THE LITTLE GIRL

Short Answer Type Questions

Question 1: What orders were passed to Kezia in the evening when father returned home from office?

Answer: When Kezia’s father returned home from office she was supposed to come down, take off
father’s shoes and put them outside. She was also to put her father’s teacup on file tea table.

Question 2: Why did Kezia avoid her father?

Answer: Kezia avoided her father because according to her, her father was an emotionless person. He
never spoke to Kezia lovingly and calmly. He scolded Kezia and reprimanded her for making mistakes.
Kezia stammered in front of her father since he was a very huge and giant like figure far away from the
warmth of a father.

Question 3: Why did Kezia stammer in front of her father?

Or
Why did Kezia stutter only with her father?

Answer: Kezia father always scolded her never spoke to her in a loving manner. So, Kezia stammered in
front of her father because she was afraid of him and found it difficult to speak in front of him.

Question 4: Why was Kezia afraid of her father?

Answer: Kezia was a little sensitive girl. Her father was aggressive and always spoke loudly. He always
scolded her. He used to beat her. Even when she accepted her mistakes. He never played with her. This
made her afraid of her father.

Question 5: What made Kezia’s father punish her?

Answer: She tore important papers of her father to stuff in the pin cushion because she was making a
gift to present to her father. Since the papers had her father’s speech written on it, she was punished for
tearing it.

Question 6: “Father’s great speech for the Port Authority had been lost.” What had happened to
father’s speech?

Answer: Father’s speech had been tom to pieces by Kezia, the little girl. She was making a pin cushion as
a gift to her father, for his birthday. As she was not able to find anything to stuff it with, she tore the
speech and stuffed it in her cushion.

Question 7: Why did Kezia’s grandmother send her to the drawing room every Sunday afternoon?
Answer: Kezia’s grandmother knew that she was afraid of her father and she felt that if she spoke to him
more often, she would gq£ rid of that fear. So, every Sunday afternoon she used to send her to the
drawing room to have a nice talk with her father.

Question 8: What kind of a person was Kezia’s father?

Answer: Kezia’s father was a hard working man but short tempered. He was a strict disciplinarian too.
When Kezia’s mother was hospitalized, Kezia realized that her father loved her but didn’t have the art of
expressing his love.

Question 9: What did Kezia find whenever on Sunday afternoons her grandmother sent her down to
have a talk with her parents?

Answer: Whenever Kezia was sent by her grandmother to talk to her parents on Sunday afternoons, she
always found her mother reading and her father stretched out on the sofa, sleeping soundly and
snoring.

Question 10: How was Kezia’s father different from Mr. McDonalds?

Answer: Mr. McDonalds played with his children. The girls would hang on to his coat, they would laugh
together. Kezia’s father had no time for such things. He really worked very hard for the family.

Question 11: How did the father comfort the little girl, Kezia, when she got scared in her sleep?

Answer: The father came to Kezia’s room with a candle, lifted her up in his strong arms, lay beside her
and made her stay close to him. She held his shirt and snuggled herself close to her father. This
comforted Kezia when she got scared in her sleep.

Long Answer Type Questions

Question 1: How did Kezia’s negative attitude towards her father change?
Or
What were the circumstances that forced Kezia to change her opinion about her father?

Answer: When her mother was hospitalized, her grandmother went to stay with her. Kezia used to sleep
alone at night. She was so scared that she started shouting at night. She had nightmares and trembled a
lot with fear. Then her father came to her room and took her into his aims to comfort her. She felt
secured with her father near her. Then she realized that her father was busy with work and had no time
to play. She even realized that her father loved her but didn’t have the art of expressing it. Thus, her
attitude towards her father changed towards positive.

Question 2: How did Kezia’s efforts to please her father resulted in displeasing him veiy much?
Elaborate.

Answer: Kezia was very scared of her father and stuttered while talking to him. This annoyed him a lot.
When she waited and stared at him to have a nice long chat, he did not like it. She unknowingly
destroyed some of his important papers while stuffing a cushion which die wanted to present to him on
his birthday. This made him very angry and he beat her up badly. Therefore, Kezia’s efforts to please her
father resulted in displeasing him very much.

Question 3: Kezia decides that there are “different kinds of fathers”. What kind of father was Mr.
McDonald, and how was he different from Kezia’s father?
Or
How is Kezia’s father different from Mr. McDonald?

Answer: Mr. McDonald was their next door neighbour. Once Kezia saw her neighbours playing “tag”
together in the evening. Mr. McDonald with the baby Mao, on his shoulders and the two little girls ‘
hanging on to his coat pockets. They ran round and round shaking with laughter. On the other hand, her
own father was very disciplined and strict. He never played with her and neither interact much. He even
beat her up for her little mistakes.

Question 4: Why was Kezia scared of her father and how did she get over her fear?

Answer: Kezia’s father was big like a giant and was very strict. He punished Kezia when she tore his
important speech. One day, when Kezia’s mother fell ill, her mother and grandmother were in the
hospital. Kezia was left alone with her father at home. She had a nightmare and screamed with fright.
Her father then carried Kezia in his lap to comfort and soothen her. That closeness with her father
during those days made her forget all fears.

Question 5: How did Kezia feel in present* of her father?

Answer: Kezia was scared of her father as he looked like a giant. Every morning he used to give her a
good bye kiss. She used to feel uncomfortable till her father was at home. She even stammered while
answering him. He scolded her one day and even beat her for tearing some of his important papers. But
when Kezia used to cry during the night, he would carry her to his room. She then realized that her
father was actually tender and affectionate and this changed her perception towards him.

Value Based Questions

Question 1: Kezia in the story “The Little Girl” was afraid of her father because he never communicated
with her. Imagine you are parenting councellor, based on your reading of the story write a paragraph
advising the parents to make communication with their children priority.

Answer: In the story, Kezia is always scared of her father. Her father was a strict disciplinarian who was
always strict towards her. He never spoke to her softly and in a loving manner. He always scolded her
and even beat her up for small mistakes. Parents should not let their stress and workload interfere in
their family life. Parents should always spend quality time with their children. Bonding and
understanding should always be there so that the children can open up their feelings and problems with
their parents. Their should be no communication gap between the parents and their children.
Question 2:‘ The relation between a parent and child should be distant and formal or should it be close
and warm.

Answer: In today’s modem context parents and children should be more like friends. The relationship
between them should be warm and close. This would be very helpful in developing the overall
personality of the child. It also helps in boosting the confidence of the child anrimaking him more strong
in his relation. Therefore, it is necessary that children share a close relation with their parents and there
should be no fear but only respect and love.

Extract Based Questions

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

Question 1: To the little girl he was a figure to be feared and avoided. Every morning before going to
work he came into her room and gave her a casual kiss, to which she responded with ‘Good Bye Father’.
And oh, there Was a glad sense of relief when she heard the noise of the carriage growing fainter and
fainter down the long road!

1. What was the daily routine of the father?

2. ‘When did the daughter feel relief?

3. Trace a word from the passage which means “answered”.

Answer:

1. The daily routine of Kezia’s father was to visit her daughter’s room, meet her and give her a kiss
before leaving for work.

2. The daughter felt relief when the carriage went away from the house.

3. Responded.

Question 2: But the same old nightmare came the butcher with a knife and a rope who came nearer and
nearer, with that dreadful smile, while she could not move, only stand still, crying out “Grandma!”. She
woke shivering to see father beside her bed, a candle in his hand. “What is the matter?” he said.

1. Why did she get the nightmare?

2. Where was the butcher?

3. Find a word from the passage that means “shake in fear and cold”.

Answer:

1. She got the nightmare as she was alone with her father at home and her mother and granny
were in the hospital.
 2. The butcher was in her dream.

3. Shivering.

Question 3: “But it was for your b-b- birth day.” Down came the ruler on her little, pink palms. Hours
later, when grandmother had wrapped her in a shawl and rocked her in the rocking-chair, the child clung
to her soft body. “What did God make fathers for?” she sobbed.

1. Who is responding in the first line and before whom?

2. How did the father react?

3. Find a word from the passage that means “wept”.

Answer:

1. Kezia is responding before her father.

2. The father became angry and beat her pink palms with a ruler.

3. Sobbed.

Question 4: On Sunday afternoon, Grandmother sent her down to file drawing room to have a “Nice talk
with Father and Mother”. But the little girl always found mother reading and father stretched out on the
sofa, his handkerchief on his flee, his feet on one of file best cushion, sleeping soundly and snoring.

1. Who was ‘she’ and why did the grandmother send her down?

2. What did she notice about her parents?

3. Trace a word that means “undisturbed”.

Answer:

1. “She” is Kezia. Grandmother sent her down to have a nice talk with her parents.

2. She noticed that her father was sleeping and snoring and mother was reading.

3. Soundly.

Question 5:
She sat on a stool, gravely watched him until he woke and stretched, and asked the time – then looked
at her. “Don’t stare so, Kezia. You look like a little brown owl”.

1. Who is Kezia watching gravely?

2. Why was she sitting there waiting for him to wake up?

3. Trace the word in the extract which means “seriously”.

Answer:

1. Kezia was watching her father gravely.

2. On a Sunday afternoon, her grandmother sent her to have a nice talk with father and mother.
But Kezia always found her father sleeping on the sofa.

3. Gravely.

Short Answer Type Questions

1: Why were the people of the kingdom confused when they saw the
dead bodies of the king and his minister?

Answer: The people of the kingdom were confused as to how their king and
the minister were dead instead of the Guru and the disciple. The people were
not able to see through the plan which was executed by the Guru against their
king and minister.

2: When does the disciple remember the words of his Guru?

Answer: The disciple did not pay any heed to the advice of his Guru, when the
Guru asked him to leave the kingdom of fools. When the king decided that the
disciple was the suitable person for execution, he remembered the words of
the Guru.

3: How was the kingdom of fools different from any other place?

Answer: Everything was different at the kingdom of fools. The night was
considered as day and day as night. Not only the human beings even the
animals stayed awake at night. Anything and everything could be bought for a
Dudu.
4: Why did the Guru want that he and his disciple should die first?

Answer: The king had ordered the execution of the rich merchant. Since the
rich merchant could not be executed the disciple was chosen to fit the stake.
The disciple’s Guru had a vision and saw everything. In order to save his
disciple, the Guru hatched a plan.

5: On what conditions did the Guru and his disciple agree to rule that
kingdom?

Answer: He laid the condition that he would be free to change all the old and
foolish laws. Hence night was considered as night and day was regarded as a
normal working day. Even persuaded prices were changed according to the
value of the material.

6: Why did the Guru not want to stay in the Kingdom of fools?

Answer: The Guru did not wanted to stay in the Kingdom of fools as the
people over there were foolish. He was not sure about them and felt that they
could harm him.

7: Why does the disciple not want to leave the Kingdom of the fools?

Answer: The disciple did not wanted to leave the place because of the sale of
cheap eatables and other commodities and since everything was easily
available and life seemed to be very simple and easy.

8: Why did the king decide to postpone the execution of the Guru and his
disciple?

Answer: The Guru befooled the king. He told him that the people dying now
would be the king and minister in their next birth. The foolish king fell for the
words of the Guru and postponed their execution.

9: What was so strange about the Kingdom of fools?

Answer: The strange thing about the Kingdom of fools was that not only
humans but animals were also made to sleep during the day. Everything in this
kingdom used to come for a dudu.

10: Who is the real culprit according to the king? Why does he escape
from the punishment?

Answer: The rich merchant was the real culprit. He had inherited everything
from his criminal father. He was too thin to be properly executed on the newly
made stake. The worried king started searching foolishly for a fat man to fit
the stake and the merchant escaped the punishment.

11: What advice did the Guru give to the disciple before going out of the
city?

Answer: The Guru told his disciple that it was dangerous to stay in a Kingdom
of fools. He said that there was no justice only foolish, unpredictable
behaviour. According to him the kingdom would not last long.

12: What is the Guru’s wisdom? When does the disciple realize this?

Answer: The Guru’s wisdom was that there was no justice in the Kingdom of
fools and due to the unpredictable behaviour of the fools, he wanted to leave
the kingdom at once. The disciple remembers these words when the king
decided that the disciple was the suitable person for execution was weak.

13: Why did the king want to punish the merchant?

Answer: The king wanted to punish the merchant because the wall of his
house and it fell on the thief killing him. Since the merchant had inherited his
father’s wealth he inherited his sins too therefore, he should be punished.

14: Who became the king and the prime minister of the kingdom?
Answer: As the kingdom was without a king, the people of the kingdom
persuaded the Guru and the disciple to take over the throne. So, the holy man
became the king and his disciple took the charge of Prime Minister.

15: What two things were different in the kingdom of fools?

Answer: Two things that were different in the Kingdom of fools were that the
people worked in the night and slept during the day. Everything was sold at
the same price. A ‘Dudu’ could buy a mass of rice as well as a bunch of
bananas.

Long Answer Type Questions

1: Disciple in the story didn’t look into the depth of the matter and took
a hasty decision of not leaving the kingdom of fools. What light does the
story throw on the importance of good decision making one’s life?

Answer: Disciple in the story didn’t look into the depth of the matter and took
a hasty decision of not leaving the kingdom of fools. Disciple was waylaid by
the prices of the commodities. Anything could be bought with a ‘Dudu’. Either
it could be a mass of rice or a bunch of bananas. So, the disciple decided to
stay back not listening to his Guru who advised his disciple that it was
dangerous to stay back in the kingdom of fools as there was no justice,
prevalent in such kingdom. It was when the disciple was chosen as the suitable
person for execution that he realized his mistake. He regretted his decision of
staying back. Just one small decision costed his life.

2: Do you believe in the fact that our prayers are often heard and
answered ? There are miracles which change the course of life. Which
miracle took place in the story. ‘In the Kingdom of Fools? What lesson do
you learn from the Guru’s word of wisdom?

Answer: It is often believed that our prayers are often heard and answered
which was proved in the story. ‘In the Kingdom of Fools’. The king had ordered
to execute the disciple. He prayed to Guru to save him. It was a miracle that
his Guru heard his prayer and came to rescue him. He whispered something in
his ears and then asked the king to execute him first and then the disciple. The
king released them both on knowing that whoever died first would be the
king in his next birth. It was his Guru’s advice and presence of mind that saved
the disciple. The disciple realized his mistake for Guru’s not listening to the
Guru’s words of wisdom.

3: You are the disciple in the story, “Kingdom of the fools”. You are in
trouble as you are about to be hanged. You decide to write a letter to
you Guru regretting your decision to stay in the kingdom of fools and
requesting him to help you. Write the letter in 80 words.

Answer: Respected Guru ji,

I am writing this letter out of sheer desperation. I regret not paying heed to
your advice of leaving this Kingdom of fools. I fell a prey to my temptation for
cheap and tasty food and now I am in serious trouble. I have been trapped
and will shortly be hanged. Everyone here is foolish and there is no point in
reasoning with them. You are my only hope who can save me from this
situation. I request you to please come here at the earliest and save my life. I
promise in future I will always pay heed to your advice and keep myself in
control.
Your erring disciple.

4: How did the Guru and his disciple become the king and the minister of
the kingdom?

Answer: The Guru knew that his king and his minister were fools. In order to
save his disciple, Guru hatched a plan. He said that the first one to be
executed at the state, would become the king in the next life and the second
to be executed would be the king’s minister. The foolish king and his minister
got themselves executed. As the kingdom was without king, the guru and his
disciple were made the king and the minister.

5: How did the Guru manage to save his disciple?

Answer: The king ordered to execute the disciple. He prayed to his Guru to
save him. The Guru heard his prayer in his vision and appeared to rescue his
disciple. First, he whispered something in his disciple’s ears and then asked the
king to execute him first. And the disciple followed suit, which puzzled the
king. Knowing the secret, the king fell into the trap of his temptation and
wanted to be the king in his rebirth. He went into the prison at night and set
the guru and disciple free. In their place, he and his minister disguised
themselves as the guru and the disciple and got executed. Thus, the Guru
managed to save his disciple.

6: “Guru was a wise man” – how does the story “The Kingdom of fools”
reflect it?

Answer: “The Kingdom of Fools” clearly reflects that “Guru was a wise man” as
he advised his disciple not to stay in that kingdom. As the disciple thought
that the future is uncertain, he did not pay any heed to his Guru and stayed
on. When he was imprisoned by the King’s men, he realized the significance of
his Guru’s words and repented on his not following his Guru’s advice. So, it is
proved that Guru was really very wise. And it was because of his wisdom that
disciple was saved and they were made king and prime-minister of the
kingdom.

Iswaran the Storyteller

Short Answer Type Questions

1: What impact did Iswaran’s story of a female ghost have on Mahendra?

Answer: Mahendra avoided looking out of the window when the moon was
full. He went to bed with a certain unease and peered into the darkness to
make sure that there was no movement of dark shapes outside.

2: Why did Mahendra become fond of Iswaran ?

Answer: Mahendra became fond of Iswaran because he was a very resourceful
person and took very good care of him. He was a trained cook and could also
arrange for things at a desolate place. In addition to this he took very good
care of Mahendra.

3: Why did Mahendra decide to leave the haunted place?

Answer: He was afraid of the haunted place after hearing and watching a
ghastly experience at night. He found that he often dreamt of that woman
ghost. Therefore, he wanted to leave the place.

4: What sets Iswaran apart from other domestic helps?

Answer: Iswaran was a class in himself. He was highly resourceful and a big
help to Mahendra. He was a trained cook and to top it he narrated captivating
and interesting stories to Mahendra at night.

5: How did Iswaran tackle the elephant?

Answer: The elephant had caused much terror, children and teachers ran here
and there to save their lives. Iswaran dared it and hit it on the third toe with a
rod. Thus, the mad elephant was controlled.

6: Why was Iswaran called Mahendra’s asset?

Or
How did Iswaran show his usefulness to the narrator?

Answer: Iswaran was not only a trained cook but also very attached to his
master, Mahendra, as he followed him everywhere he was posted. He not only
took care of him by washing his clothes and cooking food but also gossiped
with him in the night and told him various modified folk tales.

7: What did Mahendra decide after he had seen the ghost?

Answer: Mahendra was convinced that there were ghosts around his house.
He was scared and did not want to live there any longer and so, he resigned
his job.

8: Who was Iswaran ? What all he did for his master?

Answer: Iswaran was Mahendra’s cook, he was an asset to him. He cooked for
him, washed his clothes and chatted away with his master at night. He often
narrated stories which were very convincing.

9: What impact did Iswaran’s story of a female ghost have on Mahendra?

Answer: Mahendra avoided looking out of the window when the moon was
full. He went to bed with a certain unease and peered into the darkness to
make sure that there was no movement of dark shapes outside.

10: How does Iswaran describe the story of the elephant ? Does it appear
to be plausible?

Answer: One day an elephant went mad, stamping oh bushes, breaking

fences, smashing fruit stalls, mud pots and clothes. He even entered a school
ground breaking through the brick wall. Iswaran who was in the junior class,
whacked its third toe nail with a rod and it collapsed. No, the story does not
appear to be plausible.

11: What destruction did the elephant cause in the town?

