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 

The Snake And The Mirror by Vaikom Muhammad Basheer - Class IX

Complete Text of The Snake And The Mirror

1. “Has a snake ever coiled itself round any part of your body? A full-blooded cobra?” All of us fell silent. The question came from the homeopath. The topic came up when we were discussing snakes. We listened attentively as the doctor continued with his tale. It was a hot summer night; about ten o’clock. I had my meal at the restaurant and returned to my room. I heard a noise from above as I opened the door. The sound was a familiar one. One could say that the rats and I shared the room. I took out my box of matches and lighted the kerosene lamp on the table.
2. The house was not electrified; it was a small rented room. I had just set up medical practice and my earnings were meagre. I had about sixty rupees in my suitcase. Along with some shirts and dhotis, I also possessed one solitary black coat which I was then wearing.
3. I took off my black coat, white shirt and not-so-white vest and hung them up. I opened the two windows in the room. It was an outer room with one wall facing the open yard. It had a tiled roof with long supporting gables that rested on the beam over the wall. There was no ceiling. There was a regular traffic of rats to and from the beam. I made my bed and pulled it close to the wall. I lay down but I could not sleep. I got up and went out to the veranda for a little air, but the wind god seemed to have taken time off.
4. I went back into the room and sat down on the chair. I opened the box beneath the table and took out a book, the Materia Medica. I opened it at the table on which stood the lamp and a large mirror; a small comb lay beside the mirror.
   One feels tempted to look into a mirror when it is near one. I took a look. In those days I was a great admirer of beauty and I believed in making myself look handsome. I was unmarried and I was a doctor. I felt I had to make my presence felt. I picked up the comb and ran it through my hair and adjusted the parting so that it looked straight and neat. Again I heard that sound from above.
5. I took a close look at my face in the mirror. I made an important decision - I would shave daily and grow a thin moustache to look more handsome. I was after all a bachelor, and a doctor!
   I looked into the mirror and smiled. It was an attractive smile. I made another earth-shaking decision. I would always keep that attractive smile on my face... to look more handsome. I was after all a bachelor, and a doctor too on top of it!
   Again came that noise from above.
6. I got up, paced up and down the room. Then another lovely thought struck me. I would marry. I would get married to a woman doctor who had plenty of money and a good medical practice. She had to be fat; for a valid reason. If I made some silly mistake and needed to run away she should not be able to run after me and catch me!
   With such thoughts in my mind I resumed my seat in the chair in front of the table. There were no more sounds from above. Suddenly there came a dull thud as if a rubber tube had fallen to the ground... surely nothing to worry about. Even so I thought I would turn around and take a look. No sooner had I turned than a fat snake wriggled over the back of the chair and landed on my shoulder. The snake’s landing on me and my turning were simultaneous.
7. I didn’t jump. I didn’t tremble. I didn’t cry out. There was no time to do any such thing. The snake slithered along my shoulder and coiled around my left arm above the elbow. The hood was spread out and its head was hardly three or four inches from my face!
   It would not be correct to say merely that I sat there holding my breath. I was turned to stone. But my mind was very active. The door opened into darkness. The room was surrounded by darkness. In the light of the lamp I sat there like a stone image in the flesh.
8. I felt then the great presence of the creator of this world and this universe. God was there. Suppose I said something and he did not like it... I tried in my imagination to write in bright letters outside my little heart the words, ‘O God’.There was some pain in my left arm. It was as if a thick leaden rod - no, a rod made of molten fire - was slowly but powerfully crushing my arm. The arm was beginning to be drained of all strength. What could I do?
9. At my slightest movement the snake would strike me! Death lurked four inches away. Suppose it struck, what was the medicine I had to take? There were no medicines in the room. I was but a poor, foolish and stupid doctor. I forgot my danger and smiled feebly at myself.
   It seemed as if God appreciated that. The snake turned its head. It looked into the mirror and saw its reflection. I do not claim that it was the first snake that had ever looked into a mirror. But it was certain that the snake was looking into the mirror. Was it admiring its own beauty? Was it trying to make an important decision about growing a moustache or using eye shadow and mascara or wearing a vermilion spot on its forehead?
10. I did not know anything for certain. What sex was this snake, was it male or female? I will never know; for the snake unwound itself from my arm and slowly slithered into my lap. From there it crept onto the table and moved towards the mirror. Perhaps it wanted to enjoy its reflection at closer quarters.
    I was no mere image cut in granite. I was suddenly a man of flesh and blood. Still holding my breath I got up from the chair. I quietly went out through the door into the veranda. From there I leapt into the yard and ran for all I was worth.
    “Phew !” Each of us heaved a sigh of relief. Somebody asked, “Doctor, is your wife very fat?”
11. “No,” the doctor said. “God willed otherwise. My life companion is a thin reedy person with the gift of a sprinter.”
    Someone else asked, “Doctor, when you ran did the snake follow you?”
    The doctor replied, “I ran and ran till I reached a friend’s house. Immediately I smeared oil all over myself and took a bath. I changed into fresh clothes. The next morning at about eight-thirty I took my friend and one or two others to my room to move my things from there. But we found we had little to carry. Some thief had removed most of my things. The room had been cleaned out! But not really, the thief had left behind one thing as a final insult!’
12. “What was that?” I asked.
    The doctor said, “My vest, the dirty one. The fellow had such a sense of cleanliness...! The rascal could have taken it and used it after washing it with soap and water.”
    “Did you see the snake the next day, doctor?”
    The doctor laughed, “I’ve never seen it since. It was a snake which was taken with its own beauty!”

Summary of The Snake And The Mirror

The narrator, a doctor, shares a suspenseful incident with a group of people. On a hot summer night in a rented room, the doctor notices the presence of rats. He sits down at his table, grooming himself and daydreaming about his appearance and future plans. Suddenly, a snake falls on his shoulder and coils around his arm, its hood dangerously close to his face. Paralyzed with fear, the doctor feels a crushing pain in his arm and realizes the imminent threat of death. Desperately, he looks toward a mirror, hoping for divine intervention.

To his surprise, the snake, seemingly captivated by its own reflection, unwinds from the doctor's arm and explores the mirror. Seizing the opportunity, the doctor quietly escapes and runs to a friend's house for safety. The incident concludes with a humorous twist: the thief who later looted the doctor's room spares his dirty vest, displaying an ironic sense of cleanliness.

When asked about the snake's fate, the doctor admits that he never encountered it again, suggesting that the snake's infatuation with its own beauty may have played a role in its departure.

Thinking about the Text

I. Discuss in pairs and answer each question below in a short paragraph (30–40 words).

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

ANSWER:

The doctor hears a familiar sound in his rented room, which he identifies as rats. He mentions hearing the sound twice in the text. The sounds stop when a dull thud occurs, signifying the fall of a snake onto the ground. The snake's arrival and the doctor's turning around to investigate happen simultaneously, causing the sounds to cease.

Watch/Listen the answer on YouTube

 

  

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

ANSWER:

While looking into the mirror, the doctor decides to shave daily and grow a thin mustache to appear more handsome. Additionally, he resolves to keep an attractive smile on his face at all times for the same purpose. 

