The Snake Trying

The snake trying
to escape the pursuing stick,
with sudden curvings of thin
long body. How beautiful
and graceful are his shapes!
He glides through the water away
from the stroke. O let him go
over the water
into the reeds to hide
without hurt. Small and green
he is harmless even to children.
Along the sand
he lay until observed
and chased away, and now
he vanishes in the ripples
among the green slim reeds.

W.W.E. ROSS

Summary of the Poem: The Snake Trying

The poem The Snake Trying by W.W.E. Ross describes a small, harmless green snake trying to escape from a person who is chasing it with a stick. The poet admires the snake’s graceful, curving movements as it glides through the water. Despite its beauty and harmless nature, the snake is being pursued. The poet expresses a desire for the snake to escape safely and hide among the reeds, unharmed. The poem highlights the beauty of nature and suggests that even creatures often feared, like snakes, deserve to live without harm.

Thinking About the Poem(Q&A)

1. What is the snake trying to escape from?
   The snake is trying to escape from a pursuing stick that someone is using to chase it away.

2. Is it a harmful snake? What is its colour?
   No, it is not a harmful snake. The poem describes it as "harmless even to children" and small and green in colour.

3. The poet finds the snake beautiful. Find the words he uses to convey its beauty.
   The poet uses words like "beautiful" and "graceful" to describe the snake's movements. He mentions the "sudden curvings of thin long body" and how the snake "glides through the water."

4. What does the poet wish for the snake?
   The poet wishes for the snake to escape without being harmed. He expresses this by saying, "O let him go" and hopes the snake can hide "into the reeds...without hurt."

5. Where was the snake before anyone saw it and chased it away? Where does the snake disappear?
   The snake was lying along the sand before it was observed and chased away. It disappears into the ripples among the green, slim reeds in the water.

 

The Bond of Love by Kenneth Anderson - Beehive - Class 9 - Q&A Solved - NCERT Solution

Summary of The Bond of Love by Kenneth Anderson

"The Bond of Love" by Kenneth Anderson tells the heartwarming story of Bruno, a sloth bear adopted by the narrator’s wife. The narrator found Bruno as a baby bear after its mother was accidentally shot. Bruno quickly became a beloved pet, known for his friendly and playful nature, and his fondness for all types of food and drinks, including some he shouldn’t have consumed. However, as Bruno grew larger, he had to be sent to a zoo, much to the sadness of the family. Bruno also fretted in the zoo, missing his family. Finally, the narrator's wife, unable to bear the separation, arranged to bring Bruno back. A special island home was built for him, where he was happily reunited with his family, showcasing the deep bond between animals and humans.

Thinking About the Text (Q&A)

I. Given in the box are some headings. Find the relevant paragraphs in the text to match the headings.
An Orphaned Cub; Bruno’s Food-chart; An Accidental Case of Poisoning; Playful Baba; Pain of Separation; Joy of Reunion; A Request to the Zoo; An Island in the Courtyard

Answer:

1. An Orphaned Cub – Paragraph 3: The baby bear was found after its mother was shot.
2. Bruno’s Food-chart – Paragraph 6: Describes all the food Bruno ate.
3. An Accidental Case of Poisoning – Paragraphs 8-10: Bruno accidentally ate poison and was treated.
4. Playful Baba – Paragraph 12: Bruno, now called Baba, was playful and loved tricks.
5. Pain of Separation – Paragraph 14: The family missed Bruno when he was sent to the zoo.
6. Joy of Reunion – Paragraph 16: Bruno recognized his owner and was overjoyed during their visit.
7. A Request to the Zoo – Paragraph 18: The narrator’s wife asked the zoo to return Bruno.
8. An Island in the Courtyard – Paragraph 21: The family built an island for Bruno to stay after his return.

---

II. Answer the following questions.
1. “I got him for her by accident.”
(i) Who says this?
(ii) Who do ‘him’ and ‘her’ refer to?
(iii) What is the incident referred to here?

Answer:
(i) The narrator says this.
(ii) 'Him' refers to the bear Bruno, and 'her' refers to the narrator’s wife.
(iii) The narrator found a baby bear when its mother was shot, and he brought it home for his wife.

---

2. “He stood on his head in delight.”
(i) Who does ‘he’ refer to?
(ii) Why was he delighted?

Answer:
(i) ‘He’ refers to Bruno (Baba), the bear.
(ii) He was delighted because he recognized his owner, the narrator’s wife, during her visit to the zoo.

---

3. “We all missed him greatly: but in a sense we were relieved.”
(i) Who does ‘we all’ stand for?
(ii) Who did they miss?
(iii) Why did they nevertheless feel relieved?

Answer:
(i) ‘We all’ refers to the narrator and his family.
(ii) They missed Bruno, their pet bear.
(iii) They were relieved because Bruno had grown too large and difficult to keep at home safely.

---

III. Answer the following questions in 30 to 40 words each.
1. On two occasions Bruno ate/drank something that should not be eaten/drunk. What happened to him on these occasions?

Answer:
Bruno once ate barium carbonate poison, which caused paralysis, but he was saved by a vet’s injections. Another time, he drank engine oil, but it had no harmful effect on him.

---

2. Was Bruno a loving and playful pet? Why, then, did he have to be sent away?

Answer:
Yes, Bruno was very loving and playful, but he grew too big and mischievous, making it hard to manage him at home. That’s why he was sent to the zoo.

---

3. How was the problem of what to do with Bruno finally solved?

Answer:
Bruno was brought back from the zoo after the narrator’s wife requested his return. They built a special island in their compound where Bruno could live happily and safely.