Answer: The elephant caused a lot of destruction in the town. He broke

branches, fences and smashed stalls. He entered a school play ground and
broke a brick wall, pulled out a football goal post, tore down a volleyball net
and flattened a water drum.

12: Do you think the ghost Mahendra saw bn the night of the full moon
was a real ghost?
Answer: No, I think the ghost Mahendra saw was a creation of a weak mind.
Iswaran had made Mahendra’s mind a little weak by telling him the ghost
story. When Mahendra rebuked him for believing in ghosts, he felt offended.
To prove that he was right he himself posed as a ghost. So, that is why
Mahendra thought that he had seen a ghost at that full moon night.

13: Mahendra calls ghosts or spirits a figment of imagination. What

happens to him on full moon night?

Answer: Mahendra never believed in ghosts and spirits but one night he had
woken up from his sleep by a low moan near the window. He could not resist
his curiosity and tried to look out. To his horror, he saw a dark cloudy form
clutching a bundle. Mahendra was in cold sweat from top to bottom and fell
back on the pillow panting.

Long Answer Type Questions

1: What are qualities of a good listener? Express your views in reference

to Mahendra who a would listen to Iswaran’s tales uncritically.

Answer: Listening is an essential part of any story telling. Being a good and a
patient listener helps you achieve not only meaning of the story but also the
expressions and the intentions of the story teller. Iswaran was an amazing
story teller but Mahendra was an equally good listener, Iswaran used to create
such a magnificent aura around the story that Mahendra used to listen to him
with rapt attention he used to make eye contacts with Iswaran to either depict
awe or horror depending upon the story. Mahendra would let his own mind
and imaginations see the story in reality. For example, during the narration of
tusker story, Mahendra could actually feel the tension and fear in his mind.
Mahendra never spoke during the entire story telling session, he would never
interfere in Iswaran’s story, he would occasionally nod his head and only
towards the end of the story show his compressions. Mahendra would listen
to Iswaran as uncritically.

2: How can you say that Iswaran was a fascinating story teller?
Answer: Iswaran was a very fascinating and a drama story teller. He gave
imaginative descriptions of various events. He used dramatic language and
gestures to describe events and changed a simple event in suspense. His
stories had surprise endings and unexpected narrations. He was influenced by
thrilling novels and stories of Tamil authors. All stories had adventure, horror
and suspense. All these elements made him a fascinating story teller and he
could captivate any audience with his stories.

3: How was Iswaran, the cook, an asset to Mahendra?

Answer: Iswaran, the cook, was very attached to Mahindra. He followed

Mahendra whenever Mahendra got a posting. He not only washed his clothes
but also chatted with him at night. He was a trained cook and could cook
delicious meals really fast. He could tidy the sheds as well as narrate
unbelieving accounts with utmost conviction and mostly were true accounts.

4: Write a brief character sketch of Iswaran.

Answer: Iswaran, Mahendra’s servant, was very devoted to him. He was not
only a very welltrained and wonderful cook but also a good story teller. He
was fond of reading thrillers and his narrations were influenced from those
styles. He had to give up his job due to a practical joke played on Mahendra,
his master. Life was not possible for Mahendra without him, as he was his
asset, and he started living totally isolated.

5: “Iswaran was a good cook as well as a good story teller “Elaborate with
the help of example.

Answer: Iswaran was Mahendra’s <Jook and wholesale caretaker of

Mahendra. He had an amazing capacity to produce vegetables and cooked
ingredients seemingly out of nowhere. He not only could cook delicious meals
but he was a good story teller. His descriptions were influenced by the Tamil
authors he read. Even while narrating the smallest of incidents, he would try to
make the account thrilling and full of suspense. Mahendra enjoyed listening to
the stories told by Iswaran because of the way they were told. Thus, Iswaran
was a real asset for Mahendra.

6: Iswaran was a fascinating storyteller. What other skills he had ? How

was he an asset to Mahendra?

Answer: Iswaran was a fascinating story teller. He read a lot of story books
and narrated incidents in a very vivid manner to Mahendra, his master. He
could perform all kinds of actions and gestures to make the stories extremely
interesting. Other than storytelling, he had excellent culinary skills. He was a
trained cook and could cook delicious meals for Mahendra in very less time.
He proved to be an asset for Mahendra. On the other hand, Mahendra also
loved his stories and the excellent way of telling them.

The Sound of Music Class 9 Important Questions

Short Answer Type Questions
Part – 1

Question 1: When was Evelyn’s deafness first noticed? When was it

confirmed?

Answer: Isabel had a doubt about Evelyn’s hearing ability when she did not
move when her name was called to play on the piano. At the age of 11 it was
confirmed when she was taken to a specialist.

Question 2: When and how did Evelyn lose her power of hearing?

Answer: Evelyn lost her power of hearing due to gradual nerve damage. At
the age of 8 it was noticed and then at the age of 11 it was confirmed that
Evelyn had lost her hearing ability.

Question 3: Why was Evelyn nervous while going to Royal Academy of Music?
Answer: Evelyn was nervous while going to the Royal Academy of Music as
she was just 16 years old and was fresh from the Scottish farms, to add to her
nervousness.

Question 4: How did Evelyn’s deafness come to light?

OR
When did Evelyn’s mother notice that something was wrong with her hearing?

Answer: At the age of 8 when her name was announced to play on piano, she
did not respond. At the age of 11, her marks deteriorated. The headmistress
urged her parents to take her to a specialist and her hearing impairment was
discovered.

Question 5: Who helped Evelyn to continue with music? What did he do and
say?

Answer: When Evelyn wanted to pursue her career in music, everyone

discouraged her. It was a Percussionist Ron Forbes who helped and
encouraged her to listen to the music and feel the music through her body.

Question 6: How did Evelyn hear music despite being deaf?

Answer: Evelyn could sense music through her body. While playing on the
xylophone, she could sense music through her fingertips and would learn
against drums to sense. On the wooden floors, she used to remove her shoes
and sense music through her feet moving of the legs.

Question 7: What is Evelyn’s secret of success and what message does she
give to achievers?

Answer: Evelyn’s secret of success was strong determination and hard work.
The message that she gives to the achievers is that work hard and get what
you want.

Question 8: How has Evelyn Glennie inspired handicapped people?

Answer: When the handicapped people used to see Evelyn Glennie, they used
to say, “If she can do it, I can”,And so, she resulted in inspiring them.

Question 9: Write down Evelyn’s message for the people.

Answer: Evelyn’s message to the people is that—Strong determination and

hard work with sincerely / honesty leads to success. Aim for your goal and try
to reach your goal with full determination and concentration.

Long Answer Type Questions

Question 1: How did Evelyn Glennie fight with her physical disability?

Answer: Evelyn Glennie was a very brave girl. She learnt to open her body and
mind to the sounds and vibrations. She used to feel as if music was flowing
through her body. So she joined an orchestra and later the Royal Academy of
Music. She did not want to be deprived of the joy of music that made her
happy. She later even gave solo performances on stage in many countries and
became famous.

Question 2: In spite of her towering success Evelyn Glennie does not accept
any hint of heroic achievement. Explain.

Answer: Evelyn Glennie had a hearing loss and was discouraged by most of
the teachers but she did not give up. Ron Forbes guided her to listen through
her body not ears. Eventually, Evelyn learnt to open her body and mind to
sound and vibrations. She scored the highest marks in the history of Royal
Academy of Music. She also captured many top awards and brought
percussion to the front of the orchestra. She has given pleasure to millions
and in spite of this towering success she does, not accept any hint of heroic
achievement and is a very simple person.

Question 3: Evelyn’s determination to overcome her disability has made her

source of inspiration for deaf children. Comment.
Answer: When Evelyn became deaf, she was determined to lead a normal life.
She was encouraged by her percussion teacher. She learned to sense music
through different parts of the body and opened her mind and body to
vibrations. She could feel higher drum from waist up and xylophone music
through fingertips. She used to remove her shoes on the wooden floors. She
was the master of a thousand instruments and most sought after as a multi –
percussionist.

Question 4: How is Evelyn Glennie helping other with her popularity and skill?

Answer: Inspite of Evelyn’s deafness she joined the prestigious Royal

Academy of Music and won the “Soloist of the Year” award. Evelyn used to
practice for hours learning languages such as Japanese and French. She
earned a lot but was kind at heart. She used to give free performances in
prisons and hospitals and also proved a personal example of tireless hard
work and firm determination.

Question 5: How did Evelyn succeed in pursuing her interest in music?

Answer: Evelyn decided not to give up. It was Ron Forbes who recognized her
potential and supported her. He advised her not to listen through her ears but
to open her body and mind to the vibrations. She mastered the art of
interpreting different vibrations of sound on her body to different notes. She
could feel the higher drum from the waist up and the lower one from the waist
down. After the practice she could sense music in different parts of her body.
And by this, Evelyn succeeded in pursuing her interest in music.

Value Based Question

Question 1: “A problem is only as big as we make it.” This thought has been
very beautifully brought out in the lesson. Discuss.

Answer: Evelyn Glennie is profoundly deaf and cannot hear a word. Thus, she
overcame this difficulty and learnt to listen music from her body. She not only
scored highest marks in the history of the Royal Academy of Music but also
became a renowned musician. She is an idol for a lot of people and a source
of inspiration for. them. Her story tells us that no problem is so great that it
cannot be overcome.

Extract Based Questions

Read the passage given below and answer the questions that follow.

Question 1: Her mother remembers noticing something was wrong when the
eight-year-old Evelyn was waiting to play the piano. “They called her name
and she didn’t move. I suddenly realized she hadn’t heard,” says Isabel
Glennie. For quite a while Evelyn managed to conceal her growing deafness
from friends and teachers. But by the time she was eleven her marks had
deteriorated and her headmistress urged her parents to take her to a
specialist.

1. What made Isabel suspect Evelyn’s hearing ability?

2. Why did Evelyn’s headmistress advised her parents to consult a specialist?
3. Find the word/phrase in the passage which means the same as “to hide”.
Answer:

1. Isabel had a doubt about Evelyn’s hearing ability when she did not move
when her name was called to play on the piano.
2. Evelyn’s headmistress advised her parents to consult a specialist when her
marks deteriorated.
3. Conceal.
Question 2: As for music, she explains “it pours in through every part of my
body. It tingles in the skin, my cheekbones and even in my hair”. When she
plays the xylophone, she can sense the sound passing up the stick into her
finger tips. By leaning against the drums, she can feel the resonances flowing
into her body. On a wooden platform, she removes her shoes so that the
vibrations pass through her bare feet and up her legs.

1. How does Evelyn hear the sound of xylophone?

2. Why does she remove her shoes on a wooden platform during her
performance?
3. Find a word from the passage that means “‘take off”.
Answer:

1. Evelyn hears the sound of xylophone through her finger tips.

2. She removes her shoes on a wooden platform during her performance so
that she can feel the vibrations of music through her feet to legs.
3. Removes.
Question 3: She never looked back from that point onwards. She toured the
United Kingdom with a youth orchestra and by the time she was sixteen, she
had decided to make music her life. She auditioned for the Royal Academy of
Music and scored one of the highest marks in the history of the academy. She
gradually moved from orchestral work to solo performances.

1. What did Evelyn decide when she was sixteen years old?
2. How did Evelyn get right to the top?
3. Which word in the passage means the same as “gave a short performance
so that the director
could decide whether she was good enough”
Answer:

1. When Evelyn was sixteen years old, she decided to make music her life.
2. Evelyn got to the top by hard work, motivation and determination.
3. Auditioned.
Question 4: For quite a while, Evelyn managed to conceal her growing
deafness from friends and teachers. But by the time she was eleven, her marks
had deteriorated and her headmistress urged her parents to take her to a
specialist. It was then discovered that her hearing was severely impaired as a
result of gradual nerve damage. They were advised that she should be fitted
with hearing aids and sent to a school of the deaf.

1. Why did headmistress urge her parents to take her to the specialists?
2. At what age were symptoms of deafness noticed in Evelyn?
3. Trace the word that means “damaged”.
Answer:

1. Evelyn’s school’s headmistress urged her parents to take her to a specialist

because she had a hearing problem.
2. At the age of eleven the symptoms of deafness were noticed in Evelyn.
3. Impaired.
Question 5: Rush hour crowds jostle for position on the underground train
platform. A slight girl, looking younger than her seventeen years, was nervous
yet excited as she felt the vibrations of the approaching train. It was her first
day at the prestigious Royal Academy of Music in London and daunting
enough for any teenager fresh from a Scottish farm.

1. Who is the ‘girl’ in the above lines?

2. Where was she going?
3. Find the word from the extract that means “frightening”.
Answer:

1. Evelyn Glennie.
2. She was going to the prestigious Royal Academy of Music in London.
3. Daunting.
Part 2
Short Answer Type Questions

Question 1: How did ‘pungi’ transform into a Shehnai?

Answer:‘Pungi’ a musical instrument was banned because of its shrill and

unpleasant sound. But a nai modified and perfected it and played it for the
first time an Shah’s chamber, thus it came to be known as ‘Shehnai’.

Question 2: Who had brought shehnai to the classical Stage? What was he
honoured with?

Answer: Shehnai was brought to the classical stage by Ustad Bismillah Khan.
He started picking up the finger nuances of Shehnai under the guidance of his
maternal uncle Ali Bux. He had been honoured with Padma Bhushan,
Padmashree and Padma Vibhushan.

Question 3: Why did Bismillah Khan refuse to start a shehnai school in the
U.S.A.?

Answer: Bismillah Khan refused to start a Shehnai school in the U.S.A. because
he could not live outside India. He was in love with Benares and Dumraon and
missed it whenever he was in abroad.

Question 4: Why did emperor Aurangazeb ban the playing of Pungi in the
royal residence?

Answer: Aurangazeb banned the playing of the Pungi in the royal residence
because of its shrill unpleasant sound. It was regarded more as a noise maker
than a musical instrument. –

Question 5: What is the difference between a Pungi and a Shehnai?

Answer: The difference between a Pungi and Shehnai can be noticed by the
difference in their shapes and the sound produced by them. A Shehnai is
longer than a Pungi. The latter has a shrill, unpleasant sound whereas, the
former has a soft, melodious sound.

Question 6: Why did Bismillah Khan refuse to start a Shehnai school in the
U.S.A.?

Answer: Bismillah Khan refused to start a Shehnai school in the U.S.A. because
he was a true patriot and loved India a lot specially the banks of the river
Ganga.

Question 7: How do we know that sound of Shehnai is considered auspicious?

Answer: We know that the sound of the Shehnai is considered auspicious
because it is played in temples, and is a must for all happy occasions like
marriages.

Question 8: What were the recurring themes of Bismillah Khan’s music?

Answer: The recurring themes of Bismillah Khan’s music was the relationships
between the human beings and the flowing waters of the Ganga. He thought
that Benares and Dumraon were the most wonderful towns of the world.

Question 9: How did “Pungi” get its new name? What was it?

Answer: Pungi was modified and perfected by a barber which was very much
appreciated by the emperor. Since, it was played for the first time in Shah’s
chamber by a Nai, it came to be known as ‘Shehnai.’

Question 10: What place did Shehnai have in the past? What place has it
now?

Answer: In the past, the Shehnai was a part of the traditional ensemble of
nine instruments found at royal courts. Then, it was used in temples and
weddings but now it is used also in the classical concerts.

Question 11: When and how did Bismillah Khan get the break?

Answer: Bismillah Khan, at the age of 14, accompanied his uncle to Allahabad
Music Conference where Ustad Fayaz Khan patted his shoulder. He got
encouraged and worked hard and got a big break from the All India Radio in
1938.

Question 12: Where did Bismillah Khan play the Shehnai on 15th Aug 1947?
Why was the event historic?

Answer: Bismillah Khan was the first Indian to greet the nation with Shehnai
and played ‘Raag Kafi’ from the Red Fort. The event was historic because the
audience included Pandit Jawaharlal Nehru, who gave the famous speech –
Tryst with Destiny. .

Question 13: Why did Bismillah Khan regularly go to the nearby Bihariji
temple in his childhood and what did he earn?

Answer: At the age of 5, Bismillah Khan would regularly visit the Bihariji
temple to sing Bhojpuri “Chaitya”, For his melodious singing he used to earn a
laddu weighing 1.25 kg. from the local Bhojpuri King.

Long Answer Type Questions

Question 1: “There is always a teacher to bring out the latent potential of a

pupil/’ Justify with reference to the role played by Ron Forbes and Ustad
Faiyaz Khan in the lives of Evelyn Glennie and Bismillah Khan.

Answer: Teachers craft us to become better individuals both personally and

professionally. Ron Forbes understood Evelyn’s passion for music. He taught
Evelyn the nuances of hearing music not through her ears but through her
body. He taught her to feel the vibrations in her hands and parts of legs to get
the pitch. So, he crafted her to be more musical and confident.
Bismillah Khan’s teacher and mentor was his maternal uncle Ali Bux. Bismillah
used to be transfixed when Ali Bux used to play Shehnai. As a child, Bismillah
used to accompany his material uncle to Vishnu Temple of Benares where Ali
Bux was employed to play Shehnai. Bismillah picked up the finer nuances of
Shehnai and practiced for hours on the banks of river Ganga. He attained
perfection only because of his uncle and mentor.

Question 2: Give a brief character sketch of Ustad Bismillah Khan.

Answer: Ustad Bismillah Khan was a Shehnai master of great national and
international fame. He was a great musician. Ali Bux, his maternal unde
perfected him in music. Shehnai was brought to the classical stage by Ustad
Bismillah Khan. He practiced for hours and worked very hard to attain
perfection. It was his melodious music that made him the first Indian to greet
tire independent India. Ustad Bismillah Khan created many new rags. He was
given many awards and he even received the “Bharat Ratna”. He was a true
patriot who declined many offers to settle aborad. He was a true artist but a
simple man. He had great regard for Hindustani Classical Music.

Question 3: How did the young Bismillah develop his interest in Shehnai?

Answer: Bismillah was fascinated watching his uncle practice the Shehnai
when he was only three. He was deeply fascinated by the music of Shehnai.
Soon Bismillah started accompanying his uncle Ali Bux, to the Vishnu Temple
of Benares where Bux was employed to play Shehnai. Bismillah picked up the
finer nuances of Shehnai and practiced for hours on the banks of river Ganga.
The themes of his music deeply affected by the sounds of flowing water of the
Ganga. At the age of 14, Bismillah accompanied his uncle to Allahabad music
conference where Ustad Fayaz Khan patted his shoulder which inspired and
encouraged him to work harder.

Question 4: How was Bismillah Khan’s music recognized internationally?

Answer: Bismillah Khan was not only renowned in India iMt also
internationally. He promoted Shehnai to international levels of participating in
the world exposition, Cannes Art festival and Osaka Trade Fair. He became the
first Indian to be invited to perform at the prestigious Lincoln Central Hall in
the United States of America. So well known did he become internationally
that an auditorium in Tehran was named after him, “Tahar Mosiquee Ustaad
Bismillah Khan.”