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

ANSWER:

When the doctor first smiles, he has an attractive smile and believes he looks handsome. However, when he smiles again after forgetting his danger, it is a feeble smile. His thoughts change because he realizes the gravity of the situation and the imminent danger he is facing, which dampens his self-perception and confidence.

II. This story about a frightening incident is narrated in a humorous way. What makes it humorous? (Think of the contrasts it presents between dreams and reality. Some of them are listed below.)

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

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

2. (i) The person he wants to marry

(ii) The person he actually marries

3. (i) His thoughts when he looks into the mirror

(ii) His thoughts when the snake is coiled around his arm

Write short paragraphs on each of these to get your answer.

ANSWER:

1. The contrasts between the doctor's dreams and reality contribute to the humor in the story. On one hand, the doctor desires wealth and possessions, as evidenced by his meager earnings and the fact that he only has sixty rupees and basic clothing. However, he imagines marrying a wealthy woman who is also a doctor. The irony lies in his desire for financial security while being content with his own modest circumstances.

2. The doctor's expectations regarding his future spouse also add to the humor. He envisions marrying a fat woman with a good medical practice, primarily to prevent her from chasing him if he were to make a mistake and need to escape. However, in reality, he ends up marrying a thin person with the ability to sprint, completely opposite to his initial desires. The contrast between his imaginative preferences and the actual outcome adds a comedic twist.

3. The doctor's thoughts when he looks into the mirror are humorous due to his self-absorption and superficiality. He focuses on his appearance, wanting to look handsome and make his presence felt as an unmarried doctor. He contemplates grooming himself, growing a mustache, and maintaining an attractive smile to enhance his perceived attractiveness. The humor arises from his exaggerated concern with physical appearance in the face of imminent danger.

In contrast, when the snake coils around his arm, his thoughts undergo a drastic change. The humorous element lies in the stark shift from his vanity to a state of fear and helplessness. His thoughts are no longer centered on his appearance but rather on his impending peril and the lack of resources to protect himself. The abrupt transition from vanity to vulnerability creates a comical juxtaposition in the narrative.

Thinking about Language

II. Expressions used to show fear

1. "I was turned to stone." 

This phrase suggests that the author was frozen with fear and unable to move or respond.

2. "I sat there holding my breath." 

This expression indicates that the author was frightened and in a state of suspense, holding their breath as a reaction to the fear and tension caused by the snake's presence.

3. "In the light of the lamp, I sat there like a stone image in the flesh."

This expression suggests that the author was frozen in fear, resembling a motionless statue illuminated by the light of the lamp.

III. In the sentences given below some words and expressions are italicised. They are variously mean that one

• is very frightened.

• is too scared to move.

• is frightened by something that happens suddenly.

• makes another feel frightened.

Match the meanings with the words/expressions in italics, and write the appropriate meaning next to the sentence. The first one has been done for you.

1. I knew a man was following me, I was scared out of my wits. (very frightened)

2. I got a fright when I realised how close I was to the cliff edge.

3. He nearly jumped out of his skin when he saw the bull coming towards him.

4. You really gave me a fright when you crept up behind me like that.

5. Wait until I tell his story — it will make your hair stand on end.

6. Paralysed with fear, the boy faced his abductors.

7. The boy hid behind the door, not moving a muscle.

ANSWER:

2. I got a fright when I realized how close I was to the cliff edge. (frightened by something that happens suddenly)

3. He nearly jumped out of his skin when he saw the bull coming towards him. (very frightened)

4. You really gave me a fright when you crept up behind me like that. (frightened by something that happens suddenly)

5. Wait until I tell his story — it will make your hair stand on end. (makes another feel frightened)

6. Paralysed with fear, the boy faced his abductors. (too scared to move)

7. The boy hid behind the door, not moving a muscle. (too scared to move)

IV. Report these questions using if/whether or why/when/where/how/which/what. Remember the italicised verbs change into the past tense.

1. Meena asked her friend, “Do you think your teacher will come today?”

2. David asked his colleague, “Where will you go this summer?”

3. He asked the little boy, “Why are you studying English?”

4. She asked me, “When are we going to leave?”

5. Pran asked me, “Have you finished reading the newspaper?”

The Snake and the Mirror / 63

6. Seema asked her, “How long have you lived here?”

7. Sheila asked the children, “Are you ready to do the work?”

ANSWER:

1. Meena asked her friend if she thought her teacher would come that day.

2. David asked his colleague where he would go that summer.

3. He asked the little boy why he was studying English.

4. She asked me when we were going to leave.

5. Pran asked me if I had finished reading the newspaper.

6. Seema asked her how long she had lived there.

7. Sheila asked the children if they were ready to do the work.

Summary of The Sound of Music Chapter 2 Class 9 English

The Sound of Music can be divided into two parts, each focusing on the lives of two notable musicians, Evelyn Glennie and Bismillah Khan. The first part sheds light on Evelyn's journey and challenges in becoming a successful musician. Students will discover that she is a talented multi-percussionist, capable of flawlessly playing numerous instruments. This part narrates how she gained international recognition.

What makes Evelyn's story intriguing is that she is profoundly deaf. She learned to experience music not through her ears, but through her body. Instead of hearing music, she feels it. At the age of 11, she discovered her hearing difficulties, but this did not deter her from pursuing a career in music.

Her teacher, Ron Forbes, played a pivotal role in recognizing her talent and unlocking her potential, helping her achieve the seemingly impossible. Today, she is one of the most renowned figures in the music industry, with a long list of accolades and awards to her name. She serves as a great inspiration to the differently-abled community.

Moving on to part II, we delve into the life of Bismillah Khan and the origins of the shehnai, an instrument he popularized and brought onto the world stage. He shattered the notion that the shehnai was incapable of producing independent melodies. Hailing from a family of musicians, Bismillah Khan had a diverse upbringing. He honed his skills on the banks of the River Ganga, frequenting both the mosque and the temple.

His immense success led to the bestowment of various titles upon him, including the prestigious Bharat Ratna, India's highest civilian award. He was also a recipient of the Padma Bhushan, Padmashree, and Padma Vibhushan, the three esteemed awards of India. Notably, he was the first person to be invited to play the shehnai at the Red Fort in 1947, while welcoming Independent India.

Bismillah Khan not only represented India on the international stage but also has an auditorium in Tehran named after him. Despite numerous opportunities, he remained rooted in his hometown, Varanasi. He dedicated his life to music and passed away in 2006. 

A Truly Beautiful Mind - Theme, Summary, Q&A - Class IX Beehive

Theme of 'A Truly Beautiful Mind

Great men are not born with special signs. In their childhood days they are also like common children, and their likes and dislikes are very much similar to them. Their parents also take care of them as normally parents do. Gradually, these children develop some specific virtues and become great when they grow up.

Short Summary

Einstein as a little boy: This story is about a genius-Albert Einstein, who was born on 14 March 1879 in the German city of Ulm. His mother thought him to be a freak. His head seemed too large. He was not talking till he was two and a half. He played by himself and loved mechanical toys. He learnt to play the violin at six. Once, his headmaster told his father that he would never be a success at anything.

Einstein's desire: Einstein was good at studies but left school for good as he always clashed with teachers. He wished to continue his education in Switzerland. He was highly gifted in Mathematics and Physics. He decided to study at the University of Zurich after schooling. He found his fellow student Mileva Maric a 'clever creature'.

