does not necessarily go to the bank manager only when depositing a big amount. Typically, customers can open accounts and make deposits with bank clerks or accountants, while more complex financial matters or significant transactions might require a discussion with the bank manager.

3. How much did he want to withdraw? What amount did he enter in his cheque? 

ANSWER:

The narrator initially wanted to withdraw six dollars, but he wrote fifty-six dollars on his cheque.

4. The narrator told the clerk he wanted to withdraw the money in fifties'. Was this a foolish response? If so, why? 

ANSWER:

Yes, the narrator's response of wanting to withdraw the money in fifties was considered foolish because he only had fifty six dollars in his account. There was not enough money in his account to withdraw in fifties, and this request puzzled the clerk.

5. Where does the narrator keep his money? Is it safer to keep one's money on one's person or in a bank?

ANSWER:

The narrator usually keeps his money "carefully sewed up in the lining of my coat." This is not generally considered a safe or secure way to keep one's money because it can be lost or stolen more easily than if it were in a bank.

The Tree in Season by Robert Fisher Summary Q&A Solved

Poem

SPRING

The tree hums quietly to itself
a lullaby to the buds
bursting with baby leaves
its branches ride the winds
and in all its new green glory
the tree begins to sing

SUMMER

The tree stretches in the sun
it knows the birds that fly
the beasts that run, climb and jump
from its heavy loaded branches
it yawns and digs its roots
deep into the still centre
of the spinning earth

AUTUMN

The tree shivers in the shortening day
its leaves turn gold
the clouds pass
the seeds fall
the tree drops its coins of gold
and the days are rich
with the spending of leaves

WINTER

Old branches ache
tree stands naked in the storms
deep frozen bleak and bare
deep underground life lies sleeping
the tree sleeps
and waits for the returning sun
to wake him
from his woody dreams

(Robert Fisher)

Let's enjoy the poem

1. a. What does the singing of the tree indicate?

ANSWER:

The singing of the tree in spring indicates its vitality and the joy of the season. It suggests that the tree is full of life, and its leaves and branches are vibrant with growth.

  
1. b. What is meant by "green glory'? Why is it 'new"?

ANSWER:

 "Green glory" refers to the lush and vibrant green color of the tree's leaves during the spring season. It is described as "new" because the leaves have just started to grow after the winter, making them fresh and young.

2. Why are the branches of the tree 'heavily loaded' in summer? 

ANSWER:

The branches of the tree are described as "heavily loaded" in summer because they are bearing the weight of leaves, possibly fruit, and providing shelter for birds and other creatures. This is a common characteristic of many trees during the summer when they are in full foliage.

3. What is meant by the 'coins of gold"? Why does the tree drop them?

ANSWER:

"Coins of gold" refers to the tree's leaves turning golden in autumn. The tree drops its leaves as a natural part of its seasonal cycle. This shedding of leaves is like "spending" them because they fall to the ground and return nutrients to the soil, enriching it for future growth.

4. a. Why is the tree 'naked' in winter?

ANSWER:

The tree is "naked" in winter because it has shed its leaves, leaving only its bare branches. This is a typical characteristic of deciduous trees during the winter months.

b. What is 'the life that lies sleeping deep underground? 

ANSWER:

"The life that lies sleeping deep underground" likely refers to the roots and other organisms in the soil that are dormant during the winter. These underground parts of the tree and the surrounding ecosystem are waiting for warmer temperatures to become active again.

c. What does the tree dream of?

ANSWER:

 The tree is personified as dreaming of the return of spring and the warmth of the sun, which will bring new growth and vitality to its branches and leaves.

d. In which season would the sun wake up the tree?

ANSWER:

The sun would wake up the tree in spring when temperatures rise, and the environment becomes conducive to growth and activity.

Summary of 'The Tree in Season' by Robert Fisher

"The Tree in Season" by Robert Fisher is a poem that describes the different seasons through the life cycle of a tree.

In spring, the tree comes to life with the emergence of new leaves and sings quietly, symbolising the vitality and joy of the season.

During summer, the tree thrives, stretching its branches in the sun and providing shelter for various creatures. Its roots delve deep into the earth.

As autumn arrives, the tree's leaves turn golden, fall to the ground like "coins of gold," and enrich the soil, making the days "rich with the spending of leaves."

Winter brings a stark contrast as the tree stands "naked" and dormant. Life lies dormant underground, waiting for the return of the sun to awaken it from its winter slumber.

The poem explores the cyclical nature of life, growth, and dormancy, using the tree as a metaphor for the changing seasons and the interconnectedness of life with nature.

