Karnataka Class 10 English Solutions Chapter 2 The Elixir of Life

Every chapter available in the KSEEB SSLC Class 10 English Solutions subject is explained clearly in an easy way. Learn the depth concept by referring to the Chapter wise The Elixir of Life Questions and Answers Pdf, Notes, Summary Class 10 English Karnataka State Board Solutions. Have a look at every topic and get the complete knowledge on the English subject. Just refer to Karnataka Class 10 English Chapter 2 The Elixir of Life pdf and have a grip on the total subject.

The Elixir of Life Questions and Answers, Notes, Summary

I believe that the best book is like a best friend to know the complete world by sitting in one place. When you have the best book you have many options to get great knowledge. Selecting the best book will lead to reaching your goal. Students who are looking for the best book to learn English can use Karnataka Board Solutions for Class 10 English Chapter 2 The Elixir of Life. Immediately start your learning with Karnataka Board Class 10 English Solutions Pdf.

Comprehension Questions:

I. Answer briefly the following questions.

The Elixir Of Life Notes Class 10 KSEEB Solutions Question 1.
What is the imaginary elixir of life?
Answer:
The divine amrita which can make man immortal.

Elixir Of Life Notes Class 10 KSEEB Solutions Question 2.
What according to the writer is the real elixir of life?
Answer:
Plain water.

The Elixir Of Life Class 10 KSEEB Solutions Question 3.
What is the ‘wonderful difference’ the writer talks about in paragraph 2?
Answer:
The ‘wonderful difference’ the writer talks about is between the two areas: the Libyan desert and the Nile Valley – the sea of billowing sand without a speck of green on the side of the Libyan desert and the green, fertile, densely populated area on the valley of the Nile in Egypt.

KSEEB Solutions For Class 10 English The Elixir Of Life Question 4.
What brought about this wonderful difference?
Answer:
The wonderful difference was brought about by the water of the river Nile flowing down to the Mediterranean from its sources a couple of thousands of miles away.

The Elixir Of Life Class 10 KSEEB Solutions Question 5.
What is the ‘cheering sight’, mentioned in paragraph 5?
Answer:
The ‘cheering sight’ to the writer is the filled rain-fed tanks that are so common in South India.

The Elixir Of Life Lesson Questions And Answers KSEEB Solutions Question 6.

  1.  What does the writer compare water in a landscape too?
  2. Why does he make this comparison?

Answers:

  1. The writer compares water in a landscape to the eyes in a human face.
  2.  He makes this comparison because water reflects the mood of the hour, being bright and bay when the sun shines, turning to dark and gloomy when the sky is overcast.

KSEEB Solutions For Class 10 English Elixir Of Life Question 7.
How does the water in rainfed tanks get its color?
Answer:
The color of the water in rain-fed tanks is from the silt or finely- divided soil in suspension. This color varies with the nature of the earth in the catchment area and is most vivid immediately after a fresh inflow following rain.

Elixir Of Life KSEEB Solutions Class 10 Question 8.
What is the main cause of soil erosion?
Answer:
Sudden bursts of excessively heavy rain resulting in a large run off of surplus water are the principal factors causing soil erosion.

The Elixir Of Life Question And Answer Class 10 Question 9.
What other factors add to the erosion of precious soil?
Answer:
Contributory causes to the erosion of previous soil are the slope of the land, removal of the natural protective coat of vegetation, the existence of ruts along which the.water can flow rapidly gathering momentum, and the absence of any checks to such flow.

The Elixir Of Life Lesson Pdf Class 10 KSEEB Solutions Question 10.
How can soil erosion be prevented?
Answer:
Soil erosion can be prevented by terracing of the land, construction of bunds to check the flow of water, the practice of contour cultivation and the planting of appropriate types of vegetation.

Question 11.
How does the prevention of soil erosion serve a double purpose?
Answer:
Adoption of techniques preventing soil erosion would also help to conserve and keep the water where it is wanted, i.e., on and in the soil.

Question 12.
What are the two sources of water mentioned in paragraph 10?
Answer:
Rain and snowfall.

Question 13.
The land formed of silt in alluvial areas is always fertile (Say whether the statement is True or False).
Answer:
True.

Question 14.
_________ Takes place when water carrying silt mixes with the salt water of the sea (Complete the sentence with the appropriate word).
Answer:
Erosion

Question 15.
Planting of the appropriate type of vegetation will result in _________
a. the continuance of successful agriculture.
b. the terracing of the land.
c. preventing environmental pollution.
d. reducing the momentum of the flow of water.
Answer:
(d) reducing the momentum of the flow of water.

Question 16.
What does the writer mean by ‘civilized forests’?
Answer:
Forests created by the deliberate planting of saplings by human beings, as contrasted with wild and untamed natural jungles.

Question 17.
Mention any two advantages of civilized forests.
Answer:
Civilized forests would, directly and indirectly, prove a source of untold wealth to the country. They would check soil erosion and conserve the rainfall of the country from flowing away to waste.

Question 18.
How will the development of hydro-electric power help to overcome the inadequacy of water supply?
Answer:
The development of hydro-electric power would enable underground water to be tapped to a greater extent than at present, and thus help to overcome the difficulties arising from irregularity or inadequacy of other sources of supply.

Question 19.
Complete the following sentences with appropriate details:
a. The Nile Valley is the creation of ________
Answer:
the river itself. It was brought down as the finest silt in its flood waters, from the highlands of Abyssinia and from remote Central Africa, and laid down through the ages in the trough through which the Nile flows into the sea.

b. _____ are a ‘cheering sight’.
Answer:
Rain-fed tanks in South India when they are full.

c. A remarkable feature of water is its power to carry ______
Answer:
silt or finely-divided soil in suspension.

d. It is the silt which gives _____ to the water in rainfed tanks
Answer:
the characteristic water.

e. __________ the foundation of all agriculture
Answer:
The upper layer of soil.

f. Ruts are formed by __________
Answer:
rapidly flowing rainwater.

g. Terracing of lands helps in _____________
Answer:
preventing soil erosion.

h. Indian agriculture depends heavily on _____________
Answer:
seasonal rainfall.

i. Farmyard manure should not be used as ____________
Answer:
fuel.

j. ____________ would enable the overall development of the rural economy.
Answer:
Availability of electric power.

II. Close Study:
Read the following extracts carefully. Discuss in pairs and then write the answers to the questions given below them.

Question 1.
Much of the Indian agriculture depends on seasonal rainfall and is therefore very sensitive to any failure or irregularity of the same
a. In what context does the writer say these words?
Answer:
The writer talks about soil erosion and the importance of conservation of water. Conservation of water would help agriculture at times of irregular or inadequate rainfall. The techniques of conservation of water would prevent soil erosion which is of great importance to agriculture.

b. What does “same” refer to?
Answer:
“Same” refers to rainfall in India.

c. Why is Indian agriculture “very sensitive”?
Answer:
Since Indian agriculture depends on seasonal rainfall and does not have many other sources of water, it is “very sensitive” – easily affected by inadequate or irregular rainfall.

Question 2.
They would check soil erosion and conserve the rainfall of the country from flowing away to waste and would provide the necessary supplies of cheap fuel, and thus render unnecessary the wasteful conversion of farmyard manure into a form of fuel.
a. What does “they” in the first line refer to?
Answer:
Vegetation like shrubs and trees grown in order to check soil erosion.

b. What is the cheap fuel referred to in the passage?
Answer:
Dried branches and leaves of trees grown to prevent soil erosion.

c. How would cheap fuel help the farmer?
Answer:
He could preserve the farmyard manure to enrich his farmland.

III. Paragraph Writing:

Discuss in pairs/groups of 4 each and answer the following questions. Note down the important points for each question and then develop the points into one paragraph answers.

Question 1.
How does C.V. Raman show that water is the real elixir of life?
Answers:

  1. Water makes the difference between a barren desert and a fertile valley teeming with life and vegetation.
  2. Water plays an important role in shaping the history of the earth.
  3. Water bodies add to the beauty of the scenery.
  4. Water has power to cany silt which is very necessary for agriculture.
  5. Water creates this silt by flowing over the rocks of the earth’s crust.
  6. Water is the basis of all life, animals, plants or human beings.

Paragraph: C.V. Raman shows that water is the elixir of life. He gives us the example of the Libyan desert where there is no vegetation and not a single living thing visible. On the other hand, in the immediate neighbourhood the Nile Valley is teeming with vegetation, and people. The water of the Nile Valley has made all the difference. He says that water is a wonderful thing and it has shaped the history and the civilization of our earth. He also adds that the presence of water makes the countryside beautiful and it has enabled agriculture to thrive. Water enriches soil and makes it fertile. If water is used judiciously, it can improve our economy by generating electricity as well and provide us with cheap means of internal transport. He tells us that water is fundamental for human welfare.

Question 2.
What are the various causes of soil erosion? How can we prevent it?
Answers:

  1. Heavy rain
  2. Slope of land, removal of vegetation, ruts which enable water to flow faster and absence of my barriers to check flow of water.
  3. preventive action would be terracing of land, consu action ui aunds to check flow, contour cultivation, planting of vegetation.

Paragraph : C.V. Raman tells that soil erosion is a major problem in India. Soil erosion happens due to several reasons: Firstly, a sudden downpour of heavy rain can result in excess water carxying top soil into the sea. Secondly, the slope of the land and the removal of the natural protective coat of vegetation, and the existence of ruts along which water can flow rapidly can giv. se to erosion. Thirdly, the lack of bunds to prevent water from flowing forcefully can lead to erosion of soil.

Question 3.
What does C.V. Raman say about rain-fed tanks?
Answers:

  1. Rain-fed tanks common in South India.
  2. Beautiful when full.
  3. Shallow but bottom does not show up.
  4. Play a vital role in agriculture.
  5. Are surprisingly large in size.

Paragraph : C. V. Raman tells us that rain-fed tanks are common in South India and they are beautiful when they are full. But they are not well maintained. These tanks are shallow. The water in these tanks is full of silt. These tanks play an important role in South Indian agriculture. Some of them are large and look beautiful when the sun rises or sets over them.

IV. Vocabulary Exercises:

A. Match the words in group A with their meanings/explanations in group B.

A          B
1. teeming with a. systematic planting of suitable trees
2. precipitation b. the area created with matter deposited by rivers
3. harnessing c. controlling and using
4. alluvial d. man-made forests
5. catchment e. wearing away gradually
6. civilized forests f. coming one after the other
7. afforestation g. full of
8. artesian h. separation of solid matter from liquid
9. successive i. spring /underground water
10. erosion j. an area from which rainwater flows into a particular drive

Answers:

A B
1. teeming with g. full of
2. precipitation h. separation of solid matter from liquid
3. harnessing c. controlling and using
4. alluvial b. the area created with matter deposited by rivers
5. catchment j. an area from which rainwater flows into a particular drive
6. civilized forests d. man-made forests
7. afforestation a. systematic planting of suitable trees
8. artesian i. spring /underground water
9. successive f. coming one after the other
10. erosion e. wearing away gradually

B. Fill in the blanks with the antonyms Of the words underlined.

  1. The rain-fed tanks are ______, not deep.
  2. The authorities who talk about afforestation are actively engaged in _______
  3. The rural students have fared better than their _______ counterparts.
  4. It is a big tragedy that fertile minds are engaged in a _______ debate.
  5. The fruits were fresh, but the cream was _______
  6.  _______ monuments are aesthetically displayed in a modern setting.
  7. In his writings, it is difficult to segregate fact from ________
  8. The joy in the new-found prosperity made them forget their days of _______
  9. When he saw her courage he felt ashamed of his own ________
  10. We need to overcome our temptation, not _______ to it.

Answers:

  1. shallow
  2. deforestation
  3. urban
  4. barren
  5. stale
  6. Ancient
  7. fiction
  8. poverty/adversity
  9. cowardice
  10. succumb.

V. Language Activities:

A. Develop the flow chart into a paragraph- Process Writing:
The following flow chart gives you the process of pickling tender mangoes. Using the information in the flow chart given below, write a paragraph describing how pickle is prepared.
[NOTE: You may use the following expressions to make’ your descriptions precise.]

Question 1.
First,… Next…. Once this is done…
Then… Finally etc….

KSEEB SSLC Class 10 English Solutions Chapter 2 The Elixir of Life 1

Answer:
Here is the procedure of pickle tender mangoes. Firstly, one kg. of small, fresh tender mangoes are washed and cleaned. To drain the water thoroughly, the mangoes are wiped with a clean towel. Next, they are mixed with enough salt and kept in a jar which is covered with a piece of cloth and tied tightly. Once this is done, it is left for 15 days. The mixture is stirred with a clean, dry wooden ladle on the 3rd, 4th, 6th and 8th days. The mangoes will have shrunk and turned to pale yellow color. Then, 3/4 of a cup of mustard powder and 50 gms of red chilly powder are taken along with boiled, cooled salt water or mixed into a paste. This paste is mixed with mangoes. Finally, the mixture is again kept in an air-tight container. It is ready for use in 3 months. A word of caution to be remembered is that only a clean, dry spoon has to be used to mix the mangoes.

B. Report Writing (to be presented in the next class)
Imagine, you are the Secretary of the Eco Club ‘NESARA’ of your school. You have been asked to present the Annual Report of the activities of the club on the Annual Day of your school. Prepare the report to be read out.

Form groups of 4 each. Each one reads out his/her report to the group. Make use of the following guidelines.

  • Address the guests and introduce the task.
  • NESARA – Eco Club-founded in 2006
  • Objective – creating awareness about environmental protection among students
  • Eco club-Head Master, the honorary president-Kishore from X B, the president-you from X A, the secretary and five members
  • June 6 – Inauguration – World Environment Day Celebrated – Well known writer Dr. Narendra Rai Derla, inaugurated. 500 Saplings distributed.
  • July 17 – Slide show on ‘Rain Water Harvesting arranged – noted environmentalist Mr. Shree Padre spoke on the occasion.
  • Aug 2 -‘Pick Plastic’ campaign arranged- members went around the town, picking plastics.- placards exhibited, slogans against the growing menace of plastics.
  • District level elocution competition for high school students held on Nov 15 on the topic, ‘Modern Life Style, A Threat to Environment’ – Cash prize and certificates awarded.

Answer:
‘Honourable Chief Guest of the day, Shri ………….., Respected President of the day’s proceedings, Shri ……….., our beloved Head Master Shri …………, Respected teachers and my dear friends,

It gives me great pleasure to present the Annual Report of the activities of ‘Nesara’ the Eco Club of our school. Our Eco Club -NESARA- was founded in 2006 with the objective of creating awareness about environmental protection among students. Our Headmaster is the honorary president of the club. Kishore from X B is the President and me, Sameer, from X A, the Secretary. There are five more
members.

The activities for the academic year 2014-15 were inaugurated on the 6th of June. World Environment Day was celebrated. The well-known writer, Dr. Narendra Rai Derla, inaugurated the celebrations. 500 saplings were
distributed in the neighborhood.

On the 17th of July, a slide show on ‘Rain Water Harvesting’ was arranged. The noted Environmentalist Mr. Shree Padre spoke on the occasion. On August 2, a ‘Pick Plastic’ campaign was arranged.
The club members went around the town, picking plastics. Placards were exhibited, and slogans against the growing menace of plastics were raised.

Finally, there was a district level elocution competition held for high school students on November 15 on the topic, ‘Modern Life Style – A Threat to Environment’. Many students participated in the competition. Cash prizes and certificates were awarded.

With this, we come to the end of the report of the eco club. We look forward to many more activities next academic year. I thank everybody for their patient hearing.

C. Study the following Pie Chart carefully. It lists the various sectors responsible for gas emissions and their share in creating Global Warming. Using this information write a paragraph in about 100 words on ‘Global Warming’.

KSEEB SSLC Class 10 English Solutions Chapter 2 The Elixir of Life 2

Answer:
The above pie-chart lists the various sectors responsible for gas emissions and their share in creating global warming.

The maximum gas emissions are by electricity at 33% whereas the next place is taken by transport at 27%. Surprisingly, the industry takes the third position at 19% whereas commercial activities and agriculture occupy the fourth position at 7%. Residential activities do not lag far behind. They account for 6% of gas emissions whereas others contribute 1% of gas emissions.

VI. Project : (Time limit: 10 days) (Your Teacher will help you)
Topic: Sharing Cauvery Water with Tamil Nadu.
Task: The class is divided into 4 groups. Each group focuses on one area of the problem-Collects information from different sources, organizes the material and makes an oral/power point presentation to the class. The tasks are given below.

  • Group I: What are the demands of Tamil Nadu?
  • Group II: What is Karnataka’s stand on this issue?
  • Group III: What are the judgments were given by the Supreme Court and what are the orders issued by the Cauvery River Authority?
  • Group IV: Interacts with all the three groups, notes down their findings and comes out with suggestions on how the problem can be resolved and makes a presentation to the class. (Important: ensure objectivity)

Answer:
The sharing of water of the Cauvery has been a source of serious conflict between the states of Karnataka and Tamil Nadu. The genesis of this conflict rests in two controversial agreements signed in 1892 and another in 1924 between the erstwhile Madras Presidency and the Princely state of Mysore. The 802 km Cauvery river has 44,000 sq. km basin area in Tamil Nadu and 32,000 sq. km basin area in Karnataka.

  • Group-I: The demands of Tamil Nadu:
    Tamil Nadu pleads that it has already developed almost 3000,000 acres (12,000 sq.km) of land and, as a result, has come to depend very heavily on the existing pattern of usage. Any change in this pattern will adversely affect the livelihood of millions of farmers in the state.
  • Group-II: Karnataka’s Stand :
    The state of Karnataka contends that it does not receive its due share of water as Tamil Nadu does. Karnataka claims that the above agreements were very heavily in favor of Madras Presidency, and has demanded a negotiated settlement based on equitable sharing of the waters.
  • Group-III: Judgements of Supreme Court:
    A three-man tribunal was set up on 2nd June 1990. The Tribunal was headed by Justice Chittosh Mukherjee. The four states presented their demands to the tribunal.

Karnataka claimed 465 billion cubic feet; Kerala claimed 99.5 billion cubic feet; Tamil Nadu claimed the flow should be in accordance with agreements of 1890 and 1924, i.e. 566 billion for TN and Puducherry, 177 billion for Karnataka and 5 billion for Kerala.

Interim Order of the tribunal: ‘The tribunal considered TN’s demand and gave an interim order on June 25 1991, calculating the flow of water for 10 years from 1980-81 to 1989-90. Karnataka had to release 205 billion cu.ft. to TN monitored on weekly and monthly inflows. Karnataka expressed its inability to follow this order as a result of which there was violence, and schools and colleges were closed for a month.

In 1957, the government proposed Constitution of Cauvery River Authority. In 2002, things once again came to a head as a result of the failure of monsoon. A meeting of CRA was called on 27 August 2002, when the Chief Minister of Karnataka walked out.

The Supreme Court ordered the release of 1.25 billion cu.ft. every day, subsequently revised to 0.8 billion cu.ft./ day. Karnataka released for a few days and again stopped, pleading lack of stored water.

The Cauvery Water Dispute Tribunal announced its final verdict on 5 Feb. 2007. According to this, Tamil Nadu is to get 419 billion, Karnataka – 277 billion, Kerala – 30 billion and Puducherry – 7 billion. The actual quantity of water to be released by Karnataka amounted to 192 billion annually. The Government notified the tribunal’s order.

  • Group-IV: The Governments of Karnataka and Tamil Nadu
    In the interests of the farmers dependent on the Cauvery water in all the riparian starts should sit together and implement immediately a decision to desilt the KRS dam so that the rainwater going to sea is reduced and so is the water shortage. This would increase the quantity of water available for sharing. Similarly, an effort should be made to enhance the storage in Mettur dam, thereby, instead of fighting for water, the available storage water area is increased wherever possible, and judicious use of water is undertaken.

VII: Grammer Revisited:
Countable and Uncountable Nouns.
A. A set of nouns has been given below. Indicate against each of the following nouns, whether it is a countable noun or an uncountable noun. Just put C or U against each word.
Answer:

KSEEB SSLC Class 10 English Solutions Chapter 2 The Elixir of Life 3

B. Make sentences using any ten uncountable nouns:
(Note: uncountable nouns do not take plural forms, they are not preceded by indefinite articles and they always take a singular verb.)
Answers:
Sentences using ten uncountable nouns.

  1. Safety is of paramount importance when traveling abroad.
  2. Truth often sounds harsh.
  3. Rice is grown widely in these areas.
  4. Her hair has grown very long.
  5. Permission was given to conduct the debate in class.
  6. The sand on that beach is almost white in color.
  7. Wealth should be shared with everyone.
  8. Advice from others is very rarely pleasant.
  9. She does her homework as soon as she comes home.
  10. The smoke passes out through that chimney.

The Elixir of Life Summary in English

1. Dr. C.V. Raman is a great scientist. His explorations are mainly in the field of optics. “Raman Spectra” is one of the greatest explorations in science field invented by him. Water has more importance for us. Unless the water, it is impossible to live in a proper way. Water is the elixir of life.

2. Dr. C. V. Raman gave an important task on the water that water gives beauty to nature such that when the sun shines or sets, that rays in the pond or river give beautiful, tremendous vision to us. Mainly, water adds beauty to the countryside. In South India, all tanks are filled with rain water with cheering sight.

3. Dr. C.V. Raman also suggested to humankind that the conservation and utilization of water is fundamental for human welfare. The precious fluid known to be water is lost if the water is not controlled.

4. Like this Dr. C.V. Raman gave an elaborate note of the unique power of the elixir of life, called water. When water carries silt or fine soil, water takes the color of the soil with which makes the land fertile. This flow of water makes a beneficial role in the formation of the earth’s surface. If we neglect this water, this water can, swept away the silt and finally destroy agriculture.

