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Lesson Architecture Theme Plot Development NCERT Solution Questions for Practice MCQ Worksheet Theme: This story highlights the childhood years of Kalam in his birth place Rameswaram. It also describes his first earning during the World War when the demand of tamarind seeds suddenly experienced a spike. He also sold newspaper bundles to earn his pocket money. The story also focuses on his three childhood friends, who belonged to the Orthodox Brahmin families. The story throws light on the incidents when Kalam felt the pinch of social evils like religious divide and orthodox thoughts. Towards the end we can find Kalam’s decision to shift to Ramanathapuram for further studies. His father’s quotes of the famous poet Khalil Gibran, which had great influence in his life. Plot Development: Birth of Abul Kalam: Abdul Kalam was born into a middle-class Tamil family in the island-town of Rameswaram in the former Madras State. Rameswaram is a town on Pamban Island, in the southeast Indian state of Tamil Nadu. It’s known for Ramanathaswamy Temple, a Hindu pilgrimage site with ornate corridors, huge sculpted pillars and sacred water tanks. Devotees bathe in the waters of Agni Theertham, off the beach east of the temple. Gandamadana Parvatham is a hill with island views. A chakra (wheel) here is said to bear an imprint of Lord Rama’s feet. Impact of Second World War In 1939 when Kalam was eight years old, the Second World War broke out. Though the war did not affect Rameswaram directly, it brought opportunities for the young boy to make money. There was a sudden demand for tamarind seeds in the market. Kalam collected and sold tamarind seeds to a shop on Mosque Street. A day’s collection fetched him one anna. Soon India was forced to join the Allied Forces and a state of emergency was declared. The railways suspended the stopping of trains at Rameswaram station. Newspapers had to be bundled and thrown out from the moving train on the Rameswaram Road between Rameswaram and Dhanuskodi. Kalam helped his cousin Samsuddin, who distributed newspapers in Rameswaram to catch the bundles. This is how he earned his wages in his childhood. Kalam’s realization of Hindu-Muslim Divide Kalam’s childhood friends were Ramanadha Sastry , Aravindan and Sivaprakasan. All of them were from orthodox Hindu Brahmin families. But the boys did not feel the pinch of religious divide till this time. When Kalam was in the fifth standard at the Rameswaram Elementary School , new teacher came to the class. He could notice that Kalam was sitting in the front row with Ramanadha Sastry, a Hindu priest’s son sitting with a Muslim boy. He immediately asked Kalam to sit in the last row. Lakshmana Sastry, Ramanadha Sastry’s father, summoned the teacher and asked him not to spread the poison of social inequality and communal intolerance. The teacher regretted his behavior and apologized. Another incidence happened when Kalam was invited to have food in the residence of Kalam’s science teacher, Siovasubramania Iyer, who was a progressive thinker with a very conservative wife. His wife refused to serve Kalam in her ritually pure kitchen as he was Muslim. So the science teacher himself had to serve Kalam food on that day. Bridging the Religious Gap: In the first case the new teacher reformed himself when Lakshmana Sastry rebuked the teacher for his act of religious discrimination. The teacher did not indulge in such communal act henceforth. In the second case, Sivasubramania Iyer counseled his wife and transformed her orthodox perspective. On another occasion when Kalam visited the house of his Science teacher, his wife called Kalam in her kitchen and herself served Kalam food with her own hands. Kalam’s decision to to shift to Ramanathapuram for further studies: When India’s independence was approaching, Kalam requested his parents to give their consent to allow Kalam to move to the district headquarters for further studies. His mother was hesitant initially. But his father agreed and motivated his mother by quoting the poet Khalil Gibran comparing children to birds that have to leave the nest one day. Kalam recalled these childhood memories as they influenced him immensely and contributed to his holistic growth. He grew up to become the most loved and respected Scientist and later on the President of India. NCERT Solution Answer these questions in one or two sentences each. 1. Where was Abdul Kalam’s house? Ans: Abdul Kalam’s house was on Mosque Street in Rameswaram in the erstwhile Madras State. 2. What do you think Dinamani is the name of? Give a reason for your answer. Ans: Dinamani is the name of a newspaper. Abdul Kalam’s brother-in-law Jalauddin would tell him stories about the Second World War, which Abdul Kalam would later attempt to trace in the headlines of Dinamani. 3. Who were Abdul Kalam’s school friends? What did they later become? Ans: Abdul Kalam had three close friends in his childhood. They were Ramanadha Sastry, Aravindan and Sivaprakasan. All these boys were from orthodox Hindu Brahmin families. Ramanadha Sastry took over the priesthood of the Rameswaram temple from his father. Aravindan went into the business of arranging transport for visiting pilgrims; and Sivaprakasan became a catering contractor for the Southern Railways. 4. How did Abdul Kalam earn his first wages? Ans: Abdul Kalam earned his first wages when his cousin, Samsuddin engaged him to catch the bundled newspapers from the moving train on the Rameswaram Road between Rameswaram and Dhanuskodi. 5. Had he earned any money before that? In what way? Ans: Yes, Abdul Kalam had earned money previously. He used to collect tamarind seeds and sell them to a provision shop near his home. He would earn one anna for a day’s collection. II. Answer each of these questions in a short paragraph (about 30 words) 1. How does the author describe: (i) his father (ii) his mother (iii) himself? (i) his father: His father, Jainulabdeen, had neither much formal education nor much wealth. Despite these disadvantages, he possessed great innate wisdom and a true generous spirit. He used to avoid all inessential comforts and luxuries. However, all necessities were provided to the family in terms of food, medicine or clothes. (ii) his mother : She was kind and generous lady who could cook not just for the family, but also many outsiders who used to dine with them regularly. He inherited faith in goodness and deep kindness from his mother. (iii) himself : He was a short boy with rather undistinguished looks, born to tall and handsome parents. He had a secure childhood as he had loving and caring parents. 2. What characteristics does he say he inherited from his parents? He inherited honesty and self-discipline from his father and from his mother he inherited faith in goodness and deep kindness. III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each. 1. “On the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups,” says the author. (i) Which social groups does he mention? Were these groups easily identifiable (for example, by the way they dressed)? Ans: The two social groups that the writer mentions were the Hindu and the Muslim community of people. Yes, they were easily identifiable by the way they used to dress up. The Hindus had vermillion mark on their foreheads. Ramanadha Sastry, wore the sacred thread as he came from an orthodox Hindu Brahmin family. The Muslims, on the other hand, woe a cap and lived on the Mosque Street. (ii) Were they aware only of their differences or did they also naturally share friendships and experiences? (Think of the bedtime stories in Kalam’s house; of who his friends were; and of what used to take place in the pond near his house.) Ans: They naturally shared friendships and experiences. According to Abdul Kalam, his three friends were from orthodox Hindu Brahmin families. As children, none of them ever felt any difference amongst themselves because of their religious differences and upbringing. Events from the Ramayana and from the life of the Prophet were the bedtime stories Kalam’s mother and grandmother would tell the children in their family. Thus, in spite of religious differences they had natural bond for each other. (iii) The author speaks both of people who were very aware of the differences among them and those who tried to bridge these differences. Can you identify such people in the text? Kalam mentions two people who were very aware of the differences among the two religious groups. One of them was the new teacher of Kalam when he was in the fifth standard at the Rameswaram Elementary School. He did not allow Kalam and Ramanadha Sastry to sit together as the latter was a Hinud Priest’s son. Therefore, Kalam was asked to go and sit on the back bench. The other person was the science teacher Sivasubramania Iyer’s wife. She was too conservative that she refused to serve Kalam food in her kitchen. The people who tried to bridge the differences were Ramanadha’s father Lakshmana Sastry and the science teacher Sivasubramania Iyer. (iv) Narrate two incidents that show how differences can be created, and also how they can be resolved. How can people change their attitudes? Ans: One day when Kalam was in the fifth standard at the Rameswaram Elementary School, a new teacher asked Kalma to sit at the back bench. He could not stomach the idea of Ramanadha Sastry, the son of Hindu brahim to sit with Kalam in the front row. Lakshmana Sastry summoned the teacher, and strictly instructed him that he should not spread the poison of social inequality and communal intolerance in the minds of innocent children. Not only did the teacher regret his behaviour, but the strong sense of conviction Lakshmana Sastry conveyed ultimately reformed this young teacher. On the other hand, the wife of Kalam’s science teacher Sivasubramania Iyer declined to serve food to Kalam when his science teacher invited him in his house. His wife was horrified at the idea of a Muslim boy being invited to dine in her ritually pure kitchen. Instead his science teacher served him food. When he was leaving his house, Sivasubramania Iyer invited him to join him for dinner again the next weekend. He consoled Kalam saying that when the system needed to be changed, such opposition was bound to surface. The teacher then counseled his wife and reformed her eventually. 2. (i) Why did Abdul Kalam want to leave Rameswaram? Ans: He wanted to leave Rameswaram and go to the district headquarters in Ramanathapuram to pursue his further studies. (ii) What did his father say to this? Ans: His father gave a reference of a seagull and said that the seagull flies across the sun, alone and without a nest. He also quoted Khalil Gibran to his hesitant mother saying that her children were not her children. They were the sons and daughters of Life’s longing for itself. They were born through her but not from her. She might give them her love but not her thoughts as they have their own thoughts. Questions for Practice MCQ Worksheet To be uploaded shortly. Keep visiting the site.