A Legend of the Northland by Phoebe Cary - Summary Q&A Solved

 A Legend of the Northland

Suumary | Literary Devices | Difficult Words | Thinking About the Poem (Q&A) | MCQs

Summary of the Poem "A Legend of the Northland" (by Phoebe Cary)

The poem tells the story of an old lady who meets Saint Peter while he is preaching on Earth. Saint Peter, feeling weak from hunger, asks her for a cake. However, the lady, despite having enough dough, is too selfish to give him any. She bakes smaller and smaller cakes, but always finds them too big to part with. Angry at her greed, Saint Peter curses her, turning her into a woodpecker, condemning her to peck at wood for her food. The poem highlights the moral that greed and selfishness can lead to unfortunate consequences.

Literary Devices Used

1. Rhyme Scheme: The poem follows an ABAB rhyme pattern, making it musical. For example, "snows" rhymes with "clothes" and "you" rhymes with "true."
2. Alliteration: The repetition of consonant sounds can be seen in phrases like "faint with fasting."
3. Simile: The children in the Northland are described as looking "like bear’s cubs in their funny, furry clothes."
4. Personification: The woodpecker is personified, originally being a woman who can think and feel.

Difficult Words

• Northland: A cold, snowy region.
• Legend: A traditional story passed down through generations.
• Provoke: To make someone angry.
• Scarlet: A bright red color.
• Scanty: Barely enough.

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Thinking about the Poem - Questions and Answers

I.

1. Which country or countries do you think "the Northland" refers to?

   • The "Northland" likely refers to cold, northern countries like Norway, Sweden, or Canada, where winters are long and snowy.

2. What did Saint Peter ask the old lady for? What was the lady’s reaction?

   • Saint Peter asked the old lady for a cake. The lady, although she had enough dough, was selfish and did not want to give him any cake, always finding them too big to give away.

3. How did he punish her?

   • Saint Peter punished the lady by turning her into a woodpecker, forcing her to search for food by pecking wood.

4. How does the woodpecker get her food?

   • The woodpecker gets her food by pecking at the wood of trees, symbolizing the punishment for her greed.

5. Do you think that the old lady would have been so ungenerous if she had known who Saint Peter really was? What would she have done then?

   • If the old lady had known Saint Peter’s true identity, she might have been more generous, fearing the consequences of denying him food.

6. Is this a true story? Which part of this poem do you feel is the most important?

   • No, this is not a true story; it is a legend meant to teach a moral. The most important part is when the lady’s greed leads to her transformation into a woodpecker.

7. What is a legend? Why is this poem called a legend?

   • A legend is a traditional story that often carries a moral or lesson. This poem is called a legend because it narrates a fictional story with a moral lesson about greed.

8. Write the story of ‘A Legend of the Northland’ in about ten sentences.

   • In the cold Northland, there lived an old lady who once met Saint Peter. Saint Peter, tired and hungry, asked her for a cake. The lady, despite having enough dough, was too selfish to share even a small cake. She made the cakes smaller and smaller, but always found them too large to give away. Angered by her greed, Saint Peter cursed her, turning her into a woodpecker. She was forced to peck at trees for food, living in the forest for the rest of her life. She retained her red cap, but the rest of her clothes were burnt black. To this day, people see the woodpecker as a reminder of this legend.

II.

1. Find more rhyming words.

   • Words like “earth” and “hearth,” “done” and “one,” “flat” and “that” also rhyme within the poem.

2. Find legends in your own language and share them.

   • This question encourages students to explore and present legends from their own culture, fostering a sense of connection between folk stories and moral lessons.

20 Multiple Choice Questions(MCQs) on the poem 'A Legend of the Northland'

MCQs on "A Legend of the Northland"

1. Where is the Northland located, according to the poem?
a) In the east
b) In the tropics
c) In the northern snowy regions
d) Near the equator

2. What is the primary theme of the poem?
a) Bravery
b) Greed and selfishness
c) Kindness and compassion
d) Fear

3. What did Saint Peter ask the old woman for?
a) A glass of water
b) A piece of cake
c) Shelter for the night
d) Some wood for a fire

4. How did the old woman react when Saint Peter asked her for food?
a) She gave him a large cake
b) She refused to give him any food
c) She baked small cakes but found them too big to give
d) She gave him water instead

5. Why did Saint Peter punish the old woman?
a) She insulted him
b) She was rude to him
c) She was too selfish to share her cakes
d) She lied about her food

6. What form did the old woman take after Saint Peter's curse?
a) A reindeer
b) A crow
c) A woodpecker
d) A squirrel

7. What characteristic did the woman retain after being turned into a woodpecker?
a) Her scarlet cap
b) Her black dress
c) Her ability to bake cakes
d) Her speech

8. What lesson does the poem convey?
a) Always follow rules
b) Greed leads to punishment
c) Wealth brings happiness
d) Respect the elderly

9. What kind of poem is "A Legend of the Northland"?
a) A ballad
b) An epic
c) A sonnet
d) A haiku

10. Who wrote "A Legend of the Northland"?
a) William Wordsworth
b) Robert Frost
c) Phoebe Cary
d) Emily Dickinson

11. What does the reindeer symbolize in the poem?
a) Speed
b) The cold, snowy environment of the Northland
c) The people of the Northland
d) Strength

12. How does the poem describe the children of the Northland?
a) Like bears
b) Like angels
c) Like cubs in furry clothes
d) Like snowflakes

13. What moral lesson is highlighted in the transformation of the old woman?
a) Help others even when you are in need
b) Be wise in making decisions
c) Selfishness leads to unfortunate consequences
d) Share your wealth generously