His work and marriage: At the age of 21, Einstein worked as a technical assistant and finally secured the job of a technical expert. His famous paper of 1905 was 'Einstein's Special Theory of Relativity'. While he was solving problems in Physics, his private life was unravelling. He wanted to marry Mileva. And finally he married her. But they could not live together, and finally the couple divorced in 1919. Later, Albert married his cousin the same year.

Noble Prize for Physics: Einstein published his General Theory of Relativity in 1915. The newspapers proclaimed his work as a scientific revolution. He received the Noble Prize for Physics in 1921 and was lauded by the press worldwide.

Emigration to the U.S.: Einstein emigrated to the U.S. in 1933, when the Nazis came to power in Germany. Five years later, the discovery of nuclear fission in Berlin had American physicists in an uproar. Many of them fled, as Einstein had, and they were afraid that the Nazis could build and use an atomic bomb.

Einstein's letter to Franklin D. Roosevelt: Einstein wrote a letter to Franklin D. Roosevelt, the American President and warned him that a single nuclear bomb would cause mass destruction. But the Americans secretly developed an atomic bomb and dropped them on the Japanese cities of Hiroshima and Nagasaki in August 1945.

Einstein's sorrow: Einstein was deeply shaken by the destruction caused by the atomic bombs. He proposed to the United Nations to form a world government. But his letter made no impact. Over the next decade, he got involved in politics to end the arms buildup and campaigned for peace and democracy.

Einstein's death: Einstein died in 1955, and the world celebrated him as a visionary and world citizen.

REFERENCE TO CONTEXT

Read the extracts given below and answer the questions that follow: 

1. Einstein did not know what to do with other children, and his playmates called him "Brother Boring." So the youngster played by himself much of the time. He especially loved mechanical toys. (Page 46)

Questions:

(a) What did Einstein's playmates and friends call him?

(b) Why did Einstein's friends and playmates called him so?

(c) Did Einstein show any indication of his future greatness?

(d) What was Albert's interest?

Answers

(a) Einstein's friends and playmates called him 'Brother Boring'.

(b) Einstein didn't know what to do with other children. So, his friends and playmates called him 'Brother Boring'.

(c) No, Einstein didn't show anything that he would become so great and famous in future. 

(d) Albert's interest was to play alone, especially with mechanical toys 

2. A headmaster once told his father that what Einstein chose as a profession wouldn't matter because "he'll never make a success at anything." Einstein began learning to play the violin at the age of six, because his mother wanted him to. (Page 47)

Questions:

(a) Who said 'Albert would never make a success at anything? 

(b) Should he have said such words to him?

(c) Did Einstein indeed never make a success at anything?

(d) What did Einstein's mother want him to become? 

Answers:

(a) A headmaster told him such words

(b) He should not have said such discouraging words to him.

(c) No, he became a famous physicist and won the Nobel Prize for physics 

(d) Einstein mother wanted him to become a good violinist 

3. He went to high school in Munich, where Einstein's family had moved when he was 15 months regimentation old, and scored good marks in almost every subject. Einstein hated the schools and often clashed with his teachers. At the age of 15, Einstein felt so stifled there that he left the school for good.(Page 47)

Questions:

(a) Why did Einstein go to high school in Munich? 

(b) How did Einstein do in high school?

(c) Did he like the rule and regulations of the school? 

(d) Why did he leave his school?

Answers:

(a) Because Einstein's family had been living in Munich

(b) In high school, he scored good marks in almost every subject 

(c) No, he didn't like the rule and regulations of the school 

(d) He felt stifled by the school's rigidity and regimentation, and hence he left the school.

4. Einstein was highly gifted in mathematics and interested in physics and after finishing school. he decided to study at a university in Zurich. But science wasn't the only thing that appealed to the dashing young man with the walrus moustache. (Page 47)

Questions:

(a) What were his favourite subjects?

(b) Where did he decide to study after finishing school?

(c) Apart from science, what appealed to Einstein? 

(d) Who was that young man with a Walrus moustache?

Answers:

(a) Mathematics and Physics

(b) After finishing school, he decided to study at a university in Zurich 

(c) Apart from the science he loved a fellow student Mileva Maric

(d) He was Albert Einstein.

5. Einstein saw in her an ally against the "philistines"- those people in his family and at the university with whom he was constantly at odds. The couple fell in love Letters survive in which they put their affection into words, mixing science with tenderness. (Page 45)

Questions:

(a) Who does 'her' refer to here?

(b) Why did Einstien like her?

(c) Did Einstein like the philistines? 

(d) How did people come to know that Einstein fell in love with Mileva Maric?

Answers:

(a) Here, 'her ' refers to Mileva Maric.

(b) Because she was dead against the philistines.

(c) No, he was constantly at odds with the philistines. 

(d) People found the letters where they put their affection into words.

6. He worked as a teaching assistant, gave private lessons and finally secured a job in 1902 as a technical expert in the patent office in Bern. While he was supposed to be assessing other people's inventions, Einstein was actually developing his own ideas in secret. (Page 48)

Questions:

(a) What was Einstein's first job?

b) What job did he finally secure in 1902? 

(c) What was he supposed to do in the patent office?

(d) What was he actually doing while carrying out his job?

Answers:

(a) Einstein first worked as a teaching assistant. 

(b) He became a technical expert in the patent office in Bern in 1902.

(c) He was supposed to assess other people's inventions.

(d) He was secretly developing his own ideas while carrying out his job.

7. One of the famous papers of 1905 was Einstein's Special Theory of Relativity, according to which time and distance are not absolute. Indeed, two perfectly accurate clocks will not continue to show the same time if they come together again after a journey if one of them has been moving very fast relative to the other. (Page 48)

Questions:

(a) What is not absolute, according to Einstein? 

(b) Name an article written by Einstein in 1905.

(c) In what case will the two perfectly accurate clocks not continue to show the same time? 

(d) Name the lesson from which this extract has been taken.

Answers:

(a) According to Einstein, time and distance are not absolute. 

(b) Einstein's Special Theory of Relativity.

(c) If they come together again after a journey and one of them has been moving very fast relative to the other. 

(d) A Truly Beautiful Mind.

8. Albert had wanted to marry Mileva right after finishing his studies, but his mother was against it She thought Mileva, who was three years older than her son, was too old for him. She was also bothered by Mileva's intelligence. (Page 49)

Questions:

(a) Whom did Einstein want to marry? 

(b) When did he want to marry her?

(c) Who was against his desire to marry her? 

(d) Why was she against it?

Answers:

(a) Einstein wanted to marry Mileva.

(b) He wanted to marry her right after finishing his studies. 

(c) Her mother was against his desire to marry her.

(d) She was against it because Mileva, she thought, was older and more intelligent than him  

9. The pair finally married in January 1903 and had two sons. But a few years later, the marriage faltered. Mileva, meanwhile, was losing her intellectual ambition and becoming an unhappy housewife. After years of constant fighting, the couple finally divorced in 1919. Einstein married his cousin Elsa the same year.

Questions:

(a) When did Einstein marry Mileva? 