Lesson Architecture Theme Story-At-A-Glance NCERT Solution Extra Questions Theme: In this lesson the writer contrasts Chinese paintings with the Western counterparts. Using anecdotes, she brings out the uniqueness of the spiritual landscapes of the Chinese and the figurative paintings based on ‘delicate realism, practiced by the Europeans. However, man has a universal role in them which is fundamental to their expression and hence he makes the landscape of the soul complete. Plot Development The writer draws a unique contrast between the Western from of landscape painting with the Chinese form and concludes that the western painters reproduce an actual view. They try to achieve ‘illusionistic likeness’ in their figurative paintings. But for the Oriental painter, the essence of the inner life and spirit is of utmost importance. For them, it is not a landscape of outward images, but a landscape of the soul. Reference of Chinese Art: Once a Chinese Emperor got a landscape painted to decorate a palace wall. The Emperor admired the wonderful painting which included forests, mountains, waterfalls, clouds and the immense sky. Drawing the Emperor’s attention to a cave in the painting, the painter told him that a spirit dwelt there. As the painter clapped his hands, the door to the cave opened up. The painter volunteered to show the way to the Emperor and thus stepped in. The door closed behind him and even before the Emperor could even react, the painting disappeared from the wall. The artist could never be traced again. There is another story of a painter who hesitated to draw the eye of a dragon he had painted for fear that it would fly out of the painting. Stories of such types are often found in books of Confucius and Zhuangzi and help in guiding students in the right direction. They also reveal the ethos of great works of art. These stories are in contrast with those of the West, as is evident in the story from the author’s native Flanders, which represents Western paintings. Reference of Western Art The example of outward realism is found in European art which is described in the anecdote of a blacksmith named Quinten hailing from Antwerp in Belgium. He fell in love with a painter’s daughter, but the painter was against this alliance as he did not approve of Quinten’s profession. One day Quinten entered the painter’s studio and painted a fly on the artist’s latest painting. It appeared so life-like that it deceived the artist who gave it a hard blow only to realize that it was not a real one. He was highly impressed with Quinten and took him as an apprentice. Quinten went on to become one of the most renowned painters of his age. These stories illustrate the varying approach and sense of achievement of painters belonging to East and West through the medium of art. In contrast to Chinese painting which try to bring out the eseence of inner life and spirit, the Western/ European art projects a perfect ‘illusionistic likeness. Concept of ‘Dao’- the mysterious works of the Universe In the Chinese story, the landscape painting is admired for its outward appearance by the Emperor who got it painted. But the artist shows the true meaning of his work. While the Emperor rules his kingdom, the artist knows the way into his painting. This ‘way’ or ‘path’ within the painting is the ‘Dao’ -the mysterious works of the Universe. The soul of the artist merges with the essence of his work. Chinese Landscape Painting Versus Western Painting: Classical Chinese landscape painting does not focus on realism or the actual view unlike the Western painting which is figurative or symbolic. European painters depict the actual landscape with delicate realism and the painter would like the viewers to look at it from his perspective from a specific angle. On the contrary, the Chinese paintings allow the freedom to view from any angle, back and forth, in a leisurely movement. This freedom of movement if enhanced in a horizontal scroll where the viewer can choose the speed and section of viewing, thus adding a dimension of time, not known to any other form of painting. The Chinese painter does not want anyone to borrow his eyes. He wants the viewers to enter his mind. The landscape is his inner mind, a spiritual and conceptual space. The Concept of ‘Shanshui’ Chinese Paintings develop on the concept of ‘Shanshui’, which means ‘mountain-water’. The mountain rises vertically to heaven and it is called ‘Yang’. On the other hand, water is horizontal and resting on the earth, which is called ‘Yin’. There is also the presence of a third element which is often overlooked. It is called the ‘Middle Void’. Yang and Yin are not opposites. They complement each other. ‘Yang’ is active and masculine. ‘Yin’ is feminine and the receptive concept of energy. Their interaction takes place in the Middle Void which is depicted by the unpainted white space in Chinese landscape. It is similar to the holding of the breath in the Yogic practice of ‘pranayama.’ Similarly, man plays a fundamental role as a channel of communication between the Heaven and Earth. His presence, therefore, is essential because he is ‘the eye of the landscape.’ Concept of ‘Outsider Art’ ‘Outsider Art’ or ‘art brut’ is a concept presented by a French painter named Jean Dubuffet in 1940s. It is the art of those artistes who have received no formal training, yet show immense talent and artistic insight. This form of art has seen rapid growth internationally in the contemporary art world. The style of art which belongs to this category of artists is unconventional and is described to belong to those who have ‘no right’ to be artists because they have had no formal training even though they show immense talent and artistic insight. However, their works stimulate the viewer much more than the ones done by trained professionals. Reference of Indian ‘Outsider Art’ During the same time as Dubuffet, a French Painter presented Outsider Art in the West, an untutored genius in India was creating paradise sculpted on stone and recycled material. Known to the world as the ‘Rock Garden’ of Chandigarh, its creator Nek Chand is hailed as the ‘Rock Garden’ of Chandigarh, its creator Nek Chand is hailed as India’s biggest contributor to ‘Outsider art.’ He received various awards and acclamations across the glove. A UK based magazine pioneering outsider art publication featured Nek Chand and his Rock Garden sculpture on their anniversary issue cover. As regards to artistic and cultural influences, ‘art brut’ or raw art are works in the raw state. Anything from a tin to a sink to a broken down car could become a part of this art form. This has been shown in the marvelous work of Nek Chand. Recognizing his outstanding example of converting dream to reality, the Swiss Commission for UNESCO honoured him by exhibiting his works through Europe. A five month long interactive show, ‘Realm of Nek Chand’ began in October 2005 at all leading museums in Switzerland, Belgium, France and Italy. However, to Nek Chand, the greatest satisfaction and reward is walking through his garden and seeing people enjoy his creations. Recapitulation: Chinese painter Wu Daozi made a landscape painting for the emperor’s palace wall. The emperor was highly impressed by the natural elements in the painting. The painter showed a cave in the painting and drawing the Emperor’s attention to a cave in the painting, the painter told him that a spirit dwelt there. He entered the cave and never returned to this world. Chinese painters emphasize on artistic insight on the inner soul of art. Western painters, on the other hand, emphasize on illusionistic likeness making it true to life. Shanshui is the fundamental concept of Daoism. Shanshui means mountain-water. The mountain is Yang while water is Yin. Yang vertically rises up and is warm, stable and dry. Yin is feminine, horizontal and resting on the earth. It is fluid, moist and cool. There is middle void where Yang and Yin meet. It is a very important part and is represented as the White, unpainted space in Chinese paintings. In the empty space between Heaven and Earth, man plays fundamental role as a channel of communication. Man is thus considered the ‘eye of the landscape’. The concept of ‘art brut’ or ‘raw art’ was first brought in by French painter Jean Dubuffet. Otherwise known as ‘outsider art’ it is the category of artists who have not received any formal training, but show immense talent and artistic insight. India’s greatest contributor to ‘outsider art’ has been Nek Chand, creator of the Rock Garden in Chandigarh. He used all imaginable recycled material and gave creativity a new dimension. He received international fame and recognition. NCERT Solution Notice these expressions in the text. Infer their meaning from the context. (Page 34) · Anecdote: a short entertaining story about a real incident or person. · Delicate realism: intricately accurate and true to life. · Figurative painting: representing by means of a figure of a or symbol in the painting. · Illusionistic likeness: a similarity which is almost real. · Conceptual space: an abstract idea of a space. Understanding the Text ( Page 38) 1. (i) Contrast the Chinese view of art with the European view with examples. The Chinese focuses on the essence of inner life and spirit in their paintings, whereas the Europeans try to achieve a perfect ‘illusionistic likeness’ or the actual image. An example to illustrate the above statement regarding Chinese painting is given below. Once a Chinese Emperor got a landscape painted to decorate a palace wall. The Emperor admired the wonderful painting which included forests, mountains, waterfalls, clouds and the immense sky. Drawing the Emperor’s attention to a cave in the painting, the painter told him that a spirit dwelt there.As the painter clapped his hands, the door to the cave opened up. The painter volunteered to show the way to the Emperor and thus stepped in. The door closed behind him and even before the Emperor could even react, the painting disappeared from the wall. The artist could never be traced again. A perfect ‘illusionistic likeness’ or the actual image of the European painting is given below: The example of outward realism is found in European art which is described in the anecdote of a blacksmith named Quinten hailing from Antwerp in Belgium. He fell in love with a painter’s daughter, but the painter was against this alliance as he did not approve of Quinten’s profession.One day Quinten entered the painter’s studio and painted a fly on the artist’s latest painting. It appeared so life-like that it deceived the artist who gave it a hard blow only to realize that it was not a real one.He was highly impressed with Quinten and took him as an apprentice. Quinten went on to become one of the most renowned painters of his age. These stories illustrate the varying approach and sense of achievement of painters belonging to East and West through the medium of art. (ii) Explain the concept of shanshui. Ans: Chinese Paintings develop on the concept of ‘Shanshui’, which means ‘mountain-water’. The mountain rises vertically to heaven and it is called ‘Yang’. On the other hand, water is horizontal and resting on the earth, which is called ‘Yin’. There is also the presence of a third element which is often overlooked. It is called the ‘Middle Void’. ‘Yang and Yin are not opposites. They complement each other. ‘Yang’ is active and masculine. ‘Yin’ is feminine and the receptive concept of energy. Their interaction takes place in the Middle Void which is depicted by the unpainted white space in Chinese landscape. It is similar to the holding of the breath in the Yogic practice of ‘pranayama.’ Similarly, man plays a fundamental role as a channel of communication between the Heaven and Earth. His presence, therefore, is essential because he is ‘the eye of the landscape.’ 2. (i) What do you understand by the terms ‘outsider art’ and ‘art brut’ or ‘raw art’? Ans: ‘Outsider Art’ is a concept presented by a French painter named Jean Dubuffet in 1940s. It is the art of those artistes who have received no formal training, yet show immense talent and artistic insight. This form of art has seen rapid growth internationally in the contemporary art world. The style of art which belongs to this category of artists is unconventional and is described to belong to those who have ‘no right’ to be artists because they have had no formal training even though they show immense talent and artistic insight. However, their works stimulate the viewer much more than the ones done by trained professionals. ‘Art Brut’ or Raw Art are works that are in the unrefined state as regards artistic and cultural influence. Anything and everything, from a tin or a sink or a broken down car or any recycled matter can be used as material in this art form. A marvelous example of raw art is seen in the Rock Garden of Chandigarh created by the untutored genius, Nek Chand. (ii) Who was the “untutored genius who created a paradise” and what is the nature of his contribution to art? Nek Chand, an Indian hailing from Chandigarh, took his style of raw art to an unimaginable level of excellence. He cleared a little patch of jungle to make himself a garden sculpted with stone and recycled material. This became the renowned ‘Rock garden’ of Chandigarh and Nek Chand is recognized as India’s biggest contributor to outsider art. He used everything from broken pieces of cups, bangles, tins and even run down vehicles as material for his garden. Extra Questions to be Uploaded soon

Lesson Architecture Biography Theme Stanza-Wise Explanation NCERT Solution Extra Questions MCQ Worksheet Biography Stephen Spneder- an English poet and essayist. Post World War Europe finds expression in Spender’s verse and prose. Famous books include ‘Poem of Dedication’, The Edge of Being’, ‘The Creative Element’ etc. The poem highlights on themes of social injustice and class inequalities. Theme The poem casts doubt about the purpose of education to the slum children. It contains Spender’s views about slum schools and the purpose behind establishing such schools. The poet thinks that lives of slum children will remain miserable unless they are educated and shifted elsewhere. The poem is a fine combination of hope and despair for the humanity unlike the dark vision of T. S. Eliot’s ‘The Wasteland’ The poem draws out a real picture of slum children in a school after the post-world war period. Stanza-Wise Explanation STANZA 1 ( PART I) Far far from gusty waves these children’s faces. Like rootless weeds, the hair torn round their pallor: The tall girl with her weighed-down head. The paper seeming boy, with rat’s eyes. Vocabulary gusty waves: Strong waves. Slum children are away from beautiful sights of nature. rootless weeds: Unwanted plants. Here useless/untidy hair. Pallor: Pale face. Hair as if torn apart falls on their pale faces. weighed-down head: heavy head due to malnutrition. Paper seeming boy: As thin as a paper. Rat’s eyes: hollow/protruding eyes of slum children. Paraphrase The poet here describes the miserable condition of the children sitting in a classroom in a slum school. ‘from gusty waves’means children are away from the beautiful sights of nature, which is indicated by their appearance. Their hairwhich looksuntidy and fall on their pale face is compared to rootless weeds here. As weeds are unwanted in a garden, similarlythe hair on their head appear to be unproductive as well. A tall girl in the classroom with her heavy head looks sad. Her ‘heavy head’ representsher abnormal growth due to malnutrition. One boy sitting in the class is as thin as paper. He has holloweyes like those of a rat. He too is the victim of under-nourishment due to glaring poverty. STANZA 1 ( PART II) The stunted, unlucky heir Of twisted bones, reciting a father’s gnarled disease, His lesson, from his desk. At back of the dim class One unnoted, sweet and young. His eyes live in a dream, Of squirrel’s game, in tree room, other than this. Vocab: ØStunted Unlucky Heir: Under-nourished unlucky successor. Øtwisted bones: deformed body Øgnarled disease: physical deformity. ØTree room: The boy thinks of squirrel’s game into the hollow of a tree rather than this cramped classroom. Paraphrase The poet says that there is a boy who is unlucky as he inherited a disease from his father due to which he has a deformed body. This disabled boy is reciting his lesson from his desk in the classroom. He too is the victim of poor nourishment. On the back of the dark class a bright and young boy was sitting. He is sitting there unnoticed, and dreaming of squirrels playing in a tree He appeared to be very promising. The dull and uninteresting ambiance in the classroom has failed to arrest his attention. STANZA 2 ( PART I) On sour cream walls, donations. Shakespeare’s head, Cloudless at dawn, civilized dome riding all cities. Belled, flowery, Tyrolese valley. Vocab: Sour Cream Walls: Dirty cream-coloured walls. Shakespeare’s head: donated bust of Williamm Shakespeare. Cloudless at dawn: Clear sky early in the morning. civilized dome: high-rise domes of modern civilization. Tyrolese valley : pertaining to the Tyrol, an Austrian Alpine province Paraphrase The walls of the classroom are pale and dirty. On these walls a host of donated teaching aids have been put up. These objects on the wall represent the world of the rich and prosperous. One of them is the picture of William Shakespeare The other picture shows early morning sky without any tinge of cloud in it. The pictures of high-rise domes of modern civilization represent the quality of life in those cities. There is also a picture of the beautiful Tyrolese valley, a region in the Austrian Alpine province, adorned with flowers. Unfortunately these colourful pictures on the walls have no relevance in the lives of these poor slum children. The world depicted on these walls is not the world of these children. Their world does not contain huge domes or advanced civilization or the scenic beauty as presented in the pictures on the wall of the classroom. STANZA 2 ( PART II) Open-handed map Awarding the world its world. And yet, for these Children, these windows, not this map, their world, Where all their future’s painted with a fog, Vocab: Awarding the world its world: the world map depicting beautiful countries of the world. not this map : The world map in the classroom is not the world of slum children, world outside windows is their actual world. painted with a fog : The future of slum children is hazy like fog. Paraphrase The world map hung on the classroom displays the names and locations of various countries of the world. (Awarding the world its world: the world map depicting various countries of the world. ) But these countries are outside the reach of the slum children and hence the world map has not importance for the children. The life existing outside the window of the classroom is their actual world, and not this map in the classroom. Unfortunately, their world is painted with fog, the fog of hopelessness and hunger. Their future is grim and uncertain. STANZA 2 ( PART III) A narrow street sealed in with a lead sky Far far from rivers, capes, and stars of words VOCABULARY: Lead Sky: Their future is compared to a narrow street having dull sky above. capes : landscapes Stars of Words: The acquisition of radiant light of knowledge is like stars in the sky, which slum children cannot touch. Paraphrase Their future is sealed with a dark and dull sky. The poet again says that their world is far away from the actual world of rivers and capes. stars of words here refers to the acquisition of radiant light of knowledge which is like stars in the sky, impossible for slum children to reach out to. These children are far away from the bright light of knowledge and education. STANZA 3 ( PART I) Surely, Shakespeare is wicked, the map a bad example, With ships and sun and love tempting them to steal— For lives that slyly turn in their cramped holes From fog to endless night? VOCABULARY: Shakespeare is wicked : picture of Shakespeare is useless as Slum children cannot read his books. the map a bad example : The map is also useless as slum children cannot dream of visiting places given in maps. slyly turn in their cramped holes: Their existence in their conjested houses will bring etrnal fog and miseries in their lives. Paraphrase The poet says that