14. What literary device is used in the line, “Where the children look like bear’s cubs”?
a) Simile
b) Metaphor
c) Alliteration
d) Personification

15. What was the lady doing when Saint Peter approached her?
a) Harvesting crops
b) Baking cakes
c) Knitting
d) Sewing clothes

16. Which lines from the poem tell us that the poet is skeptical about the truth of the story?
a) "Away, away in the Northland"
b) "They tell them a curious story — I don’t believe 'tis true"
c) "And still a smaller one"
d) "Now you shall build as the birds do"

17. What is the rhyme scheme of the poem?
a) ABAB
b) AABB
c) ABCD
d) AAAA

18. What happened to the old woman’s clothes after she was transformed?
a) They turned into gold
b) They turned black like coal
c) They were left behind
d) They were burnt to ashes

19. What does the woodpecker do to get its food?
a) Flies and hunts insects
b) Borrows food from other birds
c) Bores into trees for insects
d) Builds a nest in trees

20. Why is this poem called "A Legend of the Northland"?
a) It tells a mythological story set in the Northland
b) It is based on a true story in the Northland
c) It describes the real events in history
d) It talks about historical events from the North

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Answer Key:

1. c) In the northern snowy regions
2. b) Greed and selfishness
3. b) A piece of cake
4. c) She baked small cakes but found them too big to give
5. c) She was too selfish to share her cakes
6. c) A woodpecker
7. a) Her scarlet cap
8. b) Greed leads to punishment
9. a) A ballad
10. c) Phoebe Cary
11. b) The cold, snowy environment of the Northland
12. c) Like cubs in furry clothes
13. c) Selfishness leads to unfortunate consequences
14. a) Simile
15. b) Baking cakes
16. b) "They tell them a curious story — I don’t believe 'tis true"
17. a) ABAB
18. b) They turned black like coal
19. c) Bores into trees for insects
20. a) It tells a mythological story set in the Northland

Packing by Jerome K. Jerome - Summary - MCQs - Q&A Solved

Table of Index

1. Summary of Chapter 'Packing' by Jerome K. Jerome
2. Difficult Words and Meanings from the chapter Packing
3. Thinking About the Text (Q&A)
4. Thinking About Language
5. Writing
6. Speaking
7. MCQs Based on "Packing" by Jerome K Jerome

Summary of Chapter 'Packing' by Jerome K. Jerome

In this humorous story, the narrator, who is confident in his packing skills, takes charge of packing for a trip. He insists that his friends, George and Harris, let him do the job while they relax, but this wasn’t what he intended. He wanted to be in control while they helped. Their laziness annoys him, but he starts packing anyway.

Things don't go smoothly. He forgets to pack his boots, which Harris points out after the bag is already closed. Then, he becomes obsessed with whether he packed his toothbrush, leading him to unpack everything, only to find it inside a boot. Frustrated, he repacks, only to discover that he accidentally packed his spectacles, which means he has to open the bag again.

Finally, George and Harris take over packing the hampers. They start with enthusiasm but make a mess, breaking a cup, squashing a tomato, and creating chaos with the butter. Their dog, Montmorency, adds to the confusion by getting in the way, sitting on things, and causing more trouble.

Despite all the mishaps, the packing is finally done, and they prepare for bed. They argue about what time to wake up, eventually settling on 6:30. However, they find George already asleep, so they set a prank for him by placing a bath where he might stumble into it in the morning.

Difficult Words and Meanings from the chapter Packing

1. Pride - A feeling of satisfaction from one’s achievements.
2. Uncanny - Strange or mysterious in a way that is surprising or hard to explain.
3. Irritate - To make someone annoyed or angry.
4. Slaving - Working very hard.
5. Superintend - To supervise or manage something.
6. Strap - To fasten something with a strap or belt.
7. Horrible - Very bad, unpleasant, or shocking.
8. Haunt - To stay in your mind and make you feel worried.
9. Rummage - To search through something, especially in a messy way.
10. Chaos - Complete disorder and confusion.
11. Light-hearted - Cheerful and carefree.
12. Exciting - Causing great enthusiasm or eagerness.
13. Squash - To crush something so that it becomes flat or out of shape.
14. Spectacles - Another word for eyeglasses.
15. Teapot - A pot used for making and serving tea.
16. Conceit - Excessive pride in oneself.
17. Nuisance - Something or someone that causes trouble or annoyance.
18. Frying-pan - A flat pan used for frying food.
19. Hamper - A basket or container used for storing or carrying things.
20. Tumble - To fall or roll over suddenly.
21. Reflection - Thought or consideration about something.

Thinking About the Text (Q&A)

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

1. How many characters are there in the narrative? Name them. (Don’t forget the dog!).

   • There are four characters in the narrative: Jerome (the narrator), George, Harris, and the dog, Montmorency.

2. Why did the narrator (Jerome) volunteer to do the packing?

   • Jerome volunteered to do the packing because he prided himself on his packing skills and believed he was better at it than anyone else.

3. How did George and Harris react to this? Did Jerome like their reaction?

   • George and Harris readily agreed to let Jerome pack and relaxed while he did all the work. Jerome didn’t like their reaction because he wanted them to assist him, not sit idle.

4. What was Jerome’s real intention when he offered to pack?

   • Jerome’s real intention was to supervise and manage the packing while George and Harris helped, allowing him to correct their mistakes and show off his packing skills.

5. What did Harris say after the bag was shut and strapped? Why do you think he waited till then to ask?

   • After the bag was shut and strapped, Harris asked if Jerome had packed the boots. He probably waited because he wanted to tease Jerome after all the effort was already done.