Question 5: Why did Bismillah Khan refuse to start a Shehnai school in the
U.S.A.? ,

Answer: Bismillah Khan was exceedingly fond of Benares and Dumraon. They
were the most wonderful towns of the world for him. The students promised
to recreate the atmosphere of Benares, but he asked if they would be able to
transport River Ganga as well. Whenever, he was in a foreign country he
yearned for Hindustan. In Mumbai also he thought of only Benares and the
holy Ganga. Thus, herefused to start a Shehnai School in the U.S.A.

Value Based Question

Question 1: Do you think Bismillah Khan had very pure and deep feelings for
India?

Answer: Yes, Bismillah Khan had very pure and deep rooted feelings for India
especially for thfe banks of River Ganga and Benares. His love was so
profound that he even refused to go to the U.S.A. to start up a school. He did
not even enjoy in Mumbai as he found the life to be very artificial. He was
deeply connected to the banks of River Ganga and Benares.

Extract Based Questions

Read the passage given below and answer the questions that follow.

Question 1: The young boy took to music early in life. At the age of three
when his mother took him to his maternal uncle’s house in Benares (now
Varanasi); Bismillah was fascinated watching his uncles practice the shehnai.
Soon Bismillah started accompanying his uncle, Ali Bux, to the Vishnu temple
of Benares where Ali Bux was employed to the play the Shehnai. Ali Bux would
play the shehnai and Bismillah would sit captivated for hours on end.

1. Where did the young boy spend his life at the age of three?
2. What fascinated the young boy?
3. Who was Ali Bux and where was he employed?
Answer:

1. At the age of three, the young boy spent his life at his maternal uncle’s
house in Benares.
2. Shehnai and the practice of shehnai by his uncles fascinated the little boy.
3. Ali Bux was Bismillah Khan’s maternal uncle. He was employed at the Vishnu
Temple of Benares.
Question 2: Awards and recognition came thick and fast. Bismillah Khan
became the first Indian to be invited to perform at the prestigious Lincoln
Centre Hall in the United States of America. He also took part in the World
Exposition in Montreal, in the Cannes Art Festival and in the Osaka Trade Fair.
So well known did he become internationally that an auditorium in Tehran was
named after him. Tahar Mosiquee Ustaad Bismillah Khan.

1. What special recognition did Bismillah Khan achieve?

2. Bismillah Khan promoted Shehnai to international level. How?
3. The word in the passage means “prominent”.
Answer:

1. The special recognition that Bismillah Khan achieved was to be the first
Indian to perform at
Lincoln Central Hall.
2. Bismillah Khan promoted Shehnai to international levels by participating in
the World Exposition, Cannes Art festival and Osaka Trade Fair.
3. prestigious.
Question 3: When India gained independence on 15th August, 1947, Bismillah
Khan became the first Indian to greet the nation with his* Shehnai. He poured
his heart out into Raag Kafi from the Red Fort to an audience which included
Pandit Jawaharlal Nehru, who later gave his famous “Tryst with Destiny”
speech.

1. How did Bismillah Khan greet the nation?

2. Who delivered the speech “Tryst with Destiny”?
3. Find a word from the passage that means “gathering of persons for the
purpose of hearing a speaker”.
Answer:

1. Bismillah Khan greeted the nation by playing Raag Kafi on his Shehnai.
2. Jawaharlal Nehru.
3. Audience.
Question 4: His first trip abroad was to Afghanistan where King Zahir Shah
was so taken in by the maestro that he gifted him priceless Persian carpets
and other souvenirs.

1. Bismillah Khan’s first trip abroad was to which country?

2. What did Zahir Shah present Bismillah Khan?
3. Find word from the passage which has the same meaning as “momenta”
Answer:

1. Bismillah Khan’s first trip abroad was to Afghanistan.

2. Zahir Shah presented Bismillah Khan priceless Persian carpets and
souvenirs.
3. Souvenirs
Question 5: When India gained independence on August 15,1947, Bismillah
Khan became the first Indian to greet the nation with his shehnai. He poured
his heart out into Raag Kafi from Red – Fort to an audience which included
Mahatma Gandhi and Pandit Jawaharlal Nehru.

1. When did India gain Independence?

2. Which Raag did Bismillah Khan play from Red Fort?
3. What do the words “poured his heart out” here refer to?
Answer:

1. India gained independence on 15th August, 1947.

2. Bismillah Khan played the Raag Kafi from the Red Fort.
3. Played from the depth of his heart

The Fun They Had Class 9 Important Questions

Short Answer Type Questions

Question 1: How was the book that Tommy found different from his own
books?
Answer: The book that Tommy found was an old, real book which belonged
to his grandfather’s grandfather. It had crinkly, yellow pages whereas,
Tommy’s books were telebooks by mechanical teachers, computers.

Question 2: What kind of book did Tommy show to Margie?

Answer: The book that Tommy showed to Margie was an old, real book which
belonged to his grandfather’s. It had crinkly yellow pages, where all the stories
were printed on paper and the words stood still.

Question 3: Why did Margie hope that the County Inspector would take away
her mechanical teacher?

Answer: Margie hoped that the County Inspector would take away her
mechanical teacher because she had performed poorly in all the geography
tests and had developed a strong disliking for the school.

Question 4: Tommy thought the old books were funny and a big waste. Why?

Answer: Tommy thought that the old books were a waste because the words
stood still and did not run. He also thought that they were a big waste
because they could not be reused like the screen of their mechanical teacher.

Question 5: What did County Inspector do to improve Margie’s performance?

Answer: The County Inspector found that the geography sector had been
geared too quick. He slowed it up to an average 10-years level. He found the
overall pattern of Margie quite satisfactory.

Question 6: What kind of teachers did Margie and Tommy have?

Answer: Margie and Tommy had mechanical teachers, computer, and

telebooks. Their school had. no separate building. They had robotic teachers
showing lessons and testing papers. Their teachers were always on and kept
waiting for them.
Question 7: Why did Margie hate school?

Answer: Margie hated school, which was a room in her house only, because
her teacher was a mechanical one. It kept giving her test papers where
answers had to be written as punch codes. The results were given
instantaneously.

Question 8: What differences do you find in present school and the school
described in the lesson ‘The Fun They Had’?

Answer: In present day schools, students study together in a separate

building and teachers are human beings whereas, in the lesson the school was
at home and the teacher was mechanical.

Question 9: How does Tommy describe the old kind of teachers?

Answer: Earlier, the teachers were not mechanical teachers, they taught the
children in a special building where all children went to learn. They asked
questions and gave them home work.

Question 10: Why did Margie find the book strange?

Answer: The book had yellow and crinkly pages and the words standing still
unlike moving on a screen. When they turned back to the pages read before,
there were the same words on it when they read it the first time. All these
things were strange for Margie.

Question 11: Why did Margie’s mother send for the County Inspector? What
did he do?

Answer: Margie was not performing well in her geography tests. The County
Inspector took the teacher apart and put it together again as its geography
sector was geared a little too quick.

Long Answer Type Questions

Question 1: In spite of all comforts and luxuries in today’s world, our
grandparents still cherish their own time when life was quite tough. Give your
own views regarding this in 80-100 words.

Answer: Our grandparents lived during the years of 1950s to 1970s. At that
time life was very simple yet tough. They had time to explore the surroundings
and the world. They had parks to play with less of pollution around them.
Mechanical gadgets were there but were used only for necessary activities.
There were rivers where they could go for picnics and treks without the fear of
being getting any allergy. The school was more of a fun place where they met
their friends. They studied but were not competing against each other. For
them togetherness was important rather than competition.

In today’s world we are competiting against our friends. We have all the
facilities of life but we do not have time for our family and friends. We like to
play but on computers and play station rather than with our sibilings and
friends.

Question 2: How was Margie’s school different from the schools that existed
hundreds of years ago?

Answer: Margie’s school was at home. She had a mechanical teacher,

telebooks, no other students were there in the class and work was fed in by
the mechanical teacher by punch codes. Whereas, the old schools had proper
buildings, many students, human teachers who gave homework and asked
questions. Everyone learned the same things and books were of paper. So, it is
clearly visible that Margie’s school was totally different from the schools that
existed hundreds of years ago.

Question 3: How is Margie’s school different from a normal school?

Answer: Margie’s school had a room installed with a computer from which
she used to learn the lessons. There were no teachers to teach die students.
No homework was given to the students. The computers gave them tests and
the results were given instantly. There was no one to do the corrections or
solve their problems. There were no classmates even. So, Margie’s school was
very different from a normal school.

Value Based Question

Question 1:‘Machines can’t replace human beings.’ Explain this in 80-100

words with reference to the Lesson ‘The Fun They Had’.
OR
In context of the lesson ‘The Fun They Had’ do you think mechanical teachers
or computer instructors cannot replace humans as teachers.

Answer: A teacher not only has to teach and explain things but also has to
understand the mindset of the students. A computer instructor will only be
able to deliver the lesson but will not be able to understand the problems of
the students. A teacher (human) emotionally connects to the students to make
the child comfortable, but this is not the case with a mechanical teacher.
Teaching can be best done by a person because then only will they be able to
pass on the correct values and lessons to the students.

Read the passage given below and answer the questions that follow.

Question 1: “Today Tommy found a real book!”

It was a very old book. Margie’s grandfather once said that when he was a
little boy his grandfather told him that there was a time when all stories were
printed on paper.

1. The old book was found by ………….

2. Margie was surprised to see the book because ……….
3. Pick out a word from the following which means ‘small’:
(a) old
(b) once
(c) little
(d) very
Answer:
A Truly Beautiful Mind Class 9 Important Questions
Short Answer Type Questions

Question 1: Why did the people call Einstein a world citizen?

Answer: People called Einstein a world citizen because he campaigned for

peace and democracy and was agitated against arms and bombs especially
after the bombing of Hiroshima and Nagasaki.

Question 2: Why did Albert Einstein leave his school?

Answer: Albert Einstein left his school because he was not happy with the
education system. He was not at ease with the strict regimentation of the
school. He felt suffocated because of which he had to leave school.

Question 3: Why did Einstein hate school?

Answer: He hated school regimentation because of its extreme sense of

discipline. He felt tired and suffocated with this atmosphere. He often clashed
with his teacher.

Question 4: Why does the world remember Einstein as a world citizen?

Answer: The world remembers Einstein as a world citizen as he was deeply

hurt by the mass destruction in Japan and campaigned for peace and
democracy – worked for humanity.
Question 5: Why did Einstein write a letter to Franklin Roosevelt?
Or
Why did Einstein write a letter to the American President Roosevelt?

Answer: Einstein wrote a letter to Franklin Roosevelt when the Nazis were in
Germany and he had to migrate from there. The discovery of Nuclear fission in
Germany made the American physicists upset that the Nazis could use an
atom bomb.

Question 6: What is Einstein’s Special Theory of Relativity?

Answer: According to Einstein’s special theory of relativity, time and distance

are not absolute. From this followed the world’s most famous formula which
describes the relationship between mass and energy i.e., E = mc2.

Question 7: Why did Einstein’s play mates call him “Brother Boring” ?

Answer: Einstein could not mix up with other children. He did not find their
games interesting. He often uttered every word twice. He was often teased for
his abnormally huge head. And so his friends nicknamed him “Brother Boring.”

Question 8: How was Einstein’s private life unraveling after he finished his
studies?

Answer: He had wanted to marry Mileva but his mother was against it. She
thought Mileva was three years older than her son and too intelligent for him.

Question 9: What did Einstein call his desk drawer at the patent office and
why?

Answer: Einstein called his desk drawer at the patent office the “bureau of
theoretical physics” because he was working as a technical expert in the patent
office in Bern where he was supposed to be assessing other peoples’
inventions.
Question 10: How did Einstein react to the bombing of Hiroshima and
Nagasaki?

Answer: Einstein was shocked at the extent of destruction caused by the

bombing. He wrote a long letter to the United Nations and suggested that
there should be a World Government.

Long Answer Type Questions

Question 1: Write down the achievements of Albert Einstein.

Answer: Albert Einstein was really a scientific genius. He felt at home in

Mathematics but he showed keen interest in physics. After graduating from
the university in Zurich he started working vigorously. With his university
education he was working on relativity. After his graduation, he remained
jobless. So, he gave private lessons. In 1902, he secured a job as a technical
expert in the patent office in Bera. But he went on developing his own ideas.
The world showered on him honors invitations. He was honored with Noble
prize in 1921.

Question 2: Einstein was an unusual child with no indication of his potential

greatness. Comment.

Answer: Einstein’s head was larger than the usual head. He was called
“Brother Boring” because he never mixed up with his classmates. He left
school because he was not happy with the strict regimentation. He loved
mechanical toys and thought his sister to be a toy. The head master thought
him to be stupid and good for nothing and that he would never succeed in
life. He also told Einstein’s father that whatever profession he chose would not
matter, because “he will never make a success at anything”. This proves that
Einstein was an unusual child with no indication of his potential greatness.

Question 3: What was the outcome of Einstein’s letter which he wrote to the
American President, Roosevelt? Did his warning have any impact on America?
Answer: On his colleague’s insistence, Einstein wrote a letter to the American
President, Roosevelt when the Nazis were in Germany and he had to migrate
from there. The discovery of Nuclear fission in Germany made the American
physicists upset that the Nazis could use the bomb. He warned him of the
consequences of the atomic bomb. His words had a great impact. The
Americans developed the atomic bomb secretly. They dropped it on the
Japanese cities of Hiroshima and Nagasaki irf August 1945. Einstein was
greatly moved by the destruction. He wrote a long letter to the United Nations
and suggested that there should be a world government. This definitely
helped ending the world war.

Value Based Question

Question 1: Do you think that in today’s context national boundaries are

overcome by global issued?

Answer: The world is undoubtedly a global village. Any issue cannot be

resolved at the national level alone. This has been reflected in die case of
Albert Einstein. He wrote to the President of the U.S.A. about the evils of a
nuclear war, requesting him to take some measures. It is definitely the
responsibility of each one of us to shoulder the responsibility of protecting the
world.

Extract Based Questions

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

Question 1: A headmaster once told his father that what Einstein choose as a
profession would not matter, because “he will never make a success at
anything”. Einstein began learning to play the violin at the age of six, because
his mother wanted him to. He later became a gifted amateur violinist,
maintaining this skill throughout his life.

1. What was the headmaster’s opinion about Einstein?

2. Why did Einstein learn to play violin?
3. Find a word from the passage that means “having great natural ability”.
Answer:

1. The headmaster’s opinion about Einstein was that he would never be

successful in his life.
2. Einstein learnt to play the violin to fulfil the desire of his mother.
3. Gifted.
Question 2: Einstein was deeply shaken by the extent of the destruction. This
time he wrote a public missive to the United Nations. In it he proposed the
formation of a world government. Unlike the letter to Roosevelt, this one
made no impact.

1. What did Einstein write and to whom?

2. Why did he write a letter to Roosevelt earlier?
3. Find the word from the extract that means – “a long and official letter”.
Answer:

1. Einstein wrote a public missive to the United Nations proposing the

formation of a world government.
2. He wrote a letter to Roosevelt earlier in which he warned him by saying, “a
single bomb of
this type might very well destroy the whole part with some of the
surrounding territory”, i.e., a letter warning him for a bomb blast. ,
3. Missive.
Question 3: “The pair finally got married in January 1903, and had two sons.
But a few years later, the marriage faltered”.

1. Name the “pair” referred to in the above lines.

2. What happened to their marriage?
3. Which word from the extract means “became weak”?
Answer:

1. The pair referred to in the above lines is of Albert Einstein and Mileva.
2. Their marriage was not successful.
3. Faltered.
Question 4:He also felt a special interest in a fellow student, Mileva Marie,
whom he found to be 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.

1. Who is “clever creature” and “young serb” in the passage?

2. Why did the young serh come to Switzerland?
3. What was the attitude of Einstein towards the young serb? (Board Term
1,2012, ELI-025)
Or

1. Who felt special interest in Mileva Marie and why?

2. Why did Mileva Marie come to Switzerland?
3. Which word in the passage means “softness”?
Answer:

1. Mileva Marie, a fellow student with Einstein is referred to as a “clever

creature” and “young serb”.
2. The young serb had come to Switzerland because the university in Zurich
was one of the few in Europe where women could get degrees.
3. Einstein was attracted to her and he wanted to join her.
Or

1. Albert Einstein felt a special interest in Mileva Marie as he thought her to be

a clever creature.
2. Mileva Marie came to Switzerland as the University of Zurich was one of the
few places of Europe where women could get degrees.
3. Tenderness.

1. Tommy
2. all the stories were printed on paper
3. Little
Question 2: It was a very old book. Margie’s grandfather once said that when
he was a little boy his grandfather told him that there was a time when all
stories were printed on paper. They turned the pages, which were yellow and
crinkly, and it was awfully funny to read words that stood still instead of
moving the way they were supposed to-on a screen.

1. Why the pages of the book were yellow?

2. Did Margie see the book for the first time?
3. Trace a word from the passage that means ‘with many folds or lines’.
Answer:

1. The pages of the book were yellow because the book was quite old.
2. Yes, Margie saw the book for the first time.
3. Crinkly.
Question 3: Margie went into the schoolroom. It was right next to her
bedroom and the mechanical teacher was on and waiting for her. It was
always on at the same time every day except Saturday and Sunday because
her mother said little girls learned better if they learned at regular hours.

1. Where was Margie’s schoolroom?

2. Explain ‘mechanical teacher was on’.
3. Write the opposite of ‘regular’.
Answer:

1. Margie’s school room was next to her bedroom.

2. Computer was on.
3. Irregular.
Question 4: “Because it’s not our kind of school, stupid. This is the old kind of
school that they had hundreds and hundreds of years ago.” He added loftily.

1. Who is ‘he’ in the above lines?

2. “Our kind of school.” What kind of school they have?
3. Trace the word from the extract that means “in a superior way”.
Answer:
1. ‘He’ in the above lines is Tommy.
2. They have future classrooms with mechanical teachers.
3. Loftily.
Question 5: Tommy looked at her with very superior eyes. “Because it’s not
our kind of school, stupid. This is the old kind of school that they had
hundreds and hundreds of years ago.” He added loftily.

1. Why did Tommy call Margie stupid?

2. What does ‘they’ here refer to?
3. Find the word which means “in a superior way”.
Answer:

1. Tommy called Margie stupid because she was too ignorant.

2. ‘They’ here refers to the students of centuries ago.
3. Loftily.
Question 6: Margie did so with a sigh. She was thinking about the old schools
they had when her grandfather’s grandfather was a little boy. All the kids from
the whole neighbourhoods came, laughing and shouting in the schoolyard,
sitting together in the schoolroom going home together at the end of the day.
They learned the same things, so that they could help one another with the
home work and talk about it.

1. Which school is Margie thinking about in the above lines?

2. What is the advantage of those old schools?
3. Which word in the passage means “breathing out deeply”?
Answer:

1. Margie is thinking about the school of her grandfather’s grandfather when

he was a little boy.
2. The advantage of the old school was that everyone used to learn the same
thing and could help each other in the homework. The children could go
and come together also.
3. Sigh
The Road Not Taken Class 9 Important Questions
Short Answer Type Questions

Question 1: Why will the choice between two roads that seem very much alike
make such a big difference many years later in the life of the poet?