(b) How was Einstein's life after marriage?

(c) Did Mileva become a happy housewife? 

(d) Whom did Einstein marry after divorcing Mileva?

Answers:

(a) Einstein married Mileva in January 1903 

(b) Einstein's life was not good with Mileva, and they finally divorced. 

(c) No, Mileva led a miserable, unhappy life as a housewife.

(d) Einstein married his cousin Elsa in the same year. 

10. In 1915, he had published his General Theory of Relativity, which provided a new interpretation of gravity An eclipse of the sun in 1919 brought proof that it was accurate. Einstein had correctly calculated in advance the extent to which the light from fixed stars would be deflected through the sun's gravitational field. (Page 49)

Questions: 

(a) What had he published in 1015?

(b) What is interpreted in the General Theory of Relativity? 

(c) What proved that Einstein's theory was accurate?

(d) What had Einstein correctly calculated in advance?

Answers: 

(a) In 1915, he had published his General Theory of Relativity.

(b) Gravity is interpreted in the General Theory of Relativity

c) An eclipse in 1919 proved that his theory of relativity was accurate. 

(d) He had correctly calculated in advance the extent to which the light from fixed stores would be deflected through the sun's gravitational field.

11. "A single bomb of this type... exploded in a port, might very well destroy the whole port some of the surrounding territory." (Page 50)

Questions:

(a) What types of the bomb has been referred to here? 

(b) Who said the above statement and to whom? 

(c) When was the above statement said?

(d) Did his words have any effect? 

Answers:

(a) Atomic bomb has been referred to here. 

b) The above statement was said by Einstein to the American president. 

(c) This statement was said by Einstein on 2 August 1939. 

(d) No, his words did not have any effect.

12. Einstien was deeply shaken by the extent of the destruction. This time he wrote a public missive to the United Nations. to the United Nations. In it, he proposed the formation of a world government. Unlike the letter to Roosevelt, this one made no impact.  (Page 50)

Questions:

(a) How did the massive destruction in Hiroshima and Nagasaki influence Einstein? 

(b) What did he do in response to it?

(c) What was proposed by him?

(d) Did his proposal have a favourable outcome?

Answers:

(a) Einstein was deeply moved by the extent of the destruction. 

(b) In response to the massive destruction in Hiroshima and Nagasaki, he wrote a public letter to the United Nations.

(c) He proposed the formation of a world government. 

(d) No, his proposal did not have any positive results.

NCERT TEXTBOOK QUESTIONS SOLVED

Talking About The Test (Page 50)

Q1. Here are some headings for paragraphs in the text. Write the number(s) of the paragraph(s) for each title against the heading. The first one is done for you. 

(i) Einstein's equation - 9

(ii) Einstein meets his future wife 

(iii) The making of a violinist

(iv) Mileva and Einstein's mother 

(v) A letter that launched the arms race

(vi) A desk drawer full of ideas 

(vii) Marriage and divorce

Ans. (i)-9 (ii)-7 (iii)-3 (iv)-10 (v)-15 (vi)-8 (vii)-11

Q2. Who had these opinions about Einstein?

(i) He was boring.

(ii) He was stupid and would never succeed in life.

(iii) He was a freak. 

Ans. 

(i) His playmates.

(ii) A headmaster. 

(iii) His mother. 

Q3. Explain what the reasons for the following are:

(i) Einstein leaving the school in Munich for good.

(ii) Einstein wanting to study in Switzerland rather than in Munich. 

(iii) Einstein seeing in Mileva an ally.

(iv) What do these tell you about Einstein?

Ans. 

(i) Einstein left the school in Munich because he did not like the discipline of the school. He hated the school's regimentation and often clashed with teachers.

(ii) Albert's parents moved to Milan and left their son with relatives. After prolonged discussion, Einstein got his wish to continue his education in German- speaking Switzerland. Actually, it was more liberal than Munich.

(iii) Einstein saw in Mileva Maric an ally against the "Philistines"-those people in his family and at the university with whom he was constantly at odds. He found that she was a "clever creature".

(iv) These tell that Einstein was a genius and had the capabilities to achieve his targets. Moreover, he had his own view of life. He liked freedom too much.

Q4. What did Einstein call his desk drawer at the patent office? Why?

Ans. Einstein called his desk drawer at the patent office the "bureau of theoretical physics". Einstein was actually developing his own ideas in secret and his drawer had all the evidences which could reveal the secret.

Q5. Why did Einstein write a letter to Franklin Roosevelt?

Ans. With the emergence of Nazis in Germany, Einstein emigrated to the United States. It was the fact that the Nazis had the ability to develop the atomic bomb. It could destroy the whole world. So he warned Franklin D. Roosevelt in his letter.

Q6. How did Einstein react to the bombing of Hiroshima and Nagasaki? 

Ans. The atomic bomb devastated the Japanese cities of Hiroshima and Nagasaki. He was deeply shaken by the extent of the destruction and wrote a public missive to the United Nations.

Q7. Why does the world remember Einstein as a 'world citizen"?

Ans. The world remembers Einstein as a "world citizen' because he believed in universal peace. When there was the rat race for becoming atomic power, he was worried about the aftermaths of the bomb. He was really a world citizen who was concerned with humanity.

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

[] Einstein publishes his special theory of relativity.

[] He is awarded the Nobel Prize in Physics.

[] Einstein writes a letter to U.S. President, Franklin D. Roosevelt, and warns against Germany's building of an atomic bomb.

[] 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 dies.

[] He provides a new interpretation of gravity.

[] Tired of the school's regimentation, Einstein withdraws from school.
[] He works in a patent office as a technical expert. 

[] When Hitler comes to power, Einstein leaves Germany for the United States.

Ans.
[1] Einstein is born in the German city of Ulm.

[2] Einstein attends a high school in Munich.

[3] Einstein's family moves to Milan. 

[4] Tired of the school's regimentation, Einstein withdraws from school. 

[5] Einstein joins a University in Zurich where he meets Mileva.

[6] He works in a patent office as a technical expert. also

[7] Einstein publishes his special theory of relativity.

[8] He provides a new interpretation of gravitation. 

[9] He is awarded the Nobel Prize in Physics.

[10] When Hitler comes to power, Einstein leaves Germany for the United States. 

[11] Einstein writes a letter to U.S. President, Franklin D. Roosevelt and warns against Germany's building of an atomic bomb, hy 

[12] Einstein dies

THINKING ABOUT LANGUAGE (Page 51)

Q.1. Here are some sentences from the story. Choose the word from the brackets which can be substituted for the italicised words in the sentences.

1. A few years later, the marriage faltered (failed, broke, became weak)

2. Einstein was constantly at odds with people at the university. (on bad terms, in disagreement, unhappy)

3. The newspapers proclaimed his work as "a scientific revolution". (declared, praised, showed)

4. Einstein got ever more involved in politics, agitating for an end to the anns build up. (campaigning, fighting, supporting)

5. At the age of 15, Einstein felt so stifled that he left the school for good. (permanently, for his benefit, for a short time)

6. Five years later, the discovery of nuclear fission in Berlin had American physicists in an uproar. (in a state of commotion, full of criticism, in a desperate state)

7. Science wasn't the only thing that appealed to the dashing young man with the walrus moustache. (interested, challenged, worried)

Ans.