6. What “horrible idea” occurred to Jerome a little later?

   • A “horrible idea” occurred to Jerome that he might have forgotten to pack his toothbrush, which always troubled him when travelling.

7. Where did Jerome finally find the toothbrush?

   • Jerome finally found the toothbrush inside a boot after searching through the entire bag.

8. Why did Jerome have to reopen the packed bag?

   • Jerome had to reopen the packed bag because he realized that he had packed his spectacles inside it by mistake.

9. What did George and Harris offer to pack and why?

   • George and Harris offered to pack the hampers because they thought it would be quicker and easier if they did it, especially since they were short on time.

10. While packing the hamper, George and Harris do a number of foolish and funny things. Tick the statements that are true.

• The true statements are:
  (i) They started with breaking a cup.
  (iii) They squashed a tomato.
  (iv) They trod on the butter.
  (vi) They put things behind them, and couldn’t find them.
  (vii) They stepped on things.

II. What does Jerome say was Montmorency’s ambition in life? What do you think of Montmorency and why?

• Jerome says Montmorency’s ambition in life is to be a nuisance and get in people’s way. Despite his troublesome behaviour, Montmorency is playful and adds humour to the story, making him an amusing and endearing character.

III. Discuss in groups and answer the following questions in two or three paragraphs (100–150 words)

1. Of the three, Jerome, George, and Harris, who do you think is the best or worst packer?

• Among the three, Jerome seems to be the best packer, although he still makes mistakes. He is meticulous, even if it means unpacking everything to find his toothbrush or spectacles. However, George and Harris are clearly the worst packers. They create chaos while packing the hampers, breaking items, stepping on things, and making a mess of everything. Their clumsiness and lack of organisation highlight their incompetence in packing, making them far less effective than Jerome.

2. How did Montmorency ‘contribute’ to the packing?

• Montmorency, the dog, “contributed” to the packing by being a constant source of disruption. He would get in the way at every opportunity, sitting on items that needed to be packed and interfering with the process. He even put his leg in the jam and pretended that the lemons were rats, which caused further chaos. Montmorency’s antics added to the confusion and made the already difficult task of packing even more challenging for George and Harris.

3. Do you find this story funny? What are the humorous elements in it?

• Yes, this story is very funny. The humour comes from the absurd situations and the way they are described. First, Jerome’s frustration with George and Harris lounging around while he packs is amusing, especially when he realises they took his offer too literally. Second, the chaos caused by George and Harris while packing the hampers, like squashing tomatoes and stepping on butter, adds to the comedic effect. Finally, Montmorency’s mischievous behaviour, such as sitting on things and attacking the “rat” lemons, brings a playful and light-hearted humour to the story. Jerome’s witty and sarcastic narration enhances the overall comedic tone.

Thinking About Language

ANSWER:

Following is the matching of words/phrases from Column A with their meanings in Column B:

1. slaving - (viii) working hard
2. chaos - (vi) complete confusion and disorder
3. rummage - (v) search for something by moving things around hurriedly or carelessly
4. scrape out - (ii) remove something from inside another thing using a sharp tool
5. stumble over, tumble into - (vii) fall, or step awkwardly while walking
6. accomplish - (iv) finish successfully, achieve
7. uncanny - (iii) strange, mysterious, difficult to explain
8. (to have or get into) a row - (i) a quarrel or an argument

II. Use suitable words or phrases from Column A to complete the paragraph.

A Traffic Jam

During power cuts, when traffic lights go off, there is utter chaos at crossroads. Drivers add to the confusion by having or getting into a row over their right of way, and nearly come to blows. Sometimes passers-by, seeing a few policemen stumbling over, tumbling into at regulating traffic, step in to help. This gives them a feeling of having accomplished something.

1. Work in pairs and give:

• (i) Two commands to your partner:

  • Sit down.
  • Open the book.

• (ii) Two dos and don'ts to a new student in your class:

  • Do: Always be on time.
  • Don't: Don't interrupt when someone is speaking.

• (iii) Directions to get to each other's houses:

  • Board Bus No.121 and get down at Sagar Restaurant. From there, turn right and walk till you reach a book shop. My home is just behind the shop.

• (iv) Instructions for moving the body in an exercise or a dance, or for cooking something:

  • Exercise: Stand straight with feet shoulder-width apart. Raise your arms above your head and stretch. Bend forward and try to touch your toes without bending your knees.
  • Cooking: Wash the fruit. Cut them into small pieces. Mix them well. Add a few drops of lime juice. Add sugar to taste. Now add some cream or ice cream if you wish to make fruit salad with ice cream.

2. Fill in the blanks and add a few more proverbs to the table:

• Positive:
  • (iii) Look before you leap.
  • (iv) Live and let live.
• Negative:
• (iii) Don’t make a mountain out of a molehill.
• (iv) Don’t put all your eggs in one basket.

Writing

You have seen how Jerome, George and Harris mess up their packing, especially of the hamper. From their mistakes you must have thought of some dos and don’ts for packing. Can you give some tips for packing by completing the paragraph below?

First pack all the heavy items, especially the ones you don’t need right away. Then ...

Here are some words and phrases you can use to begin your sentences

with:

• Then

• Next

• Now

• Remember

• Don’t forget

• At last/Finally

ANSWER:

First, pack all the heavy items, especially the ones you don’t need right away. Then, place the lighter items on top to avoid crushing anything fragile. Next, make sure to wrap any breakable items in soft materials like clothing or bubble wrap for added protection. Now, check if there’s any extra space in the corners of the bag where you can tuck small items. Remember to label your boxes or bags if you’re packing for a move, so you know where everything is. Don’t forget to leave out the items you’ll need immediately, such as toiletries or a change of clothes, and keep them accessible. At last/Finally, double-check that everything is securely packed and that nothing has been left behind.