MCQs of the poem 'The Tree in Season' by Robert Fisher

Below are 10 multiple-choice questions (MCQs) based on the poem "The Tree in Season" by Robert Fisher to test comprehension:

1. In the poem, what does the tree do in spring?

   a. It sheds its leaves

   b. It sings quietly

   c. It stretches in the sun

   d. It shivers in the shortening day

2. What is the significance of the tree's leaves turning gold in the poem?

   a. It indicates the arrival of spring

   b. It represents the tree's sadness

   c. It symbolizes the richness of autumn

   d. It means the tree is unhealthy

3. What is the tree doing during summer in the poem?

   a. Sleeping

   b. Singing loudly

   c. Stretching in the sun

   d. Shedding its leaves

4. Why are the tree's branches described as "heavily loaded" in summer?

   a. Because they are full of birds

   b. Because they are covered in snow

   c. Because they are laden with leaves and possibly fruit

   d. Because they are about to break

5. In the poem, what do the "coins of gold" represent?

   a. Money the tree collects

   b. Leaves that fall to the ground in autumn

   c. The tree's bark

   d. Seeds dropped by the tree

6. Why is the tree described as "naked" in winter?

   a. Because it loses all its branches

   b. Because it is cold

   c. Because it is shedding its leaves

   d. Because it has no leaves

7. What is the tree waiting for in winter, according to the poem?

   a. Rain

   b. Snow

   c. The return of the sun

   d. Strong winds

8. What is the tree dreaming of in the poem?

   a. Flying with the birds

   b. Growing taller

   c. Waking up from its woody dreams

   d. The return of spring and warmth from the sun

9. In which season does the tree "spend" its leaves?

   a. Spring

   b. Summer

   c. Autumn

   d. Winter

10. What does the tree do with its roots during summer, according to the poem?

    a. It pulls them out of the ground

    b. It yawns

    c. It stretches them deep into the earth

    d. It cuts them off

Answers:

1. b. It sings quietly

2. c. It symbolizes the richness of autumn

3. c. Stretching in the sun

4. c. Because they are laden with leaves and possibly fruit

5. b. Leaves that fall to the ground in autumn

6. d. Because it has no leaves

7. c. The return of the sun

8. d. The return of spring and warmth from the sun

9. c. Autumn

10. c. It stretches them deep into the earth

The Last Truck Ride by Ruskin Bond - Literary Reader 7 - Class 7 Q&A Solved

Summary of 'The Last Truck Ride' by Ruskin Bond

The story begins with Pritam Singh, a Sikh truck driver, driving his own truck along a mountain road with his young companion, Nathu. Pritam makes a living by transporting limestone from quarries to the depot, and Nathu works as his helper. Nathu had left his village due to a failed crop and found work with Pritam.

As they journey through the mountains, they encounter mules on the narrow road and the challenging conditions of the terrain. The story touches on their conversation about the barren landscape, the effects of limestone quarrying, and Nathu's memories of his village.

At the quarry, they load the truck with limestone rocks. Nathu helps the laborers with the loading, despite the contractor's objection. After loading, they begin their journey back, but a dangerous situation arises when a stray mule appears on the road. Pritam loses control of the truck, and it goes over the edge of a cliff, tumbling down the hillside.

Nathu, though injured and shaken, manages to find Pritam trapped inside the truck. With the help of others who arrive at the scene, they rescue Pritam and take him to the hospital. Pritam survives with injuries, but his beloved truck is beyond repair.

In the end, Pritam realizes that he can no longer continue as a truck driver and must return home to live with his sons. Nathu also decides to return to his village and work on the land, preferring to cultivate it rather than exploit it for its resources.

Pritam acknowledges the role of the scraggy old oak tree in saving his life during the accident and imparts a valuable lesson to Nathu about the importance of nature and the land.

This story explores themes of nature, environmental impact, the bonds formed in difficult circumstances, and the realization of the value of land and life.

Word/Meaning

1. Turbaned (adjective): Wearing a traditional head covering called a turban, often worn by Sikh men.

   Meaning: A type of headgear tied in a special way.

2. Quarry (noun): A place where stones, minerals, or other valuable materials are extracted.

   Meaning: A location where rocks are taken from the ground.

3. Dependant (noun): Someone who relies on or is supported by another person.

   Meaning: A person who needs help or support from someone else.

4. Independence (noun): Freedom from being controlled by others; self-sufficiency.

   Meaning: Being able to make decisions and live on your own.

5. Contractor (noun): A person or company hired to perform specific work or services.

   Meaning: Someone who is hired to do a particular job.

6. Overseer (noun): A person who supervises or manages the work of others.

   Meaning: Someone who watches over and directs the work of others.

7. Precipitous (adjective): Very steep or sheer, typically referring to a slope or hill.

   Meaning: A very steep and almost vertical incline.

8. Accelerator (noun): A pedal or control in a vehicle that makes it go faster.

   Meaning: A part in a vehicle that makes it speed up.

9. Collarbone (noun): The bone that connects the shoulder blade to the breastbone.

   Meaning: A bone in the upper chest area.

10. Dislocated (verb): To force a bone out of its normal position in a joint.

    Meaning: When a bone is moved from its usual place.

11. Fractured (verb): Broken, typically referring to a bone.

    Meaning: When something, like a bone, is cracked or broken.

12. Bandaged (adjective): Covered with bandages, usually to protect an injury.

    Meaning: Wrapped in cloth to protect or heal an injury.

Let's Infer

Q1. Was the relationship between Pritam Singh and Nathu 

a. warm and affectionate?

b. cold and formal?

Give a reason for your choice.

ANSWER:

The relationship between Pritam Singh and Nathu was a. warm and affectionate.