Answer: A choice between two roads that seem very much alike will make
such a big difference many years later in the poet’s life since this particular
decision, this path opened up many different opportunities for him in future.
The decision that he now makes will influence him and his life and his rest of
the decisions since the two roads are same they still have varied options in
them.

Question 2: Does the speaker feel that he has made the wrong choice in
taking the road “less travelled by”? If not, why does he “sigh”? What does he
regret?

Answer: No, the speaker does not feel that he has made a wrong decision by
taking the road less travelled. The poet wanted to explore both the roads. He
tells himself that he will explore one and then come back and explore the
other, but he knows that he will probably be unable to do so.

Question 3: And that has made all the difference. What is your opinion of the
difference- was it for the better or the worse? Substantiate your answer.

Answer: The poem does not clearly state whether the choice made by the
poet made him happy or sad. However, if examined the way of the world, we
find that the individuals who have achieved recognition and fame have always
eschewed the beaten track. Hence, we can reason that the poet-poet-traveller
was made happy by choosing the less travelled path, not the beaten track. The
concluding line of the poem “And that has made all the difference” connotes
the poet’s joy.

Question 4: After reading the poem can you detail the tone entire poem.

Answer: The overall tone of the poem is one of regret. He believes that at
some time far in the future, he will still be thinking of his two possible paths
“with a sigh”. He does not anticipate being any less conflicted then or any
more satisfied with his choice. He realizes that his choice will have made “all
the difference” in his life, but he is presently uncertain about what the
difference will turn out to be.

Question 5: Was the poet doubtful or clear that he would return to take the
other path which he could not do earlier?

Answer: Throughout the poem and the poet’s journey he faces an archetypal
dilemma. He doubts if he would ever be able to come back to take that other
road which might have given him some other more lucrative options in life.
The poet believes and we all know that one road leads to another so going
back to the original path is not easy.

Long Answer Type Questions

Question 1: Does the poem, ‘The Road Not Taken’, symbolizes or reveals a
meaning or aspect of freedom or responsibility?

Answer: The poem reveals the complex nature of a seemingly simple decision.
The narrator is conflicted as he thinks about which road to take. Even after
some deliberation and the fact that usage “Had worn them really about the
same,” he cannot help wondering, but then doubting “if I should ever come
back”. He is even trying to convince himself that he has made the best choice
as, when he looks back “Somewhere ages and ages hence”, he is sure that he
will be able to say that he made the best choice and that it “has made all the
difference”.
This poem highlights the fact that freedom (of choice in this instance) brings
with it its own set of responsibilities. Hie poem also, perhaps, indicates the
futility of over-thinking some situations. If, even trivial decisions require so
much thought, how can anyone ever make life-changing decisions. Apparently
for the narrator, this is life-changing. At least the choice is his to make.

Question 2: What do the two roads symbolize in the passage 1? What is the
significance of choosing a road?

Answer: The two roads that the poet-traveller faces in his walk or journey are
symbolic of the choices that we have to encounter in our life. The journey or a
simple walk itself is a metaphor for the great journey of life. In the poem the
poet, after prolonged thought, decides to take the road less travelled,
accepting its challenges and uncertainties. The decision is final and irreversible
and it has its own consequences, may be positive or negative. In real life also
we confront such critical situations where we face life-altering options. The
decision we make is crucial. We should contemplate over the choices before
and then decide our priorities. Once we make the decision and proceed
accordingly, we can never reverse it. The life takes its own course, and it does
not give a second chance to alter our decision and change our course of life.
Hence, decide wisely.

Question 3: What is the theme of the poem “The Road Not Taken’?

Answer: The poem ‘The Road Not Taken’ offers a profound perception into
the process of decision making. The traveller at the crossroads of the
diverging roads is symbolic of an individual at a decisive moment in his life’s
journey. His decision or choice of future action is of utmost significance since
the decision decides his destiny. The poet, Robert Frost, through this poem
asserts the importance of the right decision at the right time. In life we have to
make our choices; sometimes we have to make these choices without the full
understanding of the state of affairs. Even then, we should arrive at decision
only after carefully considering all the available options. We may regret our
choice or we may be excited about our choice, but the choice at the crucial
moment will determine and change the path of our life. Hence, the poem
stresses the need for deep and critical analysis of the situation before we
arrive at a life-transforming decision.

Question 4: Discuss the anticipation or remorse in The Road Not Taken’.

Answer: There is a fair amount of irony to be found here in the poem but this
is also a poem infused with the anticipation of remorse. Its title is not ‘The
Road Less Travelled’ but “The Road Not Taken”. Even as he makes a choice (a
choice he is forced to make if he does not want to stand forever in the woods,
one for which he has no real guide or definitive basis for decision-making), the
speaker knows that he will second-guess himself somewhere down the line—
or at the very least he will wonder at what is irrevocably lost: the impossible,
unknowable Other Path. But the nature of the decision is such that there is no
Right Path— just the chosen path and the other path. The Road Less Travelled
is a fiction the speaker will later invent, an attempt to polarize his past and
give himself, retroactively, more agency than he really had. What are sighed
for ages and ages hence are not so much the wrong decisions as the moments
of decision themselves— moments that, one atop the other, mark the passing
of a life. This is the more primal strain of remorse.

Question 5: What appeals to you in the poem?

Answer: The poem, “The Road Not Taken” by Robert Frost is extremely
appealing as it, in simple words and style, presents the importance of making
judicious decision at critical moments in our life. In life we have to choose our
options; sometimes we have to make these choices without a full awareness of
the circumstances. Even then, we should come to a decision only after
vigilantly considering all the offered alternatives. We may regret our choice or
we may be thrilled of our choice, but the choice at the vital moment will
determine and transform the path of our life. Hence, the poem emphasizes the
necessity for deep and serious reasoning of the circumstances before we
arrive at a life-transforming decision.

Extract Based Questions

Read the extract given below and answers the question that follow.

Question 1: Read the extract given below and answer the questions that
follows:
Two roads diverged in yellow wood.
And sorry I could not travel both
And be one traveller, long I stood
And locked down once as far as I could
To where it bent in the undergrowth;

1. At which point had the poet reached?

2. Why was the traveller feeling sorry?
3. Give the opposite to ‘met at a point’ from the passage?
Answer:

1. The poet is standing at a point where two roads diverged in the yellow
wood.
2. The poet is feeling sorry because he could not travel both the roads.
3. ‘Diverged’.
Question 2:
And both that morning equally lay
In leaves no step had trodden back
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted it if I should ever come back

1. Which road does the poet choose?

2. Why was the poet doubtful about the first road?
3. Find a word from the extract that means ‘crushed’.
Answer:

1. The poet took the second road.

2. The poet chose the second road over the first thinking that he would come
to it some other day. Yet, he was very doubtful that he would ever be able
to come back to it someday.
3. Trodden.
Question 3:
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.

1. Why did the poet take the other road?

2. What did the poet discover while travelling on the other road?
3. What do the given lines suggest about the speaker?
Answer:

1. The poet took the other road because he thought that it was more
challenging to travel on it as only a few had used (trodden on) it.
2. The poet discovered, while travelling on the other road, that the second was
almost equally used as the first one.
3. The given lines suggest that the speaker loved challenges and difficulties.
Question 4: I shall be telling this with a sigh
Somewhere ages and ages hence;
Two roads diverged in a wood, and
I took the one less travelled by,
And that has made all the difference.

1. How did the poet make his choice about the roads?
2. What had made a lot of difference in the poet’s life?
3. What does the term “road” stand for?
Answer:

1. The poet took the road which was less travelled as it was grassy and less
worn.
2. The poet regretted his decision as he thought that he would have been
successful if he would have taken the other road and so his life would have
been different.
3. The term “road” stands for opportunities and choices.
Question 5: Then took the other, just as fair,”
And having perhaps the better chance,
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same.

1. What made the poet choose such a road?

2. What does the poet mean by “just as fair”?
3. Find the phrase from the extract that mean “had not been used”.
Answer:

1. The poet chose such a road because grass has grown there and none had
travelled so far on it.
2. “Just as fair” means that the other road was as beautiful as the one seen
earlier.
3. Wanted wear
Question 6:
I shall be telling this with a sigh
Somewhere ages and ages hence;
Two roads diverged in a wood,
and 11 took the one less travelled by,
And that has made all the difference.

1. Write the name of the poem and the poet.

2. Why did the poet take the road which was less travelled by?
3. Why was the poet in dilemma?
Answer:

1. The Road Not Taken – Robert Frost

2. The poet took the road which was less travelled by because he wanted to
be different from others in his life.
3. The poet was in a dilemma while choosing one of the two roads.
Question 7: 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.

1. Where did the roads diverge?

2. Where did the one road lead to?
3. What does “yellow wood” stand for?
Answer:

1. The roads diverged in the yellow wood.

2. The one road led to dense growth of plants and animals.
3. “Yellow wood” stands for the autumn season.
Question 8: 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.

1. Who has composed these lines?

2. What does “both” refer to?
3. Trace a word from the extract which means “suspected”.
Answer:

1. These lines were composed by Robert Frost.

2. “Both” refers to two roads which lead to different directions.
3. Doubted.
Question 9: And both that morning equally lay
In leaves no step had trodden back.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

1. What does “both” refer to in the stanza?

2. Explain “in leaves no step had trodden back”.
3. Write the rhyming scheme of the extract.
Answer:
1. “Both” in the above stanza refers to two roads which diverged in different
directions.
2. “In leaves no step had trodden back” means that both the roads were
covered with yellow leaves and nobody had walked on them.
3. abaab
Question 10: 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.

1. What problem does the poet faces?

2. Where is the poet standing?
3. Find a word from the extract that means “separated”.
Answer:

1. The poet wasn’t able to decide which road or path he should tread upon.
2. The poet is standing at a point where two roads diverge in a yellow wood.
3. Diverged.
Question 11: ‘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’

1. Why is the poet feeling sorry?

2. What is the mood of the poet?
3. Find the word from the extract which means the same as “branched out”.
Answer:

1. The poet is feeling sorry because he could not travel both the roads.
2. The mood of the poet is regretful and thoughtful.
3. Diverge.
Wind Class 9 Important Questions
Short Answer Type Questions

Question 1: Describe the central idea of the poem.

Answer: The poem “Wind” inspires us to face the challenges thrown at us with
grit and firm determination. We should be strong enough to face all the
hardships of life with courage. Wind symbolizes problems and obstacles that
we all face and go through at some point time in our lives.

Question 2: Is wind regarded as a symbol of destruction in the poem? Explain.

Answer: In the poem, first stanza depicts the destruction caused by wind. The
wind tears the pages of the books, brings rain again, and destroys the daily life
of the weaker section of the world. The strong or gusty winds represent
turmoil and trouble in our life. These troubles are to be ignored.

Question 3: What are the figures of speech in the poem ‘Wind’?

Answer: The most common figure of speech in the poem is ‘Anaphora’ which
means repeating of certain words. The repetition of the word ‘don’t’ in the first
three lines of the poem is an example of Anaphora. Also, the entire poem is a
metaphor as it ends on a note of application to humanity to stand against all
ravages, natural or man-made.

Question 4: Can wind ever be friends with us?

Answer: Wind, literally, can be our friend. Wind is a phenomenon which

teaches us to be strong. Our friends always teach us to be strong and
determined. In times of need, wind wants us to bravely face our obstacles.
Hence, we have to be strong when there are obstacles in our life so that we
don’t get beaten up by them.

Long Answer Type Questions

Question 1: What challenges are posed by wind in the life of the poet and the
common man?

Answer: In our lives, wind destructs our daily routine. It hampers and
dampens the spirit of life around. According to the poet, rain and wind were
deeds of nature that are perceived as the tempest forces which destroy the
old and evil inside a man in order to create joy and liberty in his mind. Wind is
that difficult natural phenomenon which is very difficult to be predicted
accurately just as our problems which can arise from nowhere. It can hit us at
any time of our life. It mocks the very being of being alive. For frail people,
literally and metaphorically, wind creates barriers. Winds do not let a frail body
or a frail mind survive but on the other hand if you are strong, you have the
power and the will to survive and fight back, wind can never be a threat to
your living being.

Question 2: Does the poem reflect the human suffering being initiated by
wind? Explain with examples.

Answer: I believe that wind is a poignant example of the metaphor of God’s

will for a variety of reasons. First wind is invisible, but the effects it has on
other aspects of this world are clear and evident. Our poem reflects upon both
the constructive and destructive paths taken by the wind. Wind is extreme and
violent, but not necessarily legitimately with anger and emotions. Wind
creates compassion, but apathy at the same time in human life. Winds
emphasize the passionate, intense nature of the poet, while the decay and
death inherent in the metaphor suggest the sacrifice and suffering of humans.
We also see that wind is a metaphor for the god’s will because its effects in
this world can be both beneficial or ostensibly destructive.

Extract Based Questions

Read the extract given below and answer the questions that follow:
Question 1: The wind blows out weak fires
He makes strong fire roar and flourish His friendship is good
We praise him everyday

1. How does the wind affect the weak fires?

2. What is the effect of the wind on strong fire?
3. Trace a word from the extract that means “prosper”.
Answer:

1. The wind blows out the weak fires.

2. The wind makes the strong fire even more strong and increases its power.
3. Flourish.
Question 2: 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.

1. Whom does the poet request in the above lines?

2. Write any one action of the wind.
3. Trace a word from the extract which means “thrown in different directions”.
Answer:

1. The poet makes a request to the wind in the above lines.

2. Scattering of paper/throwing books from the shelf/breaking the shutters of
the window.
3. Scatter.
Question 3: He won’t do what you tell him,
So, come, let’s build strong homes.
Let’s joint the doors firmly Practice to from the body.
Make the heart steadfast.

1. What does the poet advise?

2. He won’t do what you tell him”, what does it mean?
3. Find a word from the extract that means “loyal/faithful”.
Answer:
1. The poet advises to build strong homes, join the door firmly, and to make
our body firm and strong.
2. It means that the wind does not follow our commands.
3. Steadfast.
Question 4: He won’t do what you call him
So, come, let’s build strong homes,
Let’s join the door firmly
Practice to firm the body „
Make the heart steadfast

1. What does “he” stands for?

2. What should we do to save our homes?
3. The word which stands for “to fix” is?
Answer:

1. “He” stands for wind.

2. To save our homes, we should build strong homes and join the door firmly.
3. Join.
Question 5: 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.

1. Write about any two destructive activities of the wind.

2. How can we make friends with the wind?
3. Find the word from the extract which is an antonym of “foolish”.
Answer:

1. Two destructive activities of the winds are –

(a)Breaks the shutters of windows.
(b)Scatters the papers.
 (c)Throws down the books.
(d)Tears the pages of books. (Any two)
2. We can make friends with the winds by building strong homes and strong
body and heart.
3. Clever.

Rain on the Roof Class 9 Important Questions

Short Answer Type Questions

Question 1: How does the poet describe the sky before the rain falls?

Answer: There were dark clouds hovering around in the sky. They hid the stars
with darkness all around. The poet compares the darkness with sadness, as
these humid shadows gently weep which pours down rainy tears.

Question 2: Do you think that the poem, Rain on the Roof, is lauding the
healing power of nature’s rain?

Answer: The poet is appreciating rain, especially when he hears it from a cozy
bed in a lovely “cottage. This rain and its sound have resurrected the fondest
memory of the poet’s mother in his mind. As the rain continues, the poet tries
to recollect all that caused him pain, yet at the same time lifted his spirits.

Question 3: What does the each sound of shingle create?

Answer: Every raindrop on the tiles of the roof creates a rhythm with the
poet’s heartbeat. This evokes thousands of dreams making his thoughts busy.
While he focuses on the listening to the pitter- patter on the roof, his mind
starts weaving recollections of fond memories of yesteryears.

Question 4: Who all does the poet remember while listening to the rain?
Answer: The poet remembers his mother who use to put him to bed every
night and then used to look at him lovingly while he slept. He also remembers
his angelic sister who died early. He also remembers the young girl whom the
poet had admired at some point of time in-his life.

Question 5: Is the poet, Coates Kinney, able to enjoy the rain or he

reminiscesat the lost time?

Answer: The general atmosphere of the poem is very somber. There is

darkness around but rain compensates it with the spirit of peace for the lonely
night at hand. The poet realizes how much joy and pleasure of sleep he can
attain when his head presses against his pillow to conclude the long day into a
goodnights rest.

Long Answer Type Questions

Question 1: What happens when the poet listens to the patter of the rain? Do
you think that rain is a narrative tool in the poet’s life?

Answer: The raindrops play music on the roof and create a sound of pitter-
patter. To the poet this music is blissful. At die beginning of the poem there is
certain tinge of sadness around which starts to weep away with the coming of
raindrops. Every raindrop on the tiles of the roof creates a rhythm with the
poet’s heartbeat. The poet tries to focus on listening to the pitter-patter on
the roof whereas his mind weaves the recollections of fond memories of
yester years.
Rain bears a subtle link with all aspects of life. It serves as a powerful narrative
tool in the poet’s life. It has added a layer of depth and fullness to the
situation where the poet is concerned. It delivers an effective voice which
communicates the apt moment of time and space as well as the emotions of
the protagonist in a more poignant manner than mere words would do.

Question 2: There is an image of past in the poem, ‘Rain on the Roof’. Is this
imagery similar to ones used in the poem, ‘The Road not Taken’ ? Explain.
Answer: In the poem, ‘Rain on the Roof’, past is being spoken about but not
in terms of regret or sadness whereas in the poem, ‘The Road Not Taken’,
there is sadness and regret as imagery. Rain lulls the poet into dreams which
bring back the memory of his family and the loved ones.
In the poem, ‘The Road Not Taken’, the poet is regretting his decision that he
took years back. There is an imagery of past in both the poem but in the poem
by Coates Kinney, this past imagery is the wonderful thought of a loving
mother whereas, in the poem by Robert Frost, the poem is about regret. The
road not taken symbolizes the choice to enter the unchartered land. It
suggests that in making this choice he is trying to distinguish himself from the
rest of the world by taking the less travelled, less worn road. Both the poems
have the imagery of past. One creates a sense of love and want and create a
somber mood. The other poem delves into the decision making power of the
poet which took him places but could not satisfy him.

Question 3: Dreams hold importance in the poet’s life. Is it true? Explain.

Answer: This poem is depicting the overall mood on a rainy night. During
night the humid cloud full of water creates dark shadows over the star
studded sky. The poet dreams about his mother and the way she used to tuck
him in bed. The poet’s dream of his mother reminds him of his childhood
days. His mother used to tell stories to lull him into sleep full of dreams. The
music being played on the rooftop is like the affectionate look by which his
mother used to see him, while he was a kid. So dreams make him realize the
importance of past and the things that he now misses.

Extract Based Questions

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

Question 1: Now in memory comes my mother

As she used in years agone,
To regard the darling dreamers Ere she left them till the dawn:
O! I feel her fond look on me
As I list to this refrain
Which is played upon the shingles
By the patter of the rain.