Speaking

Here are some examples of how to use "had better" in response to the situations listed:

1. Hasn't returned a book to the library:

   • "You had better return that book to the library today, or you'll get a fine."

2. Has forgotten to bring lunch:

   • "You had better find something to eat, or you'll be hungry all day."

3. Hasn't got enough change for bus fare:

   • "You'd better ask someone for change, or you might miss the bus."

4. Has found out a secret about you:

   • "You'd better keep that secret to yourself, or else."

5. Has misplaced your English textbook:

• "You had better find my English textbook, or you'll be in trouble."

MCQs Based on "Packing" by Jerome K Jerome

1. Who is the narrator of the story?
• A. George
• B. Harris
• C. Jerome
• D. Montmorency
2. What is the narrator's primary concern throughout the packing process?
• A. Breaking something
• B. Losing his belongings
• C. Running out of time
• D. Arguing with his friends
3. Which animal plays a significant role in the story?
• A. A cat
• B. A dog
• C. A bird
• D. A horse
4. What is the narrator's opinion of Harris and George's packing skills?
• A. He admires their efficiency
• B. He finds them to be quite good
• C. He believes they are terrible
• D. He thinks they are better than him
5. Where does the narrator plan to go on this trip?
• A. The narrator does not mention a destination
• B. A nearby city
• C. A foreign country
• D. A rural area
6. Why does the narrator insist on packing himself?
• A. He is a perfectionist
• B. He wants to show off his skills
• C. He doesn't trust his friends
• D. He enjoys being in control
7. What can we infer about the narrator's personality based on his interactions with his friends?
• A. He is patient and understanding
• B. He is lazy and irresponsible
• C. He is bossy and opinionated
• D. He is kind and generous
8. Why does Montmorency seem to enjoy causing trouble?
• A. He is bored
• B. He is jealous
• C. He is mischievous
• D. He is hungry
9. What is the significance of the constant arguments between the narrator, Harris, and George?
• A. They highlight the challenges of friendship
• B. They show that they are not really compatible
• C. They create comedic relief in the story
• D. They reveal underlying tensions and conflicts
10. What is the overall tone of the story?
• A. Serious
• B. Romantic
• C. Tragic
• D. Humorous
11. What does the narrator's constant references to his toothbrush reveal about his character?
• A. He is forgetful and disorganized
• B. He is overly cautious and anxious
• C. He is superstitious and irrational
• D. He is obsessive and compulsive
12. The constant chaos and bickering among the three men can be seen as a metaphor for what?
• A. The challenges of travel
• B. The complexities of human relationships
• C. The absurdity of life
• D. The difficulties of planning a vacation
13. Why does the narrator seem so irritated by his friends' packing skills?
• A. He is a perfectionist and values efficiency
• B. He is jealous of their abilities
• C. He is trying to assert his dominance
• D. He is simply annoyed by their incompetence
14. What is the significance of the narrator's frequent use of humor and exaggeration in the story?
• A. To create a sense of realism
• B. To make the characters more relatable
• C. To provide comic relief and entertain the reader
• D. To highlight the seriousness of the situation
15. The story can be interpreted as a critique of what aspect of Victorian society?
• A. The obsession with class and status
• B. The emphasis on material possessions
• C. The lack of respect for women
• D. The value placed on leisure and recreation
16. How does the narrator's perspective on the trip change as the story progresses?
• A. He becomes more excited and optimistic
• B. He becomes more disillusioned and pessimistic
• C. He remains largely unchanged
• D. He becomes more appreciative of his friends
17. What is the significance of the constant references to time and deadlines in the story?
• A. To create a sense of urgency and tension
• B. To highlight the limitations of human planning
• C. To emphasize the importance of efficiency
• D. To symbolize the passage of time and the inevitability of change
18. How does the character of Montmorency contribute to the overall theme of the story?
• A. He represents the natural world and its indifference to human affairs
• B. He symbolizes the chaos and unpredictability of life
• C. He serves as a foil for the human characters
• D. He represents the petulant and demanding nature of children
19. What is the underlying message of the story?
• A. The importance of planning and preparation
• B. The value of friendship and camaraderie
• C. The absurdity and unpredictability of life
• D. The dangers of excessive indulgence and hedonism
20. How does the story reflect the values and attitudes of the Victorian era?
• A. By emphasizing the importance of hard work and discipline
• B. By romanticizing the natural world and wilderness
• C. By satirizing the upper classes and their excesses
• D. By promoting the ideals of individualism and self-reliance

ANSWER KEY:

1. C
2. B
3. B
4. C
5. A
6. A
7. C
8. C
9. A
10. D
11. B
12. B
13. A
14. C
15. C
16. C
17. A
18. B
19. C
20. C

Chapter 6 - My Childhood by A.P.J. Abdul Kalam - Class IX - Beehive - Summary Q&A Solved

Table of Content

1. Summary of the chapter 'My Childhood by APJ Abdul Kalam
2. Word-Meaning of the chapter 'My Childhood by APJ Abdul Kalam
3. Short Question-Answer of the chapter 'My Childhood by APJ Abdul Kalam
4. Long Answer Type Questions of the chapter 'My Childhood by APJ Abdul Kalam
5. Discuss and Answer Questions of the chapter 'My Childhood by APJ Abdul Kalam
6. 20 Multiple Choice Questions(MCQs) of the chapter 'My Childhood by APJ Abdul Kalam

Summary

"My Childhood" is an autobiographical account by A.P.J. Abdul Kalam, where he reflects on his early years growing up in Rameswaram, a small town in Tamil Nadu, India. The story highlights the simplicity and humility of his upbringing.