Reason: Throughout the story, Pritam and Nathu share a camaraderie. Pritam treats Nathu with kindness and defends him when the contractor objects to Nathu helping with the loading. Nathu also cares for Pritam's well-being when the accident occurs.

Q2. Nathu said, 'It will retire before you do.'  

a. Who is 'it' here? b. What does it tell us about 'its' age?

ANSWER:

'It' in the statement 'It will retire before you do' refers to Pritam Singh's truck. This statement tells us that the truck is quite old, as it has been in use for a long time and is showing signs of aging.

Q3. Select the words which describe the road to the quarry.

a. narrow

b. steep

C. uneven

d. well-maintained

C. tarred

(Tick all the right choices.) 

ANSWER:

The words that describe the road to the quarry are:

a. narrow

b. steep

c. uneven

Q4. What kind of a driver was Pritam Singh?

a. good

b. careful

C. rash and reckless

Give an example in support of your choice. 

ANSWER:

Pritam Singh can be characterised as c. rash and reckless as a driver based on his behaviour in the story. One example to support this choice is when he was driving fast on sharp bends in the challenging mountain terrain despite Nathu's discomfort and request to slow down. This risky driving behaviour ultimately leads to the accident where the truck goes off the road, endangering their lives.

Q5. What did Nathu mean by the statement, 'It's better to grow things on the land than to blast things out of it"?

ANSWER:

Nathu's statement, "It's better to grow things on the land than to blast things out of it," means that he believes farming and cultivating the land for crops is a more sustainable and environmentally friendly way of living compared to mining and extracting resources from the land, which can harm the environment.

Q6. What did Pritam Singh learn from the accident?

ANSWER:

Pritam Singh learned from the accident that life is precious and that nature, represented by the scraggy old oak tree, can significantly save lives. He also likely realised the fragility of his own existence and the importance of valuing the land and the environment.

Let's Discuss

1. It is important to grow trees:

Growing trees is undeniably essential for numerous reasons:

• Environmental Benefits: Trees are vital for maintaining a healthy environment. They absorb carbon dioxide, release oxygen, and help mitigate the effects of climate change by reducing greenhouse gases in the atmosphere. They also provide habitat for wildlife, which is crucial for biodiversity.
• Air Quality: Trees act as natural air purifiers, filtering out pollutants and particulate matter from the air. They help improve air quality in urban areas, reducing the risk of respiratory diseases in humans.
• Erosion Control: Tree roots stabilize soil and prevent erosion, particularly in hilly or forested regions. This helps maintain fertile soil for agriculture and prevents landslides.
• Shade and Cooling: Trees provide shade and help cool the environment, reducing the urban heat island effect. They also conserve energy by reducing the need for air conditioning.
• Aesthetic Value: Trees enhance the beauty of landscapes, making cities and rural areas more attractive and pleasant to live in.

2. A boy of Nathu's age should have been going to school. Making Nathu work was a violation of the rights of a child:

• Right to Education: Every child has the fundamental right to education, as recognized by international conventions and most national laws. Denying a child access to education not only hampers their personal development but also hinders the progress of society as a whole. Education is crucial for acquiring knowledge, skills, and opportunities for a better future.
• Child Labor: Making a child work when they should be in school is considered child labor and is widely condemned. Child labor deprives children of their childhood, subjects them to exploitative conditions, and often perpetuates the cycle of poverty.
• Development and Well-being: Education is a pathway to personal development, empowerment, and social mobility. It equips children with the tools they need to make informed choices and contribute positively to society. Depriving children of education can have long-term negative consequences for their well-being.
• Alternative Solutions: Rather than subjecting children to labor, societies should prioritize ensuring access to quality education and creating an environment where children can thrive academically and socially. Governments and communities must work together to eliminate child labor and promote education as a right for all children.

In the context of Nathu's situation in the story, his inability to attend school and being forced to work due to economic hardships is indeed a violation of his rights as a child. Efforts should be made to address such issues, provide opportunities for education, and protect the rights of children to ensure their well-being and future prospects.

Lemon-Yellow and Fig by Manohar Malgonkar - Literary Reader 7 - Class 7 Q&A Solved

Summary of Lemon-Yellow and Fig

In the story "Lemon-Yellow and Fig," the protagonist is a young salesman who has recently secured a job selling saris and choli pieces in a shop in Bombay. His employer, Mr. Ratnam, hired him based on his perceived honesty. The protagonist takes his job seriously and is doing well, even making significant sales in a short time.

However, a strange coincidence occurs when two women, one wearing a distinct perfume, visit the shop on the same day. The first woman purchases a sari and pays with a one-hundred-rupee note, and the second woman, also wearing the same perfume, comes in later. The protagonist becomes suspicious, thinking they might be attempting a scam where one woman distracts him while the other claims to have given a one-hundred-rupee note.

To outsmart any potential trick, the protagonist discreetly removes the one-hundred-rupee note from the cash box, pretending to send it to his brother in another shop nearby. He then proceeds to serve the second woman, who buys two saris, paying with ten-rupee notes. Everything seems fine until the arrival of Mr. Ratnam, the owner.