1. failed

2. in disagreement

3. declared

4. campaigning

5. permanently 6. in a state of commotion

7. interested.

Q.II. Study the following sentences:

• Einstein became a gifted amateur violinist, maintaining this skill throughout deb his life.
• Letters survive in which they put their affection into words, mixing science with tenderness.

The parts in italics in the above sentences begin with ing verbs, and are called participial phrases. Participial phrases say something more about the person or thing talked about or the idea expressed by the sentence as a whole. For example:

-Einstein became a gifted amateur violinist. He maintained this skill throughout his life.

Complete the sentences below by filling in the blanks with suitable participial clauses. The information that has to be used in the phrases is provided as a sentence in brackets.

1. ....................the firefighters finally put out the fire. (They worked round the clock.) 
2. She watched the sunset above the mountain, .................... (She noticed the colours blending softly into one another.)
3. The excited horse pawed the ground rapidly, ............. (While it neighed continually.)
4. ................, I found myself in Bangalore, instead of Benaras. (I had taken the wrong train.)
5. ................. I was desperate to get to the bathroom. (I had not bathed for two days)
6. The stone steps, ............... needed to be replaced. (They were worn down).
7. The actor received hundreds of letters from his fans, (They asked him to send them his photograph.) 

Ans.

1. Working round the clock the firefighters finally put out the fire.
2. Noticing the colours blending softly into one another she watched the sunset above the mountain.
3. Neighing continually the excited horse pawed the ground rapidly.
4. Having taken the wrong train I found myself in Bangalore instead of Benaras 
5. Having not bathed for two days I was desperate to get to the bathroom. 
6. The stone steps being worn down needed to be replaced.
7. The actor received hundreds of letters from his fans asking him to send them his photograph.

WRITING NEWSPAPER REPORTS (Page 53)

Here are some notes which you could use to write a report.

21 August 2005----original handwritten manuscript of Albert Einstein unearthed ------by student Rowdy Boeynik in the University of Netherlands -------- Boeynik researching papers ------- papers belonging to an old friend of Einstein--------fingerprints of Einstein on these papers---------16 page document dated 1924-------Einstein's work on his last theory---- behaviour of atoms at low temperature ------- now known as the Bose-Einstein condensation -------- the manuscript to be kept at Leyden University where Einstein got the Nobel Prize.

Q. Write a report which has four paragraphs, one each on:

• what was unearthed.
• who unearthed it and when
• what the document contained
• where it will be kept.

Your report could begin like this:

Ans. 

Student Unearths Einstein Manuscript 

21 August 2023. An original handwritten Albert Einstein manuscript has been un- earthed at a University of Netherlands. A student named Rowdy Boeynik was researching on the papers belonging to his old companion Einstein.

The document contained papers of Ein- stein's work on the last theory-Behav- iour of Atoms at Low Temperature. Now- adays it is known as the Bose-Einstein Condensation.

The manuscript will be kept at Leyden University where Einstein got the Nobel Prize.

ADDITIONAL QUESTIONS SOLVED

SHORT ANSWER TYPE QUESTION

Q1. Why didn't Einstein's playmates like him? 

Ans. When Einstein was two-and-a-half years old, he still wasn't talking. When he finally learnt to speak, he spoke everything twice. His playmates called him 'Brother Boring'. So Einstein played by himself much of the time.

Q2. What was the headmaster's opinion about Einstein?

Ans. During childhood, Einstein was sent to school. There he failed to show any sign of progress in his studies. The headmaster too had a poor opinion about him. He told Einstein's father that he would never make a success at anything.

Q3. Why did Einstein leave school for good? 

Ans. Einstein was not a bad pupil. He went to High School in Munich. When he was 15 months old, his family had moved there. He scored good marks in almost every subject. But he hated the school's regimentation. He often clashed with his teachers. At the age of 15, he felt so stifled that he left school forever.

Q4. Why did Einstein have special interest in Mileva Maric?

Ans. Einstein found Mileva Maric a "clever creature". This young Serb had come to Switzerland because the university in Zurich was one of the few in Europe where women could get degrees. Einstein saw in her an ally against the "philistines" those people in his family and at the university with whom he was constantly at odds. That is why Einstein had a special interest in her.

Q5. What was Einstein's Theory of Relativity? 

Ans. According to Einstein's Special Theory of Relativity, time and distance are not absolute. In fact, two perfectly accurate clocks will not continue to show the same time if they come together again after a journey if one of them had been moving very fast relative to the other.

Q6. Why was Einstein's mother against his marriage with Mileva? 

Ans. Albert wanted to marry Mileva right after finishing his studies. But his mother was against it. She thought Mileva, who was three years older than Einstein, looks too old for him. She was also bothered by Mileva's intelligence. Einstein's mother said, "she is a book like you" So Einstein put the wedding off.

Q7. Did Einstein show any indication of his future greatness?

Ans. No, Einstein did not show any extraordinary traits in his childhood. He showed no indication that he was destined for greatness. His mother thought Albert was a freak. To her, his head seemed too large. He didn't talk till the age of two and a half. When learnt to speak, he uttered everything twice. His playmates called him "Brother Boring."

Q8. Was Einstein a bad pupil?

Ans. No, Einstein was not a bad pupil. He went to high school in Munich and scored good marks in almost every subject. He started learning violin at the age of six. He became a gifted amateur violinist. But he hated the school's regimentation. He often clashed with his teachers.

Q9. Why did Einstein wish to continue his education in German speaking Switzerland?

Ans. Einstein didn't like regimentation widely spread in schools in Germany. He felt stifled there. He wished to continue his education in German speaking Switzerland which was more liberal city than Munich. After finishing school, he studied at a university in Zurich.

Q10. Why did he call his desk drawer at work the 'bureau of theoretical physics"?

Ans. Einstein got a job as a technical expert in the patent office in Bern. While assessing other people's inventions, he actually developed his own ideas in secret. He worked very hard. He jokingly called his desk drawer at work the "Bureau of theoretical physics".

Q11. Why did Einstein's marriage with Mileva fail?

Ans. Before marriage Einstein was fascinated by Mileva. He thought her as his ally against the 'Philistines'. The couple fell in love and in spite of his mother's objection, they ultimately married. But after a few years later, the marriage faltered. Mileva lost her intellectual ambition. She became an unhappy wife. After years of constant fighting, the couple finally divorced in 1919.

Q12. Why did newspapers proclaim Einstein's work as 'a scientific revolution'?

Ans. In 1915, Einstein published his General Theory of Relativity. It gave a new interpretation of gravity. An eclipse of the sun in 1919 proved its correctness. He had correctly calculated in advance the extent to which the light from fixed stars would be deflected through the sun's gravitational fields. The newspaper hailed his work as 'a scientific revolution'.