Kalam was born into a middle-class Muslim family. His father, Jainulabdeen, was not formally educated but was wise and generous, while his mother, Ashiamma, was a devout and caring woman. Kalam recalls the strong values instilled in him by his parents, emphasizing honesty, self-discipline, and faith in God.

The story also sheds light on the communal harmony in Rameswaram, where people from different religions lived peacefully together. Kalam had three close friends, all from different religious backgrounds, and this diversity was never a barrier in their friendship.

Kalam's early education was shaped by his teachers, especially his science teacher, who inspired him to dream big. The teacher's encouragement and support played a significant role in shaping Kalam’s aspirations.

The story concludes with a message of unity, tolerance, and the importance of hard work and perseverance in achieving one's goals.

Word Meaning of 'My Childhood'

1. Erstwhile - Former.
2. Generosity - Kindness and willingness to give.
3. Innate - Inborn or natural.
4. Helpmate - A helpful companion or partner.
5. Undistinguished - Not very good-looking or ordinary.
6. Ancestral - Related to ancestors or forefathers.
7. Austere - Simple and strict.
8. Inessential - Not necessary.
9. Necessities - Basic needs or requirements.
10. Secure - Safe.
11. Broke out - Started suddenly.
12. Fetch - Bring.
13. Princely sum - A large amount of money.
14. Orthodox - Traditional or conservative.
15. Discrimination - Unfair treatment based on differences like religion or race.
16. Progressive - Forward-thinking or modern.

Thinking About the Text (Q&A of 'My Childhood')

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

1. Where was Abdul Kalam’s house?
   Abdul Kalam’s house was on Mosque Street in Rameswaram, Tamil Nadu.
2. What do you think Dinamani is the name of? Give a reason for your answer.
   Dinamani is the name of a local newspaper because Abdul Kalam used to read it to follow the news about the Second World War.
3. Who were Abdul Kalam’s school friends? What did they later become?
   Abdul Kalam’s school friends were Ramanadha Sastry, Aravindan, and Sivaprakasan. Ramanadha Sastry became a priest, Aravindan started a business arranging transport for pilgrims, and Sivaprakasan became a catering contractor for the Southern Railways.
4. How did Abdul Kalam earn his first wages?
   Abdul Kalam earned his first wages by helping his cousin distribute newspapers. He collected bundles of newspapers thrown from a moving train.
5. Had he earned any money before that? In what way?
   Yes, Abdul Kalam had earned money before that by collecting and selling tamarind seeds.

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

1. How does the author describe: (i) his father, (ii) his mother, (iii) himself?
   (i) Abdul Kalam describes his father as a wise and simple man who led a disciplined life. (ii) His mother is portrayed as a kind and caring woman who supported the family. (iii) He describes himself as a curious and hardworking boy, eager to learn and explore.
2. What characteristics does he say he inherited from his parents?
   Abdul Kalam inherited honesty and self-discipline from his father, and faith in goodness and deep kindness from his mother. These traits shaped his character and guided his actions throughout his life.

III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each.

1. “On the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups,” says the author.

(i) Which social groups does he mention? Were these groups easily identifiable (for example, by the way they dressed)?

Abdul Kalam mentions two main social groups in Rameswaram: the orthodox Brahmins and the Muslims. These groups were easily identifiable by their distinct attire and customs. For example, Brahmins wore traditional dhotis and sacred threads, while Muslims wore caps and specific types of clothing that marked their religious identity. This clear distinction in appearance made it easy to identify which group a person belonged to.

(ii) Were they aware only of their differences or did they also naturally share friendships and experiences?

Despite the clear social divisions, people in Rameswaram also shared friendships and experiences. Abdul Kalam’s own life is a testament to this, as he had close friends from different religious backgrounds. They played together, studied together, and shared stories. For instance, Kalam’s family often hosted people from various communities, and his mother would tell bedtime stories that were enjoyed by children of all backgrounds. The pond near his house was a common meeting place where children from different communities would gather and play, showing that friendships transcended social barriers.

(iii) The author speaks both of people who were very aware of the differences among them and those who tried to bridge these differences. Can you identify such people in the text?

In the text, Abdul Kalam mentions people who were very conscious of social differences, such as some of the orthodox Brahmins who adhered strictly to their customs. However, there were also individuals who tried to bridge these gaps. For example, Kalam’s science teacher, Sivasubramania Iyer, was progressive and encouraged Kalam to overcome social barriers. He invited Kalam to his home for a meal, despite the objections of his orthodox wife, demonstrating his belief in equality and unity.

(iv) Narrate two incidents that show how differences can be created, and also how they can be resolved. How can people change their attitudes?

One incident that shows how differences can be created is when a new teacher at Kalam’s school asked him to sit at the back of the class because he was a Muslim. This act of discrimination highlighted the rigid social divisions. However, this situation was resolved when Kalam’s friend, Ramanadha Sastry, and his father, the high priest of the Rameswaram temple, protested against this unfair treatment, leading to the teacher’s removal. Another incident is when Sivasubramania Iyer invited Kalam to his home for a meal. Initially, Iyer’s wife refused to serve Kalam because of his religion, but Iyer himself served Kalam and later convinced his wife to do the same. These incidents show that attitudes can change through education, empathy, and the courage to challenge social norms.

2. (i) Why did Abdul Kalam want to leave Rameswaram?