Mr. Ratnam conducts a stock check and praises the protagonist's customer service skills, mentioning that he had sent his daughter and sister to test his honesty. However, when they open the cash box, they discover that a hundred rupees are missing. The protagonist is stunned and cannot explain the discrepancy. Mr. Ratnam, disappointed and believing in the apparent theft, expresses his regret that the protagonist, who has such an honest face, has lost his job.

The story ends with the protagonist, now unemployed, seeking new opportunities and emphasizing his honesty.

Summary of Detective No. 30, Class VIII Literary Reader

The story revolves around a young boy named John who decides to play detective using a badge labeled "Detective No. 30" found in his jacket. He observes a suspicious man who parks a car, leaves the engine running, and enters a nearby house. John hides in a box to watch. To his surprise, a different man with grey whiskers and a cap comes out of the house, and the car leaves.

John shares this information with his father, who contacts the police. With John's help, the police identify the stolen car and connect it to the theft at Mr. Stone's house. The boys, who are aspiring detectives, reveal their game of tracking people with colored seals. The officers find a seal on the suspect's coat, confirming his involvement in the theft.

The story ends with the suspect admitting his guilt, the boys being praised for their cleverness, and John receiving a reward of a hundred dollars.

Author: L.M. Swenson

Class 6 Workbook page 35 Writing Practice

Answer:

D-004 Welkkin Park
Begumpet
Hyderabad-500016
8 December 20XX

Dear Parthiban,

I hope this message finds you well. Thank you for your kind invitation to the hockey match next Saturday at Lal Bahadur Stadium. I'm delighted to accept your invitation, and I'm looking forward to the charity match. It sounds like a great event, and I appreciate your thoughtfulness in including me.

Please let me know the details regarding the time and where we should meet. I want to make sure I'm there on time.

Once again, thank you for inviting me. I'm excited about the match and the opportunity to spend time together.

Best wishes,

Abhishek

CBSE Report Writing Examples: Solved Questions and Topics

Q1. MMD School, Nashik, recently organised a science symposium on the topic: ‘Effect of pollution on quality of life’. You are Amit/Amita Raazdan, editor of the school magazine. Write a report on the event for your school magazine. (120 – 150 words)

(SOURCE- CBSE 2018)

Answer:

Report on Science Symposium on "Effect of Pollution on Quality of Life" at MMD School, Nashik

- By Amit/Amita Raazdan, Editor of the School Magazine

A thought-provoking science symposium, centered around the theme "Effect of Pollution on Quality of Life," was recently hosted at MMD School, Nashik. This event, held on 1st March 2022, brought together the entire science community of our school.

The symposium commenced with a warm welcome to our esteemed guest speakers. Sh. Suraj Prakash set the tone for the event by outlining its objectives and importance. Dr. Hari Om Gupta, a distinguished expert in the field, shared his profound insights into the adverse impacts of pollution on our lives.

One of the highlights of the day was a compelling demonstration illustrating the tangible effects of pollution on our daily existence. Post-lunch, Dr. K.K. Arora, another resourceful speaker, elucidated practical steps that individuals can take to mitigate pollution's effects. Subsequently, an engaging session on innovative pollution reduction concepts left young minds inspired.

The interactive dialogue that followed demonstrated the eagerness of our participants to address this critical issue. They pledged their commitment to be agents of change. The symposium concluded with a heartfelt vote of thanks from the head of the science department, expressing gratitude to all participants for their dedication to creating a cleaner, healthier environment.

Wind by Subramania Bharati class 9 English NCERT Solutions

Exploring Subramania Bharati's Poetic Masterpiece: Wind

Complete Poem Text

Wind, come softly.

Don’t break the shutters of the windows.

Don’t scatter the papers.

Don’t throw down the books on the shelf.

There, look what you did — you threw them all down.

You tore the pages of the books.

You brought rain again.

You’re very clever at poking fun at weaklings.

Frail crumbling houses, crumbling doors, crumbling rafters,

crumbling wood, crumbling bodies, crumbling lives,

crumbling hearts —

the wind god winnows and crushes them all.

He won’t do what you tell him.

So, come, let’s build strong homes,

Let’s joint the doors firmly.

Practise to firm the body.

Make the heart steadfast.

Do this, and the wind will be friends with us.

The wind blows out weak fires.

He makes strong fires roar and flourish.

His friendship is good.

We praise him every day.

Introduction

Subramania Bharati, a celebrated Tamil poet and nationalist, left an indelible mark on Indian literature with his profound verses that eloquently captured the spirit of his time. In this blog post, we delve into one of his timeless poems, translated from Tamil by A.K. Ramanujan. The poem, simply titled "Wind," speaks of the wind's power and its relationship with humanity, weaving a tapestry of themes and emotions that continue to resonate with readers.

Summary of the Poem

In "Wind," the poet addresses the wind as if having a conversation with a sentient force of nature. The poet implores the wind to approach gently, urging it not to wreak havoc on windows, papers, or books. The wind's playful actions are highlighted, as it disrupts and scatters objects, tearing pages and bringing rain. The wind is portrayed as a whimsical entity that mocks the vulnerable and exploits their weaknesses.