5. In the absence of plain water, it makes a land a dry and lifeless desert, but the presence of water then it turns the land most fertile.

The Elixir of Life Summary in Kannada

The Elixir of Life Summary in Kannada 1
The Elixir of Life Summary in Kannada 2
The Elixir of Life Summary in Kannada 3

Hope all the information given regarding Karnataka Class 10 English Chapter 2 The Elixir of Life will help you to get good knowledge. For any queries, you can contact us and clear your doubts. Connect with us using the comment section. Also, we love your feedback and review. Get your Chapter Wise Karnataka Secondary Education Examination Board Class 10 Textbook Solutions for English PDF start learning for the exam.

KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life

KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life is available Online for students. Revise all the concepts of Chapter 1 Healthy Life Questions and Answers easily taking help from the KSEEB Solutions. Download the KSEEB Solutions for Class 7 English PDF free of cost and get good scores in the board exams. English Lesson 1 Healthy Life Questions and Answers, Summary, Notes Pdf, KSEEB Solutions for Class 7 English Karnataka State Board Solutions help you to revise complete Syllabus.

Karnataka State Board Class 7 English Prose Chapter 1 Healthy Life

Enhance your subject knowledge through the KSEEB Solutions for Class 7 English Healthy Life Questions and Answers lay a stronger foundation of your basics. Verify your answers with the Karnataka State Board Class 7 English Prose Chapter 1 Healthy Life with Answers provided and know where you went wrong.

Healthy Life Questions and Answers, Summary, Notes

Check your understanding

l. Answer the following questions in a sentence each:

KSEEB Solutions For Class 7 English Question 1.
Which was the healthiest place that you could imagine?
Answer:
The earth was the healthiest place than we could imagine.

7th Standard English Notes Of Lesson 1 KSEEB Solutions Question 2.
Who was furious?
Answer:
One of the witches was furious.

Healthy Life 7th Standard English Notes KSEEB Solutions Question 3.
What made the potion go wrong?
Answer:
During the collection of energy, one of the witches made a mistake in uttering the words. As a result, there was a big explosion which completely destroyed the forest.

KSEEB Solutions For Class 7 English Chapter 1 Question 4.
What happened after the explosion?
Answer:
After the explosion, the forest got destroyed completely. All the witches turned in to tiny creatures like germs. They were trapped in a liquid in a small bottle which was lying in a swamp.

Healthy Life Question Answer KSEEB Solutions Question 5.
What happened to the witches after the explosion?
Answer:
All the witches were turned into tiny creatures like germs as a result of the explosion. They were trapped in liquid in a small bottle which was lying in a swap.

Healthy Life 7th Standard English Notes Pdf Question 6.
What did the boy do with the new drink?
Answer:
The boy thought that it was a nice drink and swallowed it fully.

7th Standard English Notes KSEEB Solutions Question 7.
How did the hoy change after drinking the potion?
Answer:
The boy’s likes and dislikes to a change. A funny feeling started in the boy’s mouth. He no longer wanted to eat vegetables, fruits, and good nutritious food. We started asking for pizza, Barger, etc. He started ordering food from hotels and restaurants. He started watching television. He started eating more of Ice Cream and Chips.

KSEEB 7th English Solutions Question 8.
Mention the worst thing that the witches learned to do?
Answer:
The witches had learned to jump from one person to another like virus. They caused the worst disease in man ie., the disease of wasting life.

KSEEB Solutions For Class 7th English Question 9.
Who discovered the witches?
Answer:
Doctor Fitton-Healthy discovered the witches.

7th Class English Healthy Life Question Answers KSEEB Solutions Question 10.
What did the patients do before they went to Dr. Fitton-Healthy?
Answer:
The patients were attacked with one of the worst diseases – The disease of wasting life. They were not eating the urgent healthy food-wasting lot of time in watching Petersen. They were all the time lazy by not doing any exercises. They were drawn into a shall as they stopped interaction with people they were doing all activities which made them unhealthy sick and lethargic.

7th Standard Healthy Life Notes KSEEB Solutions Question 3.
What was the advice of Dr.Fitton- Healthy?
Answer:
The best remedy was neither pills nor injections. The patients should eat fruits and vegetables and do some exercise. If anybody took his advice, they became healthy and the witches had to leave that body or they could be rid off by a single sneeze.

Vocabulary:

V1. Fill in the blanks using suitable words from the words given in brackets: One is done for you:

Mini ate a variety of food items and loved fruits and vegetables, (burgers/vegetables)

  1. The earth was the _____ place where adults and children enjoyed a good life, (dirtiest / healthiest).
  2. One of the witches was _______ about people being healthy, (powerful/furious)
  3. There was a big ______ that destroyed the forest, (thunder/ explosion)
  4. The witches were _______ in a small bottle. (trapped/gathered)
  5. There was no ______ to get rid of the witches, (mixture/vaccine?
  6. When a person becomes healthy the witches have to leave the body riding on a ______ (cough/sneeze)

Answers:

  1. healthiest
  2. furious
  3. explosion
  4. trapped
  5. vaccine
  6. sneeze.

V2. Find fruits and vegetables from the word grid and shade them, using suitable colours. Compare your answers with your partner. One is done for you.
KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life 1
KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life 2
Answers:
Fruits:

  1. Pumpkin
  2. Lime
  3. Mango
  4. Guava
  5. Orange
  6. Pomegranate
  7. Pineapple
  8. Banana

Vegetables:

  1. Brinjal
  2. Tomato
  3. Cabbage
  4. Radish
  5. Chilly

C2. Discuss with your partner and answer the following questions:

Healthy Life 7th Standard KSEEB Solutions Question 1.
What made people strong and healthy in the olden days?
Answer:
In the olden days, people ate varieties of food, loved fruits, and vegetables. They exercised daily, They enjoyed long walks played, leaped. The earth was clean and pollution-free. ‘All these made both adults and children full of joy and they were in good moods. All these made them strong and healthy.

7th Class English Healthy Life Question Answer KSEEB Solutions Question 2.
How would the potion change the people?
Answer:
The people became patients as they were attacked with one of the worst diseases. The disease of wasting life. They were not eating the right kind of food. They were lazy and lethargic as they stopped exercising. The spent most of their time indoors, watching television. They were aloof and not interacting socially with people. They apart more time lying on the bed also.

Healthy Life Question Answer 7th Class KSEEB Solutions Question 3.
Why were the witches not able to make the kind of magic potion they wanted to prepare?
Answer:
To prepare a magic potion, they should put their energy and utter some words. During the process, one of the witches made a mistake in uttering the words. So they were not able to make the kind of potion, they desired.

7th Standard English Notes Healthy Life KSEEB Solutions Question 4.
Describe the change in the boy’s attitude after he drank the potion.
Answer:
The boy’s likes and dislikes to a change. A funny feeling started in the boy’s mouth. He no longer wanted to eat vegetables, fruits, and good nutritious food. We started asking for pizza, Barger, etc. He started ordering food from hotels and restaurants. He started watching television. He started eating more of Ice Cream and Chips.

Class 7 English Chapter 1 Healthy Life KSEEB Solutions Question 5.
What was Dr. Fitton-Healthy’s best remedy?
Answer:
Dr. Fitton – Healthy’s best remedy was to take a little bit of effort and eat fruits and vegetables. Regular exercise will make them fit again.

C3. Discuss with the teacher and answer the following questions:

7th Class English Government Textbook Answers KSEEB Solutions Question 1.
“The message the story gives is not only for children but also the grown-ups”. Do you agree?
Answer:
Yes. I will agree with the above statement. The message is for both adults and children. Continuous eating of junk food -like Pizza, burger, ice-cream, chips, etc., the people loose their health. Instead, if they eat good food, fruits, vegetables and do proper exercise regularly they become healthy.

Healthy Life 7th Standard Lesson Question Answer KSEEB Solutions Question 2.
With the help of paragraphs, four and five describe the illness and the cure.
Answer:
The people stopped going out of the house and were sitting or lying about. There was no activity for their mind and body. So they felt ill. They lost their interest in everything. These were the effects of the potion, they drank. The witches managed to turn the effect of the potion into the worst disease of wasting life.

After the research, Dr. Fitton Healthy discovered the cause and cure of this disease. The people .should eat good food, fruits, vegetables and do some exercises regularly. They should make a strong effort to live a healthy, joyful, and happy life, The germs like the witches will go off by one sneeze. Now discuss with your partners. Interview your friends and write what your friends can do and can not do. Put 0 or [El against the column provided.

One is done for you Some of the topics are:
KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life 3

KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life 4

S2. What changes do you need to bring in your food habits and hobbies after listening to your friends? Talk to your group and write a few points.
One is done for you:

stop watching TV/ play outside the house/finish homework / eat regularly- these are suggestions for Damu. Stop talking on the mobile /regular walk and some physical exercise / stop gossipping learn the lesson daily / eat good food stop eating junk food / start eating fruits, drinking milk daily, etc.,

G1. Make sentences using the following words to form a meaningful paragraph. You can use the fifth, paragraph for your reference.

1. discovered ____________
2. found _____________
3. prepared ____________
4. cured _____________
5. injected ____________

Madam Curie discovered Radium. She found it in the ore of Radium. She took more effort to prepare pure radium. The radium can cure many diseases. But it is not used to inject directly.

G2. Match these opposite words:

difficult × easy

  1. day × advantage
  2. more × short
  3. advantage × waste
  4. tong × darkness
  5. sad × less
  6. save × night
  7. light × happy

Answers:

  1. night
  2. less
  3. disadvantage
  4. short
  5. happy
  6. waste
  7. darkness.

W1.Each one of us has a different work pattern. Discuss your daily schedule with your partner and write about it.

KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life 5

a) 6.00 AM: wake up, brush my teeth
b) 8.00 AM: Take a bath and get ready for school
c) 9.30 AM: Morning prayer at school
d) 1.00 PM: Lunch
e) 5.00 PM: back to home, playing with friends
f) 8.30 PM: Dinner. Learning lessons.
g) 10.00 PM: Go to bed, wishing parents.

W2. More Food

Some food items can be eaten raw. Some others have to be cooked before they can be eaten. Put the different food items below in the correct ballons.
KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life 6
KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life 7

KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life 8

W3. Pick out good and bad food habits for living that you find in this lesson. One is done for you.

KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life 9

healthy living – unhealthy living
eating a variety of food – refusing to eat vegetables
eating vegetables – refusing to eat good food
eating fruits – refusing to do exercise
doing exercise – refusing to go out like walking, running etc.

KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life 10
KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life 11

  1. Name: Vivek. R.
  2. Father’s Name: Ramachandra
  3. Mother’s Name: Shantha
  4. Date of Birth: __ /__ /__
  5. Age: 13 years
  6. Gender: Male
  7. Class: VIII Standard
  8. Name of the School: Omega School
  9. SchoolAddress: Mettupalayam Road, Chennai.
  10. Residential Address: o. 14, 6th Cross, Mettupalayam Road, Chennai

Place: Chennai
Date: __ /__ /__

Signature with date
___________________ .

G1. Look at the pictures and write whether they are countable or uncountable, in space provided:

KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life 12
KSEEB Solutions for Class 7 English Prose Chapter 1 Healthy Life 13

Healthy Life Introduction:

I get up early in the morning. My friend Richard meets me. We go out for a walk. We walk by the side of a field. It is very pleasant then. The air is chilly and fresh. The birds chirp in the trees. Many people walk by the side of the road. Some people are exercising. The road is calm without traffic. Soon the sun rose in the east. It is a charming sight. Regular walking keeps us healthy. There is morning dew freshness in the air. Both of us feel happy to walk. We come back at 7 ‘O’ clock. After getting back, I feel fresh and happy throughout the day. The morning walk is really good for us to be active.

Healthy Life by Pedro Pablo Sacristan About the Author:

Pedro Pablo Sacristan was born in Madrid in 1973. He was the second of six children of his parents. His father was an athletic trainer in the school, where he studied. He was fond of writing, philosophy, Psychology, and other humanities, he studied aeronautical engineering. He had a great passion for applied sciences. He majored in Economics and graduated as an executive MBA. He wrote many stories for children.

Healthy Life Summary In English

‘Healthy Life’ is an essay written by Pedro Pablo Sacristan. In the ancient period, all the people were strong and healthy. They ate fruits and vegetables. They enjoyed doing exercises, walking, running, and playing. They were in good mood and the earth was the healthiest place.

Healthy Life Summary In English 1

One of the witches was jealous to see this condition on the earth. She planned to prepare a potion. She called all the witches and made a plan. All the witches put their energy and it had a magical effect. One of the witches made a mistake muttering the word while preparing the potion. Because of this mistake, it completely destroyed the forest by a big explosion. All the witches were turned into tiny creatures like germs and were trapped in a small bottle.

One little boy swallowed it fully. This made a lot of changes. He gave up eating of fruits and vegetables and asked for pizza, burger, etc., He was not interested to do the walking, running, or playing. He wasted all the time watching the T. V. either sitting or lying. The witches managed to turn the effect of the potion into the worst disease known as the disease of wasting life. This disease spread from one person to another.

All the people led a life like this. How to overcome the disease?
Dr. Fitton discovered the cause of this disease with the help of a microscope. For this disease, there were no vaccines or cough mixtures. These witches were not tolerating joy and good health. The best cure for this disease was the person become healthy by eating fruits and’vegetables, doing some exercise, and feel always happy. There was no need of taking pills or injections. Whoever took the advice of Dr. Fitton became healthy and got rid of the wasting life disease. The witches could be removed by a sneeze! So this era ended up totally well.

Healthy Life Summary in Kannada

Healthy Life Summary in Kannada 1
Healthy Life Summary in Kannada 2
Healthy Life Summary in Kannada 3
Healthy Life Summary in Kannada 4

The above furnished information regarding KSEEB Solutions for Class 7 English Chapter 1 Healthy Life Questions and Answers is true as far as our knowledge is concerned. If you have any doubts feel free to reach us via the comment section and we will reach you at the soonest possible.

2nd PUC English Textbook Answers Springs Chapter 13 Where there is a Wheel

Students who are in search of Where there is a Wheel Questions and Answers Pdf, Notes, Summary. First check in which chapter you are lagging and then Download Karnataka Board 2nd PUC English Textbook Answers Chapter Wise. Students can build self confidence by solving the Answers with the help of Karnataka State Board 2nd PUC. English is the scoring subject if you improve your grammar skills. Because most of the students will lose marks by writing grammar mistakes. So, we suggest you to Download Karnataka State Board 2nd PUC English Answers according to the chapters.

Karnataka 2nd PUC English Textbook Answers Springs Chapter 13 Where there is a Wheel

Check out the topics covered in 2nd PUC before you start your preparation. Improve your grammar skills with the help of Karnataka 2nd PUC English pdf links. The Answers for Karnataka 2nd PUC English Textbook Springs Chapter 13 Where there is a Wheel are prepared by the English experts. So, if you follow Karnataka 2nd PUC English Textbook Answers you can cover all the topics in 2nd PUC Chapter 13 Where there is a Wheel. This helps to improve your communication skills.

Where there is a Wheel Questions and Answers, Notes, Summary

Where there is a Wheel Comprehension I

Where There Is A Wheel KSEEB Solution Question 1.
What does cycling as a symbol of social mobility mean?
Answer:
Cycling through the word evokes minute meaning, it is broader when it comes to society. Social mobility has two meanings literally. It moves society from one place to another, which means the transportation of people, and it also connotes the progress of society. When women want to go for a market they do not want to wait for men they could go on themselves.

Where There Is A Wheel Summary KSEEB Solution Question 2.
When Jameela Bibi says, “It is my right. We can go anywhere”, she is
a. asserting her right to move freely.
b. suggesting mobility leading to liberation.
c. expressing her indifference to dirty remarks.
d. boasting about her cycling skill.
Answer:
(a) asserting her right to move freely.

Where There Is A Wheel Notes KSEEB Solution Question 3.
What does bicycle represent for the rural women?
OR
Mention any one of the symbols which bicycling represents for the women.
Answer:
For the rural women bicycle represents ‘freedom’.

Where There Is A Wheel Questions And Answers KSEEB Solution Question 4.
What is common between neo-literates and neo-cyclists?
Answer:
Cycling as a social movement was first popularized by the neo-literates. These neo-literates are the ones who became neo-cyclists.

Where There Is A Wheel 2nd Puc Notes KSEEB Solution Question 5.
‘Enforced routine’ and ‘male imposed barrier’ refer to
a. confining women to the kitchen.
b. subjecting women to drudgery.
c. status of women in a patriarchal society.
d. lack of freedom of movement
Answer:
(c) status of women in a patriarchal society.

Where There Is A Wheel Pdf KSEEB Solution Question 6.
How did the men react to women taking to cycling?
Answer:
Initially, women had to put up with vicious attacks on their character. Some of the men made filthy remarks. But later, once it got social sanction from the Arivoli organization, some menfolk became less hostile and some of them even encouraged the women to learn cycling.

Where There Is Wheel KSEEB Solution Question 7.
What do the phrases ‘flags on the handlebar’ and ‘bells ringing’ suggest?
Answer:
The phrases ‘flags on the handlebar’ and ‘bells ringing’ refer to the women’s cycle rally organized on International Women’s Day in 1992 in which 1500 female cyclists took Pudukkottai by storm.

2nd Puc English Where There Is A Wheel Notes KSEEB Solution Question 8.
Why did UNICEF sanction mopeds to Arivoli women activists?
Answer:
The UNICEF sanctioned fifty mopeds to Arivoli women activists in appreciation of their work of initiating more than 70000 women to display their cycling skills at the public ‘exhibition-cum-contests’ in a single week in 1992.

Question 9.
Why is the cycle called ‘the humble vehicle’?
Answer:
The word ‘humble’ means ‘poor’, the lowest in rank. The writer calls the cycle a humble vehicle because it is the most common and ubiquitous vehicle seen even in the most remote of places, a common man’s vehicle.

Where there is a Wheel Comprehension II

Question 1.
What is the role of Arivoli Iyakkam in liberating women?
Answer:
In Pudukkottai district there is an organization called Arivoli Iyakkam (Light of Knowledge Movement) which spearheaded the district’s vigorous literacy drive. N. Kannammal is the central coordinator of Arivoli. This literacy organization conducted literacy campaigns among rural women and created a good number of neo-literates. Later, the Arivoli literacy activists, led by N.

Kannammal pioneered the cycling learning movement and thus gave cycling a social sanction. Later, at Kilakuruchi village, the Arivoli activists conducted a cycling training camp for their neo-literates as well as other women enthusiasts. A large number of those who learnt cycling come to train new learners, as master trainers, and this way they helped nearly 70000 rural women to learn cycling. Thus, by teaching them to read and write along with ‘cycling’, the Arivoli organization liberated a vast majority of the rural women in the Pudukkottai District.

Question 2.
In what different ways has the cycle empowered rural women?
OR
Discuss how the cycling movement has empowered the rural women of Pudukkottai.
Answer:
‘Cycling’ empowers women in many ways. It gives them ‘confidence’ which results from being self-dependent and free to carry out their duties and responsibilities without depending on the menfolk. For example, womenfolk can fetch water from even the remotest source and cart provisions on their own. In this way, cycling emancipates womenfolk psychologically. Cycling also empowers women economically and politically. Cycling boosts their income. Some of the women who sell agricultural or other products within a group of villages can save a great deal of time by going to such places on their bicycles.

Secondly, it gives them much more time to focus on selling their produce. Thirdly, it enlarges the area they can hope to cover. Finally, if they choose to enjoy their leisure, cycling gives them a lot of leisure also. These women, besides performing these jobs, can also perform other chores. Finally, to top it all, it gives them self-respect. They can also participate in political work.

Question 3.
Why does the author describe the Arivoli ‘cycling training camp’s unusual experience?
Answer:
One of the pioneers in encouraging ‘cycling’ and giving it a social sanction was the Arivoli activists. These activists conducted a ‘cycling training camp’ in Kilakuruchi village. The writer, who visited the camp, calls it an unusual experience because, on that Sunday, all the prospective learners had turned out in their Sunday best. The author remarks that one could not help being struck by the sheer passion of the pro-cycling movement. The learners exuded so much enthusiasm and passion for learning cycling.

Question 4.
Do you think neo-literate women taking to cycling contributes to the literacy movement?
Answer:
Yes. Women taking up cycling is as significant as their taking up literacy because cycling gives them mobility, freedom, and independence which together give the women confidence to stand on their own legs. Initially, Sheela Rani Chunkath, a district collector, in 1991 intended to train female literacy activists so as to enable them to spread literacy among women in the interior. Therefore, she included mobility as a part of the literacy drive.

However, cycling played a much more significant role than literacy in the lives of the womenfolk. It gave them confidence, freedom, and independence to eke out an independent existence. Cycling helped them stay attached to their children and family and yet be financially independent. It also helped the women to share family responsibilities with the menfolk.

Question 5.
How does Sheela Rani Chunkath, the district collector, promote the empowerment of women?
OR
Bring out the role of Sheela Rani Chunkath in the empowerment of women in Pudukkottai.
Answer:
In 1991, Sheela Rani Chunkath was the district collector of Pudukkottai. As a part of the female literacy drive, she wanted to train female literacy activists so that literacy would reach women in the interior. She had realized that the lack of mobility among women played a big role in undermining their confidence. Therefore, she included ‘mobility’ as a part of the literacy drive. Naturally, literacy activists learned cycling first. This inspired the neo-literates also to learn cycling. This, in turn, inspired every woman in the village to learn cycling.

The literates, having become neo-cyclists, encouraged every woman in the district to learn cycling, by organizing ‘cycle training camps’. Thus, Sheela Rani Chunkath became instrumental in ‘cycling’ becoming a social movement in the Pudukkottai district. This way Sheela Rani Chunkath should be commended for promoting ‘freedom’ of women by including ‘cycling’ in her literacy project.