Abdul Kalam wanted to leave Rameswaram to pursue higher education and better opportunities. He was eager to learn more and expand his horizons, which required him to move to a place with better educational facilities. His ambition and desire to achieve something significant in life drove him to seek education beyond his hometown.

(ii) What did his father say to this?

Abdul Kalam’s father supported his decision to leave Rameswaram. He understood that Kalam needed to go away to grow and fulfil his potential. He compared Kalam to a seagull that flies across the sun, alone and without a nest, emphasizing the importance of independence and self-reliance. He also quoted Khalil Gibran, saying that children are not possessions but individuals with their own thoughts and dreams.

(iii) What do you think his words mean? Why do you think he spoke those words?

Kalam’s father’s words reflect a deep understanding of the need for personal growth and the pursuit of one’s dreams. By comparing Kalam to a seagull, he highlighted the importance of independence and the courage to explore new horizons. His reference to Khalil Gibran’s words about children being independent individuals underscores the idea that parents should support their children’s aspirations without imposing their own limitations. He spoke these words to reassure both Kalam and his mother, encouraging them to embrace the journey ahead with confidence and hope.

20 MCQs on 'My Childhood' by APJ Abdul Kalam

1. Where was A. P. J. Abdul Kalam born?

   • a) Chennai
   • b) Rameswaram
   • c) New Delhi
   • d) Mumbai

2. What was the name of Kalam's father?

   • a) Jainulabdeen
   • b) Abdul Kalam
   • c) Raghavachari
   • d) Lakshmana Sastry

3. Which profession did Kalam's father engage in?

   • a) Fisherman
   • b) Priest
   • c) Boat owner
   • d) Teacher

4. What did Kalam's father possess in abundance?

   • a) Wealth
   • b) Knowledge
   • c) Self-discipline and honesty
   • d) Political power

5. Who was Kalam's close friend from a different religion?

   • a) Ramanadha Sastry
   • b) Sivaprakasan
   • c) Ramakrishna Iyer
   • d) Ahmed Jalaluddin

6. What role did Lakshmana Sastry play in Kalam's life?

   • a) His teacher
   • b) His mentor
   • c) A friend’s father
   • d) A distant relative

7. How did the school headmaster treat young Kalam when he wore a cap that marked him as a Muslim?

   • a) With respect
   • b) Disrespectfully
   • c) Ignored him
   • d) Encouraged him

8. What was Kalam’s first job as a young boy?

   • a) Newspaper delivery boy
   • b) Fisherman’s assistant
   • c) Teacher's assistant
   • d) Shopkeeper

9. What influence did Kalam's father have on him?

   • a) Encouraged him to join politics
   • b) Taught him the value of hard work and integrity
   • c) Guided him in his studies
   • d) Advised him to pursue wealth

10. Which value did Kalam's father emphasize the most?

    • a) Religious rituals
    • b) Pursuit of wealth
    • c) Importance of inner self and spirituality
    • d) Academic excellence

11. How did Kalam describe his childhood home?

    • a) Luxurious and grand
    • b) Simple but full of harmony and happiness
    • c) Small and uncomfortable
    • d) Large and bustling with activity

12. Who motivated Kalam to pursue higher education?

    • a) His mother
    • b) His father
    • c) His teacher
    • d) His sister

13. What significant event changed the lives of people in Rameswaram during Kalam's childhood?

    • a) The onset of World War II
    • b) A natural disaster
    • c) The arrival of a new leader
    • d) A communal conflict

14. Which subject was Kalam particularly interested in during his school days?

    • a) History
    • b) Science
    • c) Mathematics
    • d) Literature

15. What did Kalam and his friends do when the teacher scolded them for sitting together despite belonging to different religions?

    • a) They argued with the teacher
    • b) They refused to obey
    • c) They separated reluctantly
    • d) Their families intervened and resolved the issue

16. What was Kalam’s most prominent trait as a child?

    • a) Rebelliousness
    • b) Curiosity
    • c) Laziness
    • d) Introversion

17. Which form of transportation was prominent in Rameswaram?

    • a) Buses
    • b) Trains
    • c) Boats
    • d) Bullock carts

18. How did Kalam’s family respond to the religious tensions in Rameswaram?

    • a) With fear
    • b) By leaving the town
    • c) By maintaining peace and unity
    • d) By supporting one religious group

19. What was the message of universal love and unity that Kalam’s father shared with him?

    • a) Religion should divide people
    • b) All religions fundamentally teach the same principles
    • c) Science and religion cannot coexist
    • d) Wealth is the most important pursuit in life

20. What did Kalam learn from his parents' simple lifestyle?

    • a) The importance of luxury
    • b) The need for fame
    • c) The value of simplicity, hard work, and self-discipline
    • d) The pursuit of knowledge over everything

Answer Key

1. b) Rameswaram
2. a) Jainulabdeen
3. c) Boat owner
4. c) Self-discipline and honesty
5. a) Ramanadha Sastry
6. c) A friend’s father
7. b) Disrespectfully
8. a) Newspaper delivery boy
9. b) Taught him the value of hard work and integrity
10. c) Importance of inner self and spirituality
11. b) Simple but full of harmony and happiness
12. c) His teacher
13. a) The onset of World War II
14. b) Science
15. c) They separated reluctantly
16. b) Curiosity
17. c) Boats
18. c) By maintaining peace and unity
19. b) All religions fundamentally teach the same principles
20. c) The value of simplicity, hard work, and self-discipline

The Beggar by Anton Chekhov - Moments - Class 9 - NCERT - Q&A Solved

Summary of "The Beggar"

"The Beggar" by Anton Chekhov is a story about Lushkoff, a beggar who deceives people by lying about his circumstances to gain their sympathy and money. He tells Sergei, an advocate, that he was once a village schoolteacher and later a student, but Sergei recognizes him as a former singer dismissed for drunkenness. Sergei offers Lushkoff work chopping wood instead of giving him money.