Class 9 - Beehive - Chapter 3 - The Little Girl - by Katherine Mansfield, NCERT Solution

 

Introduction

Famous author Katherine Mansfield Beauchamp was bred and born in colonial New Zealand. When she relocated to the UK at the age of 19, she began writing under the pen name Katherine Mansfield. She connected with well-known UK authors, like D.H. Lawrence and Virginia Woolf. Tragically, she was given a TB diagnosis in 1917 and died at the age of 34. Mansfield made substantial contributions to the short story form with her distinctive literary style, which frequently resembled poetry. Her works are well renowned for their emphasis on psychological tensions and for the oblique narration that frequently resembles Anton Chekhov's plays. During the last years of her life, Mansfield was a prolific writer, but a significant portion of her work remained unpublished until after her death.

Summary

Katherine Mansfield's story, "The Little Girl," depicts the relationship between a young girl named Kezia and her overbearing father. His stern behaviour shakes her faith in him and herself, causing her to strongly dislike him. She fears him and feels relieved when he leaves for work each morning. Despite trying to talk nicely to her parents on Sundays, she finds them preoccupied and uninterested.

One day, Kezia's grandmother suggests that she make a pin cushion for her father's birthday. Kezia innocently uses some papers she found on her mother's table to stuff the cushion, not realizing their importance. When her father's important speech goes missing, Kezia is blamed and punished severely. The beating leaves deep scars on her mind; from then on, she avoids her father.

One day, Kezia observes her neighbours, the Macdonald family, playing and having fun with their father. She realizes that not all fathers are alike and that her father is extremely strict compared to Mr Macdonald, who is playful and jolly. However, when her mother falls ill, and Kezia is left alone in the house, her father's caring side is revealed when he comforts her during a nightmare. Kezia realizes that her father has a big heart full of warmth and care.

Theme

The Little Girl revolves around a child's perspective on her father, emphasizing how children take time to understand their elders' actions. Initially, they may view their parents with negativity and fear, but as they grow older, their attitude shifts, and they begin to notice their once-strict parents' soft and caring heart. The story explores this change process in children's perception of their parents.

Another central theme is control, specifically the male's domination over the female. Mansfield depicts Kezia's father as the sole male authority figure in the household, leaving Kezia, her mother, and the servants answerable to him. Kezia fears her father, stutters when speaking to him, and lacks a loving or close bond with him. Even though she is a child, Kezia has duties to fulfil as soon as her father arrives home, just like her mother and the servants. The female characters in the story lack independence and must cater to Kezia's father's every need or whim.

Character sketch of Kezia 'the little girl'

Kezia, the protagonist of the story "The Little Girl," is a young and emotional girl deeply affected by her father's strict nature. Although her exact age is unknown, it can be assumed that she is young, possibly around four or five, based on the story's title and her behaviour.

To Kezia, her father is a large, loud, and frightening figure whom she fears and tries to avoid. She stammers in his presence, which is typical behaviour for a young girl, and sees him as the boss of the family who must be served properly all the time. As a result, she feels relieved when he leaves for work every morning.

Despite her fear, Kezia is obedient and follows her mother's orders to take off her father's boots. However, sometimes her fear of her father is so great that she even wishes there were no fathers in the world. She is envious of other children, such as the Macdonalds' children, who are pampered by their father.

Kezia is also innocent but impulsive. She makes a pin cushion for her father's birthday present but uses his important papers as stuffing for the pin cushion without seeking permission. When she tears the papers, she gets into serious trouble.

However, one night when Kezia is alone with her father, she observes his affection for her and is comforted by him when she has a nightmare. She realizes her love for him and admires his hard work, which leads to a change in her attitude towards him. From being resentful and frightened, she becomes an understanding and affectionate daughter.

Character sketch of Kezia's Father

In the story, Kezia's father shows two contrasting personalities. Initially, he is depicted as a strict, authoritarian figure who demands complete obedience from his family members. Katherine Mansfield does not mention his name, and he is referred to only as Kezia's father. This portrayal could be because Kezia perceives him this way.

Kezia's father is physically imposing and intimidating, with a loud voice and spectacles. To the little girl, he is a giant who looks at her terrifyingly, making her fear him. He is often preoccupied with his work, and although he is tired and sleeps soundly on Sundays when Kezia goes to talk to him, he still kisses her goodbye before leaving for work each morning.

He expects everyone in the household to cater to his needs and is authoritative, giving orders as soon as he returns home. He makes Kezia take off his shoes for him and expects his wife to bring him his slippers and check for the newspaper. He is not very perceptive and does not realize that Kezia is afraid of him, mocking her stutter instead of comforting her.

However, his positive side is shown when he takes care of Kezia in the absence of the women of the household. He carries her to his bed and asks her to rub her feet with his legs to make them warm. This reveals his love for his daughter, and he shows a softer, caring side that contrasts with his earlier strictness.

Answer the following questions in one or two sentences.

1. Why was Kezia afraid of her father?
   
   
   Kezia was scared of her father because he was a distant and intimidating figure to her.
   
   
2. Who were the people in Kezia's family?
   
   
   Kezia's family consisted of four members: her strict father, her distant and stern mother, her loving and tender-hearted grandmother, and Kezia herself, the youngest of them all.
   
   
3. What was Kezia’s father’s routine (i) before going to his office? (ii) after coming back from his office? (iii) on Sundays?
   
   
   Every morning, before heading to work, Kezia's father would stop by her room to give her a quick kiss before leaving. In the evenings, he would return and loudly demand his tea, newspaper, and slippers to be brought to the drawing room. Kezia was expected to assist him in removing his shoes and exchange a few words with him.
   
   
4. What was Kezia’s routine when Father returned from office?
   
   
   Upon Father's arrival home from work, Kezia's mother would instruct her to come downstairs and remove Father's shoes, and then take them outside. Father would engage Kezia in conversation, to which she would often stutter in her replies. He would then ask her to place his teacup back on the table, and Kezia would seize the opportunity to leave his presence.
   
   
5. What was Father’s and Kezia’s morning routine?
   
   
   Kezia's father would visit her room and quickly give her a kiss before heading to the office. Kezia would respond with a simple "Goodbye, Father." However, due to her fear of him, she always felt a sense of relief once he had left.
   
   
6. Why did Kezia go slowly towards the drawing room when mother asked her to come downstairs?
   
   
   Kezia was intimidated by her strict father who often scolded her without showing any affection towards his little daughter. She felt so frightened of him that when asked to come downstairs to take off his shoes, she moved towards the drawing-room very slowly.
   
   
7. Why was Father often irritated with Kezia?
   
   
   Kezia's father was often irked by her nervous stuttering, and terrified expression when speaking to him. Her demeanour of wretchedness in his presence made him feel as if she was on the brink of suicide.
   
   
8. What was unusual about Kezia’s stuttering?
   
   
   Kezia could speak fluently to everyone in her household except for her father. When she was in his imposing presence, she could hardly speak and would stutter while attempting to communicate with him.
   
   
9. Why did Kezia stutter while speaking to Father?
   
   
   Kezia's father had a loud and dominating personality, and he often reprimanded her for her behaviour and appearance. His constant criticism and scolding shattered her self-confidence, and his imposing size frightened her. Despite Kezia's efforts to please him, she became tongue-tied and stuttered when she tried to talk to him, which only worsened her fear of him.
   
   
10. Why did Kezia feel that her father was like a giant?
    
    
    Kezia thought her father was like a giant because of his big hands and neck. She noticed that his mouth looked large when he yawned. His voice was loud, and he frequently barked orders. His stern and unfeeling demeanour made Kezia feel like he was a giant.