Question 6.
How did the women react to the shortage of ladies’ cycle?
Answer:
Once ‘cycling’ as a symbol of women’s liberation caught the imagination of the womenfolk in the Pudukkottai district, every woman in the district volunteered to learn cycling. Not surprisingly, this led to a shortage of ‘ladies’ cycles. These women enthusiasts did not hesitate. They volunteered to buy even ‘gents’ cycles and learned cycling. Later on, many women started preferring the ‘gents’ cycle because it has an additional bar from the seat to the handle and that way it enabled them to go out along with a child also. Even to this day thousands of women in Pudukkottai district ride ‘gents’ cycles. ‘

Where there is a Wheel Comprehension III

Question 1.
How does P. Sainath show that cycling brings about changes beyond economic gains?
Answer:
P. Sainath presents an eye-witness report of ‘cycling’ becoming a social movement. He tells us how tens of thousands of women in the Pudukkottai district of Tamil Nadu got initiated to learn cycling.

The Arivoli activists led by N. Kannammal pioneered the ‘cycling’ movement. As a part of their vigorous literacy drive, these activists learned cycling. Later, they organized ‘cycling training camps’ for other women. Thus, it got social sanction. Once the movement became a big force, every woman in Pudukkottai volunteered to learn cycling. Towards the end of the article, Sainath says, besides giving women freedom, mobility, and independence, it also has definite economic implications.

It boosts their family income. Sainath reports that a section of the women sells agricultural or other products within a group of villages. For them, cycling cuts down on time wasted in waiting for buses. Secondly, it gives them much more time to focus on selling their produce. Thirdly, it enlarges the area they wish to cover. Lastly, it can increase their leisure time.

In conclusion, he says, cycling brings about changes beyond economic gains also. ‘Cycling’ gives them a sense of self-respect which is vital to their sense of well-being. Thus, Sainath says that this humble vehicle has become a metaphor for freedom for these women.

Question 2.
‘O sister come learn cycling, move with the wheel of time…’ How does the song suggest that the cycle could be an instrument of social change and progress?
Answer:
In the article titled ‘Where There is a Wheel’, Sainath, the writer, reports an important social movement that took place during 1992-94 that stunned the people of the Pudukkottai district in Tamil Nadu.

There was an organization named ‘Arivoli lyakkam’ which led the female literacy movement in Pudukkottai. These Arivoli activists learned ‘cycling’ so as to enable themselves to spread the message of literacy among rural women in the interior. Once the activists learned cycling, they, in turn, taught their neo-literates cycling. These neo-literates, neo-cyclists trained women in cycling, all over the district. During this period Muthu Bhaskaran, an Arivoli activist, wrote a famous song to encourage rural women to learn cycling. The song is intended to call upon the womenfolk to learn cycling.

The song conveys a simple message and when it is sung in Tamil, the mother tongue of these rural women, its meaning is easily understood. It only calls upon the woman to set in motion her own wheel of life. Until then, the woman could not move out of the house, because her ‘mobility’ depended on her being able to find money to go by bus. Going by bus also depended on the permission of the menfolk. The woman needed the help of her menfolk even to sell the agricultural produce which grew on her land. This way the woman could not break the male-imposed barriers. Once she learned cycling she got the freedom to move to any place she wanted and the freedom to do any work she wished to.

This song invites the woman to learn cycling and set in motion the wheel of her life. Here, the ‘wheel’ refers to ‘progress’. So, it tells the woman to learn cycling and be responsible for her own progress.

Where there is a Wheel Additional Questions and Answers

I. Answer the following questions in a word, a phrase, or a sentence each:

Question 1.
Name the person who wrote the famous cycling song.
OR
Name the Arivoli activist who wrote/penned the famous cycling song.
Answer:
Muthu Bhaskaran.

Question 2.
In which district of Tamil Nadu, according to P. Sainath, has cycling been a social movement?
OR
Where was cycling started as a social movement, according to P. Sainath?
Answer:
Pudukkottai district in Tamil Nadu.

Question 3.
What is Fatima by profession?
Answer:
A secondary school teacher.

Question 4.
What is the literacy movement of Pudukkottai called?
Answer:
Arivoli Iyakkam.

Question 5.
What does Arivoli Iyakkam mean?
Answer:
Light of Knowledge movement.

Question 6.
What is Arivoli Iyakkam mentioned in ‘Where There is a Wheel’?
Answer:
Arivoli Iyakkam, which means, Light of Knowledge movement, is the literacy movement of Pudukkottai.

Question 7.
Name one of the pioneers of the cycling movement in Pudukkottai.
Answer:
N. Kannammal, the Arivoli central coordinator.

Question 8.
Who is the central coordinator of Arivoli?
OR
Who was the central coordinator of the cycling movement in ‘Where There is a Wheel’?
Answer:
N. Kannammal.

Question 9.
Who was the brain behind the cycling movement?
OR
Who is Sheela Rani Chunkath?
OR
Whose brainchild is the cycling movement, according to P. Sainath?
Answer:
Sheela Rani Chunkath, a former district collector, was the brain behind the cycling movement.

Question 10.
When and why did Sheela Rani start the cycling movement?
Answer:
In 1991, Sheela Rani Chunkath started the cycling movement in the Pudukkottai district with the intention of training female literacy activists so that literacy would reach women in the interior.

Question 11.
What did Sheela Rani add as a part of the literacy drive?
Answer:
Sheela Rani added ‘mobility’ as a part of the literacy drive.

Question 12.
Why did Sheela Rani include mobility as a part of the literacy drive?
Answer:
Since lack of mobility among women played a big role in undermining their confidence, Sheela Rani included mobility as a part of the literacy drive.

Question 13.
In which year and on what occasion was the all-women’s cycle rally held?
Answer:
The all-women’s cycle rally was held on International Women’s Day in 1992.

Question 14.
Who is the owner of Ram Cycles?
Answer:
S. Kannakarajan.

Question 15.
Who was the male Arivoli activist who encouraged the cycling movement?
Answer:
Muthu Bhaskaran was the male Arivoli activist who encouraged the cycling movement.

Question 16.
Who trains women in cycling in Kudimianmalai?
OR
Name the quarry worker and Arivoli volunteer who trains other women.
OR
Name one of the women who has trained young women from their community in the art of cycling.
Answer:
Manormani.

Question 17.
Who is Manormani?
Answer:
A quarry worker and an Arivoli volunteer.

Question 18.
Name the quarry worker and Arivoli volunteer who trains other women to learn cycling.
Answer:
Manormani is the quarry worker and Arivoli volunteer who trains other women to learn cycling.

Question 19.
Which movement helped the ‘neo-literates’ to become ‘neo-cyclists’?
Answer:
The literacy movement helped the ‘neo-literates’ to become ‘neo-cyclists’.

Question 20.
Name the organization that sanctioned fifty mopeds for Arivoli women activists.
Answer:
The UNICEF sanctioned fifty mopeds for Arivoli women activists.

Question 21.
What is the chosen medium for the rural women ofPudukkottai?
Answer:
Cycling is the chosen medium for the rural women of Pudukkottai.

Question 22.
Why did some women prefer to buy gents’ cycles?
Answer:
Some women preferred to buy gents’ cycles because there was not only a shortage of ladies’ cycles, but they could also seat a child on the additional bar.

Question 23.
Name the male Arivoli activist who wrote the famous cycling song.
Answer:
Muthu Bhaskaran, a male Arivoli activist, wrote the famous cycling song.

Question 24.
What had stunned the inhabitants ofPudukkottai on International Women’s Day?
Answer:
The all-women’s cycle rally in which 1500 female cyclists participated, had stunned the inhabitants of Pudukkottai on International Women’s Day.

Question 25.
Which vehicle is called ‘humble’ in ‘Where There is a Wheel’?
Answer:
The writer calls the bicycle a humble vehicle.

Question 26.
What is meant by ‘neo-cyclists’ mentioned in ‘Where There Is A Wheel’?
Answer:
The term ‘neo-cyclists’ in the lesson ‘Where There is a Wheel’, refers to all those rural women in the Pudukkottai district of Tamil Nadu, who have taken to bicycling as a symbol of independence, freedom, and mobility.

Question 27.
Name one of the three women who trained other women in cycling in ‘Where There Is A Wheel’.
Answer:
Jameela is one of the three women who trained other women in cycling, in the lesson ‘Where There is a Wheel’.

Question 28.
Who has benefited the most by cycling, according to P. Sainath?
Answer:
According to P. Sainath, the neo-literate rural women in the Pudukkottai district have been benefited the most by cycling.

Question 29.
Who took to ‘cycling’ as a social movement in ‘Where There Is A Wheel’?
Answer:
As stated in ‘Where There is a Wheel’, tens and thousands of neo-literate rural women in the Pudukkottai district took to ‘cycling’ as a social movement.

Question 30.
What, according to the speaker, has brought a change in the lifestyle of the women of Pudukkottai?
Answer:
According to the speaker, learning to ride a bicycle has brought a change in the lifestyle of the women of Pudukkottai.

Question 31.
In which official position was Sheela Rani Chunkath, according to P. Sainath?
Answer:
According to Sainath, Sheela Chunkath was then the district collector.

Question 32.
Who was S. Kanakarajan mentioned in ‘Where There Is A Wheel’?
Answer:
As mentioned in ‘Where There is a Wheel’, S. Kanakarajan was the owner of Ram Cycles, a shop in Pudukkottai which sold bicycles.

Question 33.
Mention one of the reasons for women buying gents’ cycles, according to P. Sainath.
Answer:
According to P. Sainath, a shortage of ‘ladies’ cycles was one of the reasons for women buying ‘Gents’ cycles.

Question 34.
What led to a shortage of ladies’ cycles in Pudukkottai, according to P. Sainath?
Answer:
According to P. Sainath, ‘cycling’ became a social movement for the rural women in Pudukkottai district. The district’s literacy activists learned cycling. Then, every one of the neo-literates became a neo-cyclist. This encouraged ‘everywoman’ in the district to learn cycling. Consequently, all the ‘ladies’ cycles stocked in the market got sold resulting in a shortage of ‘ladies’ cycles.

Question 35.
Where did the rural women display their new cycling skills, according to P. Sainath?
Answer:
According to P. Sainath, the rural women displayed their new cycling skills in an all women’s cycle rally held in Pudukkottai on International Women’s Day in 1992.

Question 36.
What did banks provide the women of Pudukkottai with, according to P. Sainath?
Answer:
According to P. Sainath, banks provided loans to the women of Pudukkottai for buying bicycles.

Question 37.
What, according to P. Sainath, played a big role in undermining women’s confidence?
Answer:
According to P. Sainath, lack of mobility among women played a big role in undermining their confidence.

Question 38.
Who gave social sanction to cycling in ‘Where there is a Wheel’?
Answer:
According to P. Sainath, it was the Arivoli that gave social sanction to cycling.

II. Answer the following questions in a paragraph of 80 – 100 words each:

Question 1.
Bring out the nature of freedom gained in Pudukkottai with the introduction of the cycle.
Answer:
The introduction of cycling has brought freedom, mobility, and independence to more than 100000 rural women in the Pudukkottai district. There were quite a few rural women who used to go by bus to sell their agricultural products within a group of villages. Now, these women have learnt cycling can go to such places on cycle, and cut down on time, and also cover a larger area.

Secondly, these women needed the help of menfolk to reach even the bus stop. Moreover, they had to rush back early to tend to the children and perform other chores like fetching water. With the introduction of cycling, they have become mobile and independent. They have a lot of freedom to plan they’re occupational as well as their domestic duties and enjoy leisure too.

Question 2.
How has the cycle transformed the lives of many women in Pudukkottai?
OR
Comment on how cycling reduced women’s dependence on men with reference to Sainath’s essay.
OR
What benefits, according to P. Sainath, has cycling brought into the lives of rural women?
OR
How has a bicycle brought a total change in the lives of rural women?
OR
How did cycling transform the lives of women in the Pudukkottai district and help them change with the times?
Answer:
The introduction of cycling in the Pudukkottai district has brought about a tremendous change in the lives of rural women. Cycling has offered a way out of enforced routines around male- imposed barriers. The rural women, in particular, have gained a great deal of confidence on account of their learning cycling. Earlier, they used to be burdened with economic as well as social or familial obligations. Many young mothers had to help the menfolk in earning the family income as well as do domestic chores like tending to children and fetching water from remote places. Even to sell their agricultural produce in nearby villages, they had to carry their produce to the bus stop with the help of their menfolk.

Secondly, they had to come back within a fixed time to tend to little kids at home and to store or fetch water from remote places. Naturally, though they were capable of doing all these duties on their own, their ‘immobility’ created a big hurdle. They had to walk long distances to fetch water and sell their produce. After learning cycling, such women became free and independent. This gave them a lot of confidence. Moreover, the ability to ride a bicycle gave them a lot of self-respect.

Question 3.
Why does P. Sainath say that visiting an Arivoli cycling training camp is an unusual experience?
Answer:
Sainath, the writer, says that visiting an Arivoli ‘cycling training camp’ is an unusual experience because one day when he went to Kilakuruchi village to see the camp he was amazed to see all the prospective learners turned out in their Sunday best. The writer tells us that one cannot help being struck by the sheer passion of the pro-cycling movement. There was a look of determination on their faces.

Question 4.
What role did Sheela Rani play in the cycling movement?
OR
How did Sheela Rani promote the cycling movement?
Answer:
Sheela Rani Chunkath was the district collector of Pudukkottai. In 1991 as a part of the female literacy drive, she wanted to train female literacy activists so that literacy would reach women in the interior. She had realized that the lack of mobility among women played a big role in undermining their confidence. Therefore, she included ‘mobility’ as a part of the literacy drive.

Naturally, literacy activists learned cycling first. This inspired the neo-literates also to learn cycling. This, in turn, inspired every woman in the village to learn cycling. The literates, having become neo-cyclists, encouraged every woman in the district to learn cycling, by organizing ‘cycle training camps’. Thus, Sheela Rani Chunkath became instrumental in ‘cycling’ becoming a social movement in the Pudukkottai district.

Question 5.
How does the author show that cycling is linked to the literacy movement in the district?
OR
How did Sheela Rani Chunkath empower the women of Pudukkottai by including cycling in the literacy drive?
Answer:
Sheela Rani Chunkath was the district collector of Pudukkottai in 1991. As a part of the female literacy drive, she wanted to train female literacy activists so that literacy would reach women in the interior. She had realized that the lack of mobility among women played a big role in undermining their confidence. Therefore, she included ‘mobility’ as a part of the literacy drive.

Naturally, literacy activists learned cycling first. This inspired the neo-literates also to learn cycling. This, in turn, inspired every woman in the village to learn cycling. The literates, having become neo-cyclists, encouraged every woman in the district to learn cycling by organizing ‘cycle training camps’. Thus, cycling came to be linked to the literacy movement in Pudukkottai.

Question 6.
What are the economic implications of cycling?
OR
Discuss how cycling has had definite economic implications on women’s status.
Answer:
Cycling brought many benefits to rural women in Pudukkottai. Besides instilling a lot of confidence in rural women, it also helped them economically. A large section of the rural womenfolk were small producers who used to wait for buses to carry their produce to sell in other villages.

Even to carry their produce to the bus stop they had to depend on fathers, brothers, husbands or sons.
Once these women learned cycling, they became mobile and independent. Learning cycling enabled them to visit a number of villages and sell their produce. Secondly, after learning cycling they were able to combine different tasks with nonchalance. Consequently, one can see many a young mother riding a cycle with a child on the bar and the produce on the carrier. She could also be seen carrying two or three pots of water hung across the back and cycling towards work or home.

Question 7.
How has cycling swept across the district of Pudukkottai?
Answer:
It is not an exaggeration to say that cycling has swept across the district of Pudukkottai. It is not surprising to see even rural agricultural workers riding a bicycle carrying water, their products, and also their children on the bicycle. In fact, cycle-riding women have become ubiquitous in the Pudukkottai district.

Apart from women agricultural workers, quarry labourers, and village health nurses have also taken to cycling. Joining the rush are balwadi and Anganwadi workers, gem cutters and school teachers, and also grama services and mid-day meal workers as well.

Ques 8.
Why was there a shortage of ladies’ cycles in the district of Pudukkottai? How was the problem overcome?
OR
How did the women react to the shortage of ladies’ cycles?
OR
Why was there a shortage of ladies’ cycles in Pudukkottai? How did the women react to it?
Answer:
Once the idea of learning cycling as a sign of women’s emancipation caught on among the womenfolk of Pudukkottai, there was a huge demand for ‘ladies’ cycles. Once the stocks of ladies cycles got exhausted there was a shortage of ‘ladies’ cycles. Consequently, women did not hesitate to buy ‘gents’ cycles as well. In fact, some women even preferred ‘gents’ cycles because the gent’s cycles have an additional bar from the seat to the handle. That way the women realized that they could seat a child on the bar. Consequently, the shortage of ladies cycles was solved by going in for gents cycles.

Question 9.
How has cycling inculcated a sense of self-respect in the women of Pudukkottai?
Answer:
The writer says that it would be very wrong to emphasize only the economic aspect of learning cycling. He says that learning cycling brings a sense of self-respect to the individual. He quotes the opinion of Fatima, a secondary school teacher. She opines that learning cycling is not economic in her case at all. She cannot afford a bicycle, yet she hires one every evening just to feel the goodness, that independence. What she means to say is, when a woman learns to ride a bicycle, she enjoys a sense of achievement.

Women do not need to depend on their husbands to help them physically in carrying their produce to the market. Secondly, nothing can bind them to their homes. They go out, fetch water and provisions, and come back home to attend to their domestic duties and responsibilities at the right time. This way they enjoy a lot of freedom. It is this feeling that gives women a sense of self-respect.

III. Answer the following questions in about 200 words each:

Question 1.
How has cycling become a metaphor for freedom in Pudukkottai?
OR
How does the speaker highlight the freedom and empowerment accomplished due to cycling?
OR
In what different ways does the bicycle help rural women in ‘Where There Is A Wheel’?
Answer:
The idea of empowering women giving them ‘mobility’ came from Sheela Rani Chunkath, the District Collector of Pudukkottai in 1991. She included ‘mobility’ as a part of the literacy drive so as to facilitate female literacy activists to reach rural women in the interior. Once the literacy activists learned cycling, they taught the neo-literates cycling. Once the neo-literates learned cycling, every other woman in the district volunteered to learn cycling. Later, the Arivoli activists organized a ‘Cycling Training Camp’ and created ‘Master trainers’ who in turn conducted several cycling training camps. This way, in a short period of time, over 100,000 rural women in the Pudukkottai district learned cycling.

The author opines that ‘cycling’ gave these women freedom, mobility, and independence. Consequently, these women stopped depending on the menfolk to transport their agricultural produce to bus stops. They themselves carried the produce and sold them in the neighbouring villages and this way covered a larger area. Secondly, they also took care of the young ones at home and completed household chores in time as a result of the proper utilization of time. They could also fetch water from far off places and cart provisions on their bicycle. Thus, ‘cycling’ empowered rural women in many ways. Furthermore, the ability to carry on all the duties and responsibilities on their own gave the women a sense of achievement and self-respect. Thus, the author who witnessed this silent revolution concludes that the humble vehicle – the bicycle – has become a metaphor for freedom, in Pudukkottai.

Question 2.
How does the essay ‘Where There is a Wheel’speak about women and empowerment?
OR
How is ‘wheel’ symbolic of a change in ‘Where there is a wheel’?
OR
A humble vehicle can be a tool for women’s empowerment. Discuss.
OR
A humble vehicle can work wonders in empowering rural women. Explain with reference to ‘Where There Is A Wheel’.
Answer:
In this essay titled ‘Where There is a Wheel’, Sainath reports how learning to ride a bicycle became a social movement and eventually became a symbol of women empowerment in the Pudukkottai district of Tamilnadu. Here, the ‘wheel’ of the cycle has become a symbol for the empowerment of women. The introduction of cycling has brought about tremendous change in the lives of rural women. Cycling has offered a way out of enforced routines around male-imposed barriers.

The rural women, in particular, have gained a great deal of confidence on account of their learning cycling. Earlier, they used to be burdened with economic as well as social or familial obligations. Many young mothers had to help the menfolk in earning the family income as well as do domestic chores like tending to children and fetching water from remote places. Even to sell their agricultural produce in nearby villages, they had to carry their produce to the bus stop with the help of their menfolk.

Secondly, they had to come back within a fixed time to tend to little kids at home and to store or fetch water from remote places. Naturally, though they were capable of doing all these duties on their own, their ‘immobility’ created a big hurdle. They had to walk long distances to fetch water and sell their produce. After learning cycling, such women became free and independent. This gave them a lot of confidence. Moreover, the ability to ride a bicycle gave them a lot of self-respect.

Apart from women agricultural workers, quarry labourers, and village health nurses have also taken to cycling. Joining the rush are balwadi and Anganwadi workers, gem cutters, school teachers, grama services, and mid-day meal workers as well.

It would be very wrong to emphasize only the economic aspect of learning cycling. Learning cycling brings a sense of self-respect to the individual. The writer quotes the opinion of Fatima, a secondary school teacher. She opines that learning cycling is not economic in her case at all. She cannot afford a bicycle, yet she hires one every evening just to feel the goodness, that independence. What she means to say is, when a woman learns to ride a bicycle, she enjoys a sense of achievement. She feels that she does not need to depend on her husband to help her physically in carrying her produce to the market.

Secondly, nothing can bind her to her home. She becomes mobile. She goes out, fetches water and provisions, and comes back home to attend to her domestic duties and responsibilities at the right time. This way she enjoys a lot of freedom. It is this feeling that gives a woman a sense of self-respect.