picture of Shakespeare on the classroom wall is irrelevant or meaningless as slum children will have no opportunity to read books of William Shakespeare. Similarly, map is also a bad example as these poor slum children can never visit such places as mentioned in the map of the classroom wall. The beautiful world depicted/presented on the classroom wall like the sun, ships, love and care only tempt them to steal because they cannot have access to these material world. They live in cramped houses and there is no end to their misery. Their continued existence in such cramped place will result in eternal fog and uncertain future in their lives. STANZA 3 ( PART II) On their slag heap, these children Wear skins peeped through by bones and spectacles of steel With mended glass, like bottle bits on stones. All of their time and space are foggy slum. So blot their maps with slums as big as doom.” VOCABULARY: Wear skins peeped through by bones : They are very thin and their bones are visible through the thin layer of their skin. With mended glass, like bottle bits on stones: The state of poverty is intensified by the fact that the glasses which these children wear are cracked and look like broken pieces of a bottle on stones. Paraphrase These kids are so thin that one can easily see their bones through the thin layer of skin. The perpetual or eternal state of poverty is highlighted when the poet says that the glasses which these children wear are cracked and look like broken pieces of a bottle on a stone. The future of these slum children is uncertain. Therefore, the map on the classroom actually here represents the pathetic slums for the children as they have no access to the world depicted in the map. Their map is their congested/ cramped and foggy slums only. STANZA 3 ( PART II) Unless, governor, inspector, visitor, This map becomes their window and these windows That shut upon their lives like catacombs, Break O break open till they break the town VOCABULARY: these windows…….catacombs: Like the cemetery/tombs shut the dead bodies, the presence of slums outside their windows also restrict their movement and holistic growth. The poet means to say that unless government authorities like the governor , and inspector visit the school and provide the infrastructure and educational resources to the slum children, their situation will not improve. If they are not given basic education, their map in the classroom will be just the cramped slum outside the classroom window. Like the tomb or cemetery confines the dead body under the soil, likewise the slum that exists outside the classroom window will also restrict the growth and development of the child. The poet requests the authorities to voluntarily take initiative to facilitate basic education , otherwise, these children will grow up to become violent and indulge in destructive activities. NCERT Solution ( Page 94) 2. What do you think is the colour of ‘sour cream’? Why do you think the poet has used this expression to describe the classroom walls? Ans: The colour of ‘sour cream’ is ‘pale yellow’. The poet has used this expression to describe the dull and pale walls of the classroom in a slum. The ‘sour cream’ symbolizes the morbid atmosphere of the classroom owing to the indifference of the authorities to the learning needs of the slum children. 3. The walls of the classroom are decorated with the pictures of ‘Shakespeare’, ‘buildings with domes’, ‘world maps’ and ‘beautiful valley’. How do these contrast with the world of these children? Ans: These fanciful pictures consisting of civilized society and beautiful natural landscapes are irrelevant to the learning needs of slum children. These pictures represent a progressive and advanced society in which these slum children can never have access to due to their glaring poverty. These children live in an environment of poverty, hunger, scarcity and disease in a pathetic condition in contrast to the prosperous and developing world as depicted on the classroom walls. Therefore, these pictures are irrelevant as they can have negative impact in the minds of the children. 4. What does the poet want for the children of the slums? How can their lives be made to changes? Ans: The poet wants the slum children to come out of their glaring poverty and malnutrition. He also wants them to have access to basic education. Their lives can be made to changes only when the authorities in power extend their helping hands and cater to the educational and nutritional needs of the children. If the basic school infrastructure, books, shelter and food are facilitated to these children, their educational needs can be fulfilled and malnutrition be curved in the long run. Extra Qustions How is ‘Shakespeare wicked and the map a bad example’ for the children of the school in a slum? Ans : The lives of slum children have no access to what is displayed on the walls. Shakespeare showcases an array of ambitious characters and a host of royal scenes, which are quite irrelevant to the slum children. The map also shows the foreign land with beautiful landscapes. The slum children cannot ever visit such places. Therefore, Shakespeare and the map is a bad example for the slum children. 2. Which words/phrases in the poem show that the slum children are suffering from acute malnutrition? Ans : ‘Stunted’, ‘twisted bones’ ‘paper-seeming boy’, ‘skin peeped through by bones’, etc. are some of the words/phrases that show the conditions of acute malnutrition of the slum children. 3. What changes does the poet hope for in the lives of slum children? Ans : The poet exhorts the people in power to improve the plight of the slum children and break their windows which shut the growth of these children. He asks them to show the children the green fields and golden sands. The poet hopes that if these children are facilitated proper infrastructure for education, they will mould the history in their favour. For the MCQ Worksheet of this lesson, Click Here.

Internal Assessment 1 Internal Assessment 2

LESSON ARCHITECTURE Theme Story-At-A-Glance NCERT Solution Extra Questions for Practice Theme: The theme of the lesson is the gradual build-up of Einstein’s genius and how his theories revolutionized our understanding of space, time and the world around us. The story also provides insight into Einstein’s views regarding the misuse of atomic bombs, and his fear about massive destruction in the run up to World War II. We also come to know about the efforts taken by him to restore peace by putting an end to arms build-up. STORY AT A GLANCE 1. Birth of Albert Einstein : Albert Einstein was born on 14 March 1879 in Ulm, Germany. He played alone most of the time and loved mechanical toys. In his early years he was considered ordinary, with no potential for success. 2. His Early Childhood: His mother made him play the violin the violin at the age of six. Soon he became a gifted amateur violinist. 3. His Days in School: He went to a high school in Munich and was a good student. However, he had disregard for the school’s regimentation and had differences with his teachers. At the age of 15, he left the school for good. 4. His Meeting with Mileva Maric in Zurich: When he was studying Physics and Mathematics at the University, he developed liking for his fellow student Mileva. He worked as a teaching assistant in 1900 and gave private lesions. In 1902 he landed a regular job for himself as a technical expert in the patent office in Bern. In 1903 he married Mileva Maric. 5. Publication of his Theory of Relativity : When Einstein got a job at the Bern paten t office, he devoted most of his time developing his research ideas. In 1905 he wrote a paper on the Special Theory of Relativity, according to which time and distance are not absolute. In 1915 he published his General Theory of Relativity, which provided a new interpretation of gravity. 6. His Marital Conflict and Separation: After sixteen years of married life in 1919, Einstein’s marriage to Mileva ended in divorce. Einstein then married his cousin Elsa the same year. 7. His Shot to International Fame: After his publication of his paper- General Theory of Relativity - in 1915, he became an internationally renowned physicist. Among the accolades he received, the most prominent one being the Nobel Prize for Physics in 1921. 8. Einstein’s letter to American President Franklin D. Roosevelt : Einstein moved to the US after the Nazis came to power in Germany. After five years nuclear fission was discovered in Berlin. At the beginning of the World War II when the news came to surface that the Nazis were working on the atomic bomb, he wrote to Roosevelt about the destructive effects of nuclear bomb. However, the Americans developed the atomic bomb in a secret project of their own to counter the attack by the Japanese and in August 1945 dropped it on the Japanese cities of Hiroshima and Nagasaki. 9. Einstein’s Efforts to Restore Peace and Harmony in the world: He wrote a public letter to the United Nations where he proposed the formation of a world government. Over the next decade, he used his popularity to campaign for peace and democracy. Einstein is regarded not only as a scientific genius but also as a visionary and world citizen. NCERT SOLUTION Thinking About the Text ( Page 50) Here are some headings for paragraphs in the text. Write the number(s) of the paragraph(s) for each title against the heading. The first one is done for you. i) Einstein’s equation 9 ii) Einstein meets his future wife 7 iii) The making of a violinist 3 iv) Mileva and Einstein’s mother 10 v) A letter that launched the arms race 15 vi) A desk drawer full of ideas 8 vii) Marriage and divorce 11 2. Who had these opinions about Einstein? (i) He was boring. Ans: Einstein’s playmates. (ii) He was stupid and would never succeed in life. Ans: His headmaster (iii) He was a freak. Einstein’s mother 3. Explain what the reasons for the following are. (i) Einstein leaving the school in Munich for good. Ans: Einstein left the school in Munich as he hated the strict disciplinarian approach of the school. He also had differences with his teachers. (ii) Einstein wanting to study in Switzerland rather than in Munich. Switzerland being more liberal than Munich, Einstein wanted to study there. (iii) Einstein seeing in Mileva an ally. Einstein made an alliance with Mileva as she too did not care for the philistines or people who did not appreciate art, literature or music. (iv) What do these tell you about Einstein? Einstein loved being free and open-minded. He valued humanity and longed for peace and harmony in the world. 