The destructive nature of the wind is further depicted as it ravages everything in its path: houses, doors, rafters, wood, bodies, lives, and hearts. The poet paints a vivid picture of decay and vulnerability, illustrating the wind's power to winnow and crush. Despite the poet's entreaties, the wind remains untamed, refusing to adhere to human commands.

To counter the wind's destructive tendencies, the poet suggests a solution: building strong homes, securing doors, strengthening the body, and fortifying the heart. By doing so, the poet believes that humanity can earn the wind's friendship. The wind is portrayed as a discerning force that distinguishes between weak and strong fires. It extinguishes feeble flames while nurturing robust ones, symbolizing its role in testing and fortifying the human spirit.

The poem concludes with a sentiment of praise for the wind, acknowledging its might and acknowledging the intricate relationship between humans and nature.

Various Themes in the Poem

1. Power of Nature: The poem underscores the uncontrollable power of nature, represented by the wind, which can both nurture and destroy.
2. Fragility and Strength: The contrast between fragile and robust elements — weak structures versus fortified homes, feeble fires versus strong blazes — reflects the themes of vulnerability and resilience.
3. Human-Nature Connection: The poem explores the intricate relationship between humans and nature, emphasizing the need to coexist harmoniously and earn nature's favor.
4. Symbolism: The wind serves as a symbolic representation of challenges and adversities in life that must be confronted and overcome.

Analysis of the Poem

"Wind" by Subramania Bharati is a vivid portrayal of nature's capriciousness and the delicate balance between human strength and vulnerability. The wind's actions serve as a metaphor for the unpredictable trials of life, emphasizing the importance of fortitude and adaptability. The poet's call to build strong homes and resilient hearts suggests that while nature cannot be controlled, human response and preparedness can mitigate its impact.

The poem's tone evolves from a plea to a declaration of human agency. It conveys the idea that humans can earn the wind's respect by displaying strength and resolve. The contrast between the wind's treatment of weak fires and strong fires underscores the theme of growth through adversity. Just as the wind strengthens strong fires, challenges in life can foster personal growth and resilience.

Additionally, the poem's praise for the wind illustrates a sense of acceptance and acknowledgement of nature's supremacy. It captures the humility and awe that humans experience in the face of nature's power, reinforcing the interconnectedness of all living things.

In conclusion, "Wind" is a lyrical masterpiece that encapsulates the complexities of human existence, the unpredictable nature of life's challenges, and the potential for growth through resilience. Subramania Bharati's poetic brilliance shines through as he weaves a tapestry of words that resonates with readers across generations, inviting them to contemplate their relationship with the world around them and find strength in the face of adversity.

Thinking about the Poem

Q1. What are the things the wind does in the first stanza?

ANSWER:

In the first stanza, the wind blows violently, breaks the shutters of the windows, scatters the papers, throws down the books on the shelf, tears the pages of the book, brings rain, pokes fun at the weaklings and destroys everything in its path.

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.)

ANSWER: Yes, I have seen the winnowing process in my village. In my mother tongue (Hindi) it is called "Osana" or "Phatakna".(अनाज पछारना; फटकना, ओसाना)

Q3. What does the poet say the wind god winnows?

ANSWER: The poet suggests that the wind god winnows and crushes frail and decaying aspects of existence, including houses, doors, rafters, wood, bodies, lives, and hearts. This imagery emphasises the wind's power to test and eliminate vulnerabilities, leaving behind only the sturdy and resilient.

Q4. What should we do to make friends with the wind?

ANSWER: To make friends with the wind, the poet advises building strong homes, securing doors firmly, strengthening the body, and steadying the heart. By demonstrating resilience and strength, humans can earn the wind's favour and protection.

Q5.  What do the last four lines of the poem mean to you?

ANSWER: The last four lines of the poem express gratitude and reverence for the wind's actions. They signify an acknowledgement of the wind's dual nature — its ability to extinguish weak fires while nurturing and amplifying strong ones. The lines convey an understanding of the wind's role in shaping and testing life's challenges.

Q6. How does the poet speak to the wind — in anger or with humour? You must also have seen or heard of the wind “crumbling lives”. What is your response to this? Is it like the poets's?

ANSWER: The poet speaks to the wind with a mix of both awe and respect. There's a hint of humor in the tone, as the poet playfully scolds the wind for its mischievous behavior. Regarding "crumbling lives," both the poet and I recognize the wind as a metaphor for adversity and challenges that can lead to the breakdown of human lives and spirits. While the poet's response reflects a call to fortify oneself against life's trials, my response aligns with the understanding that challenges, though difficult, can lead to growth and resilience.

Extra Questions

Q1. What are various poetic/literary devices used in the poem?

ANSWER:

These are the poetic devices used in the poem "Wind" by Subramania Bharati:

1. Personification: The wind is addressed directly and attributed with human-like qualities, making it a central character in the poem.

2. Irony: The speaker's statements often carry an ironic tone, where the literal meaning is contradicted by the actual situation, creating a subtle tension.