Question 3.
Justify the statement ‘Wheel brings progress’ with reference to ‘Where There is a Wheel’.
Answer:
In ‘Where there is a Wheel’, P. Sainath, the writer, refers to the ‘wheel’ of the bicycle to document the spectacular progress achieved by rural women in the Pudukkottai district of Tamilnadu. The title symbolically conveys the ‘progress’ achieved by rural women over a period of one and a half years. ‘Wheel’ is a commonly accepted symbol for progress or movement or mobility. ‘Wheel’ also means continuous progress or movement. While stagnation indicates decay and deterioration, mobility indicates dynamism.

The writer remarks that “people find curious ways of hitting out at their backwardness, of expressing defiance, a hammering at the fetters that hold them”. All these phrases make a reference to how the rural women of Pudukkottai district defied the challenge of the male bastion and broke the fetters that chained them to the confines of their homes by learning to ride a bicycle. These rural women, which included agricultural workers, quarry labourers, village health nurses, ballad is and anganwadis, gem cutters, school teachers, mid-day meal workers, and gram sevikas, had to depend on the male persons at-home – brother, husband, father – to go to the market to sell their produce and to go to their workplaces in addition to doing household chores like carrying water from the village well, cooking, taking care of infants and washing clothes and utensils.

Today, women can be seen doing many tasks on their bicycles. They can be seen carrying water from the well along with their small kids sitting on the bar of their cycle in the front. Many of them bicycle their way to villages to sell agricultural products or to work in the quarries.

Question 4.
People find curious ways of hitting out at their backwardness. How is this brought out in ‘Where There Is A Wheel’?
Answer:
P. Sainath, in his essay ‘Where There is a Wheel’, remarks that “people find curious ways of hitting out at their backwardness, of expressing defiance, a hammering at the fetters that hold them”. All these phrases make a reference to how the rural women of Pudukkottai district defied the challenge of the male bastion and broke the fetters that chained them to the confines of their homes by learning to ride a bicycle.

Sheela Rani Chunkath was the district collector of Pudukkottai. In 1991 as a part of the female literacy drive, she wanted to train female literacy activists so that literacy would reach women in the interior. She had realized that the lack of mobility among women played a big role in undermining their confidence. Therefore, she included ‘mobility’ as a part of the literacy drive. Naturally, literacy activists learned cycling first. This inspired the neo-literates also to learn cycling. This, in turn, inspired every woman in the village to learn cycling. The literates, having become neo-cyclists, encouraged every woman in the district to learn cycling, by organizing ‘cycle training camps’. Thus, Sheela Rani Chunkath became instrumental in ‘cycling’ becoming a social movement in the Pudukkottai district.

Cycling brought many benefits to rural women in Pudukkottai. Besides instilling a lot of confidence in rural women, it also helped them economically. A large section of the rural womenfolk were small producers who used to wait for buses to carry their produce to sell in other villages. Even to carry their produce to the bus stop they had to depend on fathers, brothers, husbands, or sons. Once these women learned cycling, they became mobile and independent. Learning cycling enabled them to visit the number of villages and sell their produce. Secondly, after learning cycling they were able to combine different tasks with nonchalance.

Consequently, one can see many a young mother riding a cycle with a child on the bar and the produce on the carrier. She could also be seen carrying two or three pots of water hung across the back and cycling towards work or home. Besides helping the women economically, cycling brought a sense of self-respect to them. He quotes the opinion of Fatima, a secondary school teacher.

She opines that learning cycling is not economic in her case at all. She cannot afford a bicycle, yet she hires one every evening just to feel the goodness, that independence. What she means to say is, when a woman learns to ride a bicycle, she enjoys a sense of achievement. Women do not need to depend on their husbands to help them physically in carrying their produce to the market. Secondly, nothing can bind them to their homes. They go out, fetch water and provisions, and come back home to attend to their domestic duties and responsibilities at the right time. This way they enjoy a lot of freedom. It is this feeling that gives women a sense of self-respect.

Where there is a Wheel Vocabulary

A. Idioms and Phrases:

An idiom is the special use of language. Idioms do not give the literal meaning of the individual words used in the idiom.
E.g. ‘a change of heart’ would literally mean a heart transplant. However, idiomatically it would mean ‘a change in one’s attitude or feelings’.
i. Look at the following pairs of idiomatic expressions. The meanings of the first pair are given in brackets. Find out the missing ones.

Question 1.
a. to the day (exactly)
b. to this day (even now)

Question 2.
a. take by storm (capture by the sudden or violent attack)
b. the calm before the storm ( ______)
Answer:
A quiet period immediately before a period of great activity or trouble.

Question 3.
a. for all one knows (considering how little one knows)
b. before one knows where one is ( _______ )
Answer:
(or before one knows it) with baffling speed.

Question 4.
a. at/behind the wheel (in control of the situation)
b. put a spoke in somebody’s wheel ( _______ )
Answer:
spoil someone else’s plans and stop them from doing something

Question 5.
a. turn out in one’s best (be well-dressed)
b. as things turned out ( _______ )
Answer:
how something develops/ends.

ii. Identify the sentences in which these expressions have been used in this lesson.

  1. And to this day, thousands of women here ride ‘gents’ cycles.
  2. Flags on the handlebars, bells ringing, over 1,500 female cyclists took Pudukkottai by storm.
  3. For all he knew, I was an undercover agent of the sales tax department.
  4. (Note: This usage is not found in the lesson.)
  5. In Kilakuruchi village all the prospective learners had turned out in their Sunday best.

B. Phrasal verbs are expressions which have a combination of a verb and a preposition.

Some of the phrasal verbs used in this article are given below. With the help of the teacher/ dictionary find out their meanings and use them in sentences of your own.
Take to, give up, run into, hit out at, sweep across, put up with.

  • Take to: to start doing something as a habit
  • give up: stop doing something
  • run into: to meet someone when you did not expect to
  • hit out at: to fight something vigorously
  • sweep across: to extend or spread in a wide range
  • put up with: to accept unpleasant behaviour by someone or an annoying situation without complaining, even though you do not like it.

Additional Exercises

A. Passive Voice:

Question 1.
The rural women of Pudukkottai found a way of hitting out at their backwardness. Cycling ____ (choose) as a medium in doing so. Cycling ______ (learn) by over one-fourth of all rural women. The new skill _______ (display) by over 70,000 of these women.
Answer:
was chosen; was learnt; was displayed.

Question 2.
Arivoli played an important role in the cycling movement. A number of training camps _____ (arrange) by Arivoli. In order to encourage bicycling, songs _____ (sing) by neo-cyclists. The UNICEF ______ (impress) and sanctioned fifty mopeds for Arivoli women activists.
Answer:
were arranged; were sung; was impressed.

Question 3.
Cycling gained momentum gradually. Though dirty remarks _____ (make), women paid no attention. Scores of young women _____ (train) by Jameela and her friends. A direct link ______ (see) by a neo-cyclist woman between cycling and her personal independence.
Answer:
were made; were trained; was seen.

Question 4.
Now we often see a woman doing a four-kilometre stretch on her bicycle to collect water. Even carting provisions from other places ____ (do) on their own. But, when this began, filthy remarks ______ (make). Even then social sanction ______(give) to cycling by Arivoli.
Answer:
was done; were made; was given.

Question 5.
Gents’ cycles have certain advantages. These ______ (prefer) by some women as these have an additional bar from the seat to the handle. A child _____ (can, seat) on it. Carting provisions _____ (can, do) on their own.
Answer:
are preferred; can be seated; can be done.

Question 6.
It was the occasion of International Women’s Day in 1992. Pudukkottai _____ (take) by storm. The town’s inhabitants _____ (stun) by the all-women’s cycle rally. However, it ______ (approve) by all males.
Answer:
was taken; were stunned; was approved.

Question 7.
In no time cycling became a way of life in Pudukkottai. It _____ (introduce) as a tool of social change. Mobility, facilitated by cycling _____ (include) as a part of literacy drive. The idea ______ (propose) by Sheela Rani Chunkath, the district collector.
Answer:
was introduced; was included; was proposed.

Question 8.
Cycling brought a mighty change in the life of women in Pudukkottai. They started moving on their own. Dependence on men _____ (reduce) to some extent. Provisions too _____ (cart) from one place to another and a four-kilometre stretch ____ (cover) on their cycles to fetch water.
Answer:
was reduced; were carted; was covered.

Question 9.
The District Collector’s main aim was to make literacy reach the interior. So mobility _____ (include) as a part of literacy drive. Loans _____ (provide) by banks for women to buy cycles. Specific duties ______ (allot) to each block to promote this drive.
Answer:
was included; were provided; were allotted.

B. Fill in the blanks by choosing the appropriate expressions given in brackets:

Question 1.
Sheela Rani Chunkath included mobility ______ the literacy drive. People made dirty remarks but the neo-cyclists _____ to these remarks. (turned a deaf ear, to come off, as a part of)
Answer:
as a part of; turned a deaf ear.

Question 2.
A lot of women were unable to wait for ladies’ cycles. Therefore they had to _____ men’s cycles. They knew that bicycles would ______ time wasted in waiting for buses. (cut down on, put up with, go in for)
Answer:
go in for; cut down on.

Question 3.
Cycling has _____ Pudukkottai. It has become a movement. It was the ______ of Sheela Rani Chunkath who was the former District Collector. (brainchild, swept across, go out)
Answer:
swept across; brainchild.

Question 4.
In the heart of rural Pudukkottai, young women _____ the roads on their bicycles. Jameela Bibi, who has ______ cycling, told the reporter that it was her right. (taken to, give up, zip along)
Answer:
zip along; taken to.

Question 5.
In Kilakuruchi village all the prospective learners had in ______ their Sunday best. You can’t help ____ the sheer passion of the pro-cycling movement. (a way out, being struck by, turned out)
Answer:
turned out; being struck by.

C. Fill in the blanks with the appropriate linkers:

Question 1.
Cycling made women independent _______ it reduced their dependence on men. _____ it gave them a sense of freedom. _____ they had to put up with vicious attacks on their character. _____ all women in Pudukkottai learnt cycling. (moreover, as, even then, but)
Answer:
as; Moreover; But; Even then.

Question 2.
Cycling has had very definite economic implications. It boosts their income. ______ for sellers it cuts down on time wasted in waiting for buses. ______ it gives them much more time to focus on selling their produce. _______ it enlarges the area they hope to cover. _____ it increases their leisure time, too. (thus, first, furthermore, on top of that)
Answer:
First; Furthermore; On top of that; Thus.

Where there is a Wheel by P. Sainath About the Writer:

Palagummi Sainath (born 1957) is an Indian journalist and photojournalist focusing on social problems, rural affairs, poverty and aftermath of globalization in India. He is the Rural Affairs Editor of The Hindu. A regular contributor to The Telegraph in Kolkata, he also writes for the fortnightly Frontline and the daily Business Line in Chennai.

Sainath has received close to forty national and international journalism awards and fellowships in thirty years as a journalist, including the Ramon Magsaysay journalism award in 2007, the European Commission’s Natali Prize in 1994, the Boerma journalism Prize from the UN FAO in 2001, the Amnesty International global award for human rights journalism in 2000, and the B.D. Goenka Award for excellence in journalism in 2000. In June 2011, Sainath was conferred an Honorary Doctor of Letters degree (DLitt) by the University of Alberta, the university’s highest honour.

Where there is a Wheel Summary in English

This lesson is an article taken from a book titled ‘Everybody Loves a Good Drought’, by P. Sainath, a popular photo-journalist. Besides giving a brief history of ‘cycling’ as a social movement in Pudukkottai, he also reports how a group of women initiated the remaining women in the village to learn ‘cycling’ so as to use it as a symbol of independence, freedom and mobility. Finally, he also comments on the general impact of this on women’s lives in the Pudukkottai district of Tamil Nadu.

The author begins the article commenting that when people hear the caption, “Cycling as a social movement”, it may sound far-fetched to them, but it is true. Then the author remarks that “people find curious ways of hitting out at their backwardness, of expressing defiance, a hammering at the fetters that hold them”.

The author then quotes statistics to prove his point. He reports that over the past eighteen months, 100000 rural women have taken to bicycling as a symbol of independence, freedom and mobility, and their number constitutes over one-fourth of all rural Women in Pudukkottai. Among them over 70000 of them have taken part in public exhibition-cum-contests to proudly display their skills, yet the desire to learn ‘cycling’ and the ‘training camps’ continue.

2nd PUC English Textbook Answers Springs Chapter 13 Where there is a Wheel image - 1

The author then tells us how two of the participants Jameela Bibi, and Fatima, a secondary school teacher, feel about their achievement in cycling. The author quotes Jameela Bibi, who says, “It’s my right, we can go anywhere. Now I don’t have to wait for a bus”. Similarly, he quotes Fatima also. Fatima says, “There is freedom in cycling. We are not dependent on anyone now. I can never give this up!” Jameela, Fatima and their friend Avakanni, all in their early twenties, have trained scores of other young women in the art of cycling.

The author remarks that “Cycling has swept across this district; women agricultural workers, quarry labourers and village health nurses are among its fans. They are now being followed by balwadi and Anganwadi workers, gem cutters, school teachers, gramasevikas and mid-day meal workers. The vast majority are those who have just become literate”. The district’s vigorous literacy drive led by Arivoli Iyakkam (Light of Knowledge Movement) has been quick to tap this energy. The author has spoken to every one of these ‘neo-literate’, ‘neo-cyclist’ women and asserts that there is a direct link between cycling and the neo-cyclists’ personal independence.

Then he reports the opinion of the coordinator who says that the “cycling training has given confidence to women and it has reduced their dependence on men”.

The author says that he often sees a woman doing a four-kilometre stretch on her bicycle to collect water, sometimes with her children. He opines that women can cart provisions from other places on their own. Initially, these women had to put up with vicious attacks on their character. Even filthy remarks used to be made by men. He praises the ‘Arivoli’ organisation for volunteering to give social sanction to cycling.

Next, he mentions the ‘Cycle Training Camp’ that he had seen in Kilakuruchi village. He says that it was an unusual experience to see all the prospective learners who had turned out in their Sunday best. They appeared to be determined to learn cycling. The Arivoli activists produced songs for the neo-cyclists to encourage bicycling. The author quotes a line which says, “O sisters, come learn cycling, move with the wheel of time”.

Then, we learn that those who got trained in cycling came back in large numbers to help new learners. They worked free of charge for Arivoli as ‘master trainers’. Then, he comments that there is not only a desire to learn but a widespread perception among them that ‘all women ought to learn cycling’.

In the next part of the report, the writer gives a brief historical background to cycling as a social movement. He reports that in 1991 a former district collector by name Sheela Rani Chunkath hit on the idea of training female literacy activists so as to reach women in interior villages. She also included ‘mobility’ (for women) as a part of the literacy drive, because lack of mobility among women played a big role in weakening the confidence of women. It is reported that Chunkath paid personal attention to this idea and motivated the banks to give loans to women to buy cycles. Each block was assigned specific duties in promoting the drive. The district collector met with great success in her plan. Due to the initiative taken by her, the literacy activists learned cycling.

This encouraged the neo-literates, and their example was followed by every woman in the village to learn cycling. This led to a shortage of ‘ladies’ cycles. Then the women started using ‘gents’ cycles. In fact, some women even preferred ‘gents’ cycles because it has an additional bar from the seat to the handle. The author then says, even to this day thousands of women here ride ‘gents’ cycles.

On the International Women’s Day in 1992, over 1500 female cyclists with flags on the handlebars, bells ringing, took Pudukkottai by storm. The towns’ inhabitants were stunned by this all women’s cycle rally.

The writer describes the reactions of the men to this social movement. The author gives the opinion of S. Kanakarajan, owner of Ram Cycles. The cycle dealer says that he had seen a rise of over 350 per cent in the sales of ‘ladies’ cycles in one year. But the author believes that the percentage of increase mentioned by the cycle agent is incorrect because a lot of women have gone in for ‘gents’ cycles as they could not wait for ‘ladies’ cycles. Then the writer remarks that not all males were hostile and some men were even encouraging in their attitude. For instance, Muthu Bhaskaran, a male Arivoli activist, wrote the famous cycling song that has become their anthem.

The writer cites the example of Manormani to illustrate how learning to ride a bicycle can help stone quarry workers also. The twenty-two-year-old Manormani is a stone quarry worker and Arivoli volunteer. She works in Kudimianmalai’s stone quarries. According to her, it is vital for her co-workers to learn cycling because their working places are a little cut off from the main road. Those who learn cycling can be mobile (which means they can go home after work and come back the next day, otherwise, they will have to stay there alone in a new place facing a lot of problems or travel by bus every day). The writer says that in 1992, more than 70000 women displayed their cycling skills at the public ‘exhibition-cum-contests’ run by Arivoli. The UNICEF, who were impressed with the achievement of these activists, sanctioned fifty mopeds for Arivoli women activists.

The writer gives his views about cycling as a social movement. He says that cycling boosts income. Some of the women sell agricultural or other produce within a group of villages. For such people, cycling saves time. Secondly, cycling gives you more time to focus on selling your produce. Thirdly, it helps you to cover a larger area. Lastly, it can increase your leisure time too. Earlier, small producers had to carry their produce only by bus and had to depend on fathers, brothers, husbands, or sons even to reach the bus stop. They could cover only a limited number of villages to sell their produce as they had to do so on foot.

Moreover, these women had to rush back early to tend to the children and perform other chores like fetching water. Those who had bicycles now combined these difficult tasks without any anxiety or tension. Even now one can see along some remote road, a young mother, with a child on the cycle bar and, produce on the carrier. She could also be seen carrying two or even three pots of water hung across the back, and cycling towards work or home.

Finally, the author opines that for these neo-literate/neo-cyclist women, more than the economic aspect, the sense of self-respect it brings is vital. The author admits in a confessing tone that never before had he seen that humble vehicle (cycle) in that light – the bicycle as a metaphor for freedom. Before concluding, the writer quotes Kannammal who opines that for rural women it is a Himalayan achievement like flying an aeroplane.

In the last paragraph, the author adds a postscript. He says that in April 1995, when the author returned to Pudukkottai, the craze for learning cycling was still on (three years later). Then he adds that a large number of women were unable to afford bicycles which then cost around Rs. 1400 each. He concludes saying that Pudukkottai remains unique among Indian districts for the stunning proportion of women who have taken to cycling and the enthusiasm for gaining the skill among the rest.

Where there is a Wheel Summary in Kannada

2nd PUC English Textbook Answers Springs Chapter 13 Where there is a Wheel image - 2
2nd PUC English Textbook Answers Springs Chapter 13 Where there is a Wheel image - 2
2nd PUC English Textbook Answers Springs Chapter 13 Where there is a Wheel image - 4

Glossary:

  • neo-literates: new literates
  • gramsevikas: women social workers in villages
  • phenomenon: a fact or an event in nature or society
  • brainchild: an idea or invention of one person
  • non-chalance: indifference; unmoved

The main aim is to share the knowledge and help the students of 2nd PUC to secure the best score in their final exams. Use the concepts of Karnataka 2nd PUC English Answers Chapter 13 Where there is a Wheel in Real time to enhance your skills. If you have any doubts you can post your comments in the comment section, We will clarify your doubts as soon as possible without any delay.

Karnataka Class 10 English Solutions Poem Chapter 1 To a Pair of Sarus Cranes

Every chapter available in the KSEEB SSLC Class 10 English Solutions subject is explained clearly in an easy way. Learn the depth concept by referring to the Chapter wise To a Pair of Sarus Cranes Questions and Answers Pdf, Notes, Summary Class 10 English Karnataka State Board Solutions. Have a look at every topic and get the complete knowledge on the English subject. Just refer to Karnataka Class 10 English Poem Chapter 1 To a Pair of Sarus Cranes pdf and have a grip on the total subject.

To a Pair of Sarus Cranes Poem Questions and Answers, Notes, Summary

I believe that the best book is like a best friend to know the complete world by sitting in one place. When you have the best book you have many options to get great knowledge. Selecting the best book will lead to reaching your goal. Students who are looking for the best book to learn English can use Karnataka Board Solutions for Class 10 English Chapter 1 To a Pair of Sarus Cranes. Immediately start your learning with Karnataka Board Class 10 English Solutions Pdf.

Comprehension Questions

I. Answer briefly the following questions

To A Pair Of Sarus Cranes Class 10 KSEEB Solution Question 1.
The time of the day suggested in the poem is
a. sunrise
b. sunset
c. either sunrise or sunset
d. not clear
Answer:
(a) sunrise

To A Pair Of Sarus Cranes Summary Class 10 KSEEB Solution Question 2.
The sun is described as the reluctant sun. It means that
a. the sun was unwilling to rise.
b. the male bird was impatient.
c. it was the bird’s feeling that the sun was reluctant to rise.
d. the sun always takes more time to rise than to set.
Answer:
(a) the sun was unwilling to rise.

To A Pair Of Sarus Cranes Notes Class 10 KSEEB Solution Question 3.

  1. In the first 4 lines, there is an exaggeration in the description. What is it?
  2. What is the figure of speech used here?

Answer:

  1. The male bird is shown as bending to pluck the sun out from the rim of the horizon. Certainly, the bird cannot touch the sun with its beak or even reach the horizon. The bent neck of the bird and the eager movements of the bird are shown thus.
  2. The figure of speech is Hyperbole.

To Pair Of Sarus Cranes Summary Class 10 KSEEB Solution Question 4.
How was the majestic neck humbled by the hunter?.
Answer:
The neck of a Sarus crane is very long, graceful and beautiful. At a time when the bird was stretching its neck and trying to do something impossible like pulling the sun out of the rim of the horizon, the bird was shot in the neck. When it fell down dead, the hunter, without paying any attention to the beauty that was lost through his action, casually picked up the bird ‘hands and jaws’, crumpled it like a piece of paper and threw it into his bag without a second look at it. In this manner, the majestic neck has humbled the hunter.