4. What did Einstein call his desk drawer at the patent office? Why? Ans: Einstein called his desk drawer ‘bureau of theoretical physics’ because he kept all his theory papers inside that bureau. 5. Why did Einstein write a letter to Franklin Roosevelt? Ans: Einstein wrote a letter to Franklin Roosevelt so that he could warn the American President about the harmful effects of a single atomic bomb which has a devastating effect on a place and its neighbouring areas. 6. How did Einstein react to the bombing of Hiroshima and Nagasaki? Ans: Einstein was deeply shaken by the extent of the destruction caused due to the bombing on Hiroshima and Nagasaki. This time he wrote a public missive to the United Nations and proposed the formation of a world government to restore love and peace in the world. 7. Why does the world remember Einstein as a “world citizen’? Ans: Einstein is remembered as a’ World Citizen’ for his untiring work in establishing peace and harmony in the world. He was agitating for an end to the arms buildup and became involved in campaign for peace and democracy. 8. Here are some facts from Einstein’s life. Arrange them in chronological order. [ ] Einstein publishes his special theory of relativity. [ ] He is awarded the Nobel Prize in Physics. [ ] Einstein writes a letter to U.S. President, Franklin D. Roosevelt, and warns against Germany’s building of an atomic bomb. [ ] Einstein attends a high school in Munich. [ ] Einstein’s family moves to Milan. [ ] Einstein is born in the German city of Ulm. [ ] Einstein joins a university in Zurich, where he meets Mileva. [ ] Einstein dies. [ ] He provides a new interpretation of gravity. [ ] Tired of the school’s regimentation, Einstein withdraws from school. [ ] He works in a patent office as a technical expert. [ ] When Hitler comes to power, Einstein leaves Germany for the United States. CHRONOLIGAL ORDER Ans: 1. Einstein is born in the German city of Ulm. 2. Einstein attends a high school in Munich. 3. Einstein’s family moves to Milan. 4. Tired of the school’s regimentation, Einstein withdraws from school. 5. Einstein joins a university in Zurich, where he meets Mileva. 6. He works in a patent office as a technical expert. 7. Einstein publishes his special theory of relativity. 8. He provides a new interpretation of gravity. 9. He is awarded the Nobel Prize in Physics. 10. When Hitler comes to power, Einstein leaves Germany for the United States. 11. Einstein writes a letter to U.S. President, Franklin D. Roosevelt, and warns against Germany’s building of an atomic bomb. 12. Einstein dies. I. Here are some sentences from the story. Choose the word from the brackets which can be substituted for the italicized words in the sentences. 1. A few years later, the marriage faltered. (failed, broke, became weak). Ans: became weak 2. Einstein was constantly at odds with people at the university. (on bad terms, in disagreement, unhappy) Ans: in disagreement 3. The newspapers proclaimed his work as “a scientific revolution.” (declared, praised, showed) Ans: declared 4. Einstein got ever more involved in politics, agitating for an end to the arms buildup. (campaigning, fighting, supporting) Ans: campaigning 5. At the age of 15, Einstein felt so stifled that he left the school for good. (permanently, for his benefit, for a short time) Ans: permanently 6. Five years later, the discovery of nuclear fission in Berlin had American physicists in an uproar. (in a state of commotion, full of criticism, in a desperate state) Ans: in a state of commotion 7. Science wasn’t the only thing that appealed to the dashing young man with the walrus moustache. (interested, challenged, worried) Ans: interested II. Study the following sentences. • Einstein became a gifted amateur violinist, maintaining this skill throughout his life. • Letters survive in which they put their affection into words, mixing science with tenderness. The parts in italics in the above sentences begin with –ing verbs, and are called participial phrases. Participial phrases say something more about the person or thing talked about or the idea expressed by the sentence as a whole. For example: Einstein became a gifted amateur violinist. He maintained this skill throughout his life. Complete the sentences below by filling in the blanks with suitable participial clauses. The information that has to be used in the phrases is provided as a sentence in brackets. 1. the firefighters finally put out the fire. (They worked round the clock.) 2. She watched the sunset above the mountain, (She noticed the colours blending softly into one another.) 3. The excited horse pawed the ground rapidly, (While it neighed continually.) 4. I found myself in Bangalore, instead of Benaras. (I had taken the wrong train.) 5. I was desperate to get to the bathroom. (I had not bathed for two days) 6. The stone steps, needed to be replaced. (They were worn down). 7. The actor received hundreds of letters from his fans, (They asked him to send them his photograph.) Ans: 1. Working round the clock, the firefighters finally put out the fire. 2. She watched the sunset above the mountain, noticing the colours blending softly into one another. 3. The excited horse pawed the ground rapidly, while neighing continually. 4. Having taken the wrong train, I found myself in Bangalore, instead of Benaras. 5. Not having bathed for two days, I was desperate to get to the bathroom. 6. The stone steps, being worn down needed to be replaced. 7. The actor received hundreds of letters from his fans, asking him to send them his photograph. EXTRA QUESTIONS TO BE ADDED SOON

Lesson Architecture Theme Story-At-A-Glance NCERT Solution Extra Questions for Practice Theme: The story highlights the fact that we should not fall prey to the traps devised by fools. Nor should we believe the sweet-sounding words of the people blindly. We should be rational and logical in our approach to interacting with people on a day to day basis. If we follow others blindly, we may be victim. In the story a guru decides to leave the kingdom of fools as the King himself made foolish laws, which his subjects had to blindly follow for the fear of death. But the disciple did not go with his guru and got into trouble. With his guru’s intervention only his life was rescued. MAKING OF STRANGE LAWS IN THE KINGDOM OF FOOLS. The king who ruled the Kingdom of Fools was extremely foolish, and he ruled with the assistance of an equally foolish minister. In order to be different from others kings, they turned night into day and day into night. They devised a strange rule for their subjects to follow. It was decided that their subjects should run their business only after it got dark. They should go to bed as soon as the sun was up. Anyone who violated the law would be condemned to death. THE GURU AND THE DISCIPLE ARRIVE IN THE CITY One day a guru and his discipline arrive in the city. It was broad daylight, but no one was around. They moved around the town till evening, when suddenly the whole town woke up and went about its business. The two men bought some provisions at the grocery store and were amazed at how cheap everything was. Everything cost the same –a single duddu-whether it was a measure of rice or a bunch of bananas. A vast quantity of food could be bought for a rupee. THE GURU’S DECISION OF LEAVING THE KINGDOM: The Guru could predict that it was not safe to stay in the kingdom of foolish king and his minister. He knew that in the kingdom of fools there was no certainty of life. He tells his disciple that the people living there are all fools, that their way of life couldn’t last and one never knew tht they would do next. So he expressed his opinion that both of them should leave the kingdom. His disciple, who was fond of eating cheap and delicious food, did not oblige his Guru. So the Guru left the kingdom of fools. THE KING GIVES A STRANGE VERDICT : One day a thief broke into a rich merchant’s house, and as he was fleeing with the things, a wall fell on him and killed him. The thief’s brother went to the king and demanded compensation. The king summoned the owner and told him that since it was his wall that had fallen on the man, he was guilty and must be punished. The merchant laid the blame on the bricklayer who had built the wall. When the bricklayer was brought and accused, he laid the blame on the dancing girl who had walked by and distracted him from his work. The dancing girl laid the blame on the goldsmith who had made her walk to his house many times as he had not completed making the jewellery she had asked for. When summoned, the goldsmith put the blame on the rich merchant who had demanded his jewellery to be made first as there was a wedding in the family. The king ordered the merchant to be put to death on a stake. THE DISCIPLE FINDS HIMSELF IN A TRAGIC SITUATION The stake built to execute the merchant is too big for him. On the behest of the king, his men went looking for a man fat enough to fit into the stake. The merchant was eventually selected for the hanging as he became fat on a cheap and rich diet and would easily fit into the stake. The disciple was brought to the palace for execution. However, he sent a silent prayer to his guru to rescue his life. ARRIVAL OF THE GURU WITH AN INTELLIGENT PLAN The guru who had magical powers responded to his disciple’s prayers. He arrived at the kingdom and share his plan to the disciple. Then he pleaded to the king that as a guru is greater than his disciple, he should be sent to the stake first and the disciple could be executed after the Guru. But the disciple kept fighting with his guru for his execution first. KING’S INTERFERENCE IN THE FIGHT BETWEEN THE GURU AND HIS DISCIPLE The king was puzzled and wanted to know why the Guru wanted to die. The guru took the king aside