3. Imagery: Vivid and sensory descriptions of the wind's actions, like breaking shutters, scattering papers, tearing pages, and crumbling objects, create a strong visual and emotional impact.

4. Metaphor: The wind is metaphorically used to represent challenges and adversity in life, emphasising its power to disrupt and affect various aspects of existence.

5. Repetition: The repetition of the word "crumbling" emphasises the gradual destruction caused by the wind, emphasizing its impact on different elements.

6. Alliteration: The repetition of consonant sounds, such as "frail crumbling," "crumbling doors," and "crumbling rafters," creates a rhythmic and melodic quality in the poem.

7. Contrast: The poem contrasts weak and strong, frail and firm elements, highlighting the theme of vulnerability and strength.

8. Symbolism: The wind serves as a symbol for larger forces that shape human lives, emphasising the broader connections between nature and existence.

9. Enjambment: Lines flow into one another without a pause, creating a sense of continuity and a natural rhythm.

10. Anaphora: The repetition of the phrase "You" at the beginning of multiple lines emphasises the wind's actions and impact.

11. Oxymoron: Contradictory terms like "frail crumbling" and "crumbling hearts" create a contrast and evoke deeper thought about vulnerability and resilience.

12. Tone: The poem's tone shifts from a scolding and pleading tone to a more accepting and reverent tone, conveying a range of emotions.

10 MCQs based on the poem Wind

1. What is the primary request the poet makes to the wind in the poem? 

a) To blow strongly 

b) To come softly 

c) To bring rain 

d) To scatter papers

2. In the poem, the wind is described as being clever at poking fun at: 

a) Strong fires

b) Weaklings

c) Rain clouds

d) The poet

3. What does the wind "winnow and crush" according to the poem? 

a) Strong fires 

b) Books on the shelf 

c) Weaklings and decaying elements 

d) Rain clouds

4. The poet suggests that to make friends with the wind, one should: 

a) Challenge it 

b) Build strong homes and fortify the heart 

c) Ignore it 

d) Avoid it

5. What does the wind do to weak fires according to the poem? 

a) Strengthens and nurtures them 

b) Extinguishes them 

c) Ignites them further 

d) Creates a whirlwind

6. The wind's actions on weak structures and fires are used as metaphors for: 

a) Political turmoil 

b) Emotional strength 

c) Adversities in life 

d) Joyful celebrations

7. The poet's tone towards the wind changes from: 

a) Reverence to anger 

b) Praise to indifference 

c) Playfulness to acceptance 

d) Fear to admiration

8. What is the effect of the wind on papers and books in the poem? 

a) It organizes them neatly 

b) It scatters and tears them 

c) It brings rain on them 

d) It blows them away completely

9. The wind is described as mocking which of the following in the poem? 

a) The poet's pleas 

b) Strong fires 

c) Rain clouds 

d) Weak structures

10. What does the poet emphasise as a way to counter the wind's destructive tendencies? 

a) Hiding from the wind 

b) Building weak structures 

c) Strengthening and fortifying oneself 

d) Challenging the wind's power

ANSWER KEY

1. b) To come softly
2. b) Weaklings
3. c) Weaklings and decaying elements
4. b) Build strong homes and fortify the heart
5. b) Extinguishes them
6. c) Adversities in life
7. c) Playfulness to acceptance
8. b) It scatters and tears them
9. d) Weak structures
10. c) Strengthening and fortifying oneself 

15 multiple-choice questions (MCQs) based on the poem "Father to Son" by Elizabeth Jennings:

Following are 15 multiple-choice questions (MCQs) based on the poem "Father to Son" by Elizabeth Jennings:

1. What is the central theme of "Father to Son"?

   a) The joys of parenthood

   b) The complexities of family relationships

   c) The challenges of school life

   d) The beauty of nature

2. What does the metaphor of "planting a seed" represent in the poem?

   a) The father's love for gardening

   b) The father's attempt to shape his son's growth

   c) The son's interest in farming

   d) The importance of environmental conservation

3. In the poem, how long have the father and son been living together?

   a) A few months

   b) A couple of years

   c) Many decades

   d) A lifetime

4. What do the lines "We speak like strangers" suggest about the relationship between the father and son?

   a) They communicate openly and honestly

   b) They have a close and loving bond

   c) They have a distant and unfamiliar connection

   d) They frequently argue and disagree

5. What does the father wish for his son to do?

   a) Travel the world

   b) Pursue a conventional career

   c) Return to the familiar "father's house"