Lushkoff reluctantly agrees, not out of willingness to work but out of pride and shame. Sergei's cook, Olga, does most of the wood chopping for him out of compassion. Over time, Sergei finds Lushkoff more work and eventually gets him a job copying documents. Two years later, Lushkoff meets Sergei again and reveals that he is now a notary, earning thirty-five roubles a month. He credits his transformation to Olga's kindness and Sergei's support, stating that Olga's actions inspired him to change his ways and stop drinking​.

Answers to Questions

1. Has Lushkoff become a beggar by circumstance or by choice?
   
   Lushkoff became a beggar by circumstance, as he lost his position as a singer in a Russian choir due to his alcoholism and had no other means to support himself​.
   

2. What reasons does he give to Sergei for his telling lies? Lushkoff admits to Sergei that he lies because he finds it impossible to survive by telling the truth, as no one would give him anything if he were honest about his past.

3. Is Lushkoff a willing worker? Why, then, does he agree to chop wood for Sergei?
   
   
   Lushkoff is not a willing worker. He agrees to chop wood out of pride and shame, feeling trapped by his own words and not wanting to admit his helplessness.

4. Sergei says, "I am happy that my words have taken effect." Why does he say so? Is he right in saying this?
   
   
   Sergei believes that his words have motivated Lushkoff to change his ways and stop drinking. While Sergei's encouragement helped, it was actually Olga's compassion and assistance that had the most significant impact on Lushkoff's transformation.

5. Lushkoff is earning thirty-five roubles a month. How is he obliged to Sergei for this?
   
   
   Lushkoff is obliged to Sergei for giving him a chance to work, which set him on the path to his current job as a notary. Sergei provided him with the initial opportunities to earn money and change his lifestyle.

6. During their conversation, Lushkoff reveals that Sergei’s cook, Olga, is responsible for the positive change in him. How has Olga saved Lushkoff?
   
   
   Olga saved Lushkoff by secretly chopping the wood for him and showing him kindness and compassion. Her noble deeds and words inspired him to stop drinking and change his life for the better.

 

A House is Not a Home by Zayn Gaudioso - Moments - Class 9 - NCERT - Q&A Solved

Summary

The story "A House is Not a Home" by Zayn Gaudioso describes the challenges of starting high school and dealing with the loss of his home in a fire. The author feels isolated and struggles to adjust to the new school environment. A fire breaks out at home, destroying most of their belongings and leaving Zayn and his mother temporarily homeless. The community, including his new schoolmates, rallies to support him, providing clothes and school supplies. This act of kindness helps Zayn make new friends and feel a sense of belonging. Eventually, his beloved cat, who went missing during the fire, is found and returned by a kind woman. This reunion symbolizes the beginning of Zayn's emotional recovery and reconnection with life.

Think About It

1. What does the author notice one Sunday afternoon? What is his mother’s reaction? What does she do?

   The author notices smoke coming into the room through the ceiling seams one Sunday afternoon. His mother reacts by running into the house twice: first to retrieve important documents and then to save pictures and letters of the author’s deceased father. She is eventually rescued by firefighters.

2. Why does he break down in tears after the fire?

   He breaks down in tears because the fire destroyed his home, and he couldn’t find his beloved cat. The combination of the new school, the fire, and the loss of his cat overwhelms him.

3. Why is the author deeply embarrassed the next day in school? Which words show his fear and insecurity?

   The author is deeply embarrassed because he has to go to school in borrowed clothes and without any of his books or homework. Words like "destined to be an outcast and a geek" and "I just wanted to curl up and die" show his fear and insecurity.

4. The cat and the author are very fond of each other. How has this been shown in the story? Where was the cat after the fire? Who brings it back and how?

   The cat always stayed close to the author, showing their strong bond. After the fire, the cat had run over a mile away. A kind woman found the cat and, after some effort, returned it to the author.

5. What actions of the schoolmates change the author’s understanding of life and people, and comfort him emotionally? How does his loneliness vanish and how does he start participating in life?

   The schoolmates take up a collection to buy him clothes and school supplies, showing their concern. This genuine act of kindness helps the author feel accepted and less lonely, allowing him to make new friends and start participating in life again.

6. What is the meaning of “My cat was back and so was I”? Had the author gone anywhere? Why does he say that he is also back?

   “My cat was back and so was I” means that with the return of his cat, the author feels emotionally restored. Although he hadn’t physically gone anywhere, the trauma had left him feeling lost and disconnected. The return of his cat signifies the end of his emotional turmoil and his reconnection with life.

Weathering the Storm in Ersama by Harsh Mander - Moments - Class 9 - NCERT - Q&A Solved

Summary of "Weathering the Storm in Ersama"

Prashant, a young man, experienced a devastating super cyclone in October 1999 while visiting a friend in Ersama, Orissa. The storm caused massive destruction, uprooting trees, and flooding areas, forcing Prashant and his friend's family to seek refuge on their rooftop. After two days of relentless rain, Prashant decided to return to his village, Kalikuda, to find his family. His journey through the floodwaters was filled with horror as he saw dead bodies and destroyed homes.

Upon reaching his village, Prashant found the remnants of his home and his family at a Red Cross shelter. Seeing the dire conditions at the shelter, he took charge and organized relief efforts, including securing food and cleaning the shelter. He also cared for orphans and widows, promoting community integration over institutionalization. Prashant's leadership helped the community recover, providing hope and support during their darkest times.