and told him that the stake was the god of justice and whoever was the first to be executed on it would be reborn as the king of the place and the next to be put on the stake would be reborn as the minister. He further added that he and his disciple became sick of leading the life of ascetics and wanted to be reborn as the King and the Minister. GURU’S PLAN WORKS AND THE KINGDOM HAS A NEW RULER: The king did not wish to dispense with his kingdom on his next birth. So he postponed the execution till the next day. At night he and his minister disguised themselves as the guru and disciple, and were taken to the stake and executed instead. On learning that the king and the minister were executed, the people of the kingdom became worried and chose the guru and his disciple as their next king and minister. All the old laws were changed and the kingdom was no longer a kingdom of fools. RECAPITULATION: In the kingdom of fools the king and his minister were idiots, they changed the day into night and the night into day. Anybody who violated the rule would be punished , so people slept during the day and worked at night. One day a guru and his disciple came, they were surprised to see this strange scene. They came to know they can buy anything for a single duddu. The guru realized that it will be good to leave this place while the disciple remained there. One night a thief died when he was stealing as the wall fell on him. The incident was investigated and finally the rich merchant was ordered to death by the king. The stake did not fit therefore the king ordered to find a fat man for the execution and the soldiers captured the disciple. The disciple remembered his guru and prayed to save him. Guru befooled both the king and his minister by saying that who so ever would die first he would become the king in next birth. Both the king and minister agreed to die. After their death people begged the guru and his disciple to be their king and minister. They accepted this and announced that now the day would be the day and the night would be night and nothing would cost a single duddu. NCERT SOLUTION THINK ABOUT IT 1. What are the two strange things the guru and his disciple find in the Kingdom of Fools? Ans. The Guru and the disciple found that in the Kingdom of Fools people used to work during nights and sleep during days. Everything was cheap and cost the same. 2. Why does the disciple decide to stay in the Kingdom of Fools? Is it a good idea? Ans. Everything was cheap in the Kingdom of Fools. The disciple had peculiarity of diet. He was tempted by the cheap food. So, he decided to stay in that kingdom. It was not a good idea to stay there for a long time as one could be in danger any time because of unpredictable behaviour of fools. 3. Name all the people who are tried in the king’s court, and give the reasons for their trial. Ans. The owner of the house i.e. the merchant, the bricklayer, the dancing girl and the goldsmith were tried in the king’s court. They all were tried as the thief died when the wall of merchant’s house collapsed. The merchant was tried for building a weak wall. The bricklayer was tried for doing his work carelessly. The dancing girl was tried for disturbing the concentration of the bricklayer. The goldsmith was blamed for making the dancing girl walk up and down to his house a dozen times. 4. Who is the real culprit according to the king? Why does he escape punishment? Ans. The merchant’s dead father was held responsible for making the wall weak. But according to the king the rich merchant was the real culprit because he had inherited both sins and riches of his father. He escaped the punishment because he was too thin to fit the stake. 5. What are the Guru’s words of wisdom? When does the disciple remember them? Ans. The Guru was full of wisdom and knew well that the unpredictable behaviour of the fools could create danger anytime. The Guru’s words were, “They are all fools. This won’t last very long, and you can’t tell what they’ll do to you next”. The disciple remembered them when he was arrested by the men of the king to execute merely because he fitted the stake. It was because of the Guru’s words of wisdom that the execution was postponed. 6. How does the Guru manage to save his disciple’s life? Ans. The Guru arrived on time to save his disciple and created a drama. He told the king that it was not an ordinary stake and whoever went to the stake first would become the king in next life. The second to die would become his minister. The king wanted to avail himself of the opportunity. The Guru and his disciple were released. Thus the Guru managed to save his disciple’s life. TALK ABOUT IT In Shakespeare’s plays the fool is not really foolish. If you have read or seen Shakespeare’s plays such as King Lear, As You Like It, Twelfth Night, you may talk about the role of the fool. Ans: Google about the role of fools in the plays of Shakespeare and make a podcast on the same. Do you know any stories in your language about wise fools. Such as Tenali Rama or Gopal Bhar? You can also read about them in Ramanujan’s collection of folk tales. Ans. Class Room Activity. EXTRA QUESTIONS: Why were the guru and the disciple astonished on entering the Kingdom of Fools? What advice did the Guru give to his disciple? Why did not the disciple listen the advice of the Guru? Why did the King decide to execute the merchant in spite of the later's defense? How did the dancing girl defend herself when she was summoned? How did the Guru trick the King and save the life of his disciple? How did the Guru change the old laws of the Kingdom?

Lesson Architecture Theme Story-At-A-Glance NCERT Solution Extra Questions Theme: This story is about a skillful and a seasoned story-teller by the name of Iswaran who can persuade his audience into believing the story that he narrates with an element of suspense and thrill. So convincing is the story Iswaran tells Mahendra, his employer, that he immediately starts believing even the most fictional and improbable story. In spite of being the educated man with modern outlook Mahendra listens to the story and anecdotes narrated by Iswaran with rapt attention. STORY –AT-A-GLANCE This story is narrated to Ganesh by a young man Mahendra who was a supervisor in a firm. His job was to keep an eye on the activities at the work site. As he was a bachelor, his cook, Iswaran, always accompanied him where ever he went. Iswaran used to read the popular Tamil thrilling stories. His own description was greatly influenced by Tamil stories. He weaved endless stories and substituted television in Mahendra’s life. He narrated the tale of a Tusker, which destroyed everything on the way and how he made the elephant collapse in the end by hitting him on the toenail with a small cane. Iswaran linked the auspicious full moon night to the story of a female ghost. Mahendra reprimanded him explaining such stories as baseless. One night Mahendra heard some wailing sound near his window. Mahendra saw a cloudy figure holding a bundle. This incident scared Mahendra who could not sleep on that night. Next morning Iswaran greeted him and asked him about the last night experience. Mahendra resolved to leave the haunted place the very next day. NCERT Solution: Think About It (Page18) Q1.In What way is Iswaran an asset to Mahendra? Ans: Iswaran being attached to Mahendra accompanied him wherever he was posted. He cooked for Mahendra, washed his clothes and chatted away with him at night. He was a great source of entertainment for Mahendra and could weave out endless stories and anecdotes on various subjects. Q2. How does Iswaran describe the uprooted tree on the highway? what effect does he want to create in his listeners? Ans: Iswaran was a seasoned storyteller. While describing an uprooted tress he made use of literary language saying that on a deserted road he spotted something that looked like an enormous bushy beast lying sprawled across the road. He was alone and was about to leave the spot. As he came closer, he saw a fallen tree with its dry branches spread out. With his dramatic gesture and inimitable style he blended the element of suspense and surprise in his narration to make the story convincing for the listeners. Q3. How does he narrate the story of the tusker? Does it appear to be plausible? Ans: Iswaran starts the story of the tusker with a prologue and calls elephants 'huge well-fed beasts.' With an element of hyperbole he narrates the story. Once a tusker, having escaped run away from the timer year, stamped on bushes, tore up wild creepers and broke the branches of the trees. He then entered the school ground caused havoc by uprooting the football goal post ,tore down the volleyball net, flattened the drum kept for water and pulled out the shrubs. The teachers climbed to the terrace of the school building. Suddenly, Iswaran as a child became fearless, grabbed a can from a teacher and confronted the tusker. He hit its third toenail and the beast collapsed.He claimed that he had used the Japanese art to control the tusker. The story appears to be totally implausible as it is next to impossible for a child to tame a wild a wild elephant. Q4. Why does the author say that Iswaran seemed to more than make up for the absence of a TV in Mahendra's living quarters? Ans Iswaran is a great source of entertainment for Mahendra. Not a single day has passed without Iswaran narrating a story packed with adventure, horror and suspense. Mahendra enjoys listening to the story due to the inimitable way in which Iswaran narrates it to him. Thus Iswaran compensates the absence of TV in Mahendra's living quarters. 5. Mahendra calls ghosts or spirits a figment of the imagination. What happens to him on a full-moon night? Ans. Mahendra calls ghosts or spirits a figment of the imagination as he did not believe in ghosts. One day Iswaran told him about a female ghost holding a foetus in her arms. On a full-moon night he woke up from his sleep and looked outside the window. He got shocked to see a dark cloudy form clutching a bundle. Mahendra broke into a cold sweat and fell back on the pillow with a heavy panting. 6. Can you think of some other ending for the story? Ans. The story ends with Mahendra’s determination to leave the haunted place. In my opinion, Mahindra should have investigated about the cause for the presence of a ghost. It was more convincing if the story ended with the discovery by Mahendra that Iswaran himself disguised as a female ghost in order to convince Mahendra that there is a ghost in the locality. Extra Questions to be added very soon