To A Pair Of Sarus Cranes Poem Summary In English KSEEB Solution Question 5.
The expression ‘picked up hands and jaws,’ suggests,
a. callousness of the hunters.
b. heartlessness of the hunters.
c. urgency of the hunters.
d. cruelty of the hunters
Answer:
(a) callousness of the hunters

To A Pair Of Sarus Cranes Solutions Class 10 KSEEB Solution Question 6.
_____________ is compared to ‘dirty linen’ (complete the sentence using the correct option)
a. the proud neck of the birds
b. the dead body of the bird
c. the hands and jaws of the bird.
d. the material of the bag,
Answer:
(b) the dead body of the bird

To A Pair Of Sarus Crane Class 10 KSEEB Solution Question 7.
and sat to hatch/the bloodstained feathers/into a toddling chick’. This suggests,
a. that the female bird was out of her senses after the death of the male bird.
b. the intense love of the female bird towards its male partner.
c. the foolish act of the female bird.
d. the desperate act of the female bird to bring the male bird back to life.
Answer:
(a) that the female bird was out of her senses after the death of the male bird.

To A Pair Of Sarus Cranes Poem Class 10 KSEEB Solution Question 8.
How is the end of the female crane suggested in the poem?
Answer:
It is said that ‘a wave of the ses she had never seen’ came to her and carried her away. It cannot be the real sea because the cranes lived near the sea. It could be a wave of grief which the bird had never known as long as her partner was alive. She was always very happy, and the death of the male bird pushed her towards sadness. Grieving for the male bird and sitting on his blood-stained feathers, the female bird forgot to eat or drink and thus, becoming very weak, met her end.

II. Close Study:

Read the following extract carefully. Discuss in pairs and then write the answers to the questions given below it.
A wave of the seas she had never seen/came to her from far away/ and carried her to him.

  1. What does ‘wave of the seas’ refer to?
  2. What hadn’t the female bird seen before?
  3. What figure of speech is used in the extract?

Answer:

  1. A wave of grief.
  2. The female bird hadn’t known grief or sadness before.
  3. Personification.

III. Paragraph Writing:

Discuss in pairs/groups of 4 each and answer the following questions. Individually note down the points for each question and then develop the points into one-paragraph answers.

To A Pair Of Sarus Cranes Is Taken From Class 10 KSEEB Solution Question 1.
How is the callousness of the bird killers brought out in the poem?
Answer:

  1. Poem brings out a contrast between birds and hunter.
  2. Male bird is ‘necking’. The word can be interpreted in two different ways.
  3. Hunter shoots down a bird and picking it up, throws it into a washing bag.
  4. Birds are very graceful and beautiful but the hunter treats them carelessly
  5. Hunter goes away but female bird stays there.

Paragraph: The callousness of the hunters is brought out in the way the poet describes killing of a male sarus bird. It was shot when the bird had dipped its beak in the water. It seemed like it was trying to pull the reluctant sun out of the water at the rim of the horizon. The hunters were not touched by the beauty of the bird. They picked up the dead bird by its hands and jaws
and flung it into a course bag as if it were a piece of dirty linen and the bag a washing bag.

To Pair Of Sarus Cranes Class 10 KSEEB Solution Question 2.
How does the poet bring out the agony and desperation of the female crane in the poem?
Answer:

  1. The female bird flies around crying when male bird is shot.
  2. It returns to the spot when the hunter goes away.
  3. It goes on expressing its sorrow to anyone who could understand.
  4. It sits on the feathers as if to hatch them, forgetting food and drink.
  5. It finally dies, grieving for its mate.

Paragraph: The cranes pair for life. Having seen its mate shot dead by the hunters and being taken away, the female sarus is heartbroken. The bird circled the sky with grace mourning over the disgraceful end of its partner. After the killers had left the place, the female bird returned to the death scene and kept flying around whining for its companions« with short and long wails resembling the Morse Code. With her beak she kissed and bloodstained feathers of her mate which the wind had not yet carried away and sat down to hatch them in the hope she could bring him back to life. This shows the agony and the despair of the bird.

A Pair Of Sarus Crane Summary Class 10 KSEEB Solution Question 3.
Pick out any two figures of speech used in the poem and explain how they add to the effectiveness of the poem.
Answer:
The first stanza of the poet contains a figure os speech – the hyperbole – which is used to highlight a particular point through exaggeration. The male Sarus crane is shown as if it is stretching its neck to pull out the sun from the rim of the horizon. It is shown to be engaged in an impossible act, and yet the very attempt to do it shows the courage of the crane. However, the bird was no match for the cunningness and heartlessness of man.

The second stanza contains the figure of speech ‘simile’ – “to lie like dirty linen”. The proud, dignified bird was killed and thrown into the washing bag like dirty linen. This reveals the callousness and lack of aesthetic sense of the hunter. The beautiful, graceful bird was just a piece of meat for him.

To a Pair of Sarus Cranes Poem Summary in English

A hunter kills a male sarus crane for sport without realizing the impact it would have on the female sarus crane, he also does not realize what it can mean to the eco-system that they are a part of.

The female crane is distressed at the scene she witnesses, she gracefully flies around the scene in circles and croons over the disgraceful end of her partner.

The bird cries over the careless disregard and lack of dignity with which the dead bird is picked up by the callous hunters. She encircles the death scene making shrill cries over it.

The poet compares the shrill cries with the dots and pits of Morse code hinting at the keen ear required to understand the grief that is being expressed.

The female crane then pecks at a few feathers of the male crane and in a desperate attempt to bring the male crane back to life tries to hatch the feathers to a toddling chick.

Finally, a wave that the female crane had never seen before comes and sweeps her away to death and closer to the dead male crane.

And the poet says that the female sarus crane went beyond Hume’s words and beyond the legends and fables of human love.

To a Pair of Sarus Cranes Poem Summary in Kannada

To a Pair of Sarus Cranes Poem Summary in Kannada 1
To a Pair of Sarus Cranes Poem Summary in Kannada 2

Hope all the information given regarding Karnataka Class 10 English Chapter 1 To a Pair of Sarus Cranes will help you to get good knowledge. For any queries, you can contact us and clear your doubts. Connect with us using the comment section. Also, we love your feedback and review. Get your Chapter Wise Karnataka Secondary Education Examination Board Class 10 Textbook Solutions for English PDF start learning for the exam.

Karnataka Class 10 English Solutions Prose Chapter 3 Gentleman of Rio en Medio

Every chapter available in the KSEEB SSLC Class 10 English Solutions subject is explained clearly in an easy way. Learn the depth concept by referring to the Chapterwise Gentleman of Rio en Medio Questions and Answers Pdf, Notes, Summary Class 10 English Karnataka State Board Solutions. Have a look at every topic and get the complete knowledge on the English subject. Just refer to Karnataka Class 10 English Solutions Prose Chapter 3 Gentleman of Rio en Medio pdf and have a grip on the total subject.

Gentleman of Rio en Medio Questions and Answers, Notes, Summary

I believe that the best book is like a best friend to know the complete world by sitting in one place. When you have the best book you have many options to get great knowledge. Selecting the best book will lead to reaching your goal. Students who are looking for the best book to learn English can use Karnataka Board Solutions for Class 10 English Chapter 3 Gentleman of Rio en Medio. Immediately start your learning with Karnataka Board Class 10 English Solutions Pdf.

Gentleman Of Rio En Medio Notes KSEEB Solutions Question 1.
The old man was _____ (Fill in the blank with the most appropriate word)
Answer:
unhurried.

Gentleman Of Rio En Medio KSEEB Solutions Question 2.
Do you think the ancestors of the old man lived in Rio en Medio?
Answer:
Yes, by reading the para 1,1 thought the ancestors of the old man lived in Rio en Medio.

KSEEB Solutions For Class 10 English Question 3.
A word in line 4 of paragraph I suggests that the old man was a farmer. Pick that word.
Answer:
The old man was a farmer ‘tilled’ suggests it.

Gentleman Of Rio En Medio Question Answer KSEEB Solutions Question 4.
Study the picture and describe the old man’s orchard by using the words given below:
Answer:
The old man’s orchard was big and beautiful. A small stream was flowing through the orchard. The house was unpleasant to look because it was old fashioned. Many trees were fruit-bearing trees. A number of fruits were more on the tree, so the orchard is attractive.

Gentleman Of Rio En Medio KSEEB Solutions KSEEB Solutions Question 5.
In paragraph 2 the words “who” and “these” refer to _____ and _____ respectively.
Answer:
The words ‘who’ and ‘these’ refer to senator and people in the mountains.

Gentleman Of Rio En Medio Question Answers KSEEB Solutions Question 6.
Look at the picture and draw your inference about the old man’s appearance and his social/living condition.
Answer:
The old man was strong and disciplined. Though the dress was old and tom, he wore that to follow his tradition. He had social respect in the village because he was a highly principled man. He loved his innumerable kins. His appearance was elegant.

Gentleman Of Rio En Medio Answer Key KSEEB Solutions Question 7.
The word “innumerable kin” means that the old man had a number of
a. children
b. trees in his orchard
c. relatives
d. followers
e. canes.
Answer:
The word “innumerable kin” means that the old man had a number of relatives.

Gentleman Rio En Medio Notes KSEEB Solutions Question 8.
In the Indian context, the eyes of women are compared to fishes (Meenakshi) and lotus (Kamalakshi) based on their shape and size. Why do you think the eyes of the boy are likened to gazelle? Can you write it in Kannada? Note: gazelle in Kannada is (ಹರಿಣ)
Answer:
Harinakshi = ಹರಿಣಾಕ್ಷಿ

Gentleman Of Rio En Medio Questions And Answers KSEEB Solutions Question 9.
How did the old man the people who had been waiting for him?
Answer:
The old man bowed to all the people who had been waiting for him.

Gentleman Of Rio En Medio Summary In Kannada KSEEB Solutions Question 10.
The old man removed his hat and gloves carefully.
a. Was he afraid that they would get spoiled?
Answer:
(a) No, he was not afraid but it was his practice.

b. Whose style did it remind the writer of?
Answer:
The old man’s style was similar to that of Charlie Chaplin. Chaplin once did that in a picture, He was the Janitor of a bank in that movie. The writer remembered this when he observed the old man.

Share your Responses:

Gentleman Of Rio En Medio Questions And Answers Pdf KSEEB Solutions Question 1.
In the meeting of the old man and the Americans, they talked about rain and the old man’s large family. It was
a. to mock his large family
b. to break the ice
c. a custom of the Americans
d. to make themselves comfortable
e. to prepare everyone for the main talk
f. to make everyone know that it had not rained in that area (You may think more than one among the above are appropriate. If so, tick them)
Answer:
d. to make themselves comfortable
e. to prepare everyone for the main talk

KSEEB Solutions For Class 10 English Gentleman Of Rio En Medio Question 2.
Why do you think the storyteller spoke Spanish?
Answer:
When the storyteller said “these Americans are Buena gent”, we can think that he was speaking Spanish.

Gentleman Of Rio En Medio Lesson Questions And Answers KSEEB Solutions Question 3.
The storyteller offered the old man almost the double of what he had quoted earlier. Why?
Answer:
When the surveyor surveyed the property of the old man, he discovered that the area was much larger than what was initially thought of. The buyers too, being decent people, wished to give the old man the actual worth of the property which was double what was quoted earlier. Hence the speaker, who is the mediator, offered the extra amount to the old man.

Gentleman Of Rio En Medio Pdf KSEEB Solutions Question 4.
What was the reaction of the old man to the story teller’s offer?
Answer:
The old man reacted in a very strange way. One would even describe it as a stupid way. Instead of feeling happy that he was getting double of what he had earlier thought he would get, he refused to take the extra money saying that he did not like being insulted. His argument was that he had agreed to sell the property for twelve hundred dollars and offering more than that to him was an insult to him.

10th English Gentleman Of Rio En Medio Notes KSEEB Solutions Question 5.
We respect elders in many ways. For example.
a. We touch their feet
b. We shake hands
c. ___________
d. ___________
e. ___________
f. ___________
Answer:
c. We salute them.
d. We greet them
e. We obey them.
f. We garland them.

Gentleman Of Rio En Medio Question And Answer KSEEB Solutions Question 6.
The storyteller respected the old man by _____ (Fill in the blanks with appropriate words)
Answer:
Shaking his hand.

Gentleman Of Rio En Medio 10th Class Lesson KSEEB Solutions  Question 7.
After the findings of the engineer, the offer was doubled for the old man’s land.
a. Did the old man raise the rate?
b. Did the storyteller offer more?
Answer:
a) No, he didn’t. The surveyor found out that the old man possessed almost twice as much as what he thought he did. The property was much more than eight acres.
b) No, the Americans who were the buyers of the property, offered the old man the extra money for the extra land. The writer only conveyed the message to the old man.

Question 8. Match the following:

Gentleman Of Rio En Medio Notes KSEEB Solutions

Answer:
1 – e
2 – c
3 – b

Gentleman Of Rio En Medio Summary KSEEB Solutions Question 9.
Don Anselmo took only 12 hundred dollars for the land finally because.
a. the storyteller failed to convince Don Anselmo to make more money than what had been agreed upon.
b. Don Anselmo was a man of principles (Tick the correct Answer)
Answer:
b. Don Anselmo was a man of principles.

Gentleman Of Rio En Medio Summary In English KSEEB Solutions Question 10.
What did Don Anselmo do as he left the place With money?
Answer:
The old man shook hands of all, put on his ragged gloves, took his stick and walked out with the boy behind him, when he left the place with money.

Share your Responses:

Gentleman Of Rio En Medio Answers KSEEB Solutions Question 1.
Fill in the blanks with a suitable word/s to describe the land and the house sold by the old man.
Answer:
Before it was sold                 After it was sold
a. peeled off plaster              replastered the house
b.gnarled trees                      pruned trees
c. torn fence                           patched the fence

Question 2.
From the list given below, tick the activities with which the children of Rio en Medio
were involved, after the Americans occupied the house and the land sold by Don Anselmo.
i) pruning the trees
ii) renovating the house
iii) playing in the orchard
iv) speaking harsh words to the Americans in Spanish
v) plucking flowers from the trees
vi) putting fences around their play area.
vii) laughing whenever they were spoken to
viii) running around the land
Answer:
iii) playing in the orchard
v) plucking flowers from the trees
vi) putting fences around their play area
vii) laughing whenever they were spoken to

Question 3.
The possibilities for a week-long delay for another meeting are given. Which of them do you agree with ? Discuss with your partner. The old man.
KSEEB SSLC Class 10 English Solutions Prose Chapter 3 Gentleman of Rio en Medio 2
Answer:
The old man was slow

Question 4.
Don Anselmo repeated certain things whenever he met the story teller and took leave of him. Write them down. One is done for you.
a. the old man shakes hands
b. __________________
c. __________________
d. __________________
e. __________________
Answer:
b. put on his ragged gloves/he removed his hat and gloves.
c. take his stick/handed his things to the boy.
d. walked out/sit on the chair.
e. the boy followed behind him/the boy stood behind the chair.

Question 5.
Don Anselmo was sincere when he said, “The Americans are good people.” There is nothing in the character of Anselmo to suggest that he is capable of such sarcasm. He was sincere in his words when he said at the time of selling the property that he knew the goodness of the Americans. The problem with Anselmo was that he did not know the legal implications of selling the property.

Share your Responses:

1. Fill in the blanks/choose the most appropriate answer:

Question 1.
Don Anselmo sold his land but he didn’t sell his ______
Answer:
Trees.

Question 2.
The children of Rio en Medio were Don Anselmo’s _____ and ______
Answer:
Sobrinos, nietos, [nieces and nephews and grand children].

Question 3.
Don Anselmo inherited the house from his ______.
Answer:
mother.

Question 4.
According to Don Anselmo, the real owners of the trees were ______
a. the children of Rio en Medio
b. Don Anselmo himself
c. The Americans
d. the storyteller
e. Don Anselmo’s ancestors
Answer:
a. the children of Rio en Medio

Question 5.
Don Anselmo did not sell the trees. Why do you think he did not? Tick the correct ones.
a. Trees were like children to him
b. They were grown for the children of the next generation
c. He thought they did not belong to him but to the children
d. He had grown them in memory of his ancestors
e. He wanted his surroundings to be green
Answer:
c. He thought they did not belong to him but to the children

Question 1.
Don Anselmo’s appearance and manners were quite unusual. How would you support this statement based on the text ?
Answer:
Don Anselmo wore the long, old, faded coat. He wore tom gloves and carried a woman out Umbrella’s skeleton as a stick. A dark young hoy always followed him Though he was an old man, he bowed to all and removed his hat and gloves slowly and carefully.” The manner of removing is also similar to that of Charlie Chaplin. By all these factors we could say his appearance and manners were quite unusual.

Question 2.
Whose argument do you agree with? Don Anselmo’s or the storytellers? Give reasons.
Answer:
We agree with Don Anselmo’s argument when he sold his property. Though it is unusual and far way from reality, according to him it was correct. He was a man of principles, he thought that it was right to stand on his words. So he refused to take more than the amount agreed upon. In the second incident also he was right because the tree was planted in the name of new born child. All the trees belong to children only. He had no right to sell them though it is unusual. But here the story teller’s saying is in vogue. (Practise).

Question 3.
Don Anselmo was passionate about his land and the children of Rio en Medio. Which details in the text support this statement? Write to them.
Answer:
Don Anselmo was very much passionate about his land and the children. His land had come from his ancestors. He lived in that land from his birth. He took possession ofhis house from his mother. Everyone in the village were his relatives and the children are his nieces, nephews and grand children. Every time a child has been bom in Rio en Medio, a tree was . planted in its name.

Question 4.
Don Anselmo’s reaction to the offer of more money was not ex¬pected. justify this statement.
Answer:
Usually any person get offer for more money he would ac¬cepted. But Don Anselmo’s reaction was not at all ex¬pected. Though it is a fair of¬fer, after surveying, the land rate was double. Double the land, double the money. But once he agreed to sell his land for twelve hundred dollars, he should stick on his words. It was not expected.

Question 5.
Read paragraph 5 and identify the tone or reaction of the old man while uttering the following word/words. Some examples are given. – You may use any other appropriatly (Mild / harsh / blunt /authoritative / self-assertive/confident/comfortable /polite / aggressive)
Answer:
The old man Tone / reaction
a) Friend – Comfortable
b) I do not like – harsh
c) I know these – confident
d) I do not care to be – aggressive
e) That is the price – authoritative

Question 6.
Why do you think the Americans wanted to buy Don Anselmo’s land?
Answer:
In the given prose, the reason was not mentioned. Generally we can think that the land and orchard was good, beautiful and fruitful. A stream was running through the orchard. The trees had more fruits. The land was fertile and big. So Americans wanted to buy Don Anselmo’s land.

Question 7.
Don Anselmound the Americans were generous in their own ways. Comment on this.
Answer:
Don Anselmo was generous. He refused to accept more money for his property. He loved children and planted a tree for every child. Americans were generous, they won’t quarrel with the old man though they had legal right to own the trees.

Question 8.
At last, the problem of ownership was resolved. But it took a long time. What might be the reasons for it? Write a paragraph on it.
Answer:
The storyteller or Americans convinced the persons individually. The descendants have agreed to sell their trees to them. It was a long procedure to convince everyone. At last they have agreed and sold the trees to AmericAnswer: The problem wassolved but it took a long time.

Question 9.
Read the story and arrange the given events in .the order in which they occur in the &text.

a) The story tefitfeoffered Don Anselmo more money than what had been agreed upon.
b) The children of Rio en Medio disturbed the peace of the AmericAnswer:
c) The Americans bought the trees from the descendants of Don Anselmo
d) The story teller was surprised at the strange argument of Don Anselmo.
e) Don Anselmo lived up in Rio en Medio
f) The buyers renovated the house.
g) Don Anselmo signed the sale deed after the negotiation for 12 hundred dollars.
h) Don Anselmo felt offended when he – was offered more money.
i) The occupants of the house came up with lots of complaints about the children of Rio en Medio.
Answer:
e)
a)
h)
g)
f)
b)
i)
d)
c)

Question 10.
Imagine that a group of 4 students endorses the old man’s views. The other group supports the AmericAnswer: Write a paragraph on each group’s argument; Discuss them with groups.

Question 11.
Imagine that your neighbour is in a fix as the Americans were. How would you solve the problem?
Answer:
10 & 11 For Self assessment.

Enrich Your Vocabulary:

Task – 1 : Look for the words in the word maze which match with the given meaning. One is donefor you. Note the number given in brakets is the number of letters in that word. Read across, down and diagonally.
KSEEB SSLC Class 10 English Solutions Prose Chapter 3 Gentleman of Rio en Medio 3
Cane (4): a long thin stick
9) finding something that was not known earlier discovery .
8) thing/things that someone owns property
7) a place where fruit trees are grown orchard
5) ability to control people – power

Task – 2: Find out the words in the given word maze and match with their meanings. Read across, down and diagnally.
KSEEB SSLC Class 10 English Solutions Prose Chapter 3 Gentleman of Rio en Medio 4
9) to go with someone – accompany
8) official record – document
6) the Way in which something is done – manner
4) price -rate,cost
9) unhappy about something – complaint
4) agreement – deed
7) many (across) – several

Task – 2: Self Assessment

Read And Respond

Read the passage carefully and answer the questions set on it. Passage

A small crowd had gathered around the entrance to the park. His curiosity aroused, Robert crossed the road to see what was happening. He found that the centre of attraction was an old man with a performing monkey. The monkey’s tricks, he soon discovered, were in no way remarkable. So, after throwing a few pennies in the dirty hat which the man had placed on the pavement, Robert movedoff along with other members of the crowd.