Class IX - Beehive - Poem - The Road Not Taken by Rober Frost

Complete Poem Text

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveller, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same.

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence;

Two roads diverged in a wood, and I —

I took the one less travelled by,

And that has made all the difference.

Summary

"The Road Not Taken" by Robert Frost is a well-known poem that describes the speaker's decision to take a less traveled path through a yellow wood. The speaker comes to a fork in the road and must choose between two paths. The first stanza describes the speaker's internal conflict as he reflects on both roads. He notices that both roads are equally worn and desirable and he cannot travel both. He looks down one path as far as he can, but it disappears into the undergrowth.

The second stanza describes the speaker's decision to take the road less traveled, despite the other road having perhaps a better claim because it is grassy and less worn. However, the speaker realizes that the passing of travelers has worn both roads about the same. In the third stanza, the speaker reflects that both roads were equally untraveled that morning and were covered in black leaves. He decides to keep the first road for another day, but doubts if he will ever come back.

The final stanza reflects on the speaker's decision and the impact it has had on his life. The speaker imagines telling the story of his decision with a sigh many years in the future. He claims that choosing the road less traveled has made all the difference in his life.

In conclusion, the poem is about making a difficult decision and choosing a unique path that leads to a different outcome. The poem reflects on the idea that life is full of choices and the impact those choices can have on one's life.

Thinking About the Poem

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

Answer:

The traveller in Robert Frost's poem "The Road Not Taken" finds himself at a fork in the road in a yellow wood. The problem that the traveler faces is the decision of which road to take as both roads appear equally desirable and worn. The speaker must choose between two paths and reflect on the potential consequences of each choice. The decision of which road to take symbolizes the many choices one must make in life and the impact they can have on one's future.

Question 2. Discuss what these phrases mean to you.

(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

Answer:

(i) A Yellow Wood: The phrase "a yellow wood" in Robert Frost's poem "The Road Not Taken" is a description of the forest the speaker finds himself in. The color yellow often symbolizes change or decay, suggesting that the wood may be autumnal in nature. The yellow wood serves as the setting for the speaker's internal conflict as he decides which road to take. The use of the color yellow also adds a sense of warmth and richness to the description of the forest, emphasizing the beauty and serenity of the surroundings.

In this context, the yellow wood represents a place of transition, where the speaker must make an important choice. The image of the yellow wood is also a metaphor for the speaker's life journey, suggesting that the decision he makes will have a lasting impact on his future. Overall, the phrase "a yellow wood" is a vivid and evocative description that contributes to the overall tone and meaning of the poem.

(ii) ‘It was grassy and wanted wear: The line "it was grassy and wanted wear" from Robert Frost's poem "The Road Not Taken" refers to one of the roads the speaker is considering taking. The line is describing the physical appearance of the road and suggesting that it is more appealing to take because it is grassy and has less wear and tear than the other road. The phrase "wanted wear" suggests that the road is in a more natural state, with grass growing and less evidence of heavy use.

In the context of the poem, the line serves to highlight the speaker's internal conflict as he decides which road to take. On one hand, the speaker is drawn to the less traveled road because it appears to offer a unique and different experience. On the other hand, he is considering taking the more worn road because it seems to have a better claim. The line "it was grassy and wanted wear" adds to the description of the choices the speaker faces and the impact they may have on his life.

(iii)’the passing there’: The phrase "the passing there" in Robert Frost's poem "The Road Not Taken" refers to the travelers who have walked along one of the roads the speaker is considering taking. The phrase is used to describe the effect that the travelers have had on the appearance of the road. The road has been worn down by the passing of travelers and appears to be more traveled than the other road.

In this context, "the passing there" is a metaphor for the experiences and events that shape one's life journey. The road represents the path of life, and the passing of travelers suggests that life is influenced by the choices and actions of others. The speaker's internal conflict as he decides which road to take is symbolic of the many decisions one must make in life and the impact those choices can have on one's future.

(iv) leaves no step had trodden black: The expression "leaves no step had trodden black" in Robert Frost's poem "The Road Not Taken" is a description of the condition of the roads the speaker is considering taking. The expression means that neither road has been traveled recently, as the leaves covering the road have not been disturbed or crushed by the steps of travelers. The image of the undisturbed leaves suggests a sense of serenity and untouched beauty.

In the context of the poem, the expression serves to highlight the idea that both roads are equally desirable and untraveled. The speaker is faced with the decision of which road to take and the uncertainty of what may lie ahead. The expression "leaves no step had trodden black" adds to the tension of the speaker's internal conflict and the weight of his decision.

(v) how way leads on to way: The expression "how way leads on to way" in Robert Frost's poem "The Road Not Taken" is a reference to the idea that the choices we make in life often lead to further choices and decisions. The phrase suggests that the road we choose, whether literally or metaphorically, can have a profound impact on the direction of our lives and determine the paths we take in the future.

In the context of the poem, the speaker is reflecting on the idea that the road he takes will shape his life journey, leading him to new experiences, opportunities, and challenges. The expression "how way leads on to way" highlights the idea that the road we choose can have a lasting impact and that each decision we make can lead to a chain of events and consequences.

Question 3. 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?

Answer:

(i) in stanzas two and three: In stanzas two and three of Robert Frost's poem "The Road Not Taken," the poet describes the two roads as being "just as fair" and "worn them really about the same." At first glance, there doesn't seem to be a significant difference between the two roads as the speaker describes them. Both roads appear to be equally desirable and well-worn, with the only notable difference being that one road is "grassy and wanted wear."

However, the speaker's ultimate decision to take the road "less traveled by" suggests that there may be more to the two roads than meets the eye. The idea that one road is "less traveled by" implies that there may be a difference in terms of their popularity or level of familiarity, even though the speaker does not explicitly state this.

The speaker's choice to take the road "less traveled by" also suggests that he values uniqueness or individuality and is drawn to the idea of exploring a path that is less traveled.

(ii) in the last two lines of the poem: In the last two lines of Robert Frost's poem "The Road Not Taken," the poet writes "I took the one less travelled by,/And that has made all the difference." Here, the speaker is reflecting on the impact of his decision to take the road "less traveled by."

In this context, the difference between the two roads is clear: one road is less traveled, and the other is more frequently used. The speaker's decision to take the road "less traveled by" is described as having "made all the difference" in his life journey, suggesting that this choice had a profound impact on his experiences and outcome.

These lines suggest that taking a unique and less traveled path in life can bring new opportunities, experiences, and perspectives that might not have been possible if the speaker had taken the more well-trodden road.

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

Answer:

The last two lines of Robert Frost's poem "The Road Not Taken" can be interpreted in a few different ways, but in general, the speaker seems to accept and embrace his choice to take the road "less traveled by."

The lines "I took the one less travelled by,/And that has made all the difference" suggest that the speaker is content with his decision and views it as having positively impacted his life journey. This interpretation is supported by the tone of the poem, which is generally reflective and contemplative, rather than regretful or melancholic.

It's also worth considering that the poem is written in the first person and the speaker is looking back on his life journey. This perspective allows the speaker to reflect on the impact of his decision, but it's possible that the speaker's view of his choice may have changed over time.