1. Which sound is the poet listening to?

2. The sound reminds the poet of
3. Which word in the extract means “the ability to remember things”?
Answer:

1. The poet is listening to the sound of the rain.

2. His mother.
3. Memory.
Question 2: Now in memory come my mother,
As she used in years agone,
To regard the darling dreamers
Ere she left them till the dawn;
O! I feel her fond look on me
As I list to this refrain
Which is played upon the shingles
By the patter of the rain

1. What is the memory that comes to the poet?

2. Who are the darling dreamers he refers to?
3. Trace a word from the extract that means “rectangular wooden tiles”.
Answer:

1. It is the memory of his mother that comes to his mind.

2. The darling dreamers, he refers to, are those lovely dreamers who
remember their mothers.
3. Shingles.
Question 3: Every tinkle on the shingles
Has an echo in the heart
And a thousand recollections
Weave their air threads into woof
As I listen to the patter
Of the rain upon the roof
1. How does the poet describe the falling rain?
2. What does the mind of the poet fancy?
3. Trace a word from the extract that means “memories”.
Answer:

1. The poet says that the falling rain creates immense pleasure in his heart.
2. Old thoughts and memories are recollected by the poet.
3. Recollections!
Question 4: When the humid shadows hover.
Over all starry spheres
And the melancholy darkness
Gently weeps in rainy tears,

1. What are the humid shadows?

2. What do they do?
3. Why does the poet call darkness melancholy?
Answer:

1. The humid shadows are the dark clouds.

2. They hide the stars and rain.
3. The poet calls darkness melancholy because it makes him sad.
Question 5: Now in memory comes my mother,
As she used in years agone,
To regard the darling dreamers,
Ere she left them till the dawn:
O! I feel her fond look on me As I list to this refrain Which is played upon the
shingles By the patter of the rain.

1. Who comes in the memory of the child when it rains?

2. What does the poet like to do when it rains?
3. Find the word in the extract that refers to “repeated sound of the rain”.
Answer:

1. When it rains, the child is reminded of his mother.

2. When it rains, the poet feels happy to press the pillow of his bed and lie
listening to the patter of the rain.
3. Refrain.

The Lake Isle of Innisfree Class 9 Important Questions

Short Answer Type Questions

Question 1: Describe the person, the place or the thing brought vividly to life
by the poet.

Answer: The Lake Isle of Innisfree by W. B. Yeats vividly describes an island in

the lake of Innisfree. The island is an incredibly peaceful place. The island is
also a place of great natural beauty. Yeats describes many different aspects of
its appeal, from the various birds and insects to the striking light at different
times of day. This is a landscape that has not been damaged or diminished by
human interference.

Question 2: Why does the poet want to go to Innisfree?

Answer: The poet wants to go Innisfree in search of peace. He does not like
the noisy place as London is. He wants to live in a place which. The poet craves
for some peace and hence he wants to go to Innisfree. There he wants to
make a small cabin and grow beans. He wants to live there alone.

Question 3: How is the city life different from the life at the Lake of Innisfree?

Answer: The poet does not like the city life. The pavements are dull and grey.
There is chaos all around. But there is nature’s beauty all around in Innisfree. It
is a dream place for the poet which exists in reality. There is a perfect harmony
on the island between the plants and the weather.
Question 4: Briefly describe one major theme of the poem “The Lake Isle of
Innisfree”.

Answer: A major theme in “The Lake Isle of Innisfree”, is nature versus

civilization. What we value in life is often the exact opposite of what civilization
brings with it. Nature allows us to explore the various forms of life but
civilization has certain set rules with which we have to abide.

Question 5: What is the tone of the poem?

Answer: The poem has a very calm arid relaxing tone. The reader may picture
a person physically going to this place called Innisfree but the narrator of the
poem is visiting this place in his imagination. It helps him to relax and escape
the rush of modem living.

Long Answer Type Questions

Question 1: In the poem The Lake Isle of Innisfree’, what does the poet find so
attractive about ‘The Lake Isle of Innisfree’.

Answer: The thing that the poet finds so attractive about Lake Isle of Innisfree
is its promise of peace.

The poet, then, long for this place which affords a sense of contentment and
relaxation far from the busy modem life. The poem’s slow and regular meter
helps to convey this languid, dreamy effect. There is also the vivid
impressionistic description of the colours and beauties of this place, and the
soothing stir of nature which is so different from the strident noise of the city
where the poet actually is, as the final stanza makes clear.

The poet, then, is physically trapped in the city, but he can imagine the beauty
of Innisfree and this gives him spiritual sustenance. This is one of Yeats’s early
lyrics, exhibiting a familiar romantic sensibility in its praise of the deep purity
and beauty of nature which is contrasted with the drabness, shallowness and
sterility of modem urban living.
Question 2: In your opinion, what words or phrases used by the poet are the
most effective in bringing the person, place or thing fo life? Give reasons for
your answer.

Answer: Throughout the poem, Yeats uses a variety of imaginative phrases to

capture the essence of the lake Isle. He brings the island to life by referring to
the different birds and insects there. He comments on how “the cricket sings”
and refers to “linnet’s wings”. This gives a sense of energy on the island, and
reminds us of what a natural place it is. The line “and live alone in the bee-
loud glade” correctly captures the point that Yeats is trying to make about the
island. It is an isolated place, where he can enjoy the solitude.

In the second stanza of the poem, Yeats describes how the light changes on
the island throughout the day. He tells us that “noon’s a purple glow”. This
light brings the entire lake Isle to life.
Finally, Yeats manages to capture the sounds of the island. He tells us that he
can hear” water lapping in low sounds by the shore”. Yeats uses alliteration to
recreate the sounds. By repeating the letter “I” so many times, we get a sense
of the slow and gentle movement of the water.

Question 3: Does the poem celebrate the theme of escapism? Explain.

Answer: The poem focuses on Innisfree as a place of escape for the speaker.
The speaker describes Innisfree as a simple, natural environment where he will
build a cabin and live alone. ‘The Lake Isle of Innisfree’ expresses the idea that
nature provides an inherently restorative place to which human beings can go
to escape the chaos and corrupting influences of civilization. In this poem, the
speaker/Yeats longs to live in the simplicity of nature, with no extraneous
distractions of city life or the superfluous habits, customs, and daily routines of
an increasingly fast-paced, modem world. The speaker is only dreaming of
“getting away from it all.”Even if he never goes, he will at least have the mental
escape. This is the saving grace; even if he can not get out of the city, he can
imagine the escape as he can will himself to hear the lake water lapping even
while standing on the pavement in the city. There is another
appeal/implication that one can never go back to the past place of nostalgia
and youth, but through imagination and reflection, one can always have the
mental escape and memory of another time and place.

Extract Based Questions

Read the extract given below and answer the question that follow:

Question 1: And I shall have some peace there, for peace comes dropping
slow Dropping from the veils of the morning to where the cricket sings;

1. What does the word ‘there’ in the above lines refer to?
2. How does peace enter the huts of peasants?
3. Name the literary device used in the poem.
Answer:

1. ‘There’ in the above lines refer to Lake Isle of Innisfree.

2. Peace enters the huts of peasants through the morning dew drops.
3. Metaphor.
Question 2: While I stand on the roadway, or on the pavements grey,
I hear it in the deep heart’s core.

1. Name the poem and the poet.

2. What does “It” in the second line stand for?
3. Give the noun form of the word “deep.”
Answer:

1. Poem: The Lake Isle of Innisfree.

Poet: W.B. Yeats.
2. “It” refers to the lake water.
3. Deepness / Depth.
Question 3: And I shall have some peace there, for peace comes dropping
slow
Dropping from the veils of the morning to Where the Cricket sings;
There midnight’s all a glimmer and noon a purple glow
And evenings full of the linnet’s wings.
1. What did the poet see in the morning?
2. What did the poet hear?
3. Find a word from the extract which means “weak, faint, unsteady light.”
Answer:

1. The poet saw dewdrops which seemed to be dropping peace.

2. The poet heard the song of the crickets.
3. Glimmer.
Question 4: And I shall have some peace there, for peace comes dropping
slow
Dropping from the veils of the morning to where the cricket sings;
There midnight’s all a glimmer, and noon a purple glow,
And evenings full of the linnet’s wings.

1. Write the rhyming scheme of the given stanza.

2. What does the stanza suggest about the poet?
3. Name any two things the poet is fond of.
Answer:

1. abab.
2. The stanza suggests that the poet loves to be in the lap of nature.
3. Cricket’s song, the evening when linnets are flying, a bright moon lit
midnight.
Question 5: I will arise and go now, and go to Innisfree,
And a small cabin build there, of clay and wattles made.
Nine beam row will I have there, a hive for the honeybee,
And I live alone in the bee loud glade. ‘

1. What does the poet wish to build at lnnisfree?

2. What does “lnnisfree” symbolise?
3. Why does the poet wish to stay at lnnisfree?
Answer:

1. The poet wishes to build a small cabin at lnnisfree to be made with sticks
and clay.
2. lnnisfree symbolises a place of peace and tranquility.
3. The poet wishes to stay at lnnisfree :
(a)To live in peaceful environment; and
(b)To escape from hectic schedule-of the city life.
Question 6: I will arise and go now, and go to lnnisfree,
And a small cabin build there, of clay and wattles made:
Nine bean-rows will I have there, a hive for the honeybee,
And live alone in the bee-loud glade.

1. Write about any two things the poet wants to do when he goes back to
lnnisfree.
2. Why does the poet miss the place? ,
3. Trace a word from the extract that means “open space”.
Answer:

1. Two things that the poet wants to do when he goes back to lnnisfree are:
(a)Build a small cabin of clay and wattles.
(b)Have nine bean rows and a hive for honeybee.
(c)Live alone in the bee loud glade. (Any two)
2. The poet misses the place because he longs for the peace and tranquility of
lnnisfree, a place
where he spent a lot pf time as a boy.
3. Glade.
Question 7: “And I shall have some peace there, for peace comes dropping
slow – Dropping from the veils of the morning to where the cricket sings”

1. Name the poet.

2. Which place is the poet referring to in the above lines?
3. What is the poet looking for?
Answer:

1. The poet is W. B. Yeats.

2. The place which the poet is referring to in the above lines is the Lake Isle of
Innisfree.
3. The poet is looking for peace and serenity
A Legend of the Northland Class 9 Important Questions
Short Answer Type Questions

Question 1: Why does the poet say that the hours of the day are few?

Answer: In the poem, the poet uses a name Northland. In the area of
Northland, the nights are longer and the days are shorter. As a result there are
very few hours in a day.

Question 2: Who came knocking at the door of the old woman? Why was he
there?

Answer: In the Northland an old lady Lived in a cottage. She was baking cakes
when St. Peter came knocking at her door. He had become weak with fasting
and travelling. He was looking for food

Question 3: Is this a true story? Which part of the poem do you think is really
important?

Answer: This is a legend. It is not a true story. Even the poet feels that it is not
true. The most important part of the poem is the point when we realize that
the old woman is very greedy. She could not part with her cakes for a hungry
man.

Question 4: Is this poem correct in being known as a legend? Explain.

Answer: A legend is a semi true story which has been passed on from person-
to-person through ages. This legend has an important meaning or symbolism
for the culture in which it originates. A legend includes an element of truth or
is based on historic facts but with mythical qualities. The saint in turn curses
the old woman. This poem can also be regarded as a folktale which again is a
story told from one generation to another.

Long Answer Type Questions

Question 1. A holy man should not curse the lady. Justify this statement
in the context of the poem ‘A Legend of the Northland’.

Answer: A holy man is known for his wisdom. He teaches moral lessons to the
people whether they are liberal or greedy. All are equal in his eyes. In the
present story, Saint Peter is a holy man. He is also famous for his preaching.
He has preached and travelled a lot. So, he is hungry. He asks the lady for
some food but she does not share her food with him. Finally, the saint
becomes angry and curses her. In fact, he should have shown some mercy and
the example of his wisdom. Therefore, it is appropriate to say that a holy man
should not curse the lady.

Question 2. How can you say that the old lady was greedy?

Answer: The old lady was running a bakery. Saint Peter was a wise saint. He
had travelled and preached a lot so he was tired and hungry. He had arrived at
her door for some food. Still the lady made him wait for the cake for a long
time. Every time she tried to bake too small cake but unfortunately the cake
often seemed to her of a bigger size. The old lady did not want to share the
cake of this size with the saint. At last, the saint grew angry and cursed her. So,
it can be said that her greed had no limit.

Question 3. Why was St. Peter forced to curse the greedy little woman?
Do you justify the action of St. Peter?

Answer: St. Peter was a holy man. He was a Christian saint. He spent his time
moving around places and preaching the people there. Saints generally bless
the people. They don’t curse them. However, these holy men resort to cursing
when people defy good sense and become evil. The little woman in the story
was extremely selfish and greedy. After much travelling and preaching, St.
Peter had become tired. He had become weak and hungry after the fast. He
came to the cottage of the little woman for food. Seeing her baking cakes, St.
Peter asked her to give one from her store of cakes. The greedy woman made
a very little piece of cake for him. Even that small piece looked too large to be
given away to the saint. Hence, she went on making it smaller and smaller. The
hungry St. Peter cursed the selfish and greedy woman. She was cursed to be a
woodpecker boring and struggling for her scanty food. St. Peter was justified
in cursing her. She had deprived a tired and hungry saint even from a small
piece of cake. She was rightly punished for her greed.

Question 4. Why was the little woman cursed particularly to be a

woodpecker and not another bird? How did she struggle to get her
scanty food?

Answer: The little woman aroused the anger of a holy man. The saint spend
most of his time in travelling and preaching. Constant fasting had made him
hungry and weak.

Saint Peter asked for a small piece of cake when he saw a little woman baking
cakes. The greedy woman could have easily given a piece of cake to the saint.
But the selfish woman thought that even a very little piece was too large to be
given away to him. She denied even this little offering. The saint cursed her to
be a woodpecker. A woodpecker has to bore for a long time to get even a
scanty food. She was cursed to labour hard by boring into the tree to get even
her scanty food as she had made the saint to wait so long for such a small
piece of cake.

Value Based Questions

Question 1: Why did the woman bake a little cake?

Answer: The woman in the poem has been shown as a highly stingy, miserly,
greedy and mean by nature. Whenever, she took out cake from the hearth,
they appeared to be larger than the original size. Hence, she baked a very
small cake for Saint Peter.

Question 2: Greed is a quality which God does not like. Discuss it in the
context of the poem.
Answer: Greed is considered to be a sin. This has been clearly brought out in
the poem. In a legend of the Northland greed has no end. This is evident in
the behaviour of the old lady when she was asked for a cake by St. Peter. She
could not even give him a wafer thin slice. This angered St. Peter and he
cursed her to be a woodpecker. One should always be able to share with
others as God has been so kind to give us so much.

Extract Based Questions

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

Question 1: He came to the door of a cottage

In travelling round the earth
Where a little woman was making cakes
And baking them on the hearth

1. Who does “he” refer to in the first line?

2. What request did “he” make to the woman?
3. Was the little woman rewarded or punished? Why?
Answer:

1. “He” refers to Saint Peter in the first line.

2. “He” requested the woman to give him a cake.
3. The little woman was punished since she was highly stingy, miserly, greedy
and mean.
Question 2: He came to the door of a cottage
In travelling round the earth
Where a little woman was making cakes
And baking them on the hearth.

1. What was Saint Peter doing?

2. What was the little woman making?
3. What is a hearth?
Answer:
1. Saint Peter was travelling.
2. The little woman was baking cakes.
3. Hearth is a fire-place.
Question 3: Then Saint Peter grew angry
For he was hungry and faint ‘
And surely such a woman Was enough to provoke a saint

1. Why was Saint Peter about to faint?

2. How did the woman provoke Saint Peter?
3. What is the rhyming scheme of the given stanza?
Answer:

1. Saint Peter was about to faint as he had been preaching and fasting.
2. The woman provoked Saint Peter by not giving him the cakes that were
baked for him.
3. abcb.
Question 4: And being faint with fasting
For the day was almost done
He asked her, from her store of cakes,
To give him a single one.

1. Who is “He” in the extract?

2. What did he ask her to*give him?
3. Trace a word from the extract that means “weak”.
Answer:

1. “He” referred to in the extract is Saint Peter.

2. He asked her to give him one cake from her store. ‘
3. Faint
Question 5: And being faint with fasting,
For the day was almost done,
He asked her, from her store of cakes,
To give him a single one.

1. Who is “He” in the passage?

2. Why was he fainting?
3. What is meant by “the day was almost done”?
Answer:

1. “He” in the passage is Saint Peter.

2. He was fainting due to fasting.
3. “The day was almost done” means that the day had finished or passed.

No Men are Foreign Class 9 Important Questions

Short Answer Type Questions

1. How do the people hate their brothers? Are they right?

Answer: People hate their brothers in different ways and the common of them
is by taking arms against them. As they take them to be wrong and consider
themselves to be right. It is always wrong they should live in peace and
tranquility.

2. We hate our brothers and begin to harm them as well as ourselves.

How?

Answer: It is a common tendency of people that they hate their brothers but
whenever we do any wrong to our brothers, we begin to define our spirit and
soul. By doing so, we also harm ourselves. We betray and criticise ourselves.
The major harm that we do to ourselves is that our character is lost.

3. How does the Earth unite us?

Answer: The Earth unites us in many beautiful ways. We eat and drink the
things that grow on the Earth. It is Earth we walk and play on and after our
lives come to an end, we all lie hidden inside it according to our destiny.
4. What does the poet mean by the words ‘harvests’ and ‘war’?

Answer: The poet has used these two terms for their symbolic meanings.
‘Harvest’ is a symbol of peace the farmer does cropping work to feed himself.
The term ‘war’ has been used to display the severity of destruction and
starvation.

5. Hatred, jealousy and misdeeds are the dangerous pollutants of our

own Earth. Discuss.

Answer: The world is a global village, a union, a singular entity. It may be

possible that the people on the Earth may belong to different nations, castes,
creeds, they may speak different languages and vernaculars, they may be
follower of different religions but still they are equal. Each one whosoever lives
on the Earth is our brother so we should follow the path of fraternity. If we are
in the close vicinity of one another, we can enjoy peace and share the joys,
nature has showered upon us. But if we do not follow this path and start a war
against our own brothers, we are polluting our own beautiful Earth. Our
hatred, jealousy and misdeeds have no limit and they are a serious threat to
humanity. So, it is our responsibility that we m

Long Answer Type Questions

1. How does the poem justify that people in all countries of the world are
essentially the same?

Answer: The poet justifies the statement that people living in different
countries are essentially the same by asserting that ‘no men are strange’. Every
single body breathes and functions in the same way as ours. Each one of us
equally needs the sun, air and water. Human hands too are used for the similar
purpose of toiling for livelihood. Eyes too a perform the similar function of
sleeping and waking up. Love wins us all and we all recognise its power. In
peace times, we all flourish and wars starve us. Hatred leads us astray and
when we take up arms against each other, the entire earth is defiled and
destroyed. Therefore, we all like peace which showers abundance and
prosperity on us. Therefore, essentially we all are the same.

2. ‘Wars have always brought total ruin in this world, yet they are fought
repeatedly.’ Discuss.