At this point the man suddenly let out a loud cry. Everyone turned to see what had happened. The man was bending over his monkey, which now lay quite still on the pavement. He picked up the apparently lifeless body and holding it close to him, began to weep. Ayoung man stepped forward from the crowd and taking some money from his pocket, dropped it into the hat. Robert and several other people did likewise, until the pennies in the hat were covered with silver coins. Meanwhile the man continued to hold the dead monkey in his arms and seemed to take no notice of what was going on about him.

A few months later, Robert came across the old man, again in another part of the city. The man had a monkey, bought no doubt, with the money the crowd had given him. It did not, however, seem any better at its tricks than the previous one. Robert was pleased to see that the old man was still able to earn a living, though on this occasion,having partly paid for the monkey out of his own pocket, he did not feel inclined to throw any money into the hat.

But the performance was not yet over. Once again the old man let out a loud cry. Once again the monkey lay still on the pavement. The man picked up the “dead” monkey and clutching it in his arms began to weep. The same young man stepped forward and threw some money into the hat. Again the crowd followed suit -except Robert. Smiling to himself he went on his way, amazed at the man’s audacity.

Question 1.
Robert went to the other side of the road because _________
a) he wanted to help the old man by giv-ing him some money
b) he wanted to see why the crowd had gathered
c) he was curious to watch the monkey’s tricks
d) he had seen one of his friends over there
Answer:
b) he wanted to see why the crowd had gathered

Question 2.
The word “pavement” in the fifth line of para 1 is _________
a) a temporary tent which is used for public entertainment
b) a path at the side of the road for people to walk
c) a small budding made of wood
d) a shelf on the road
Answer:
b) a path at the side of the road for people to walk

Question 3.
The old man let out a loud cry suddenly in order to _________
a) keep the monkey quiet for some time.
b) let the crowd know that his monkey was dead
c) let the crowd know that he was a poor man
d) show that he was hurt
Answer:
b) let the crowd know that his monkey was dead

Question 4.
Why did the old man begin to weep?
Answer:
The oldman began to weep to get the sympathy from people and expect more money from them.

Question 5.
What wise thing did Robert do after he watched the monkey’s tricks for the second time ?
Answer:
Robert was smiling to himself and went on his way and amazed at the man’s audacity.

Practice Writing

Task -1: You have some money in your savings account in a nationalised Bank. Now you need some money to buy books. You can withdraw money from the bank by presenting a cheque to the Bank. How do you fill in the cheque? Here to an example.
KSEEB SSLC Class 10 English Solutions Prose Chapter 3 Gentleman of Rio en Medio 5

Task – 2: You can write a cheque in the name of Ankita for rupees one thousand. Keep note of the following while writing the cheque.
a) Write the name carefully
b) Cross the cheque by putting double diagonal lines on the left hand top corner of the cheque if it is an account payee cheque.
c) Signature should be as you sign on any other document.
d) Write the amount both in words and figures.
KSEEB SSLC Class 10 English Solutions Prose Chapter 3 Gentleman of Rio en Medio 6

Task – 2 :Complete Hemanth’s mother’s reaction
Hemanth moved to the edge of the compound to pluck guava fruits. He lost balance, fell down and broke his leg. His mother said, “If you had not moved ______________ .”
Answer:
“If you had not moved to the edge of the compound, you wouldn’t have fallen down and broken vour leg”.

Task – 3: In the inter-school cricket match, the captain of your school team chose only one fast bowler. As a result, your team lost the game.
Your reaction: If the captain of our team _______ (complete the sentence).
Answer:
“If the captain of our team chose more than one fast bowler, we would have won the game.

Task – 4: Monsoon rains failed. Farmers could n’t grow crops. Newspaper reported: Had it rained ________
Answer:
Had it rained, the farmers could grow crops.
Task – 5: Shanthanu scored less marks in English. Therefore he could n’t get a seat in the college he wanted. Guess the response of his father : ________
Answer:
The response of his father: If you had scored the highest marks, you would have got a seat in the college you wanted.

Task – 6 :

Chitra: You missed the train, didn’t you?
Saina: Yes. I went to the railway station at 10.30 a.m. But the train had left at 10.15 am.
Chitra: If you ______ (go) to the station at10.am. _____ wouldn’t ______(miss) the train.
(Complete the sentence)
Answer:
Chitra: If you had gone to the station at 10 a.m. you wouldn’t have missed the train.

Make reference

Task 1: The given table provides you information about the services offered at differ¬ent counters in a Bank. Read the table and also the paragraph is given below. Answer the questions.

Counter number 01 02 03 04 05 06
Services offered Enquiry Savings Bank Loans Demand Draft Cash Deposits

One of the Americans wished to buy 2 acres of land. The oldman quoted rupees 50,000 for his land. But, the American didn’t have enough money with him. He re¬quested his friend to help him with money. He sent a cheque for rupeees 20,000 to the American. The American went to a Bank for a loan. The Bank manager asked him to open an account which he did. The oldman wanted the American to pay the price for the land only in the form of a demand draft. The oldman invested 50% of the amount which he received from the American on deposits.

Which counter did the American and the old man approach for the following? Fill in the box provided. One is done for you.
KSEEB SSLC Class 10 English Solutions Prose Chapter 3 Gentleman of Rio en Medio 7

Gentleman of Rio en Medio Additional Questions and Answers

Multiple Choice Questions

Question 1.
The author of the “Gentleman of Rio en Medio” was
a) Willian Shakespeare
b) JuanA.A. Sedillo
c) Marina de BeUagente
d) P.T. Narasimhachar
Answer:
b) JuanA.A. Sedillo

Question 2.
This lesson is classified under the unit
a) Nativity
b) Compassion
c) Happiness
d) Science
Answer:
a) Nativity

Question 3.
The important character of Hero of the lesson is
a) Juan A. A. Sedillo
b) Storyteller
c) Don Anselmo
d) Americans
Answer:
c) Don Anselmo

Question 4.
Don Anselmo had the most of what
a) Talkative nature
b) Discipline
c) money
d) time
Answer:
d) time

Question 5.
His house was small and wretched but
a) beautiful
b) quaint
c) unpleasant
d) gnarled
Answer:
b) quaint

Question 6.
The little _____ ran through his land.
a) creeper
b) snake
c) creek
d) shrubs
Answer:
c) creek

Question 7.
The orchard was _____ and _______
a) gnarled and beautiful
b) small and wretched
c) big and unpleasant
d) wretched and quaint.
Answer:
a) gnarled and beautiful

Question 8.
His coat was old, green and ______
a) nice
b) big
c) comfortable
d) faded
Answer:
d) faded

Question 9.
One of his kin had eyes like a _____
a) fish
b) gazelle
c)ball
d) Almond
Answer:
b) gazelle

Question 10.
He removed his gloves like a _______
a) Charlie Chaplin
b) Prince Alberts
c) Thomas
d) Senatorcarton
Answer:
a) Charlie Chaplin

Question 11.
He carried a cane, it was only the skeleton of a worn-out ________
a) Fence
b) Chair
c) Umbrella
d) Cot
Answer:
c) Umbrella

Question 12.
Don means Spanish little of respect much like ______in English.
a) Sir
b) Madam
c) friend
d) Father
Answer:
a) Sir

Question 13.
buena gentle means
a) people
b) bad people
c) Colleagues
d) good people
Answer:
d) good people

Question 14.
According to Surveyor the land measures
a) Two acres
b) more than eight acres
c) 10 acres
d) more than 10 acres
Answer:
b) more than eight acres

Question 15.
The price fixed to his land was
a) twelve hundred dollars
b) twice the agreed
c) more than 12 hundred dollars
d) Twenty four hundred dollars.
Answer:
a) twelve hundred dollars

Question 16.
His gloves were
a) new
b) ragged
c) big
d) comfortable
Answer:
b) ragged

Question 17.
The children of the village laughed and talked back in ______
a) Spanish
b) American
c) Indian
d) English
Answer:
a) Spanish

Question 18.
The children of the village were _____ their property.
a) run through
b) overrunning
c) possessed
d) claimed
Answer:
b) overrunning

Question 19.
Blossoms means
a) Flowers
b) Fruits
c) flowers on the tree
d) Fruits in the tree
Answer:
c) flowers on the tree

Question 20.
Broach means
a) Subject
b) people
c) Friends
d) raise the topic.
Answer:
d) raise the topic.

Question 21.
Senor means a word of respect like ______ in English.
a) Mister
b) Man
c) Madam
d) Mrs.
Answer:
a) Mister

Question 22.
Don Anselmo took the possession of the house from his
a) father
b) ancestors
c) mother
d) descendants
Answer:
c) mother

Question 23.
Every time a child has born in Rio eh Medio Don Anselmo had the practise of planting
a) a seed
b) a tree
c) herb
d) shrub
Answer:
b) a tree

Question 24.
Prince Alberts means
a) long, double-breasted coat
b) old long coat
c) old green coat
d) old green faded coat.
Answer:
a) long, double-breasted coat.

II. Match the following :

1.

S.no A B
1. Negotiation a) unpleasant
2. wretched b)good people
3. creek c) official discussion
4. Buena Gente d) tom
5. ragged e) agreement
6. deed f)  a small narrow stream or river

Answer:

S.no A B
1. Negotiation c) official discussion
2. wretched a) unpleasant
3. creek f) a small narrow stream or river
4. Buena Gente b) good people
5. ragged d) tom
6. deed e) agreement

2.

S.no A B
1. abode a) nieces and nephews
2. ranch b) home
3. Sobrino c) relatives
4. Nietos d) unhurried
5. the old man was e) grandchildren
6. innumerable kin f) a very large form

Answer:

S.no A B
1. abode b) home
2. ranch f) a very large form
3. Sobrino a) nieces and nephews
4. Nietos e) grandchildren
5. the old man was d) unhurried
6. innumerable kin c) relatives

III. Give one word/phrase answers for the following :

Question 1.
The place in Santa Fe Country, New Mexico, the United States where Don Anselmo lived.
Answer:
Rio en Medio

Question 2.
A branch of a tree with twisted hard lumps.
Answer:
gnarled

Question 3.
The unusual and attractive especially in an old fashioned way.
Answer:
quaint

Question 4.
A piece of land in which fruit trees are grown.
Answer:
orchard

Question 5.
A type of small deer which has large beautiful eyes.
Answer:
gazelle

Question 6.
A silent film comedian in English films.
Answer:
Charlie Chaplin

Question 7.
Someone whose job is to look after a school or a large building.
Answer:
Janitor

Question 8.
Thomas Benton Catron, a senator from New Mexico 1912-1917.
Answer:
Senator Catron

Question 9.
To cut off some branches of a tree to make it grow better.
Answer:
Prune

Question 10.
done or saidfirst to prepare for something.
Answer:
Preliminary

Question 11.
A very large farm.
Answer:
ranch

Question 12.
A group of people related to a family that existed long ago
Answer:
descendants

Answer the following questions in 2-3 sentences each:

Question 1.
Why does Don Anselmo refuse to accept more money for his property?
Answer:
The initial understanding was that Don Anselmo would sell his property for twelve hundred dollars in cash, to the Americans. So he refuses to accept more money.

Question 2.
Are the descendants of Don Anselmo entitled to the money they receive for the trees? Give reasons for your answer.
Answer:
Don Anselmo is the oldest man in the village and almost everyone in the village is his relative. Since Don Anselmo himself feels that not he, but his descendants, have right over the trees, it is all right for them to receive money for the trees. It is as if Anselmo has bequeathed trees unto them.

Question 3.
Describe the old man’s property.
Answer:
The old man’s house was small and wretched but quaint. His orchard was gnarled and beautiful. A little creek ran through his land. The property extended across the river and was almost twice more than the eight acres it was originally thought to be.

Question 4.
What did the Americans speak about with Don Anselmo to break the ice?
Answer:
The Americans spoke about the weather and rain to break the ice. They also spoke about Don Anselmo’s family.

Question 5.
The storyteller offered the old man almost the double of what he had quoted earlier. Why?
Answer:
The storyteller offered the old man almost double what he had quoted earlier because he discovered that Don Anselmo owned much more than eight acres of land and it was almost twice what he had thought.

Question 6.
After the survey, why did the Americans offer double the quoted price for the old Titan’s land?
Answer:
The Americans were good people. When they found out that Don Anselmo owned almost twice what he had thought, they offered to pay double of the price they had quoted earlier.

Question 7.
What changes did the Americans make to Don Anselmo’s property?
Answer:
The Americans replastered the old house. They pruned the trees and patched the fence.

Answer the following questions in 5-6 sentences each:

Question 1.
What details describe Don Anselmo’s appearance when he first comes to the office? What details describe his behaviour? How does his behaviour contrast with his appearance?
Answer:
Don Anselmo’s appearance and manners can be termed unusual because he was shabbily dressed, but was majestic in his behaviour. His coat was old, green and faded; gloves were torn and the cane was the skeleton of an umbrella. Yet he bowed to all in a ceremonious manner and was followed by a boy ready to take his orders. When the storyteller saw Anselmo in his suit, he was reminded of Senator Catron who had been very influential with the people up in the mountain. The storyteller remarked that it perhaps was one of his old Prince Alberts. Again, when Anselmo bowed, and slowly and carefully removed his hat and gloves, the storyteller was reminded of Charlie Chaplin who had come up with similar actions while portraying the character of a Janitor. In other words, the storyteller made indirect references to Anselmo’s majestic manner though his clothing and other accessories did not match the grandeur.

Question 2.
What is the external conflict in ‘Gentleman of Rio en Medio’?
Answer:
‘Gentleman of Rio en Medio’ makes subtle references to the question of external conflict. We see external factors impinging upon the internal happiness and tradition. The story makes it clear that even when no one is at fault, there might be conflict because of external factors. In the story we see that the Americans cannot understand the idea of the old man planting trees for all his descendants. They buy the trees from the descendants to avoid friction. Everything seems to have been amicably settled.

However, one cannot completely overlook certain other possibilities. Although there are no more references to the descendants, one point becomes apparent. The descendants have been attracted by money, which is the first sign of commercialisation. This can be taken as an indication of traditional values giving way to commercial factors.

Question 3.
“I did not sell the trees because I could not, they are not mine”. How did the old man support this statement?
Answer:
The lesson ‘Gentleman of Rio en Medio’ has a strange plot. Don Anselmo surprises the narrator, sellers and the readers with his refusal to take more money than what is mentioned in the contract for his property. Even when he is told that the surveyor had discovered that his property was almost double of what it was thought to be, he refuses to take more money.

If this strangeness is surprising, his stand on the trees in the orchard is even stranger. After selling the orchard to the Americans, he states that he has sold only the orchard, and not the trees in the orchard. He adds that even if he wanted, he wouldn’t be able to sell the trees as the trees didn’t belong to him. He adds that he had planted a tree each for the children of the village as and when they were born and hence they were the rightful inheritors of the trees. Although his logic is strange, we cannot question his integrity because we should remember that he had refused money earlier with equally strange logic.

Gentleman of Rio en Medio Summary in English

“Gentleman of Rio en Medio” was written by Juan A.A. Sedillo. This prose is based on the story of Author s actual legal case. Rio en Medio is a place in Santa Fe county, New Mexico, United States. The storyteller (author) as a lawyer and held public office.
The hero of the lesson was Don Anselmo. He was the most respectful old man of that village. He had a small house and orchard. r$F The storyteller was the mediator, between Don Anselmo and American people. The American people wanted to buy Don Anselmo’s property. But Don Anselmo was not in a hurry to sell his property. He was an old man and plenty of time. He lived in his ancestral land. He tilled the same land they had tilled. He had a small, unpleasant house. It was built in an old fashion. A small narrow stream was flowing throughout his land. A lot of trees were grown in his orchard and it was beautiful.

After much effort and negotiation of the storyteller, the Oldman agreed to sell his property. It took months of time. The oldman came to the office on the day of sale. He wore old, green faded coat. By looking the old man, author remembers the Senator Catron (Thomas Benton Catron, a senator from New Mexico, 1912-1917). had the great power to control the mountain people. The oldman’s coat was similar to Prince Alberts, that means old man was wearing his old, long, double-breasted coat. He wore old and tom gloves and his fingertips can be seen through them. He carried a cane, it was only the skeleton of a worn-out umbrella. Behind him, one of his relative boy was followed. The boy (young man) was dark and his eyes are like a gazelle, (large beautiful eyes of small deer).

The old man’s behaviour was completely different from others. He bowed to all the persons in the room and removed his hat and gloves. This action is similar to that of Charlie Chaplin’s action once he did it in a picture. Chaplin’s role was the Janitor in a bank. The old man gave his things to the boy and sat on a chair. The conversation was started about the rain and his faniily. The old man was very proud of his large family. Finally, the mediator came to the topic. The old man was agreed to sell his property for twelve hundred dollars in cash. The buyer got survey of the land and came to know that the land extended and it almost doubles, what they want to purchase and agreed before. So they were very good people and ready to pay twice the amount. They kept the money ready in front of the old man.
KSEEB SSLC Class 10 English Solutions Prose Chapter 3 Gentleman of Rio en Medio 1 - Copy

The old man thought for a moment and the story teller’s proposal made him insult, because he was a man of principles. He didn’t agree to take more money from them. Authoritatively he said that he is ready to sell his house aid land for twelve hundred dollars only. The storyteller argued but the old man was not ready to accept more money. Finally he signed the deed and took the money and went out as usual. A month later the buyers renovated the house and orchard, and they moved there to live, but the childen of the village were overrunning their property. They came everyday, played under the trees and built little fences and took flowers. Buyers warned them but they simply laughed and talked good naturedly in Spanish. This complaint came back to the office.

To solve the problem the story-teller sent a messenger to call Don Anselmo. It took a week to arrange the meeting. When the old man came, the problem was discussed. The storyteller asked the old man being the most respected man of the village, why couldn’t he stop the children from doing so. The buyers might enjoy their new home in peace. After hearing, Don Anselmo replied that he sold his property to them because they were good people, but he didn’t sell them the trees in the orchard. The story-teller tried to explain that generally if the land/orchard is sold the possession of the trees in that place is also to buyers.

The old man accepted the matter and continued that he is the oldest man in the village, everyone in the village were his relatives and all the children are nieces, nephews, and grandchildren. Every time a child has been bom in Rio en Medio, he had planted a tree for that child. The trees in that orchard are not his, that belong to the children of the village. So he had no right to sell and he didn’t sell it. Legally the buyers owned the trees but the old man was so generous and he refused to accept the fortune form him. Afterwards, the buyers bought all the trees individually from the descendants of Don Anselmo. It took most of the following winter.

Gentleman of Rio en Medio Summary in Kannada

Gentleman of Rio en Medio Summary in Kannada 1
Gentleman of Rio en Medio Summary in Kannada 2
Gentleman of Rio en Medio Summary in Kannada 3
Gentleman of Rio en Medio Summary in Kannada 4
Gentleman of Rio en Medio Summary in Kannada 5

Hope all the information given regarding Karnataka Class 10 English Solutions Prose Chapter 3 Gentleman of Rio en Medio will help you to get good knowledge. For any queries, you can contact us and clear your doubts. Connect with us using the comment section. Also, we love your feedback and review. Get your Chapter Wise Karnataka Secondary Education Examination Board Class 10 Textbook Solutions for English PDF start learning for the exam.

Karnataka Class 10 English Solutions Poem Chapter 7 The Stolen Boat

Every chapter available in the KSEEB SSLC Class 10 English Solutions subject is explained clearly in an easy way. Learn the depth concept by referring to the Chapter wise The Stolen Boat Questions and Answers Pdf, Notes, Summary Class 10 English Karnataka State Board Solutions. Have a look at every topic and get the complete knowledge on the English subject. Just refer to Karnataka Class 10 English Poem Chapter 7 The Stolen Boat pdf and have a grip on the total subject.

The Stolen Boat Poem Questions and Answers, Notes, Summary

I believe that the best book is like a best friend to know the complete world by sitting in one place. When you have the best book you have many options to get great knowledge. Selecting the best book will lead to reaching your goal. Students who are looking for the best book to learn English can use Karnataka Board Solutions for Class 10 English Chapter 7 The Stolen Boat. Immediately start your learning with Karnataka Board Class 10 English Solutions Pdf.

Comprehension Questions

I. Answer briefly the following questions.

The Stolen Boat Notes KSEEB Solution Class 10 Question 1.
Who does ‘her’ in the first line refer to?
Answer:
The cool summer breeze.

Stolen Boat Notes KSEEB Solution Class 10 Question 2.
Where was the boat moored?
Answer:
Inside a rocky cave, tied to a willow tree.

The Stolen Boat KSEEB Solution Class 10 Question 3.
What does ‘home’ in line 3 refer to?
Answer:
The place where the boat was usually moored.

The Stolen Boat Questions And Answers KSEEB Solution Class 10 Question 4.
What does ‘her’ in line 4 refer to?
Answer:
The boat

The Stolen Boat Poem KSEEB Solution Class 10 Question 5.
Why does the poet use words like ‘home’ and ‘her’ while talking about the inanimate boat?
Answer:
The attraction of the boat to the boy is so much that it acquires a human presence in his mind.

The Stolen Boat Summary Class 10 KSEEB Solution Question 6.
What stealthy act does the boy commit?
Answer:
The boy takes away the boat without the permission of the owner of the boat.

The Stolen Boat Poem Notes KSEEB Solution Class 10 Question 7.
What sound is captured in lines 6 and 7?
Answer:
Mountain-echoes of the sound of the oars splashing in the water.

Stolen Boat KSEEB Solution Class 10 Question 8.
What visual picture is created in lines 8 to 10?
Answer:
The picture is of small ripples caused in the water by the moving oars, and their fading away to leave only a long stretch of reflected moonlight in the water in the wake of the boat.

The Poem Stolen Boat Is A KSEEB Solution Class 10 Question 9.
What does ‘they’ in line 10 refer to?
Answer:
The small ripples in the water.