In conclusion, while the last two lines of the poem can be interpreted in different ways, the overall tone of the poem and the positive language used in the final lines suggest that the speaker is satisfied with his decision to take the road "less traveled by" and does not regret it.

Short Answer Type Questions

Question 1. What was the poet’s dilemma?

Answer:

The poet in "The Road Not Taken" by Robert Frost faces a dilemma of choosing between two roads in a yellow wood, both appealing in their own way. He ultimately decides to take the road less traveled, reflecting the uncertainty and difficult choices in life.

Question 2. What was the poet’s opinion about both the roads?

Answer:

The poet in "The Road Not Taken" by Robert Frost views both roads as equally attractive and desirable. He has a difficult time choosing between them and ultimately decides to take the road less traveled.

Question 3. What do the roads represent?

Answer:

The two roads in "The Road Not Taken" by Robert Frost represent the choices and paths one can take in life. The decision to take one road over the other symbolizes the impact of the choices we make and the significance of taking a unique path.

Question 4. Did the poet take his decision haphazardly?

Answer:

No, the poet did not take his decision haphazardly in "The Road Not Taken" by Robert Frost. He stands and ponders for a while before choosing the road less travelled, reflecting on the careful consideration and thought put into his choice.

Question 5. Why did the poet choose that road?

Answer:

The poet chose the road less travelled in "The Road Not Taken" by Robert Frost because he wanted to forge his own path and have a unique experience. He believed that taking the road less travelled would make all the difference in his journey.

Question 6. What is the message of the poem?

Answer:

The message of "The Road Not Taken" by Robert Frost is about the power of choices and the impact they have on our lives. The poem encourages readers to think about the significance of the choices they make and to choose the path less travelled, as it can make all the difference in their journey.

Question 7. Did the poet make the right choice?

Answer:

The poem "The Road Not Taken" by Robert Frost does not explicitly state if the poet made the right choice or not. The message is more focused on the idea that life is full of choices and the impact they have on our journey, rather than determining the "right" or "wrong" choice.

Question 8. Why did the poet take the ‘other’ road? Why did the ‘other’ road have a better claim than the first road?

Answer:

The poet took the "other" road in "The Road Not Taken" by Robert Frost because it was less traveled and had a grassy appearance, indicating it may have been less worn. The "other" road had a better claim because it offered a chance for a unique journey, as opposed to the more traveled first road.

Question 9. Describe the conditions of both the roads that lay open before the poet on that morning.

Answer:

The two roads both lay open before the poet on that morning in "The Road Not Taken" by Robert Frost, with leaves untouched and not yet trodden black. Both roads were equally fair and looked well-worn, but the poet chose the road less travelled.

Question 10. Was the poet certain to come back on the road he had left for another day?

Answer:

In "The Road Not Taken" by Robert Frost, the poet expresses doubt about whether he will ever come back to the first road he left for another day. The poem suggests uncertainty about the future and the potential consequences of one's choices.

Question 11. How does the outcome of our life depends on the choice we make to reach our destinations?

Answer:

The outcome of our lives can be greatly influenced by the choices we make to reach our destinations. In "The Road Not Taken" by Robert Frost, the poet's decision to take the road less traveled has made all the difference in his journey. Our choices shape the path we take and ultimately determine the experiences and memories we create along the way.

Long Answer Type

Question 1. In the poem “The Road Not Taken,” what do the woods symbolise?

Answer:

In "The Road Not Taken" by Robert Frost, the woods symbolise the multitude of choices and paths available in life. The poet finds himself at a fork in the road, where two roads diverge in a yellow wood, representing the different directions one can take in life. The decision to take the road less travelled, rather than the more conventional path, symbolises the choice to forge one's own path and not conform to societal norms. The woods in the poem represent the various options and possibilities available in life, and the roads symbolise the paths we choose to follow. The poem highlights the importance of making a deliberate choice and taking ownership of our life's journey rather than blindly following a path chosen by others.

Question 2. According to the poem, how does the poet feel about his or her decision in the end?

Answer:

The poet does not express regret or disappointment about the choice made in the poem "The Road Not Taken." Instead, the last two lines "And that has made all the difference," suggest a sense of satisfaction with the choice made. The poet feels that taking the road less travelled, the "other" road, has added meaning and significance to their journey. This idea of the value of taking a unique path, even if it's uncertain, is the central message of the poem. The poem encourages readers to embrace individuality and make choices that define their own path in life, rather than blindly following the path of others.

Question 3. What is the theme or the message of the poem ‘The Road Not Taken’?

Answer:

The theme of Robert Frost's "The Road Not Taken" is the idea of choice and its consequences. The poem presents a speaker who finds himself at a fork in the road, with two paths to choose from. The speaker reflects on the choice he must make and decides to take the road less traveled by, despite the fact that both roads appear to be equally appealing and well-trodden. Through the poem, Frost suggests that life is full of choices and that the outcome of our lives depends on the choices we make. The message is that sometimes, taking the road less traveled by can lead to experiences that are unique and fulfilling, and can ultimately make all the difference. This theme of individuality and self-discovery is a central motif in Frost's work and underscores the idea that we are each responsible for shaping our own lives.

Question 4. How does one way lead on to another? Is it easier to come back to the path we have left for another day?

Answer:

In "The Road Not Taken," the idea of "way leading on to way" refers to how our choices and actions can shape and determine the path of our lives. It implies that every decision we make leads to a chain of events, shaping our future and leading us down a certain path. The poet acknowledges that once a choice is made, it is difficult to come back to the path that was left behind. This idea suggests that our choices have a profound impact on the direction of our lives and that it is not always easy to reverse the consequences of our decisions. The message is that the choices we make have a lasting impact and should be made carefully and thoughtfully.

FAQs on the Poem Road Not Taken

1. What is the title of the poem and who is the author?
   
   The title of the poem is "The Road Not Taken" and the author is Robert Frost.
   
   
2. What is the poem about?
   
   The poem is about a traveler who comes to a fork in the road and has to make a decision on which path to take.
   
   
3. What is the central theme of the poem?
   
   The central theme of the poem is the idea of choice and decision-making. It explores the consequences of the choices we make in life and how they shape our future.
   
   
4. What is the meaning behind the line "Two roads diverged in a wood, and I— I took the one less traveled by"?
   
   This line represents the speaker's decision to take a less popular or unconventional path in life. It symbolizes the idea of taking risks and stepping out of one's comfort zone.
   
   
5. What is the significance of the title "The Road Not Taken"?
   
   The title refers to the path that the speaker did not take. It highlights the idea of missed opportunities and the choices we make in life that lead us down a certain path.
   
   
6. Is the poem meant to be taken literally or metaphorically?
   
   The poem is meant to be taken both literally and metaphorically. While it describes a physical journey, it also represents a larger metaphor for life and the choices we make.
   
   
   
7. What is the overall tone of the poem?
   
   The overall tone of the poem is reflective and contemplative. The speaker is looking back on a past decision and considering its impact on his life.
   
   
   
8. What is the message of the poem?
   
   The message of the poem is that the choices we make in life have consequences and shape our future. It encourages readers to take risks and choose the less popular path, as it can lead to unexpected opportunities and experiences.