Answer: Wars are the result of over-ambition and greed of irresponsible rulers
of the world. They bring ruin both to the victor and the vanquished by
shattering the economy of the warring countries. In the past, wars were
localised but now they are global and hence more dangerous and destructive.
The memories of the First and the Second World Wars are still fresh in our
minds. The horrific after-effects of the bombing of Hiroshima and Nagasaki in
1945 can still be seen. Still, it is appalling to note that people of the world do
not learn from history. The danger of yet another war lurks all the time. The
divisive forces are even stronger in the present times and the mad race for
armaments too is scary. Hope lies in the strength of the common people who
should refuse to be fooled by vested and unscrupulous leaders. Instead,
people of the world should look at the world as a global village that offers
innumerable opportunities and reasons for peaceful coexistence.

3. How does the poet James Kirkup prove that no men are foreign? How
far is he able to convince his reader about it?

Answer: The poet, James Kirkup, cites various examples to prove that no men
are foreign. The very title of the poem is thought-provoking and compels the
reader to think about the issue of people living in other countries as foreigners
and strangers. As the poem progresses, the poet repeatedly emphasises that
all human beings are identical in their nature and approach. All live on the
same earth; enjoy air, sun and water; love peace and are averse to war. They all
have common experiences and toil in a similar manner to earn the livelihood.
The logical reasoning put forth by the poet and the frequent reminders fully
convince the reader that no men are foreign. He gets the message that
alienation from fellow brethren is equally damaging to himself. He also
understands that by treating other men as foreign, the world stands exposed
to the risk of war which can lead to irreversible destruction and pollution of
mother earth.

4. How, according, to the poet, the human earth is ‘defiled’ and the
innocence of air ‘outraged’?

Answer: The weapons of war make the earth dirty and spoil its atmosphere.
The deadly ammunition destroys the fertility of the earth and makes it barren.
Explosives cause destructive fires sending ashes all over. This pollutes the land
as well as the air and the water. It leads to the spread of hunger and
innumerable diseases. Both earth and air lose their purity. Thus, the victor, as
well as the vanquished, find the Earth and its environment hostile and
unfriendly. The kind mother Nature becomes absolutely helpless and is unable
to shower her gifts on human beings. It is tarnished and robbed of its
bounties. The innocence of air is signified by its purity. But wars strip the air of
this innocence and fill it with smoke and dirt. The air then becomes unsuitable
for human survival. Thus ‘human earth’ is ‘defiled’ and ‘innocence of air’ is
‘outraged’ by wars.

Extract Based Questions

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

1. Remember they have eyes like ours that wake

Or sleep, and strength that can be won
By love. In every land is common life
That all can recognise and understand.

1. From which poem has this stanza been taken?

2. What do ‘they’ have in common?
3. Who is the writer?
4. What does ‘common’ mean?
Answer

1. No Men Are Foreign

2. Eyes, sleep and strength
3. James Kirkup
4. Usual
2. Let us remember, whenever we are told
To hate our brothers, it is ourselves
That we shall dispossess, betray, condemn.
Remember, we who take arms against each other….

1. Who have been called ‘our brothers’?

2. Who instigates the commoners to hate their brothers?
3. Who is the poet?
4. What does ‘condemn’ mean?
Answer

1. All men of the world.

2. Selfish people who have vested interests spread violence and instigate
hatred among their brothers.
3. James Kirkup
4. Express complete disapproval
Stanza Wise Explanation
Stanza 1
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.
The speaker addresses the wind, requesting it to come softly without causing any damage.
They ask the wind not to break the shutters of the windows, scatter the papers, or throw
down the books on the shelf. The speaker expresses surprise and disappointment because the
wind did exactly what they asked it not to do. It threw down the books and tore their pages,
and it also brought rain.

Literary meaning: In this stanza, the wind symbolizes a force of nature that is unpredictable
and uncontrollable. The speaker personifies the wind, attributing human-like qualities to it.
The wind’s actions of breaking shutters, scattering papers, and tearing book pages reflect its
disruptive and destructive nature. The wind is depicted as mischievous, enjoying making fun
of weaker things.

Stanza 2
Frail crumbling houses, crumbling doors, crumbling rafters,
crumbling wood, crumbling bodies, crumbling lives,
crumbling hearts —
the wind god winnows and crushes them all.
The poet describes the wind’s impact on various things. The wind god causes houses, doors,
rafters, wood, bodies, lives, and hearts to crumble. The wind sifts and crushes everything,
disregarding any commands given to it.

In this stanza, the wind is depicted as a powerful deity who possesses the ability to destroy
and break apart various elements. The poet emphasizes the wind’s relentless nature by using
the imagery of crumbling houses, doors, rafters, wood, bodies, lives, and hearts. These
images symbolize vulnerability, decay, fragility and the transitory nature of existence in the
face of wind’s power. The wind’s indifference to commands represents its uncontrollable and
unpredictable nature. The wind is portrayed as a relentless force that crushes everything in its
path.

Stanza 3
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 speaker acknowledges that the wind does not obey commands or follow instructions.
Instead of trying to control the wind, the speaker suggests building strong homes and firmly
joining the doors. They encourage practicing physical strength and making the heart steadfast
or strong. By doing these things, the speaker believes that the wind will become friendly and
less destructive.

Literary meaning: In this stanza, the speaker recognizes the futility of trying to control or
command the wind. Instead, they propose a different approach, focusing on building
resilience and strength. The act of building strong homes and firmly joining doors
symbolizes creating a solid foundation and structure to withstand the wind’s force. The
speaker also emphasizes the importance of personal strength and resilience by practicing
physical exercises and strengthening the heart metaphorically. The wind represents
challenges and adversity in life, and by developing inner strength, one can overcome those
challenges and befriend the wind.

Stanza 4
The wind blows out weak fires.
He makes strong fires roar and flourish.
His friendship is good.
We praise him every day.
The speaker states that the wind extinguishes weak fires but makes strong fires roar and
flourish. They describe the wind’s friendship as beneficial and deserving of praise every day.

Literary meaning: In this stanza, the speaker highlights the contrasting effects of the wind.
Weak fires represent feeble or fragile things that the wind can easily extinguish. On the other
hand, strong fires symbolize resilient and powerful elements that the wind cannot overpower
but instead enhances. The wind’s friendship is portrayed as valuable because it helps
strengthen and invigorate what is already strong. The speaker suggests that acknowledging
and appreciating the wind’s power and influence is important.

Line by Line Explanation

Wind, come softly.
Wind, come softly – The poet is addressing the wind, requesting it to come gently.
 Literary Explanation: The poet is personifying the wind, treating it as a living entity. By
asking the wind to come softly, the poet is expressing a desire for a calm and peaceful
breeze, without any destructive force.
Don’t break the shutters of the windows.
Don’t scatter the papers.
Don’t throw down the books on the shelf.
Don’t break the shutters of the windows – The poet is urging the wind not to damage the
shutters of the windows.
Don’t scatter the papers – The poet is requesting the wind not to scatter loose papers.
Don’t throw down the books on the shelf – The poet is asking the wind not to topple the
books placed on the shelf.
Literary Explanation: Here, the poet emphasizes the fragility of man-made objects like
shutters, papers, and books. The wind is portrayed as a powerful force that can easily disrupt
and destroy these delicate things. The poet’s plea reflects a desire for preservation and
protection against the destructive nature of the wind.
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.
 There, look what you did — you threw them all down – The poet is expressing
disappointment as the wind has thrown down the objects mentioned earlier.
 You tore the pages of the books – The poet accuses the wind of tearing the pages of the
books.
 You brought rain again – The poet attributes the arrival of rain to the wind.
 You’re very clever at poking fun at weaklings – The poet suggests that the wind enjoys
mocking and tormenting those who are vulnerable.
Literary Explanation: In this stanza, the poet continues to highlight the destructive power
of the wind. The wind is portrayed as a mischievous entity that takes pleasure in causing
chaos and discomfort. The use of the term “weaklings” implies that the wind targets and
ridicules those who are already vulnerable or in a weakened state.
Frail crumbling houses, crumbling doors, crumbling rafters,
crumbling wood, crumbling bodies, crumbling lives,
crumbling hearts —
 Frail crumbling houses, crumbling doors, crumbling rafters, – The poet describes
various elements of decay and deterioration, such as weak houses, doors, and rafters.
 Crumbling wood, crumbling bodies, crumbling lives, – The poet extends the imagery
of decay to include wood, bodies, and lives.
 Crumbling hearts — The poet adds “hearts” to the list of things that are falling apart.
Literary Explanation: The poet uses a series of vivid metaphors to depict various forms of
decline and vulnerability. The imagery of crumbling houses, doors, and rafters symbolizes
physical structures on the verge of collapse. By including “wood,” “bodies,” and “lives,” the
poet expands the scope of decay to encompass human existence. The mention of “crumbling
hearts” suggests emotional vulnerability and the fragility of relationships.
 the wind god winnows and crushes them all.
He won’t do what you tell him.
 The wind god winnows and crushes them all. – The poet states that the wind god sifts
and crushes all the crumbling elements mentioned earlier.
 He won’t do what you tell him. – The poet asserts that the wind god does not obey
commands.
Literary Explanation: In this stanza, the poet presents the wind as a divine force, referring
to it as a god. The wind god is depicted as an unstoppable and indifferent power that brings
destruction. The statement that the wind god does not follow orders implies that humans
have no control over the wind’s actions.
So, come, let’s build strong homes,
Let’s joint the doors firmly.
Practise to firm the body.
Make the heart steadfast.
 So, come, let’s build strong homes, – The poet suggests constructing sturdy houses.
 Let’s join the doors firmly. – The poet advises to secure the doors firmly.
 Practise to firm the body. – The poet encourages strengthening one’s physical body.
 Make the heart steadfast. – The poet advises cultivating a strong and resilient heart.
Literary Explanation: In this stanza, the poet proposes a solution to counter the destructive
force of the wind. The poet suggests building strong physical structures and fortifying one’s
body and heart. By emphasizing the importance of resilience and strength, the poet implies
that by preparing ourselves, we can withstand the challenges posed by the wind and other
adversities.
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.
 Do this, and the wind will be friends with us. – The poet suggests that by following the
aforementioned advice, we can befriend the wind.
 The wind blows out weak fires. – The poet states that the wind extinguishes feeble fires.
 He makes strong fires roar and flourish. – The poet suggests that the wind intensifies
and enlivens strong fires.
 His friendship is good. – The poet expresses appreciation for the friendship of the wind.
 His friendship is good. – The poet expresses appreciation for the friendship of the wind.

Literary Explanation: The poet concludes the poem by highlighting the contrasting effects
of the wind. Weak fires symbolize feeble or vulnerable elements, while strong fires represent
robust and vigorous aspects. The wind’s ability to extinguish weak fires and enhance strong
ones underscores its power to distinguish between the weak and the strong. By praising the
wind’s friendship, the poet acknowledges its role in testing and strengthening individuals and
objects.
The poem ‘Wind’ by Subramania Bharti is written in a simple and direct style, and it uses
vivid imagery to convey its message. The poem is also full of symbolism, and the wind is a
powerful metaphor for the challenges that we face in life.

“Wind” is a thought-provoking and inspiring poem. It is a reminder that we should not be

afraid of the wind, but that we should embrace its power and use it to our advantage which
metallographically means we should never give up, no matter how difficult the challenges
that we face may be.

Here are some of the literary devices used in the poem:

Personification: The wind is personified as a mischievous child who likes to poke fun at
weaklings. The wind is personified as a powerful force that can break things, scatter paper,
and bring rain.
The wind is personified throughout the poem, giving it human qualities such as cleverness,
destructiveness, and friendship.

For example, in the first line, the wind is addressed as “Wind,” and in the second line, it is
told to “come softly.” In the middle of the poem wind is portrayed as ‘uncontrolled’ power,
“He won’t do what you tell him” and in the last lines as friend of the strong ones, “His friend
is good”.

This personification helps to create a sense of the wind as a living entity that is capable of
both good and bad.

Symbolism: The wind is a symbol of strength, power, and the challenges that we face in life.
Imagery: The poem uses vivid imagery to describe the power of the wind and the damage
that it can cause.
Simile: The wind is compared to a winnowing fan that winnows and crushes anything that is
not strong enough to withstand its power.
Metaphor: The wind is used as a metaphor for the challenges and obstacles that we face in
life.
Allusion: The reference to the wind god suggests that the wind is a powerful force that
should not be taken lightly.
Anaphora: The word “wind” is repeated at the beginning of each line in the third stanza.
This repetition creates a sense of emphasis and urgency.
Repetition: The word “crumbling” is repeated throughout the poem, emphasizing the
destructive power of the wind. For example, in the third stanza, the wind is said to “winnow
and crush” everything in its path, including “frail crumbling houses, crumbling doors,
crumbling rafters, crumbling wood, crumbling bodies, crumbling lives, crumbling hearts.”
This repetition creates a sense of urgency and danger, as the reader is reminded of the wind’s
ability to destroy everything in its path.
Alliteration:
Example: Strong fires roar and flourish (repetition of F sound).
Rain on the roof

THEME:

The main theme of the poem “Rain on the Roof” is the healing power of rain. The poet
describes the sound of rain falling on the roof as a “bliss” and a “soothing” experience. He
says that the sound of the rain helps him to relax and to forget his troubles. The poem also
suggests that the rain can help to heal old wounds and to bring back happy memories.

The poem begins with the poet describing the dark and gloomy sky. The clouds are “humid
shadows” that are “heavily laden with rain.” The poet says that the raindrops are like “tears”
that are “gently weeping” in the darkness.

The poet then goes on to describe the sound of the rain falling on the roof. He says that the
sound is like a “patter” or a “tinkle.” The sound of the rain is so soothing to the poet that he
says it is like a “bliss” to lie in bed and listen to it.

The poem then takes a turn to a more personal note. The poet begins to think about his
mother. He remembers how she used to tuck him in bed on rainy nights and sing him a
lullaby. The poet says that he can still feel his mother’s “fond look” on him as he listens to
the rain falling on the roof.

The poem ends with the poet saying that the rain is like a “refrain” that is played on the
shingles of his roof. The rain is a reminder of his mother’s love and of the happy times he
spent with her. The rain is also a symbol of healing and hope.

The poem “Rain on the Roof” is a beautiful and moving poem about the healing power of
nature. The poet’s words remind us that even in the darkest of times, there is always hope.
The rain can wash away our troubles and help us to start over again.

Summary Explanation of “Rain on The

Roof”
The poem “Rain on the Roof” by Coates Kinney is a nostalgic and reflective piece that
captures the serene and comforting atmosphere created by the sound of rain falling on the
roof of a cottage at night. The poet expresses the joy and contentment of lying in bed,
listening to the gentle patter of raindrops overhead.

The poem begins by describing the setting: “When the humid shadows hover / Over all the
starry spheres / And the melancholy darkness / Gently weeps in rainy tears.” This imagery
sets a peaceful and contemplative mood. The poet finds great delight in lying in bed inside
the cottage, where the rain’s soothing rhythm lulls him into a state of tranquillity.

The sound of raindrops on the shingles invokes a deep emotional response in the poet’s heart.
Each tinkle of rain has an echo in his soul, evoking “a thousand dreamy fancies” and
bringing forth “a thousand recollections” from the past. The rain becomes a catalyst for
memories and imaginative thoughts, weaving a tapestry of emotions and experiences.

The poet’s thoughts then turn to his mother, reminiscing about how she used to watch over
him and his siblings as they slept. The sound of rain on the roof now connects him to those
cherished moments from his childhood. He feels her loving presence as he listens to the
rain’s gentle melody, and this brings comfort and a sense of nostalgia.

Overall, “Rain on the Roof” is a beautifully crafted poem that celebrates the simple yet
profound pleasure of finding solace and emotional resonance in the natural world. The rain
becomes a metaphor for the interconnectedness of past and present, evoking cherished
memories and feelings of love and warmth.

Explanation of “Rain on the Roof”

Stanza 1
When the humid shadows hover
Over all the starry spheres
And the melancholy darkness
Gently weeps in rainy tears,
What a bliss to press the pillow
Of a cottage-chamber bed
And lie listening to the patter
Of the soft rain overhead!
Explanation: The poet describes a serene and comforting scene where the night is covered
with humid shadows i.e. rain bearing clouds. The darkness of the night seems sad and tearful
as it gently weeps with rain i.e. the night is embedded in rain. In this setting, the poet finds
great joy in lying on a cozy bed in a cottage chamber, while listening to the gentle rhythmic
sound of raindrops falling on the cottage roof. This patter of rain creates a soothing effect for
the poet.
Literary Meaning: The first stanza sets the stage for the poem’s overall theme of finding
solace and nostalgia in the sound of rain on the roof. It portrays a peaceful and intimate
moment in the poet’s life, where he takes pleasure in the simple things like being safe and
warm inside while rain falls outside. The use of “melancholy darkness” suggests that the rain
is not seen as gloomy but rather as a soothing and calming presence.
Stanza 2
Every tinkle on the shingles
Has an echo in the heart;
And a thousand dreamy fancies
Into busy being start,
And a thousand recollections
Weave their air-threads into woof,
As I listen to the patter
Of the rain upon the roof.

Literal Meaning: Each raindrop’s sound on the shingles creates an echo in the poet’s heart,
evoking a thousand dreamy thoughts and fancies. The rain’s patter stirs up numerous
memories that weave together like threads in a fabric, creating a rich tapestry of thoughts and
emotions as the poet continues to listen to the rain.
And a thousand recollections
Weave their air-threads into woof,
The poet means to say that his memories and the rainfall (threads in air) mix together
(intertwine with rain threads) to form (weave) a pattern just as threads in a loom mix (twist
one into other) to weave fabric.

Literary Meaning: The second stanza delves deeper into the emotional impact of the rain’s
sound. The rain acts as a catalyst for the poet’s imagination and introspection. It triggers a
flood of memories and emotions, symbolized by the “thousand dreamy fancies” and
“thousand recollections.” The rain’s gentle patter becomes a metaphor for the way certain
experiences or stimuli can open the floodgates of the mind, leading to a cascade of thoughts
and feelings.
Stanza 3
Now in memory comes my mother,
As she used in years agone,
To regard the darling dreamers
Ere she left them till the dawn:
O! I feel her fond look on me
As I list to this refrain
Which is played upon the shingles
By the patter of the rain.

Literal Meaning: The sound of the rain on the roof brings back memories of the poet’s
mother, who used to lovingly watch over him and his siblings as they dreamed before going
to sleep. The poet feels the warmth of his mother’s gaze on him as he listens to the rain’s
comforting rhythm.
Literary Meaning: The third stanza introduces a personal and nostalgic element to the
poem. The rain becomes a trigger for the poet’s memories of his mother, adding an
emotional layer to the already calming atmosphere. It highlights the theme of family, love,
and the enduring connection with loved ones who may no longer be present physically but
remain alive in cherished memories. The rain’s patter becomes a conduit that bridges the
present moment with the past, allowing the poet to feel his mother’s presence once more.

Overall, the poem “Rain on the Roof” by Coates Kinney is a beautiful and lyrical
meditation on the healing power of rain. The poet uses vivid imagery and personal
memories to create a moving and evocative portrait of the experience of listening to the
rain. Through the imagery of raindrops falling on the roof, the poet finds comfort,
reflection, and a sense of connection to both the natural world and his personal memories.
The poem is a reminder that even on the darkest of nights, there is always hope. The poem
encourages readers to appreciate the simple joys in life and the power of nature to
evoke deep emotions and memories.