Lesson Architecture Biography of the Poet Theme Poem Explanation NCERT Questions with Answers Extract Questions. Biography of John Berryman John Berryman -a scholar and professor as well as a poet. Best-known for The Dream Songs (1969), an intensely personal sequence of 385 poems which brought him the Pulitzer Prize and National Book Award. Berryman graduated from Columbia in 1936, then went to study at Cambridge University for two years on a scholarship. In 1955, after teaching stints at Harvard and Princeton, Berryman took a position at the University of Minnesota, where he remained until his death. Theme The poem highlights the hardcore reality of life that everyone has to go through someday or the other. The poem also focusses on how to come to terms with our grief resulting out of any losses. The poem stresses on the fact of assuming self-responsibility and being accountable for our own possessions. POEM EXPLANATION Recapitulation: The poem highlights the sadness of a boy for losing a ball. From the very loss of the ball, he will come to terms with the loss in due course of time. The ball is a metaphor for everything that we own or possess. The poem teaches us the inescapable truth of life that in life we shall certainly part with things/people including our near and dear ones. But we need to learn to come to terms with every loss. Loss is inevitable (i.e.must) in human life. But what makes us strong to stand up against any kind of loss is our positive attitude, which becomes a catalyst to bear the loss in life. NCERT Solution: Thinking About the Poem ( page 47) Q1. Why dos the poet say, ' I would not intrude on him'? Why doesn't he offer him money to buy another ball? Ans: The poet says so as he wanted the boy to come to terms with the loss of the ball. Once he realizes the value of losing something , he would assume responsibility and take care of the things he owns. He does not offer him money as he wants the boy to realize what it means to lose something. Another ball would compensate for the lost ball. Therefore, he wants the boy to learn to live life and move on in spite of the loss. 2. "..... staring down/ All his young days into the harbour where/ His ball went....' Do you think the boy has had the ball for a long time? Is it linked to the memories of days when he played with it? Ans Yes, the boy has had the ball for a long time. It is suggested by the mention of the phrase ' All his young days....' Yes, it is linked to the memories as the poet says that the boy has spent all his youthful days into the harbour in the company of the ball. 3. What does ' in the world of possessions' mean? Ans: The poet means to say that our world is primarily governed by human desire to possess more and more things. Human beings have innate tendency and greed to own things. Q4. Do you think the boy has lost anything earlier? Pick out the words that suggest the answer. Ans: No, the boy has not lost anything earlier. The expression that suggests the answer is 'He senses his first responsibility....' Q5. What does the poet say the boy is learning from the loss of the ball? Try to explain this in your own words. Ans: The poet says that the boy is learning the 'epistemology of loss'. He is learning what it means to lose something and how to stand up and accept it as a part of life. Q6. Have you ever lost something you liked very much? Write a paragraph describing how you felt then and saying whether- and how-you got over your loss. Note: As this is a subjective answer, write your own answer on the notebook and get it checked by your respective teachers. Extra Extract Questions 1. Read the stanza given below and answer the questions that follow: Money is external. He is learning, well behind his desperate eyes, The epistemology of loss, how to stand up Knowing what every man must one day know And most know many days, how to stand up. (a) Who is He here? (b) What is the boy learning? (c) What does the word epistemology mean? (d) What does one learn in life? Ans : (a) A small child. (b) He is learning worldly things. (c) The study of the nature of knowledge itself. (d) One should learn how to stand up in life. 2. Read the stanza given below and answer the questions that follow: An ultimate shaking grief fixes the boy As he stands rigid, trembling, staring down All his young days into the harbour where His ball went. (a) Pick out the word from the stanza that means the same as final. (b) Why was he trembling, staring down? (c) Where has his ball gone? (d) What does the poet want the boy to learn? Ans : (a) ultimate (b) He has lost his ball. (c) Into the harbour (d) The poet wants the boy to learn to bear the loss and to stand up in life. 3. Read the stanza given below and answer the questions that follow: I would not intrude on him; A dime, another ball, is worthless. Now He senses first responsibility In a world of possessions. (a) Pick out the word from the stanza that means the same as encroach upon. (b) What does the poet mean by first responsibility? (c) What does I want to teach the boy? (d) Why does the poet not want to intrude on the boy? Ans : (a) intrude (b) To look after his things properly (c) To be able to bear the loss of things (d) The poet does not want to intrude on the boy because he wants him to learn his responsibility.

Q.1 Select the correct passive form of the given sentence. They offered me a chair Ans 1. A chair is offered to me by them. 2. A chair was being offered to me. 3. I was offered a chair by them. 4. I offered a chair to them. Q2 Select the most appropriate word to fill in the blank. I like both tea and coffee but prefer the _ Ans 1. least 2. latter 3. last 4. later Q.3 Select the correct indirect form of the given sentence. "What a good idea!", Seema remarked. Ans 1. Seema said what a good idea it is. 2. Seema told what an idea! 3. Seema exclaimed that it was a very good idea. 4. Seema exclaimed that the idea is good. Q4. Select the most appropriate meaning of the given idiom A close-fisted person Ans 1. A kind person 2. A strong person 3. A cruel person 4. A miserly person Q.5 In the sentence identify the segment which contains the grammatical error. Modern man is completely engross in the mad pursuit of material pleasures and luxuries. Ans 1. Modern man is 2. material pleasures and luxuries 3. mad pursuit of 4. completely engross Q.6 Select the most appropriate meaning of the given idiom 'A bed of roses' Ans 1. A difficult path 2. An easy and happy situation 3. A pleasant perfume 4. A valley full of flowers Q7. Comprehension: In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each blank. (1)______ of trucks carrying soldiers was coming down the mountain road. The trucks (2) ______ slowly as there had been heavy snowfall in that area . Suddenly, with a (3) ______ a huge tree on the hill side fell bringing along with it boulders and mud. (4) ______, the driver of first truck stopped in time. The soldiers got down and started (5) ______ the road. Sub Question No : 7 Q.7 Select the most appropriate option for blank no. 1 Ans 1. bevy 2. convoy 3. flock 4. crew Q.8 Select the most appropriate option for blank no. 2 Ans 1. were moving 2. has moved 3. was moving 4. are moving (Comprehension) ....Suddenly, with a (3) ______ a huge tree on the hill side fell bringing along with it boulders and mud. (4) ______, the driver of first truck stopped in time. The soldiers got down and started (5) ______ the road. Q.9 Select the most appropriate option for blank no. 3 Ans 1. buzz 2. crash 3. splash 4. scream Q.10 Select the most appropriate option for blank no. 4 Ans 1. Magically 2. Fortunately 3. Similarly 4. Logically Select the most appropriate option for blank no. 5 Ans 1. moving 2. changing 3. altering 4. clearing Q.12 Select one word for the following group of words. One who loves his country Ans 1. Conspirator 2. Traitor 3. Collaborator 4. Patriot Q.13 Select synonym of the given word. EXPENSIVE Ans 1. Dear 2. Sober 3. Gentle 4. Mild Q.14 Select antonym of the given word. DEXTERITY Ans 1. Skill 2. Ignorance 3. Mastery 4. Agility Q.15 Select antonym of the given word. DIVIDE Ans 1. Split 2. Unite 3. Break 4. Engulf Q.16 Select the most appropriate word to fill in the blank. He tried to ______ my ring. Ans 1. steal 2. stile 3. still 4. steel Q.17 Given below are four jumbled sentences. Out of the given options pick the one that gives their correct order. A. He is a gifted volleyball player. B. But now a days he does not play international matches. C. It is because he had an accident last year. D. Sanjay is my best friend. Ans 1. DCAB 2. ABCD 3. DABC 4. CDBA Q.18 Given below are four jumbled sentences. Out of the given options pick the one that gives their correct order. A. Aesop was one of them who lived in Greece about 2500 years ago. B. He told many interesting stories to the people. C. There were many talented people in ancient Greece. D. Although he was ugly, he had a very clever brain. Ans 1. BDAC 2. BADC 3. CADB 4. CDBA Q.19 Select the word which means the same as the group of words given. Incapable of paying debts Ans 1. Insolvent 2. Obsolete 3. Corrupt 4. Extravagant Q.20 Select the wrongly spelt word. Ans 1. Champion 2. Chouffer 3. Charisma 4. Choir Q.21 Select the wrongly spelt word. Ans 1. Cremator 2. Creater 3. Cricketer 4. Cracker Q.22 Select synonym of the given word. RETAIN Ans 1. Gain 2. Convey 3. Maintain 4. Destroy Q.23 Select the most appropriate word to substitute the underlined word of the given sentence. If no substitution is required, select ‘No improvement’. The diver dive in the pool from a great height. Ans 1. dived at the pool 2. No improvement 3. dived into the pool 4. dives to a pool Q.24 In the sentence identify the segment which contains the grammatical error. My brother, who live in Delhi, has written me a letter. Ans 1. has written 2. me a letter 3. who live in Delhi 4. My brother Q.25 Select the most appropriate segment to substitute the underlined segment of the given sentence. If no substitution is required, select ‘No substitution’. Hardly had he sit on the chair than it broke. Ans 1. sat on the chair when 2. sat onto a chair then 3. sit in the chair when 4. No substitution Answer Key 1. (3) . 2. (2) 3. (3) 4. (4) 5. (4) 6. (2) 7. (2) 8. (1) 9. (2) 10. (2) 11. (4) 12. (4) 13. (1) 14.(2) 15 (2) 16 (1) 17 (3) 18 (3) 19 (1) 20 (2) 21 (2) 22 (3) 23 (3) 24 (3) 25 (1)