   d) Never leave home

6. The phrase "why anger grows from grief" indicates the son's struggle with:

   a) Joy and excitement

   b) Indifference and apathy

   c) Disappointment and frustration

   d) Love and affection

7. The repeated image of "an empty hand" symbolizes the father's:

   a) Generosity

   b) Anger

   c) Helplessness and yearning

   d) Rejection

8. What emotion does the father seek to shape into a new love?

   a) Happiness

   b) Sadness

   c) Anger

   d) Confusion

9. How does the son feel about the idea of returning to the "father's house"?

   a) He is eager to return

   b) He is indifferent

   c) He is resistant to the idea

   d) He is excited about the prospect

10. The poem's rhyme scheme is:

    a) ABAB

    b) AABB

    c) ABBABA

    d) ABCB

11. The phrase "Silence surrounds us" suggests:

    a) A lively conversation

    b) A peaceful atmosphere

    c) A lack of communication

    d) A harmonious relationship

12. What does the father wish to forgive in the poem?

    a) His son's mistakes

    b) His own shortcomings

    c) The past misunderstandings

    d) The challenges of life

13. The metaphor of "empty hand" can be interpreted as a symbol of:

    a) Material wealth

    b) Emotional distance

    c) Physical strength

    d) Intellectual prowess

14. What is the tone of the poem "Father to Son"?

    a) Joyful and celebratory

    b) Indifferent and detached

    c) Sad and reflective

    d) Angry and confrontational

15. What universal theme does the poem address?

    a) The joys of parenthood

    b) The challenges of generational differences

    c) The excitement of adventure

    d) The importance of wealth

KEY

1. b) The complexities of family relationships

2. b) The father's attempt to shape his son's growth

3. b) A couple of years

4. c) They have a distant and unfamiliar connection

5. c) Return to the familiar "father's house"

6. c) Disappointment and frustration

7. c) Helplessness and yearning

8. b) Sadness

9. c) He is resistant to the idea

10. c) ABBABA

11. c) A lack of communication

12. c) The past misunderstandings

13. b) Emotional distance

14. c) Sad and reflective

15. b) The challenges of generational differences

Father to Son by Elizabeth Jennings Summary Themes Questions and Answers NCERT Class 11 English

Detailed analysis of "Father to Son" by Elizabeth Jennings:

Title and Theme: The title "Father to Son" immediately suggests the theme of the poem, which is the complex and often strained relationship between a father and his son. The poem delves into the challenges of understanding, communication, and the emotional gap that exists between generations.

Stanza 1: In the opening stanza, the speaker expresses a sense of bewilderment and distance in their relationship with their child. Despite living together in the same house for years, the speaker feels that they do not truly comprehend their child's thoughts and emotions. This lack of understanding prompts the speaker to reflect on their attempts to connect with their child based on memories from the past.

Stanza 2: The second stanza contemplates the idea of nurturing and guiding the child's growth, likening it to planting a seed. However, there is a sense of uncertainty about whether the seed has taken root and grown in the child's own territory ("the land is his and none of mine"). The metaphor highlights the challenge of nurturing a sense of connection and shared experience.

Stanza 3: The third stanza reveals the strained nature of their current relationship. The two communicate like strangers, and there is a noticeable lack of understanding between them. The speaker reflects on the disconnect between the child's interests and their own, expressing a sense of alienation from the son's world and passions.

Stanza 4: In this stanza, the speaker reveals their desire for the son to return to the familiar ("prodigal") environment of the father's house, longing for a connection reminiscent of the past. This can be interpreted as a wish for the son to embrace a more conventional and recognizable path in life, rather than forging his own unique path.

Stanza 5: The fifth stanza expresses the father's willingness to forgive the son for his choices and to find a new kind of love born from sorrow and understanding. This highlights the complexity of the emotional journey for both father and son.

Stanza 6: In this stanza, the poem shifts to a more introspective tone, as both father and son acknowledge their shared existence on the same Earth. The son's statement about not understanding himself reveals a universal struggle with self-awareness and identity. The lines "why anger grows from grief" suggest a recognition of the son's emotional struggles.

Stanza 7: The final stanza encapsulates the essence of the poem's theme. Both the father and the son are portrayed as reaching out for connection and forgiveness, symbolized by their "empty hand." The longing for something to forgive underscores the depth of their emotional yearning for understanding and reconciliation.

In "Father to Son," Elizabeth Jennings skillfully captures the complex dynamics of a father-son relationship, emphasizing the challenges of understanding and bridging the emotional gap between generations. The poem reflects on the universal themes of communication, empathy, and the intricacies of familial bonds.

Summary of the poem

"Father to Son" by Elizabeth Jennings is a reflective poem that explores the strained relationship between a father and his son. Despite living together, the two feel like strangers, unable to truly understand each other. The father attempts to connect based on memories from the past, but there is a sense of disconnect between their worlds. The father wishes for the son to return to the familiar, yet also seeks to forgive and find a new kind of love. Both express a longing for understanding and reconciliation, symbolized by their outstretched but empty hands. The poem delves into the complexities of generational differences, communication, and the emotional journey of a father and son trying to bridge the gap between them.

The theme of the Poem

The theme of "Father to Son" by Elizabeth Jennings revolves around the complexities of family relationships, particularly the strained bond between a father and his son. The poem explores various facets of this theme:

1. Communication and Understanding: The poem highlights the challenges of communication and understanding between generations. Despite living together, the father and son struggle to connect emotionally and comprehend each other's perspectives.

2. Generational Divide: The poem delves into the gap that can exist between different generations. The father's attempts to relate to his son based on his own experiences are met with a disconnect, illustrating how generational differences can lead to a lack of mutual comprehension.

3. Desire for Reconciliation: The father expresses a longing for reconciliation and a renewed relationship with his son. He yearns for the son to return to the familial fold, even though he acknowledges the son's need to forge his own path.