4
Overview of ‘The Lake Isle of Innisfree’
The poet says that he wants to leave where he is right now and go to a place called Innisfree.
There, he plans to build a small house using clay and sticks. He also wants to have nine rows
of beans growing and a place for honeybees to make honey. He wants to live there all alone
in a place filled with the buzzing of bees.

The poet believes that in Innisfree, he will find peace. He thinks that peace slowly comes in
the morning, like a gentle rain. It comes from the morning mist where the cricket sings. At
midnight, everything shines softly, and during noon, everything looks purple. Evenings are
filled with the sound of small birds called linnets.

The poet is so eager to go to Innisfree that he wants to leave right away. He says that whether
it’s day or night, he can always hear the water of the lake splashing gently against the shore.
This sound stays with him in his heart, no matter where he is, whether he’s on the road or in
the city.

In summary, the poem is about the poet’s strong desire to escape the hustle and bustle of city
life and find peace and solace in a simple, natural setting on the peaceful shores of Innisfree,
where he can live a quiet and harmonious life with nature.

Summary of ‘The Lake Isle of Innisfree’

“The Lake Isle of Innisfree” by William Butler Yeats is a poem that expresses the poet’s
intense longing for a peaceful and simple life in harmony with nature. The poem is divided
into three stanzas, and here is a summary of each:

Stanza 1: The poet declares his intention to leave his current life and go to a place called
Innisfree, where he plans to build a small cabin using clay and wattle. He envisions having
nine rows of bean plants and a beehive for honeybees. He desires to live alone in the midst of
nature, specifically in a meadow filled with the buzzing of bees.
Stanza 2: The poet believes that in Innisfree, he will find the peace he longs for. Peace is
described as something that arrives slowly and naturally, like dewdrops falling from the
morning mist. The poem paints a picture of the time of day on Innisfree, where midnight is
softly illuminated, noon has a serene purple glow, and evenings are filled with the sound of
linnets, small birds.
Stanza 3: The poem concludes with the poet’s determination to go to Innisfree. He explains
that day and night, he can always hear the gentle sound of the lake water lapping against the
shore, even when he is in the noisy city. This sound remains with him in his innermost being,
in his heart, and he feels compelled to seek the peace and simplicity of Innisfree.
In essence, the poem is a lyrical expression of the poet’s desire to escape the chaos of urban
life and find solace in the tranquillity of nature. Innisfree represents an idealized place of
refuge where one can reconnect with the rhythms of the natural world and discover inner
peace and contentment. The poem highlights the universal human yearning for a simpler,
more harmonious existence in communion with the beauty of the natural world.
Stanza Wise Explanation of ‘The Lake Isle of
Innisfree’
“The Lake Isle of Innisfree” is a poem that vividly describes the poet’s yearning for a simple,
peaceful life in a natural setting, and it emphasizes the gradual and soothing nature of the
peace he hopes to find there. The poem beautifully combines literal descriptions of a physical
place with figurative expressions of the poet’s inner desires and emotions.

Let’s break down the poem “The Lake Isle of Innisfree” by William Butler Yeats stanza by
stanza, exploring both its literal and figurative meanings.

Stanza 1:
I will arise and go now, and go to Innisfree,
And a small cabin build there, of clay and wattles made:
Nine bean-rows will I have there, a hive for the honeybee,
And live alone in the bee-loud glade.

Meanings & Explanation:

 Innisfree: Innisfree is a place or island, likely fictional, representing an idealized natural
retreat.
 Cabin: A small, simple house made of clay and wattles, suggesting a rustic and basic
dwelling.
 Bean-rows: Rows where bean plants are cultivated, indicating a connection to agriculture
and a self-sustaining lifestyle.
 Hive for the honeybee: A structure for housing honeybees, emphasizing the connection
with nature and the production of honey.
 Bee-loud glade: A glade or open area in the woods filled with the buzzing sound of bees.
It symbolizes the natural serenity and abundance of life.
Literal Meaning: In this stanza, the poet is expressing his intention to leave his current
location and travel to a place called Innisfree. There, he plans to construct a small cabin
using clay and wattle, a traditional building material made of woven sticks or branches. He
wants to have nine rows of bean plants and a beehive for honeybees. He desires to live alone
in this place, surrounded by the buzzing of bees in the meadow.
Figurative Meaning: Figuratively, this stanza symbolizes the poet’s longing for a simple
and harmonious life in a natural and tranquil setting. Innisfree represents an idealized place
of escape from the noise and complexity of urban life. The small cabin and natural elements
symbolize a return to a more basic and peaceful existence, where the poet can connect with
nature and find inner tranquility.
Stanza 2:
And I shall have some peace there, for peace comes dropping slow
Dropping from the veils of the morning to where the cricket sings;
There midnight’s all a glimmer, and noon a purple glow,
And evenings full of the linnet’s wings.

Meanings & Explanation:

 Peace: A state of tranquillity, calmness, and inner harmony.
 Dropping slow: Peace arrives slowly and gradually, emphasizing its gentle and unhurried
nature.
 Veils of the morning: The early morning mist or dew, suggesting a natural source of
peace.
 Cricket: A small insect known for its chirping sound, symbolizing the calm and quiet of
the natural world.
 Midnight’s all a glimmer: Suggests that even in the middle of the night, there is a subtle,
soft light or illumination.
 Noon a purple glow: Describes the noon as having a purplish or serene hue, emphasizing
the beauty of the day.
 Evenings full of the linnet’s wings: Suggests that the evenings are filled with the sound
and movement of small birds called linnets, indicating a sense of harmony and life in
nature
Literal Meaning: In this stanza, the poet believes that by living in Innisfree, he will find
peace. He describes how peace arrives gradually, like dewdrops falling from the morning
mist where the cricket sings. He paints a picture of the time of day in Innisfree: midnight is
softly illuminated, noon has a purplish hue, and evenings are filled with the wings of small
birds called linnets.
Figurative Meaning: Figuratively, this stanza emphasizes the gradual and natural nature of
the peace the poet seeks. It suggests that peace is not something sudden or forced but
something that emerges slowly and naturally, much like the beauty of nature itself. The
description of the times of day and the presence of birds and natural sounds create an image
of a serene and harmonious environment that brings peace to the poet’s soul.
Stanza 3:
I will arise and go now, for always night and day
I hear the lake water lapping with low sounds by the shore;
While I stand on the roadway, or on the pavements grey,
I hear it in the deep heart’s core.

Meanings & Explanation:

 Lake water lapping: The gentle sound of the lake water touching or splashing against the
shore.
 Low sounds: The lake water makes soft and quiet sounds, contributing to the peaceful
atmosphere.
 Roadway: A road or path, contrasting with the natural setting of Innisfree.
 Pavements grey: The grey sidewalks or urban streets, symbolizing the noisy and
monotonous city life.
 Deep heart’s core: Refers to the innermost part of the poet’s being, suggesting that the
sound of the lake is deeply ingrained in his soul, even when he is far from it.
Literal Meaning: In this final stanza, the poet reaffirms his determination to leave for
Innisfree. He explains that day and night, he can always hear the gentle sound of the lake
water splashing against the shore. Whether he’s on a road or in a city with grey sidewalks,
the sound of the lake is always present in his innermost being, in his heart.
Figurative Meaning: Figuratively, this stanza underscores the poet’s deep connection to the
idea of Innisfree. The constant sound of the lake serves as a metaphor for the poet’s longing
for a quieter and more natural life. Even when he is in the noisy city, he carries the idea of
Innisfree in his heart, a place of inner peace and tranquillity that he desires to reach.

Central Idea of ‘The Lake Isle of Innisfree’

The central idea of “The Lake Isle of Innisfree” by William Butler Yeats is the poet’s deep
yearning for a simple and harmonious life in a natural and tranquil setting, far away from the
noise and complexity of urban life. The poem conveys a longing for a place where one can
find inner peace and connection with nature. Innisfree represents an idealized refuge where
the poet can escape the busyness of the world and live a life of simplicity and serenity.
Ultimately, the poem explores themes of longing, nature’s beauty, and the desire for a quiet,
contemplative existence.

Themes of ‘The Lake Isle of Innisfree’

Here are the central themes of “The Lake Isle of Innisfree” by William Butler Yeats.

1. Escape from Urban Life: The poem explores the theme of the desire to escape the noise
and busyness of urban life and find solace in a peaceful natural setting.
2. Longing for Simplicity: It reflects the human yearning for a simpler, more basic
existence, symbolized by the small cabin and natural surroundings the poet envisions on
Innisfree.
3. Connection with Nature: The poem emphasizes the poet’s deep connection with nature
and the idea that living in harmony with the natural world brings inner peace.
4. Inner Peace and Tranquillity: The central theme is the pursuit of inner peace and
tranquility, which the poet believes can be found in the slow and natural beauty of
Innisfree.
5. Rhythms of Nature: The poem highlights the natural rhythms of day and night, as well
as the sights and sounds of nature, as sources of comfort and serenity.
6. Nostalgia and Longing: It conveys a sense of nostalgia and a strong yearning for a
distant, idealized place, suggesting that such yearning is a common human experience.
7. Imagination and Idealization: The poem showcases the power of imagination to create
an idealized place of escape and comfort, demonstrating the importance of such dreams in
human life.
8. Contentment with Solitude: The poet expresses contentment with the idea of living
alone, indicating that solitude can be a source of peace and self-discovery.
Overall, the poem explores the themes of longing, nature, simplicity, and the quest for inner
harmony in the context of a peaceful retreat from the pressures of modern life.
Analysis of ‘The Lake Isle of Innisfree’
“The Lake Isle of Innisfree” by William Butler Yeats is a beautifully crafted poem that
explores the themes of nature, escapism, and the quest for inner peace. Here’s a deeper
analysis of the poem:

1. Escape and Longing: The poem opens with a strong desire to escape from the noise and
turmoil of city life. The poet yearns to go to Innisfree, a remote and idyllic island, to build
a small cabin and live a simple, rustic life. This desire for escape represents a universal
human longing for a quieter and more harmonious existence.
2. The Symbol of Innisfree: Innisfree serves as a powerful symbol throughout the poem. It
represents an idealized place of refuge and serenity. It embodies the idea of a utopian
retreat where one can reconnect with nature and find inner peace.
3. Nature’s Beauty: The poem vividly describes the natural beauty of Innisfree. The poet
paints a picture of the island with nine bean-rows, a beehive, and a bee-loud glade. This
imagery highlights the poet’s deep connection with nature and his desire to immerse
himself in its rhythms and beauty.
4. Slow Pace and Peace: The concept of “peace dropping slow” from the veils of the
morning is central to the poem. It suggests that peace is not something abrupt or forced;
instead, it comes naturally and gradually, like dewdrops. This reflects the idea that finding
inner tranquillity requires a patient and contemplative approach.
5. Time and Nature: The poem provides a sense of time passing on Innisfree. Midnight is
described as a glimmer, noon as a purple glow, and evenings are filled with the wings of
linnets. This temporal progression underscores the cyclical and timeless nature of the
natural world, contrasting with the constant hustle and bustle of city life.
6. The Sound of Water: The consistent sound of the lake water lapping against the shore is
a recurring motif in the poem. It serves as a reminder of Innisfree and symbolizes the
poet’s inner longing for the peace and simplicity of that place. This sound is so ingrained
in the poet’s consciousness that he hears it even when he’s far from Innisfree.
7. Contentment in Solitude: The poem ends with a reaffirmation of the poet’s intention to
leave for Innisfree. The poet expresses contentment in the idea of living alone, suggesting
that solitude can be a source of peace and self-discovery.
8. Imagination and Escapism: The poem showcases the power of imagination and
idealization. The poet’s ability to create and envision Innisfree as a haven of peace
demonstrates the human capacity to find solace in dreams and ideals when faced with the
challenges of the modern world.
In short, we can say “The Lake Isle of Innisfree” is a lyrical and introspective poem that
speaks to the universal human longing for a simpler and more harmonious life in communion
with nature. Through vivid imagery and evocative language, Yeats captures the essence of
this desire and the timeless allure of a tranquil escape from the complexities of urban
existence. The poem’s enduring appeal lies in its ability to resonate with readers who share
the poet’s yearning for a peaceful retreat.
A LEGEND OF THE NORTH LAND
Summary
In the poem “A Legend of the Northland” by Phoebe Cary, the story revolves around a
woman in the Northland who is visited by Saint Peter. Hungry and seeking food, Saint Peter
asks the woman for a cake. She hesitates and tries to make small cakes, but they all appear
too large to give away. Frustrated by her selfishness, Saint Peter punishes her by turning her
into a woodpecker. In her bird form, she retains a scarlet cap, but the rest of her clothes are
blackened. The transformed woman continues to live in the trees, boring for food as a
woodpecker.

 The poem begins by describing a faraway land in the North, where the days are short and
the nights in winter are exceptionally long.
 In this land, people use reindeer to pull sledges during snowy weather, and the children
wear warm, furry clothes resembling bear cubs.
 The speaker introduces the tale of Saint Peter, a saintly figure, who one day approached a
cottage where a woman was baking cakes.
 Hungry and tired, Saint Peter asked the woman for a cake. She hesitated, feeling that even
her smallest cakes were too large to give away.
 She attempted to make smaller cakes, but they all appeared too large to her. Even the
tiniest scrap of dough seemed too precious to part with.
 Saint Peter grew frustrated with the woman’s selfishness. He decided to punish her by
transforming her into a woodpecker, a bird that must work hard for food.
 The woman transformed into a woodpecker, retaining only her scarlet cap while the rest
of her attire turned black from the flames.
 The poem ends by noting that this transformed woman, now a woodpecker, can still be
seen by schoolboys in the woods, where she bores into trees for food.
The poem serves as a cautionary tale about selfishness and the consequences of not sharing
with those in need. The woman’s greed leads to her transformation, teaching a lesson about
generosity and empathy.

Stanza Wise Explanation

Stanza 1:
Away, away in the Northland,
Where the hours of the day are few,
And the nights are so long in winter
That they cannot sleep them through;

Meanings:
 Northland: The northern regions, especially associated with colder climates.
 Few: Not many, a small number.
Explanation:
Literal Explanation: The poem opens by describing a distant Northland where daylight
hours are limited, and the nights in winter are exceptionally long, making it difficult for
people to sleep.
Literary Explanation: This stanza sets the geographical and temporal context of the poem,
creating a remote, mysterious atmosphere that captures the reader’s imagination. The
Northland becomes a metaphorical space where unusual events and moral lessons unfold.
Stanza 2:
Where they harness the swift reindeer
To the sledges, when it snows;
And the children look like bear’s cubs
In their funny, furry clothes:

Meanings:
 Harness: the arrangement of straps and fittings used to attach the reindeer to the sledges.
(here it means pulling the sledges in snowy conditions.)
 Reindeer: A species of deer found in cold regions, often domesticated in the North for
pulling sledges.
 Sledges: Vehicles with runners for transportation, especially over snow, pulled by
animals like reindeer.
 Cubs: Young animals, in this context, referring to bear cubs, emphasizing the warmth of
their clothing.
Explanation:
Literal Explanation: In the Northland, people use swift reindeer to pull sledges when it
snows. The children, dressed in warm, furry clothes, resemble bear cubs.
Literary Explanation: This stanza paints a vivid picture of the Northland’s wintry setting
and the unique way of life there. The imagery of children resembling bear cubs adds to the
charm, creating a visual contrast with the cold surroundings and emphasizing the innocence
of the characters involved.

Stanza 3:
They tell them a curious story —
I don’t believe ’tis true;
And yet you may learn a lesson
If I tell the tale to you.

Meanings:
 Curious: Strange or unusual, inspiring interest or wonder.
 Lesson: A piece of information useful for learning or understanding something.
Explanation:
Literal Explanation: In this land, there is a peculiar story that the speaker doubts but
believes holds a valuable lesson. The speaker hints at sharing this story.
Literary Explanation: The stanza introduces the central theme of the poem – the curious
story. The speaker acknowledges doubt but implies that the narrative carries a moral lesson,
piquing the reader’s curiosity and setting the stage for the tale’s unfolding.
Stanza 4:
Once, when the good Saint Peter
Lived in the world below,
And walked about it, preaching,
Just as he did, you know,

Meanings:
 Saint Peter: In Christian tradition, one of the twelve apostles of Jesus and a prominent
figure in early Christianity.
 Preaching: Delivering a sermon or religious speech to an audience.
Explanation:
Literal Explanation: The story shifts to a time when Saint Peter, a religious figure, lived on
Earth and preached to people.
Literary Explanation: The introduction of Saint Peter, a revered figure in Christianity,
brings a religious and moral dimension to the narrative. His presence adds authority to the
story, indicating that it might convey profound lessons about human behaviour and virtue.
Stanza 5:
He came to the door of a cottage,
In travelling round the earth,
Where a little woman was making cakes,
And baking them on the hearth;

Meanings:
 Cottage: A small, simple house, typically located in a rural or semi-rural area.
 Hearth: The floor of a fireplace, usually a symbol of home and warmth.
Explanation:
Literal Explanation: Saint Peter visits a cottage where a woman is baking cakes. Hungry
and tired, he requests a cake from her.
Literary Explanation: This stanza marks the beginning of the encounter between Saint
Peter and the woman. His hunger emphasizes his humanity, making him relatable. The act of
baking creates a domestic, cozy setting, contrasting with the impending moral dilemma.
Stanza 6:
And being faint with fasting,
For the day was almost done,
He asked her, from her store of cakes,
To give him a single one.

Meanings:
 Faint: Feeling weak and tired
 Fasting: Abstaining from food, often for religious purposes or as a form of discipline.
Explanation:
Literal Explanation: The woman, hesitant to part with her food, bakes a cake but finds it
too large to give away.
Literary Explanation: This stanza introduces the conflict: the woman’s hesitation to share
what she has. The oversized cake symbolizes her reluctance to be generous, laying the
foundation for the moral lesson about selfishness and greed.
Stanza 7:
So she made a very little cake,
But as it baking lay,
She looked at it, and thought it seemed
Too large to give away.

Meanings:
Kneaded: Worked and pressed with hands, as in dough for making bread.
Explanation:
Literal Explanation: Attempting to make a smaller cake, she fails; it appears as large as the
first one.
Literary Explanation: The woman’s attempts to make a smaller cake reflect her internal
struggle. Despite her efforts, her greed and attachment to her possessions prevent her from
making a genuinely selfless gesture. This reinforces the theme of selfishness.
Stanza 8:
Therefore she kneaded another,
And still a smaller one;
But it looked, when she turned it over,
As large as the first had done.

Meanings:
Wafer: A thin, crisp cake or biscuit, often unleavened.
Explanation:
Literal Explanation: Continuing her efforts, she makes an even smaller cake, but it still
seems too substantial to give away.
Literary Explanation: The woman’s persistent attempts highlight the irrationality of her
greed. The stanza emphasizes the futility of her actions, underscoring the moral lesson about
the consequences of selfishness and the inability to find fulfilment in hoarding.
Stanza 9:
Then she took a tiny scrap of dough,
And rolled and rolled it flat;
And baked it thin as a wafer —
But she couldn’t part with that.