KSEEB Solution For Class 10 English The Stolen Boat Question 10.
How many peaks are mentioned in the poem? Which one is bigger?
Answer:
Two peaks are mentioned: The first one is a craggy ridge, the one the boy wanted to reach; the second one is a black and huge peak which looms suddenly in front of him.

Question 11.
a) What is the boat compared to in line 19 and 20?
Answer:
A swan gliding smoothly in the water.

b) The purpose of the comparison is
a. to highlight the beauty and grace of the swan
b. to highlight the beauty and grace of the boat
c. to highlight the graceful movement of the boat
Answer:
(c) to highlight the graceful movement of the boat.

Question 12.
In the expression ‘troubled pleasure’ (line 6).
a) What pleasurable experience of the narrator does ‘pleasure’ refer to?
Answer:
Taking the boat away all by himself.

b) The narrator’s pleasure is ‘troubled’ because
a. his conscience pricks him on his stealthy act
b. the pleasure is short-lived
c. he is scared of his stealthy act being found out
Answer:
(a) his conscience pricks him on his stealthy act-

Question 13.
Read carefully lines 21 to 26
b) Pick out the details of the peak that appears fearful to the boy
Answer:
Rising from behind the craggy ridge all of a sudden; Being black and huge in size; Went on growing in size till it towered between the boy and the stars; Seemed to be coming after the boy with a measured step.

c)The lines refer to the movement of the peak. Is it real or imagined by the boy?
Answer:
It is the imagination of the boy who is already feeling guilty about his act of stealing the boat.

d) In the boy’s imagination, the movement is
a. threatening and menacing
b. lively and graceful
c. friendly and inviting
Answer:
(a) threatening and menacing.

Question 14.
a) In the phrase “trembling oars”, who is trembling?
Answer:
The boy is trembling.

b) Name the figure of speech in this expression.
Answer:
The figure of speech used here is “Transferred Epithet”.

c) The boy is trembling because of
a. He is frightened by the ‘approaching’ peak
b. Of his guilty conscience
c Of cold
Answer:
(a) He is frightened by the ‘approaching’ peak.

Question 15.
The episode of the stolen boat ends with the boy leaving the boat back in its mooring place (line 32). The remaining lines of the poem (lines 33 to 44) deal with
a. the lasting memory of the actual experience
b. details not connected with the actual experience
c. the mysterious shapes and images haunting him
Answer:
(c) the mysterious shapes and images haunting him.

Question 16.
Wordsworth defined poetry as “emotion recollected in tranquility”. What dominant emotion of the boat experience is recollected by the poet?
Answer:
Fear caused by the sight of the huge, black peak.

Question 17.
Many days after the stolen boat experience, the narrator was haunted by a mysterious presence within him. Pick out details of this mysterious presence from lines 37 to 44.
Answer:
After the experience, there hung over the boy’s thoughts darkness which can be called solitude or blank desertion. There were no familiar shapes or pleasant images of trees, sea or sky. There were just huge and mighty forms that do not live like living men. These forms moved slowly through his mind by day and troubled him in his dreams.

II. Close Study

Read the following extracts carefully. Discuss in pairs and then write the answers to questions given below them.

Question 1.
She was an elfin pinnace

  1. What does ‘she’ refer to?
  2. What is the figure of speech used here?
  3. What does ‘elfin’ mean?
  4. What is the figure of speech used in ‘elfin pinnace’?
  5. What quality in the movement of the boat is highlighted in the comparison?

Answers:

  1. The little boat.
  2. Personification.
  3. Very small in size.
  4. Metaphor.
  5. The smooth, pleasant and light movement of the boat.

Question 2.
With trembling oars, I turned, And through the silent water stole my way Back to the covert of the willow tree.

  1. What is the figure of speech used in the first line?
  2. What made the boy tremble?
  3. What does the boy want to do with the boat?

Answers:

  1. Transferred Epithet.
  2. The sudden presence of the huge, black peak which seemed to move with a measured step towards him.
  3. The boy wanted to take the boat to a craggy ridge.

III. Paragraph Writing

Discuss in groups of 4 each the answers to the following questions. Note down the important points for each question and then develop the points into one paragraph answers.

Question 1.
Why did Wordsworth say that his moving the boat is an act of stealth? Why was he guilty of his act?
Answer:
Probably because the boy was very young, he was not allowed to row it on his own, or probably the owner of the boat did not like anyone touching his boat. Here the boy does not inform the owner or take his permission to use the boat. Hence Wordsworth says that the boy’s moving of the boat is an act of stealth. It was an act of stealing and his joy and thrill of adventure were troubled by a sense of guilt.

Question 2.
Describe the effect that the spectacle of the peak had on the poet’s mind.
Answer:
The poet wanted to take the boat near a craggy ridge, but the sudden appearance of the huge, black peak unnerved him. The more he rowed the boat, the bigger the peak seemed to become in front of him. Soon it seemed to move with a measured step like a living being towards the poet. This made the poet turn back towards the rocky cave.

Question 3.
To Wordsworth, nature was a living presence. Pick out any 5 details from the poem to support this.
Answer:
‘One summer evening’; ‘small circles glittering idly in the moon’; ‘she was an elfin pinnace’; ‘my boat went heaving through the water like a swan’; ……… a huge peak, black and huge, as if with voluntary power instinct, upreared its head.’

The Stolen Boat Poem Summary in English

The cool summer evening provokes the boy to engage in some mischief. He decides to release a moored boat and take it away on the 1 sea all by himself.

Everything around is still, and the sound of the splash of the oars seem to echo the loud heart-beats of the boy. He is feeling guilty for having taken the boat in a stealthy manner.

There is pale moonlight and it is reflected beautifully in the water. The boat sails smoothly like a swan.

The boy wants to take the boat to a craggy rock. As he nears it, there seems to arise behind the craggy rock a huge peak, black and menacing. As the boy grows closer to it, it seems to grow bigger and bigger. Very soon, it seems to be walking towards the boy in a threatening manner.

The boy gets terrified and immediately turns back. In a great hurry, he goes back to the cave and moors the boat.

For many days after, day and night, he is hunted by the ‘huge’ peak which seems to be moving towards him.

The Stolen Boat Poem Summary in Kannada

The Stolen Boat Poem Summary in Kannada 1
The Stolen Boat Poem Summary in Kannada 2

Hope all the information given regarding Karnataka Class 10 English Chapter 7 The Stolen Boat will help you to get good knowledge. For any queries, you can contact us and clear your doubts. Connect with us using the comment section. Also, we love your feedback and review. Get your Chapter Wise Karnataka Secondary Education Examination Board Class 10 Textbook Solutions for English PDF start learning for the exam.

Karnataka Class 10 English Solutions Poetry Chapter 1 Grandma Climbs a Tree

Every chapter available in the KSEEB SSLC Class 10 English Solutions subject is explained clearly in an easy way. Learn the depth concept by referring to the Chapter wise Grandma Climbs a Tree Questions and Answers Pdf, Notes, Summary Class 10 English Karnataka State Board Solutions. Have a look at every topic and get the complete knowledge on the English subject. Just refer to Karnataka Class 10 English Solutions Poetry Chapter 1 Grandma Climbs a Tree pdf and have a grip on the total subject.

Grandma Climbs a Tree Poem Questions and Answers, Notes, Summary

I believe that the best book is like a best friend to know the complete world by sitting in one place. When you have the best book you have many options to get great knowledge. Selecting the best book will lead to reaching your goal. Students who are looking for the best book to learn English can use Karnataka Board Solutions for Class 10 English Chapter 1 Grandma Climbs a Tree. Immediately start your learning with Karnataka Board Class 10 English Solutions Pdf.

Grandma Climbs A Tree KSEEB Solutions Question 1.
The speaker in the poem does not call his grandmother ‘childish’, what else was she according to him? Why does he consider her to be so? (line 1-4)
Answer:
The speaker in the poem does not call his grandmother ‘childish’. According to him, she was ‘genius’ because she could climb a tree whether the tree was high or big and spreading. She was skilful and she can climb it very quickly. She could climb the tree tired less even at the age of sixty-two. She had this gift and enjoying it though it was unusual. So the speaker considered her to be a genius.

Grandma Climbs A Tree Notes KSEEB Solutions Question 2.
Grandma had been in the habit of climbing trees for a very long period. Identify the lines that suggest this. “Ever since childhood, she’d had this.
Answer:
gift”…. this line suggests that the grandma had been in the habit of climbing trees for a very long period.

Grandma Climbs A Tree Summary KSEEB Solutions Question 3.
Look at line 7 and 8 ‘She would be told ’ who do you think would tell her so?
Answer:
I think that the well-wishers, family members or neighbours would tell her so.

Grandma Climbs A Tree Summary In English Pdf KSEEB Solutions Question 4.
Do you find anything odd in the reply given by the grandma? If so, why do you think it is odd? (line 10-11)
Answer:
We can’t say that grandma’s reply is odd. We can instead say that her reply shows her bohemian (having irregular habits and showing disregard for social conventions) spirit. She boldly declares that if climbing trees in old age is considered disgraceful, she would choose to be disgraceful. Her reply shows her freedom of spirit.

Grandma Climbs A Tree Questions And Answers KSEEB Solutions Question 5.
Others had feared that granny would fall from a tree one day or the other. Did this happen? Or did something else happen? (line 15-18)
Answer:
Yes, it had happened. One day when others were in town she had a terrible fall. But the effect of this was the opposite. Instead of fearing, the grandma climbed the tree and made up her mind that she wouldn’t come down.

Grandma Climbs A Tree Question Answer KSEEB Solutions Question 6.
What had the doctor recommended? What was the reaction of the kids to this advice?
Answer:
The doctor recommended her to stay on the bed for a week. The kids sighed with relief and tucked her-up well to the bed, it means the kids looked after her and wished that she would stay in bed and be out of trouble.

Grandma Climbs A Tree Questions And Answers Pdf Question 7.
Quote the lines which suggest how wholeheartedly granny enjoyed climbing a tree.
Answer:
The lines which suggest that Granny wholeheartedly enjoyed climbing a tree were as follows:

  • “When last the climbed a tree she was sixty- two”.
  • “For being happier in a tree than in a lift”
  • “She climbed a tree and couldn’t come down”.

Grandma Climbs A Tree Poem KSEEB Solutions Question 8.
‘My dad knew his duties’. What did he think his duty was?
Answer:
The speaker’s dad knew his duties mean he agreed to fulfill his mother’s desire immediately because he was obedient and loved his mother.

KSEEB Solutions For Class 10 English Grandma Climbs A Tree Question 9.
Look at the picture given below the title. Quote the lines that might have guided the artist to draw.
Answer:
The lines that might have guided the artist to draw are “Made her a tree-house with windows and a door.
KSEEB SSLC Class 10 English Solutions Poetry Chapter 1 Grandma Climbs a Tree 3
“So granny moved up …………………”
“She sits there in state ………………. upholding her right to reside in a tree.”

Grandma Climbs A Tree Pdf KSEEB Solutions Question 2.
‘Growing old gracefully’ is an expression used in the poem. Discuss with your partner whether what the grandma was doing was graceful or otherwise.
Answer:
What is being graceful and what is not being graceful is subjective. According to traditional ideas, girls are supposed to be graceful and they are not supposed to climb trees in a manly or disgraceful manner. But, these ideas needn’t be taken as the ultimate truth. Grandma did what her heart prompted her to do and while doing what she did, she did not hurt anyone. So, we will not be fair in our judgment of her action if we consider it disgraceful.

Grandma Climbs A Tree Poem Pdf KSEEB Solutions Question 3.
Both the narrator (speaker in the poem) and his father were very considerate towards Grandma. Substantiate the statement with textual support.
Answer:
The narrator admires his grandma and calls her a genius. When she boldly chooses to be disgraceful, he readily supports her. When the doctor advises rest for grandma, he lovingly tucks her up in bed. However, he feels sorry for the grandma as he knows that being confined to bed is torture for grandma. All these details show how much the narrator loves his grandma. His father too is equally considerate. When grandma demands a house on the treetop, he readily agrees and builds one on the treetop with the help of his son. After the house is built, every day, the narrator climbs the tree to give Grandma company over a glass of sherry.

B. Rhyming Words

Question 1. Have a close look at the rhyme- scheme. Write at least 5 pairs of rhyming words. e.g. said – bed.
Answer:
1) gift – lift
2) told – old
3) agree – tree
4) ail – fall
5) right – tonight

Grandma Climbs A Tree Summary KSEEB Question 2.
“It was like a brief season”. Name the figure of speech in the sentence. What are the two things compared? Explain.
Answer:
The figure of speech is a simile. The granny was confined in her bedroom and tucked up to her bed was compared as a brief season in hell.

Grandma Climbs A Tree Poem Questions And Answers Question 3.
‘For being happier in a tree than in a lift’. What is suggested through this line? Exchange your views with your partner.
Answer:
Here the poet suggested or explained that the granny enjoyed to sit in a tree and she felt very uncomfortable and sad if she were in life.

Grandma Climbs A Tree Summary In Kannada Question 4.
“There was not a tree, she hadn’t been up’ is an expression. Rewrite the above sentence without using ‘not’ (note: the meaning should be the same) Give some more examples from outside the text to illustrate the effective use of double negatives.
Answer:
There were no trees left, that grandma hadn’t climbed.

Grandma Climbs a Tree Additional Questions and Answers

Multiple Choice Questions

KSEEB Solutions For Class 10 English Question 1.
Grandma Climbs a Tree is a poem written by
a) Ruskin Bond
b) Joyce Armor
c) R.K. Narayan
d) T.R Kailasam
Answer:
a) Ruskin Bond

Grandma Climbs A Tree Notes Pdf KSEEB Solutions Question 2.
Ruskin Bond is an
a) Englishman
b) Author
c) Indian poet
d) English
Answer:
c) Indian poet

Grandma Climbs A Tree KSEEB Solutions Question 3.
Grandma was a genius because
a) She was skillful
b) She could climb a tree
c) She was good
d) She loved trees
Answer:
b) She could climb a tree

10th English Grandma Climbs A Tree Notes KSEEB Solutions Question 4.
in a trice means
a) Three times
b) try very hard
c) three colors
d) very quickly
Answer:
d) very quickly

Question 5.
Grandma Climbed a tree last time when she was
a) Sixty-two
b) Childhood
c) Six years old
d) last year
Answer:
a) Sixty-two

Question 6.
Usually climbing trees should stop when one
a) grew taller
b) grew old
c) grew stronger
d) grew weak
Answer:
b) grew old

Question 7.
For in all the garden there wasn’t ______
a) a house
b) a pool
c) a tree
d) a swing
Answer:
c) a tree

Question 8.
She learned to climb a tree from
a) a trainee
b) a coach
c) a father
d) a loving brother
Answer:
d) a loving brother

Question 9.
One day she’d have
a) a terrible fall
b) a fear
c) a fruit
d) a call
Answer:
a) a terrible fall

Question 10.
The doctor strongly recommended
a) a quiet relief
b) a quiet medicine
c) a quiet diet
d) a quiet week in bed.
Answer:
d) a quiet week in bed.

Question 11.
Grandma wanted a house
a) in a treetop
b) on the ground
c) besides the river
d) at the seashore
Answer:
a) in a treetop

Question 12.
She called for
a) her mother
b) her brother
c) her father
d) her son
Answer:
d) her son

Question 13.
The opposite of gracefully
a) graceless
b) disgracefully
c) grace
d) not gracefully
Answer:
b) disgracefully

Question 14.
Grandma learned to climb the tree when she was
a) ten
b) child
c)six
d) sixty-two
Answer:
d) sixty-two

II. Match the following :

KSEEB SSLC Class 10 English Solutions Poetry Chapter 1 Grandma Climbs a Tree 1
Answer:
1 – c
2 – a
3 – g
4 – b
5 – f
6 – d

Answer the following questions in a word or a sentence each:

Question 1.
Why does the poet consider his grandmother a genius?
Answer:
The poet considers his grandmother a genius because she could climb any tree however tall or wide even at the age of sixty-two.

Question 2.
How old was a grandmother when she last climbed a tree?
Answer:
Sixty-two.

Question 3.
From whom did grandmother learn climbing trees?
Answer:
Grandmother learned climbing trees from her brother.

Question 4.
What was the outcome expected of grandma climbing trees?
Answer:
It was expected that one day grandma would have a terrible fall.

Question 5.
What is grandma’s confinement to her bedroom compared to?
Answer:
Grandma’s confinement to her bedroom for a week is compared to a brief season in hell.

Question 6.
What did grandmother demand from the poet’s father?
OR
What did grandma ask for as soon as she was better?
Answer:
She demanded a treetop house.

Question 7.
What does the poet call his grandmother?
Answer:
The poet calls his grandmother a genius.

Answer the following questions in 2-3 sentences each:

Question 1.
A genius is someone with exceptional ability. What was grandma’s ability? What was exceptional about it?
Answer:
Grandma’s special ability was her passion for climbing trees. What was surprising was that she could climb any tree however tall or wide.

Question 2.
Why did her family worry about her tree-climbing when she was growing old?
Answer:
Naturally, the members of the family were worried about the well-being of Grandma. They were worried that she would fall and get hurt. But strangely, it was not the problem of falling. It was a stranger. Grandma, who had climbed a tree, was hot able to come down and had to be rescued by others.

Question 3.
What kind of trees could grandma climb?
Answer:
Grandma could climb all kinds of trees. Even if the tree had grown to be huge with its branches spreading wide or high, grandma could climb the tree quickly.

Question 4.
‘The outcome was different’. What was the outcome? What was it different from and in what way? What was the immediate result of that outcome?
Answer:
The family members were worried that one day grandma would have a terrible fall. But the outcome was different. She climbed a tree one day and couldn’t come down. The immediate result of this was that the doctor recommended a quiet week in bed for grandma.

Question 5.
What was unusual in the reply given by the grandma?
Answer:
Grandma was very childish in her reply. She said that she would grow old disgracefully.

Question 6.
The speaker in the poem does not call his grandmother ‘childish’. What else was she, according to him? Why does he consider her to be so?
Answer:
The speaker does not call his grandma childish. He calls her a genius because he admires her ability to climb trees of all sizes. He can understand her passion for climbing trees and does not consider it disgraceful.

Question 7.
What qualities of grandma do you appreciate?
Answer:
The grandma’s ability to live life according to the dictates of her heart is appreciable. She was totally unconventional in her approach to life and didn’t go by what society considered right or wrong. She was a genius in climbing trees and had climbed a tree when she was sixty-two.

Answer the following questions in 8-10 sentences:

Question 1.
Write in your own words the substance of the poem ‘Grandma Climbs a Tree’.
Answer:
Refer to the summary.

Question 2.
What qualities of grandma do you appreciate?
Answer:
Ruskin Bond projects his grandma as a feisty old lady, who could easily give the youngsters a run for their money. She followed the dictates of her heart and was unconventional in her ways. She was the happiest on the trees and even at the age of 62 climbed them. It is clear that she did not want to go to her grave with any of her desires unfulfilled. She should be taken as a model by us because quite often we don’t know what would give us happiness, and some other time even if we know, we lack either the conviction or the confidence to pursue our dreams.

Grandma is a metaphor for free will, and through her projection, Ruskin Bond breaks the myth that women and old people cannot climb trees. Here we have a fiery old woman not only climbing trees but also literally living on trees in great style.

Read the following extracts and answer the questions given below them:

Question 1.
“The outcome was different.”
a) The ‘outcome3 of what is being referred to here?
b) What was the outcome expected?
c) What was the outcome that occurred?
Answer:
a) The outcome of grandmother climbing a tree is being referred to here.
b) It was expected that one day she would have a terrible fall. But things turned out different.
c) She climbed a tree one day, and couldn’t come down.

Question 2.
My grandmother was a genius.
a) Whose grandmother is considered a genius?
b) Why does the poet consider her a genius?
c) How old was she when she last climbed a tree?
Answer:
a) The poet Ruskin Bond’s grandmother is considered a genius.
b) The poet calls her a genius because she could climb all kinds of trees, whether tall or wide, swiftly.
c) She was sixty-two when she last climbed a tree.

Question 3.
For her, it was like a brief season in hell.
Confined to her bedroom, while every breeze Whispered of summer and dancing leaves.
a) What was like a brief season in hell?
b) Why was grandma confined to her bed?
c) Explain the two things compared here. What is the figure of speech?
Answer:
a) Being confined to bed for a week was like a brief season in hell for grandma.
b) Grandma climbed a tree one day and couldn’t come down. After she was rescued, the doctor took her temperature and recommended a quiet week in bed.
c) Granny’s forced rest on bed, without being allowed to go out and climb a tree is compared to a short stay in hell. It would be so torturous for granny that it is being compared with the unpleasantness of hell. The figure of speech is single.

Question 4.
She sat up and said, “I’ll lie here no longer”.
a) Who does T refer to?
b) Why was the speaker forced to lie down?
c) Why didn’t she want to lie there no longer?
Answer:
a) ‘I’ refers to grandma.
b) Grandma, after having climbed a tree, was unable to climb down. After she was rescued, the doctor took granny’s temperature and strongly recommended her a quiet week in bed.
c) She had resisted the temptation to climb trees for a week and could no longer do so.

Question 5.
“I’ll start work tonight”.
a) Who planned to start the work?
b) What was the work?
c) Why was he doing it?
Answer:
a) The poet’s father.
b) The work was to build a house in a treetop.
c) He wanted to do it to fulfill his mother’s wish to live on a tree.