4. Forgiveness and Acceptance: Forgiveness is another key theme. The father is willing to forgive and seeks to shape a new love from the sadness he feels. This emphasizes the importance of acceptance and understanding despite differences.

5. Identity and Self-Understanding: The son's statement about not understanding himself touches on the theme of self-identity and self-discovery. This reflects a broader theme of individuals' struggles to comprehend their own emotions and motivations.

6. Emotional Struggles: The poem addresses emotional struggles, such as grief and anger, that can arise within family relationships. The father and son both grapple with complex emotions as they navigate their connection.

In essence, "Father to Son" delves into the intricacies of familial bonds, the challenges of bridging the gap between generations, and the yearning for understanding and reconciliation despite differences.

Think it out

Q1. Does the poem talk of an exclusively personal experience or is it fairly universal?

ANSWER: The poem "Father to Son" by Elizabeth Jennings touches on themes and emotions that are fairly universal, making it relatable to a wide range of readers beyond just the personal experience it may have been inspired by.

While the poem may have been inspired by a specific personal experience or relationship, its exploration of generational divide, communication challenges, the desire for reconciliation, and the complexities of family dynamics are all themes that resonate with many people. The struggles depicted in the poem are not limited to the particular individuals mentioned; they reflect broader human experiences within familial relationships.

Q2. How is the father’s helplessness brought out in the poem?

LONG ANSWER: 

The father's sense of helplessness in "Father to Son" is effectively conveyed through several aspects of the poem, including imagery, language, and the exploration of his emotions. Here are some ways in which the father's helplessness is brought out:

1. Strained Communication: The poem begins by emphasizing the lack of understanding between the father and the son. Despite living together for years, they are depicted as essentially strangers, unable to communicate effectively. This lack of connection underscores the father's helplessness in trying to bridge the emotional gap.

2. Metaphorical Imagery: The metaphor of planting a seed and nurturing it illustrates the father's attempt to guide and shape his son's growth. However, the uncertainty about whether the seed has grown and the land belonging to the son's world emphasize the father's limited control over the son's choices and development. This metaphor symbolizes the father's inability to fully influence his son's path.

3. Yearning for Reconciliation: The father expresses a desire for the son to return to the "father's house" and the familiar, which can be seen as a longing for the son to come back to a more conventional and known path. This wish reveals the father's sense of powerlessness in accepting the son's independent choices.

4. Empty Hands: The repeated image of "an empty hand" symbolizes the father's inability to connect with his son on an emotional level. The image suggests a reaching out for understanding and reconciliation, but it remains unfulfilled, highlighting the father's helplessness in bridging the emotional divide.

5. Emotional Struggle: The father's emotions, such as grief and a willingness to forgive, reflect his internal turmoil and sense of helplessness in navigating the complexities of their relationship. His acknowledgment that he does not understand his own emotions ("I cannot understand / Myself") further underscores his feelings of helplessness and confusion.

6. Yearning for Shared Love: The father's desire to shape a new love from sorrow signifies his hope for a renewed connection with his son, even in the face of their differences. This yearning emphasizes his helplessness in trying to mend the relationship.

Collectively, these elements in the poem paint a picture of a father who is struggling to bridge the emotional gap between himself and his son, highlighting his sense of helplessness and the challenges he faces in understanding and connecting with his child.

SHORT ANSWER:

"Father to Son" by Elizabeth Jennings portrays a father's profound helplessness in bridging the emotional gap with his son. The poem illuminates their strained communication, existing as strangers despite cohabitation. The metaphor of planting a seed showcases the father's attempt to guide his son's growth, yet uncertainty persists over its fruition in the son's own realm. The father's wish for the son's return to the familiar "father's house" unveils his struggle to accept the son's divergent path. Repeated references to "empty hands" signify unfulfilled efforts to connect, and the father's emotions of grief and forgiveness exemplify his internal turmoil. Ultimately, the father yearns to transform sorrow into a new bond, underscoring his deep helplessness in reconciling with his son amid the complexities of their relationship.

Q4. Identify the phrases and lines that indicate distance between father and son.

ANSWER: In "Father to Son" by Elizabeth Jennings, several phrases and lines indicate the emotional distance between the father and son:

1. "I do not understand this child"

2. "We speak like strangers"

3. "There's no sign of understanding in the air"

4. "Yet what he loves I cannot share"

5. "Silence surrounds us"

6. "I would have / Him prodigal, returning to / His father's house"

7. "Rather than see him make and move / His world"

8. "He speaks: I cannot understand / Myself, why anger grows from grief"

9. "We each put out an empty hand"

These phrases and lines highlight the lack of understanding, communication, and emotional connection between the father and son, underscoring the theme of distance and estrangement in their relationship.

Q5. Does the poem have a consistent rhyme scheme?

ANSWER: Yes, the poem "Father to Son" by Elizabeth Jennings has a consistent ABBABA rhyme scheme in each stanza. This means that the first, fourth, and fifth lines of each stanza rhyme with each other, and the second and third lines rhyme with each other. This rhyme scheme contributes to the poem's structure and rhythm.