Meanings:
 Selfish: Concerned excessively or exclusively with oneself; seeking one’s own advantage,
pleasure, or well-being without regard for others.
 Part with: To give to or share with others the things that you would generally no like to
do so
Explanation:
Literal Explanation: She tries to make a wafer-thin cake but cannot bring herself to part
with it.
Literary Explanation: The woman’s final attempt illustrates her extreme selfishness. The
wafer-thin cake symbolizes the minuscule generosity she is willing to show, but even this
small act of giving is beyond her capacity. This intensifies the moral dilemma and sets the
stage for the resolution.
Stanza 10:
For she said, “My cakes that seem too small
When I eat of them myself
Are yet too large to give away.”
So she put them on the shelf.

Meanings:
Shelf: A flat, usually horizontal support, typically a long, narrow board for holding objects.
Explanation:
Literal Explanation: Unable to share any of the cakes, the woman decides to keep them all
for herself, placing them on a shelf.
Literary Explanation: This stanza marks the climax of the story, depicting the woman’s
ultimate choice: her greed over compassion. Placing the cakes on the shelf symbolizes her
detachment from the idea of sharing, solidifying her fate as a result of her selfishness.
Stanza 11:
Then good Saint Peter grew angry,
For he was hungry and faint;
And surely such a woman
Was enough to provoke a saint.

Meanings:
 Angry: Feeling or showing strong displeasure or hostility.
 Provoke: Stimulate or give rise to (a reaction or emotion, typically a strong or unwelcome
one).
Explanation:
Literal Explanation: Saint Peter becomes angry due to the woman’s selfishness, deeming
her behavior unacceptable for a human being.
Literary Explanation: Saint Peter’s anger represents divine judgment and moral
accountability. His reaction signifies the gravity of the woman’s actions, emphasizing the
severity of her selfishness in the eyes of a moral authority.
Stanza 12:
And he said, “You are far too selfish
To dwell in a human form,
To have both food and shelter,
And fire to keep you warm.

Meanings:
 Dwell: To live or remain or keep staying in
 Human form: The physical appearance of a human being.
 Shelter: A place giving temporary protection from bad weather or danger.
Explanation:
Literal Explanation: Saint Peter decides to punish the woman by transforming her into a
woodpecker. He decrees that she must find her food by boring into trees.
Literary Explanation: The transformation serves as a classic moral punishment in folklore,
symbolizing the consequences of greed. Being turned into a woodpecker, a bird that must
work tirelessly for sustenance, reinforces the moral lesson about the value of hard work,
humility, and the inevitable repercussions of selfishness.
Stanza 13:
Now, you shall build as the birds do,
And shall get your scanty food
By boring, and boring, and boring,
All day in the hard, dry wood.”

Meanings:
 Scanty: Insufficient in quantity; barely enough.
 Boring: Making a hole by drilling, cutting, or grinding.
Explanation:
Literal Explanation: The woman ascends the chimney, turning into a woodpecker. Out of
the chimney flies the woodpecker, signifying her transformation.
Literary Explanation: This stanza depicts the supernatural transformation taking place,
marking the woman’s transition from human to bird. The imagery of the woodpecker
emerging from the chimney emphasizes the magical and transformative nature of the
punishment, underscoring the folkloric aspect of the tale.
Stanza 14:
Then up she went through the chimney,
Never speaking a word,
And out of the top flew a woodpecker,
For she was changed to a bird.

Meanings:
 Chimney: A vertical pipe in a building through which smoke and gases go into the
atmosphere.
 Woodpecker: A bird (कठफोड़वा) known for its habit of pecking and boring into tree
trunks in search of insects.
Explanation:
Literal Explanation: The woodpecker retains a scarlet cap, but the rest of her clothes are
burned black as a coal in the flame.
Literary Explanation: This stanza describes the physical transformation of the woman into
a woodpecker. The retention of the scarlet cap adds a touch of familiarity, highlighting her
former identity, while the charred clothes symbolize the irreversible nature of her
punishment. The vivid imagery intensifies the reader’s emotional response.
Stanza 15:
She had a scarlet cap on her head,
And that was left the same;
But all the rest of her clothes were burned
Black as a coal in the flame.

Meanings:
 Scarlet: A bright red colour.
 Coal: A black or brownish-black sedimentary rock primarily composed of carbon, often
burned as fuel.
 Flame: The visible, gaseous part of a fire.
Explanation:
Literal Explanation: As a bird, she retains a scarlet cap, but the rest of her attire is charred
black.
Literary Explanation: This stanza portrays the woodpecker’s new life, emphasizing the
bird’s struggle for survival. Boring into trees for food becomes a metaphor for the woman’s
perpetual efforts to sustain herself, teaching her the value of hard work and persistence.
Stanza 16:
And every country schoolboy
Has seen her in the wood,
Where she lives in the trees till this very day,
Boring and boring for food.

Meanings:
Country schoolboy: A school going boy in rural or remote areas
Explanation:
Literal Explanation: The poem concludes by stating that the woodpecker, once a selfish
woman, is now a common sight, even for a school boy, in the woods, pecking for food.
Literary Explanation: The poem concludes on a note of permanence, suggesting that the
transformed woman continues her existence as a woodpecker, serving as a cautionary tale for
others. The reference to schoolchildren seeing her in the woods underscores the enduring
nature of folklore, emphasizing the timeless moral lesson passed down through generations.

Literary Analysis of The Poem

1. Symbolism of Saint Peter: Saint Peter in this story represents a moral authority figure.
His hunger and subsequent anger highlight human traits, making the tale relatable. His
punishment signifies divine justice and moral lessons.
2. The Woman’s Greed: The woman’s reluctance to share symbolizes human greed and
selfishness. This theme explores the consequences of hoarding and selfishness.
3. Transformation and Punishment: The transformation from a human to a bird is a
common motif in folklore, symbolizing transformation, often as a punishment. This
transformation is a literary device to convey the consequences of the woman’s actions.
4. Lesson on Generosity: The poem teaches a lesson about generosity. The woman’s
inability to share contrasts with the selflessness often associated with kindness and
charity.
5. Nature as a Teacher: Nature is used as a medium to teach the woman a lesson. The
woodpecker’s need to bore into trees for food highlights the struggle for survival, teaching
the woman the value of hard work and humility.
6. Visual Imagery: The poem uses vivid imagery, painting a picture of the Northland, the
woman baking, and the woodpecker in the reader’s mind. This visual imagery enhances
the emotional impact of the story.
7. Irony and Morality: The irony lies in the woman’s cakes being too large to share but
small for her own consumption. This irony emphasizes the moral lesson of the story,
highlighting the irrationality of greed.
8. Cyclical Nature of Folklore: The tale’s longevity, being known to schoolchildren, shows
the cyclical nature of folklore. Stories with moral lessons are passed down through
generations, reinforcing cultural values.
In summary, “A Legend of the Northland” utilizes vivid imagery, symbolism, and a moral
lesson to convey a timeless story about selfishness, generosity, and the consequences of one’s
actions. The tale’s enduring quality lies in its ability to resonate with readers, imparting a
valuable lesson about the importance of kindness and sharing.

Theme and Message of “A Legend of the

Northland”
Theme:
The theme of “A Legend of the Northland” revolves around selfishness, generosity, and
transformation. It illustrates the consequences of selfishness and the importance of generosity
and empathy in human behaviour. The narrative uses the transformation of the selfish woman
into a woodpecker as a metaphorical lesson, emphasizing the idea that selfishness can lead to
one’s downfall.

Message:
The poem conveys a powerful message about the significance of generosity and selflessness.
The woman in the story is initially unwilling to share even the smallest amount of her food,
demonstrating extreme selfishness. This selfishness leads to her transformation into a
woodpecker, a bird that must work hard every day for its sustenance.

The message here is twofold:

1. The Consequences of Selfishness: The poem illustrates the consequences of the
woman’s selfishness. By refusing to share, she loses her human form and is condemned to
a life of labour as a bird. This highlights the idea that selfishness can lead to one’s
isolation and hardship.
2. The Virtue of Generosity: On the other hand, the poem also implies the virtue of
generosity. If the woman had shared her food willingly, she might have been spared this
 fate. It encourages readers to be generous, kind, and empathetic towards others,
emphasizing the importance of sharing what we have with those in need.
The transformation of the woman into a woodpecker serves as a moral lesson, teaching
readers about the consequences of selfish actions and the rewards of generosity. Through this
story, the poem encourages readers to reflect on their own behaviour and consider the impact
of their actions on others, promoting empathy and kindness as essential virtues in human
interactions.

Key Points of “A Legend of Northland”

 The poet sets the scene of a distant, cold land, emphasizing the extreme weather
conditions and the unique attire of the inhabitants. This creates an otherworldly
atmosphere, preparing the reader for a magical or folkloric tale.
 The introduction of Saint Peter adds a religious and moral dimension to the poem. He
represents virtue and goodness, contrasting with the woman’s actions.
 The woman’s reluctance to share even a small cake illustrates her extreme selfishness.
This behaviour serves as the central conflict of the story, highlighting the theme of
generosity.
 Saint Peter’s decision to transform the woman into a woodpecker is a divine punishment,
reflecting themes of justice and retribution. This action emphasizes the consequences of
selfishness.
 The transformation symbolizes a drastic change and loss of humanity. The scarlet cap is a
reminder of her past identity, while the blackened clothes represent the consequences of
her selfish actions.
 The ending reveals the woman’s perpetual punishment, forever condemned to a life of
labour (boring for food) as a woodpecker. This conclusion serves as a moral lesson about
the importance of generosity and selflessness.
In summary, the poem uses vivid imagery and a moral tale to convey the importance of
generosity while depicting the consequences of selfishness through the transformation of
the protagonist. The blend of folkloric elements and moral themes creates a compelling
narrative.
Summary: The Road Not Taken Poem
The poem “The Road Not Taken” by Robert Frost describes a speaker’s dilemma when faced
with two paths in a yellow wood. He regrets that he cannot take both paths and be one
traveller, so he stands for a long time and considers each path. He ultimately chooses the
second path because it is grassy and appears to be less travelled, although he acknowledges
that both paths are equally worn. The speaker wonders what would have happened if he had
chosen the first path, but he knows that once he has made a choice, it will lead to more
choices and ultimately determine his future. He concludes by saying that he will tell the story
of his decision with a sigh and that choosing the less travelled path has made all the
difference in his life.

The poem can be interpreted as a metaphor for making choices in life and the importance of
taking the road less travelled i.e. not followed by many or is not a frequent, known and
comfort route for others.

A Brief Explanation of ‘The Road Not

Taken’
This poem “The Road Not Taken” was written by Robert Frost. The poem describes a
moment in the speaker’s (poet’s) life when he comes to a fork in the road and have to choose
which path to take. The speaker is sorry that he cannot take both paths and be in two places
at once.

In the first stanza, the speaker describes the fork in the road and how he stood there for a
long time, looking down one path as far as he could see it disappearing into the undergrowth.
The use of the colour yellow to describe the wood suggests that it may be autumn, which is a
season of change and transition.

In the second stanza, the speaker decides to take the other path that appears to be just as nice
as the first but has more grass on it, indicating that it is less travelled. However, the speaker
acknowledges that both paths are similarly worn, so the decision is not straightforward.

In the third stanza, the speaker notices that both paths are covered in leaves that have not
been disturbed by anyone else’s footsteps. The speaker regrets not being able to take the
other path but realizes that the choice he made will lead them down a new path in life.

In the final stanza, the speaker reflects on how their choice has made a difference in their
life, even though he does not know what would have happened if he had taken the other path.
The use of the phrase “sigh” suggests a feeling of regret, but the speaker ultimately embraces
the choice he made.

The poem is often interpreted as a metaphor for making choices in life. The speaker’s
decision to take the road less travelled by represents the idea of taking a risk and doing
something different from what everyone else is doing. The poem suggests that this kind of
choice can have a significant impact on one’s life and can lead to new and unexpected
opportunities.

Overall, this poem is about the choices we make in life and how they can change our path.
The speaker faces a difficult decision but ultimately takes a path that is less travelled, which
has made all the difference in his life. The poem encourages us to embrace our choices and
be willing to take risks to discover new opportunities and also be ready to face and bear
consequences of decisions.

Stanza Wise Explanation of ‘The Road Not

Taken’

First Stanza
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;

Meanings:
 Diverged: went in different directions
 Yellow wood: forest or woods that are covered in yellow leaves. The colour suggests that
it is either autumn or early winter.
 Traveller: a person who is on a journey
 Undergrowth: small bushes, plants, and trees that grow close together on the forest floor
 Bent: curved or turned in a different direction
Explanation:
This stanza is from the poem “The Road Not Taken” by Robert Frost. It describes a situation
where the speaker is faced with a choice between two roads that diverge, or split apart, in a
forest that is covered in yellow leaves.

“yellow wood” refers to a forest or woods that are covered in yellow leaves. The specific
type of tree that is shedding these yellow leaves is not mentioned, but the colour suggests
that it is either autumn or early winter.
The speaker expresses regret that he cannot take both paths and be in two places at once. He
spends a long time standing and looking at one of the roads, trying to see as far as he can
down it. The road eventually bends, or curves, and disappears into the bushes and low trees.

The Theme of the poem is about making choices and the unknown consequences that come
with them. The speaker must decide which road to take, and their choice will determine their
future path. This decision is not easy, and the speaker is hesitant, as he knows or may be not
as what lies ahead on either road.

Second Stanza
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.

Meanings:
 Fair: pleasing to the eye; attractive
 Claim: something that is believed to be deserved or owned
 Grassy: covered with grass
 Wanted: lacking; needing something
 Wear: damage caused by use or exposure
Explanation:
In this stanza, the speaker is talking about two paths that are in front of them. Both paths look
very similar and are equally attractive in appearance. However, the speaker decides to take
the second path because it looks like it hasn’t been walked on as much and needs to be used
more.

The speaker acknowledges that the second path may actually be the better choice, despite
being less travelled, because it appears to have more potential for growth and development.
But, in reality, both paths have been worn down about the same amount by people who have
passed by before.

The stanza is about making a choice between two options that appear very similar. The
speaker made a decision based on his assumptions and interpretations of the situation, but
later realized that the assumptions were not entirely accurate. It highlights the idea that
appearances can be deceiving and encourages the reader to think more critically before
making decisions based solely on surface-level observations.
Third Stanza
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.

Meanings:
 Equally: In the same way or to the same extent.
 Lay: in a particular position or place.
 Trodden: Walked on or over; trampled.
 Black: In this context, the absence of colour caused by the leaves not having been stepped
on.
 Kept: thought of using in future
 Way: A path or route
 Leads: Guides or directs someone or something to a particular place or course of action.
 Doubted: To have been uncertain or sceptical about something.
Explanation:
In this stanza, the speaker reflects on the fact that both paths looked equally new and
untouched, with no evidence of anyone having walked on them before that day. The speaker
then reveals that he chose to take the first path, but now regrets not taking the second one.

The speaker acknowledges that he had intended to come back and explore the other path on a
different day, but recognizes that life is unpredictable and doubts that he may never have the
opportunity to do so. The phrase “way leads on to way” suggests that once a choice is made,
it can have a ripple effect on future decisions and lead the speaker down a completely
different path than he had intended.

The stanza emphasizes the importance of making thoughtful decisions, as the consequences
of a choice may not always be immediately clear and can have a lasting impact on one’s life.
The idea that “way leads on to way” highlights the fact that every choice has consequences
that can shape our future, and sometimes we may not get the chance to go back and make a
different choice.

Fourth Stanza
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.

Meanings:
 Sigh: To exhale audibly as a sign of strong emotion, such as sadness or relief.
 Ages: A long period of time, usually many years.
 Hence: From this point in time or from this place forward.
 Two roads diverged in a wood: The speaker of the poem comes to a fork in the road
where two paths diverge and has to choose which path to take.
 I took the one less travelled by: The speaker chooses to take the path that appears to be
less travelled, perhaps suggesting a willingness to take risks or make unconventional
choices.
 That has made all the difference: The speaker reflects on the choice they made and how it
has affected their life, suggesting that even small choices can have a significant impact on
our lives.
Explanation:
In this final stanza, the speaker looks back on the choice he made between the two paths and
expresses that he will always remember it with a sense of nostalgia and regret (“with a
sigh”).

The speaker imagines telling the story of their decision “ages and ages hence” – a long time
in the future – suggesting that the choice was significant enough to stay with them for a
lifetime.

The famous lines “Two roads diverged in a wood, and I – I took the one less traveled by,
And that has made all the difference” emphasize that the speaker took the path that was not
as popular or well-travelled as the other, and that choice had a significant impact on the
course of their life. The last line suggests that the speaker is content with the choice he made,
and that it was a positive influence on their life.

The use of the word “difference” suggests that the speaker’s life would have turned out
differently if he had chosen the more popular path. The stanza expresses the idea that even
seemingly small choices can have a significant impact on our lives, and that taking a
travelled path can lead to unexpected and positive outcomes.

Overall, the stanza highlights the importance of making choices and taking risks, even if they
are uncertain or unconventional. The speaker’s decision to take the road less travelled by
represents the idea of individualism and forging one’s own path in life.
Poetic Devices: The Road Not taken
Rhyme:
The poem has an ABAAB rhyme scheme, with the second and fourth lines of each stanza
rhyming with each other. Perfect rhymes are ‘lay’ and ‘way’ and slant rhymes are ‘both’ and
‘undergrowth’.
Imagery:
The poet paints a vivid picture of two roads diverging in a yellow wood, which creates a
clear image in the reader’s mind. The use of descriptive language, such as “grassy and
wanted wear” and “leaves no step had trodden black,” creates vivid mental images.
Symbolism:
 The roads themselves symbolize the choices one makes in life, and the diverging paths
represent the different options one may have to choose from. The speaker’s decision to
take the road less travelled by represents individuality of his desire to be unique and
independent
 The yellow wood symbolizes the autumn season, a time of transition and change.
 The speaker is a ‘traveller’, signifying one who is on a journey and yet to reach a
destination.
Metaphor:
 The two roads serve as a metaphor for the choices one makes in life, and how those
choices can shape one’s destiny.
 The fork represents various dilemmas one faces in the course of their lifetime.
Personification:
 The undergrowth and leaves are personified in the poem as they are described as bending
and being trodden black which gives it a sense of motion and life.
 The paths have been personified, each given a personality to attract the traveller. The poet
calls both the paths ‘just as fair’ hinting at how they both looked inviting.
Repetition:
 The repetition of the phrase “Two roads diverged in a yellow wood” in the first and last
stanzas creates a sense of symmetry and emphasizes the poem’s central theme of choice
and also the importance of this moment in the poet’s life.
 Another place of repetition is ‘Somewhere ages and ages hence’ emphasising the depth of
future.
Alliteration: The repetition of the “s” sound in “sorry” and “stood” creates a soft,
sorrowful and melancholic tone.
Other examples include ‘wanted wear’, ‘way leads to way’, and ‘ages and ages’