Directions (A1 to 5) In these questions , four alternatives are given for the Idiom/phrase underlined in the sentence. Choose the alternative which best expresses the meaning of the idiom/phrase. 1. The incident was conveniently swept under the carpet by the authorities. (a) handled (b) solved (c) concealed (d) investigated. 2. The director accepted the deal after the representative greased his palm (a) washed his dirty hands. (b)gave him new gloves. (c)applied ointments in his hands. (d) bribed him with money. 3. He generally passed by the faults of his subordinates. (a) bore with (b) accepted (c)overlooked (d) understood 4.Usually things are at sixes and sevens in a bachelor’s room. (a) found missing (b)in complete disorder. (c)arranged neatly (d) kept in piles. 5. The joyous family decided to bring out the red carpet to welcome thier son home. (a) lay a new pathway. (b) decorate the house (c) celebrate the occasion (d) show special respect Directions: ( Q6 to 10) In these questions , a part of the sentence is underlined. Below are given alternatives to the underlined part of the sentence at (A), (B) & (C) which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is (D) Q6. Wine loosen his tongue. (a) loosens (b) freed (c) looses (d) No improvement. Q7. It is probable he will never come back. (a) In all probability (b) It is possible (c) There is the possibility (d) No improvement. 8. I saw a dead cow walking across the field. (a) I was dead when I saw a cow walking across the field. (b) Walking across the field I saw a dead cow. (c) A dead cow was seen walking across the field. (d) No improvement. 9. The judge came to a final conclusion on this matter. (a) a conclusion (b) an end (c) a finality (d) no improvement 10. The climate in India is hotter than England. (a) more hotter (b) hotter than that of (c) much hotter (d) no improvement. Directions: ( Q 11 to 15) In these questions out of these four alternatives cvhoose the one which can be substituted for the given words/sentence. 11. The science of government (a) bureaucracy (b) theology (c) politics (d) episcopacy 12. One who specialises in the mathematics of insurance (a) an insurant (b) a Statistician (c) an actuary (d) an agent 13. A messenger sent in great haste (a) successor (b) chauffeur (c) courier (d) emissary 14. A hater of women (a) dipsomaniac (b) misogynist (c) misogamist (d) accomplice 15. The stand from which a preacher delivers his sermon. (a) dais (b) lectern (c) podium (d) pulpit. Directions: ( Q 16-20) In these questions four words are given in each question, out of which only one word is correctly spelt. Find the correctly spelt word. 16. a) perrogative b) trottle c) silhoutte d) reminiscence 17. a) occationally b) ocasionally c) occasionally d) ocassionaly 18. a) sangiune b) masacre c) unconscionable d) afluent 19. a) leniensy b) leniency c) lenency d) leneiency 20. a) Intelligentsia b) indifategable c) Incentured d) Indicatiwe Directions: In these questions you have a brief passage with 5 questions following the passage. Read the passage carefully and choose the best answer to each question out of the four alternatives. Some of us are so afraid of imagination that we shut our mental door against it and turn the key in the lock. We think it is a sign of weakness to be a dreamer-to see the far vision of what might be and do. Men who have done most for humanity, and for themselves, have been imaginative men-dreamers with the power and determination to make their dream come true. The most successful in any line of endeavour-business, science, arts, politics-will tell you that you must have vision before you can grasp reality. You must be able to see the growth of future years, plan for it and work for it, before you can materialise it. It pays to cultivate imagination. If one is to accomplish anything in life, one must have a purpose, an ideal and ideas. The man who does the world the most good the man who helps mankind onward and upward, is the man who dreams of helpfulness, usefulness, progress and improvement, and then gets them materialised. 21. The greatest contributors to humanity are _______ people. (a) educative (b) compulsive (c) repulsive (d) imaginative 22. Imagination enables one to have ______ before plans can be materialised. (a) determination (b) vision (c)gifts (d) power 23. In order to accomplish anything in life it helps to be have a/an______ (a) progress (b) material (c) purpose (d) endeavour 24. Many people _____ their power of imagination. (a) at times would use (b) abstain from using (c) prefer not to use. (d) seldom use 25. Many see the ability to _____ as a sign of weakness. (a) imagine the future. (b) recall the past (c) live in the present (d) shut mental door. Answer Key 1. c 2. d 3.c 4.b 5.d 6.a 7.a 8.b 9.a 10.b 11.a 12.c 13.d 14.b 15 .b 16. d 17. c 18. c 19.b 20. a 21. d 22.b 23. c 24 .b 25. a

PREPOSITIONS | KINDS & USES Let us first study the kinds of prepositions POSITITIONS OF PREPOSITIONS 1. Normally prepositions precede Nouns or Pronouns. It is a book about birds. I am glad about her success. 2. When the object is an interrogative pronoun or a relative pronoun the preposition is placed at the end. What did you shout at him for? Where do you come from? I have nothing to talk about. 3. Before the direct object: The beggar begs him( Indirect Object) for money ( Direct Object) Uses of Some important Prepositions. Study the following Table for Appropriate prepositions LEARN THE FOLLOWING ADDITIONAL APPROPRIATE PREPOSITIONS BY HEART PREPOSITIONS ARE NOT USED WITH THE FOLLOWING ADVERBIALS EXERCISE FOR PRACTICE Choose the correct prepositions from the given options. 1. The boy jumped __________________ the well. a) Into b) in c) by d) upon 2. You have to finish the task ____________ two days a) In b) from c) to d) into 3. He has to complete the task ______________ this month. a) By b) at c) to d) within 4. Please distribute these mangoes ______ Anil and Sunil. a) Between b) to c) within d) among 5. Please sit __________ the desk and do the job. a) On b) at c) beside d) by 6. Mr. Kumar gave him some suggestions __________ helping him with some money. a) besides b) beside c) to d) for 7. He will have completed the task ________ the end of the next month. a) At b) by d) to d) since 8. Raju has been living in America ________ March last. a) For b) from c) since d) on 9. I have to reach there ________ 9 pm. a) Before b) from c) for d) at 10. They have been living in Delhi ________ eight years. a) From b) for c) by d) in 11. Children are fond _______ cycling. a) Of b) in c) about d) for 12. She is very negligent __________ her duties. a) to b) of c) in d) about 13. Can you part _______ your watch? a) From b) with c) for d) in 14. When you parted ______ your mother there were tears in her eyes. a) from b) with c) by d) for 15. People should get their salary commensurate _____ their work. a) To b) with c) by d) of 16. There is no exception ______ this rule. a) for b) from c) to d) under 17. The upper court acquitted him ______ the charge of murder. a) From b) of c) for d) to 18. She is entirely absorbed _______ her work. a) In b) out c) from d) by 19. The tiger sprang _______ the deer. a) Upon b) on c) by d) for 20. The car rammed ______ the small shop. a) Over b) by c) into d) for 21. The kind Headmaster complied ________ my son’s request. a) With b) for c) on d) at 22. The old temples are being worn _____ by heat and rain. a) For b) to c) against d) out 23. You should not keep yourself away ______ your duty. a) For b) with c) from d) in. 24. My son has been promoted _______ the next class. a) to b) for c) into d) in 25. Good people always adhere _____ their own principles. a) to b) over c) from d) at. 26. You are not eligible ______ admission here. a) To b) under c) from d) for 27. How can you jump _____ this conclusion? a) For b) to c) into d) at. 28. The plot of land will be disposed _____ by the owner. a) Of b) to c) from d) in 29. Don’t interfere _____ other’s business. a) In b) with c) about d) from 30. Cigarette smoking is injurious _____ health. a) For b) to c) from d) by 31. What is the time______ your watch? a) By b) at c) in d) from 32. The house has no balcony ____ the back. a) At b) in c) for d) to 33. The doctor enquired ______ him about his health. a) Of b) with c) from d) for 34. Reading good books is conducive _____ our mind. a) Of b) to c) on d) for 35. I shall abide _____ the decision of the management. a) To b) with c) by d) upon. 36. He gained advantage _____ me in the game a) Upon b) against c) with d) over. 37. I prefer tea _____ coffee. a) From b) with c) over d) to 38. Your remark is not relevant ______ the point. a) to b) with c) for d) upon 39. He was looking _____ a good job. a) For b) into c) at d) to 40. I always look _____ him for all kinds of help a) After b) to c) upon d) over 41. Do not put _____ the work for tomorrow. a) On b) about c) off d) out 42. He takes _____ his father in many respects. a) off b) to c) after d) upon 43. He turned ______ my proposal. a) down b) out c) after d) to 44. I cannot bear _____ such humiliation. a) After b) with c) to d) in 45. Please call ____ a doctor; the patient is seriously ill. a) After b) on c) in d) for 46. They handed ____ the thief to the police. a) Over b) on c) out d) in 47. He came here ______ the evening of 13th April. a) In b) on c) at d) into 48. Mohan stood ______ me in the hall. a) Beside b) after c) besides d) from 49. The office is situated _____ the road. a) on b) of c) off d) into 50. I told him to copy the letter word _____ word. a) For b) by c) to d) from. FOR SOLUTION TO THE ABOVE QUESTIONS , PLEASE CLICK HERE