Grandma Climbs a Tree Poem Summary in English

“Grandma Climbs a Tree ” is a poem written by Ruskin Bond. The Indian council has recognized him as the pioneer of the growth of children’s literature in India. He has written more than 30 books for children. In this poem, we can see Bond’s great ability to enjoy unusual events and activities. Commonly unusual things are seeds for Humour. Climbing a tree by grandma is one of the unusual anecdotes. This is the poem, as the title suggests, how an old woman keeps the childish habits and desires. The speaker here explained his grandma’s habit. He called her genius because she could climb a tree in that old age. The tree may be high or spreading, she would have to climb.
KSEEB SSLC Class 10 English Solutions Poetry Chapter 1 Grandma Climbs a Tree 2

Even at the age of 62, she climbed a tree, she had the capacity of climbing the tree very quickly. She has this skill. She is fond of climbing a tree since her childhood. She had this gift and enjoying a lot. She feels happy to climb a tree. She had more pleasure in a tree than in a lift. As years went on and grandma became old and her well-wishers suggest that she must stop trees. Whenever the people grow old they can give up children’s deeds and lead graceful life. Grandma laughed and said that she will grow disgracefully, what is in that but she can assure that she can do it better.

Others would agree to her. What can she do in a better way? Luckily there was no tree in their garden. Grandma learned to climb a tree from her loving brother when she was six years. All old people feared that if she ‘tree, one day or the other, some danger would happen to her. This is the fear of her beloveds. Once the family members were out of town, grandma had a terrible fall. How did it happen? Don’t know. But the result was (utterly) completely different. Instead of “a threat, she climbed a tree and could not come down.

After the rescue, the Doctor suggested that she had to take complete bed rest for one week. There was no major harm to her. Family members sighed with relief. When grandma was on the bed, it was like a little hell. Her bedroom is like a prison and she felt that she is imprisoned in her room. During her rest period when she was in her room she can feel the breeze and whisper of dancing leaves in the summer.

Grandma.peacefully waited till she became stronger, afterwards, she said to her son that she could not lie on the bed any longer and without hesitating, she ordered that she wanted a house on the treetop. Her son was obedient to his mother and obeyed her order. Immediately he started the work with the help of his son who was an expert. They finished their work and made her a little, beautiful house on the treetop. The house had windows and a door. After that grandma lived in that house and her grandson could climb the tree every day to give glasses and tray. The grandson supplied food and wine to her. She sits there and eats and drinks with her grandson, like this she can claim her right to live on a tree.

Grandma Climbs a Tree Poem Summary in Kannada

Grandma Climbs a Tree Poem Summary in Kannada 1
Grandma Climbs a Tree Poem Summary in Kannada 2
Grandma Climbs a Tree Poem Summary in Kannada 3

Hope all the information given regarding Karnataka Class 10 English Solutions Chapter 1 Grandma Climbs a Tree will help you to get good knowledge. For any queries, you can contact us and clear your doubts. Connect with us using the comment section. Also, we love your feedback and review. Get your Chapter Wise Karnataka Secondary Education Examination Board Class 10 Textbook Solutions for English PDF start learning for the exam.

Karnataka Class 10 English Solutions Prose Chapter 5 The Concert

Every chapter available in the KSEEB SSLC Class 10 English Solutions subject is explained clearly in an easy way. Learn the depth concept by referring to the Chapter wise The Concert Questions and Answers Pdf, Notes, Summary Class 10 English Karnataka State Board Solutions. Have a look at every topic and get the complete knowledge on the English subject. Just refer to Karnataka Class 10 English Solutions Prose Chapter 5 The Concert pdf and have a grip on the total subject.

The Concert Questions and Answers, Notes, Summary

I believe that the best book is like a best friend to know the complete world by sitting in one place. When you have the best book you have many options to get great knowledge. Selecting the best book will lead to reaching your goal. Students who are looking for the best book to learn English can use Karnataka Board Solutions for Class 10 English Chapter 5 The Concert. Immediately start your learning with Karnataka Board Class 10 English Solutions Pdf.

The Concert Notes Question 1.
Which word in the first paragraph describes the manner of the girl when she saw the newspaper?
Answer:
‘excitedly’

The Concert Lesson Questions And Answers Question 2.
do you think the mother cautioned the girl?
Answer:
Mother cautioned the girl because her son was suffering from cancer. He was in the last stage of his life. His body was very weak and he needed sleep and complete rest. In addition to that, he was also fond of music especially Sitar. If he heard the news, it would disturb him.

The Concert Lesson Question 3.
‘We mustn’t miss the chance’,
a) What chance did the boy not like to miss? Why? Do you think the boy would get a chance in the future?
Answer:
The chance that the boy wouldn’t like to miss is listening to Pandit Ravi Shankar’s Sitar recital. The boy had always wanted to hear and see Pandit Ravi Shankar, but had never got the chance. We do not know whether the boy would get the chance to hear Ravi Shankar again. We cannot look into the future and say what would happen in the future. The boy may or may not get the chance.

The Concert Lesson Notes Pdf Question 4.
Imagine you were the mother of the boy; would you have reacted differently in the situation? If so, how?
Answer:
Generally, Anant’s mother reacted correctly. If we think differently, we should make some special arrangements for him and give him an opportunity to listen and see Pandit  Ravishankar. Because it was his great desire and our duty is to fulfill.

The Concert Lesson 10th Class Notes Question 5.
Read the third paragraph. He raised himself up without any help. The mother murmured with ‘a catch in her throat’ on seeing him. What does this suggest about the condition of the boy? Read the fourth Paragraph and answer.
Answer:
It is clear that the boy suffers from some serious illness and has been bedridden. The fact that the mother is emotionally moved to see that the boy raised himself without any help suggests that the boy was dependent on others for physical activities.

Share your Responses :

The Concert Lesson Notes Question 1.
For a moment, Smita had forgotten something. What was it?
Answer:
Smith, a moment had forgotten that her brother was very ill.

The Concert Notes 10th Class Question 2.
In what way was truly frightening to Smita?
Answer:
Smita had known that Anant was going to die. The word cancer had hung in the air, her brother was dying of cancer. This truth was frightening Smita.

The Concert Lesson 10th Class In English Question 3.
Do you consider Anant a talented boy? Justify with support from the text.
Answer:
According to the text, Anant was a talented boy. At the beginning of his music career, he was able to compose his own times. His gum was also astonished means he was really talented. In addition to that, he was the best player in Table-Tennis and the fastest runner in his school.

10th English The Concert Notes Question 4.
‘They had come with high hopes’.
a. What were their ‘ high hopes’?
b. Do you think their hopes would be fulfilled? Support your answer.
c. Doctors said something to the parents. Were those words of hope or words of despair (para.6)
d. ‘They did not voice their fears’. Who does the word ‘they stand for?
i) doctors
ii) friends
iii) family members, (choose the right answer). (Para.6)
Answer:
a) They had come with hopes in the miracles of modern science. They hoped that Anant would be cured in the hospital and bounce back to normal life, and even take part in the table tennis tournament.

b) If we were to go by the medical records, we have to say that their hopes wouldn’t be fulfilled because doctors had given up their hope of curing the boy. They had asked the parents to take the boy home as they were under the impression that no treatment would help the boy. However, we cannot rule out the possibilities of a miraculous recovery which might fulfill the hopes of the parents.

c) The doctors told the parents to take the boy home and give him all that he liked. These are certainly words of despair because the doctors will come up with such advice only when they know that the patient cannot be cured and it is better to indulge him and make him happy rather than follow a strict regimen.

d) iii) family members.

The Concert Lesson Extracts Question 5.
‘Her eyes filled with tears’. Were they tears of happiness or sorrow ? Give reasons.
Answer:
They are definitely tears of sorrow. When her brother says that the opportunity of hearing Pandit Ravi Shankar is the chance of a lifetime it’s ironic because the boy is not left with much of his lifetime. The sister who knows that the days of her brother are numbered cannot overcome her sorrow and her eyes are filled with tears.

The Concert Lesson 10th Class Question 6.
‘Suddenly a daring thought came to her’. Can you guess what thought Smita had?
Answer:
The daring thought must be to fulfill the desire of her brother of listening to Pandit Ravi Shankar. The sister must have decided to give her brother what the brother thought was the chance of a lifetime. How exactly she planned to do it is not known to the readers at this point in time.

Share your Responses :

The Concert English Lesson Question 1.
The word ‘gasp’, according to the dictionary, suggests – surprise or pain. Which meaning is relevant in this context? (Para.10)
Answer:
The meaning of the ‘gasp’ in this context is a pain.

The Concert 10th Lesson Question 2.
As Smita sat listening to the music, she was spellbound. But all the while, her mind was echoing something else. What was that?
Answer:
As Smita sat listening to the music, she was spellbound. But all the while, her mind was echoing the plan she had decided on the evening remained firmly in her mind.

Concert Lesson Question 3.
Why does the writer use the word ‘wriggled’ to describe Smita’s movement?
Answer:
There was a great crowd and she was more anxious. Her heartbeat was loud and she felt her knees were weak. So she cannot walk straight but she moved in a wriggled way.

The Concert By Shanta Rameshwar Rao Summary Question 4.
Smita’s nervousness is suggested by the phrase ‘her heart beating loudly’ in paragraph 12. Identify two more phrases that describe a similar state in the next paragraph.
Answer:
The two more phrases that describe Smita’s nervousness are
(i) her knees felt weak
(ii) her tongue dried.

The Concert Lesson By Shanta Rameshwar Rao Question 5.
Did Smita tell what she had in her mind to the musicians? Who responded to her request immediately. What was the response?
Answer:
Yes, Smita told completely what she had in her mind to the musicians were Immediately Ustad Allah Rakha responded to her request. The response was the next morning they would perform for the boy (her brother).

The Concert Story Question 6.
Do you think the response of the artists was unusual? If not, why?
Answer:
Yes, the response of the artists was unusual. Generally, great artists are always busy and they had no time to listen or attend these types of requests. But his was a special case and these artists were very generous, they showed their humanity. Really it was appreciable.

10th English Lesson The Concert Question 7.
The neighbours could not believe their eyes. Why do you think they felt like this?
Answer:
The neighbours could not believe their eyes, because Pandit Ravi Shankar was very famous artist and very busy. It was very difficult to take his call-sheet. How cbffid they believe such a great person could come to this poor dwelling and gave a concert.

KSEEB Class 10 English Solutions Question 8.
Read the last paragraph, which very effectively but briefly describes the end. Exchange your feedings with your partner.
Answer:
The last paragraph evokes in the readers a mixed response. On the one hand it’s heartening to know that the wish of the ailing boy is fulfilled. On the other, it’s heartbreaking to know that the boy died while listening to his favourite Sitar music. However, Smita, her parents, the musicians and all the dear ones of the boy would have moments of satisfaction of fulfilling what can be termed the last desire of the boy.

The Concert Lesson Summary Question 9.
Can you say that the concert was entertaining to Smita? Justify your answer.
Answer:
Yes, it was more than entertaining for Smita because when she listened to the music, it was as if the gates of enchantment and wonder were opening. She had listened to music in a spellbound state. However, we cannot forget the fact that one part of her kept remembering the wish of her brother and the anxiety of not knowing whether the maestro would agree to come and play for the boy must have been agonising for Smita.

The Concert Lesson Summary In Kannada Question 10.
Smita was nervous as she stood before the wizard. Which sentence suggests this?
Answer:
Smita was nervous as she stood before the wizard. This suggests in the following sen¬tences.
i) her heart beating loudly.
ii) her knees felt weak.
iii) her tongue dry.

Question 11.
Did Pandit Ravi Shankar and Ustad Allah Rakha perform in the boy’s house? Do you think this was an unusual incident? If yes, give reasons.
Answer:
Yes, it was certainly an unusual incident. We do not expect such distinguished artistes to give private performances. In fact, getting their dates even for public performances is an uphill task. Moreover, Smita’s family is not an influential or wealthy family. Aunt Sushila’s apartment was a small one. All these reasons make the incident extraordinary.

Think About The Text

Question 1.
Do you like the story? Why? I like/don’t like, because…..(One reason . is given. You may give as many other reasons as you like)
Answer:
I like this story because
a) This is a story about music.
b) This is a real story.
c) This story has a good feel.
d) This is a story about a great person.
e) This story emphasizes the humanity and kindness.
f) This story shows compassion.

Question 2.
In your opinion, which words in the list below describe Anant’s character or state? Write Yes/No in the space given. [Refer to a dictionary for the words that you are not sure of]
The boy is ……..
a. energetic No
b. robust No
c. aesthetic Yes
d. imaginative No
e. confident Yes

Question 3.
Look at the following phrases in the lesson. They are description Categorise them in columns ‘A’ and ‘B’ appropriately, {spellbound; unfolding the gates of enchant¬ment; plaintive notes; fast twinkling ones’ first notes; wonder; dream; unfolding ragas}.
Answer:
The Concert Lesson Questions And Answers

Question 4.
Ustad Sahib and Pandit Ravi Shankar agreed to perform for the boy. What made them agree to do so? What would have you done if you were the musician?
Answer:
Ustad Sahib and Pandit Ravi Shankar agreed to perform for the boy. The boy was in the last stage of his life. His last desire was this. And he was not able to come and attend the concert. Because of his pitiable condition, they agreed to do so. Whoever may be in that situation not only I, everyone should do the same.

Question 5.
What arrangement would you make if Pandit Ravi Shankar and Allah Rakha were coming to your house? [You may include in your answer such arrangements. one example is given. Think of others and write them in the bubbles]. Note: Answer need not be the same for all.
Answer:
The Concert Lesson Summary

Question 6.
Do you like the ending of the story? Why? If you don’t, how would you like to end it?
Answer:
KSEEB SSLC Class 10 English Solutions Prose Chapter 5 The Concert 3

Question 7.
Suppose you are Smita and invite Pandit Ravi Shankar (PRS) to your home. Imag¬ine the conversation that follows and write it. Some clues are given.

You (Smita): Good evening sir, May I have a word with you, please?
PRS: Well
You: My brother Anant is a big fan of yours.
PRS: I’m glad to see him, has he come here?
You: No, he can’t Sir. He is bed-ridden from cancer.
PRS: I’m sorry to hear this. How can I help you?
Would you come with me to see him
PRS : (looking at others) What do you say?
You: Please, I beg you all to come and play for him
Mustached man: Are you joking? Do you know whom you are talking to? Don’t bother him with your silly talk.
PRS: Sh! {Silencing him) Be quiet what shall we do Ustad?
Allah Rakha : (after some thought) Don’t weep. Don’t worry, child We’ll be performing tomorrow.

Question 8.
In the course of the story, who do you consider to be more worried, Smita or Anant? Have a discussion with the partner / in-group / in the class.
Answer:
In the course of the story, Smita worried more.

Question 9.
Some incidents in the story are given in a jumbled order. Rearrange them as they occur in the story.
a) Smita bit her lip in self-reproach. (P)
b) A large mustached man gave a long boring speech. (P)
c) Smita read the newspaper and got excited. (P)
d) Pandit Ravi Shankar and Ustad Allah Rakha started playing in the boy’s house. (P)
e) Smita was lost in her thoughts in the park (P)
f) Mother said, “This is not the last time they are going to play” (P)
g) Anant said. “It’s the chance of a lifetime’. (P)
Answer:
c
g
a
f
e
b
d

Question 10.
a) Identify the paragraphs in which the incidents stated above occur.
Answer:
1 is in paragraph 1
2 is in paragraph 4
3 is in paragraph 5
4 is in paragraph 6
5 is in paragraph 8
6 is in paragraph 11
7 is in paragraph 16

b) Read each paragraph again and summarise them in your own words.
Answer:
Self-assessment

Question 11.
Match the following:
KSEEB SSLC Class 10 English Solutions Prose Chapter 5 The Concert 4
Answer:
1. The person who discouraged the girl was the mustached man.
2. The person who made the request was the girl, Smita.
3. The person who gave the consent finally was Pandit Ravi Shankar.
4. The person who suggested the time of the concert was Ustad Allah Rakha.

Question 12.
Self Assessment

Task 1: Complete the crossword with the help of the following clues. Across and Down. Refer to the dictionary for any help.
KSEEB SSLC Class 10 English Solutions Prose Chapter 5 The Concert 5

Read and Respond.

Task 1: I Read the lesson carefully and represent the events/incidents in the flow chart You may have as many boxes in between as you think appropriate.
KSEEB SSLC Class 10 English Solutions Prose Chapter 5 The Concert 6

e. g.: Some verbs are underlined in the passage given below. See how they are classified into finite and nonfinite verbs.

They were (1) waiting (2) for the bus. After a long time, it came (3). The bus was (4) heavily crowded (5). Anyway, they managed (6) to push (7) through and they squeezed (8) themselves in. They felt (9) tired (10) as they had (11) been (12) waiting (13) for long. I wonder (14) who can 15) ever improve (16) our transport system.

KSEEB SSLC Class 10 English Solutions Prose Chapter 5 The Concert 7

Task 1: Read the paragraph and classify the underlined verbs into Finite verbs and Non-finite verbs. Write the tense of the finite verbs and the type of nonfinite verbs. Two examples are given.

Smita bit her lip in self-reproach. She had been so excited at seeing the announcement that she had not remembered that her brother was very ill. She had seen how the doctors had shaken their heads gravely and spoken words that neither she nor even her parents could understand. But somewhere deep inside, Smita had known the frightening truth that Anant was going to die. The word cancer had hung in the air. Her brother was dying of cancer even though she pretended that all would be well and they would return together, a small family of four, to their home in Gaganpur. And he was only fifteen, and the best table-tennis player in the school and the fastest runner. He was learning to play the sitar; they were both taking sitar lessons, but Anant was better than her as in many other things. He was already able to compose his own tunes to the astonishment of their guru. Then cancer had struck and they had come to Bombay so that he could be treated at the cancer hospital in the city.
KSEEB SSLC Class 10 English Solutions Prose Chapter 5 The Concert 8

Task 2: Self – assessment

Practice Writing

Task 1, 2,3  Self-assessment.

MR 1 Decode the following SMS into the sentences: (one has been done for you)

Question 1.
“Try it jst Is again,’he wudsA.
Answer:
Sentence: ‘Try it just once again he would say

Question 2.
Yday, i rot leaVletta 2 hm
Answer:
Sentence: Yesterday I wrote a leave letter to him.

Question 3.
My sis gt 8T% n mats n 2nd test.
Answer:
Sentence: My sister got 80% in Math¬ematics in the Second test.

Question 4.
Bravo India Id Match.
Answer:
Sentence: Bravo India won the Match.

Question 5.
W’rgunA excussion on satdy 2 historical places.
Answer:
Sentence: We are going on an excursion on Saturday to historical places.

Question 6.
Im ill, i cnot attend today’s skool so plz givyr notes in devng.
Answer:
Sentence: I am ill, I cannot attend today’s school. So please give your notes in the evening.

Question 7.
do d hmwrk quickly n zzzwel. Gudn8.
Answer:
Sentence: Do the homework quickly and sleep well. Good night.

The Concert Additional Questions and Answers

Multiple Choice Questions

Question 1.
‘TheConcert’ was the lesson written by
a) Shanta Rameshwar Rao
b) Shantha Kameshwar Rao
c) Shantha
d) Shantha Pandit
Answer:
a) Shanta Rameshwar Rao

Question 2.
The Concert will be held at
a) Anand Auditorium
b) Bombay
c) Shanmukaananda Auditorium
d) Stadium
Answer:
c) Shanmukaananda Auditorium

Question 3.
Pandit Ravishankar was ______
a) Singer
b) Musician
c) Playback singer
d) Sitar Maestro
Answer:
d) Sitar Maestro

Question 4.
Anant was Smita’s ______
a) father
b) friend
c) brother
d) neighbor
Answer:
c) brother

Question 5.
Smita was ______ years old.
a) 15
b) 16
c) 18
d ) 12
Answer:
b) 16

Question 6.
Their family lived in ________
a) Bombay
b) Bangalore
c) Gaganpur
d) Mumbai
Answer:
c) Gaganpur

Question 7.
Anant was best ______ player.
a) table-tennis
b) cricket
c) kho-kho
d) Hockey
Answer:
a) table-tennis

Question 8.
In his school, Anant was the _______
a) runner
b) fastest runner
c) bowler
d) batsman
Answer:
b) fastest runner

Question 9.
Anant was suffering from ______
a) fever
b) asthma
c) cancer
d) breathing problem
Answer:
c) cancer

Question 10.
Anant was already able to _____ his own tunes.
a) construct
b) sing
c) write
d) compose.
Answer:
d) compose.

Question 11.
They stayed in Bombay at _____
a) aunt Sushila’s apartment
b) Hotel
c) Guesthouse
d) their home
Answer:
a) aunt Sushila’s apartment

Question 12.
Who gave suggestions to Smita to walk in the park?
a) Anant
b) her mother
c) Aunt Sushila
d) her friend
Answer:
c) Aunt Sushila

Question 13.
Who brought tickets for the concert?
a) Aunt Sushila
b) her father
c) brother
d) friend
Answer:
b) her father

Question 14.
A large ____ made a long boring speech.
a) Pandit
b) Ustad
c) Manager
d) mustached man
Answer:
d) mustached man

Question 15.
The tabla player in the concert was
a) Ustad Allah Rakha
b) Sadashiva
c) Shivakumar
d) Someshwara
Answer:
a) Ustad Allah Rakha

II. Match the following :

KSEEB SSLC Class 10 English Solutions Prose Chapter 5 The Concert 9
Answer:
1 – f
2 – e
3 – a
4 – c
5 – b
6 -d

III. Give one word for the following:

Question 1.
Feeling or showing happiness and enthusiasm.
Answer:
excited.

Question 2.
a great performer, especially a musician
Answer:
maestro

Question 3.
moved quickly and suddenly towards a particular place.
Answer:
sprang.

Question 4.
Without being asked, invited or expected
Answer:
unbidden

Question 5.
blame or criticism against oneself/herself
Answer:
self-reproach

Question 6.
to behave in a particular way in order to make other people believe something that is not true.
Answer:
pretend

Question 7.
an act or event that does not follow the laws of nature and is believed to be caused by God.
Answer:
miracle

Question 8.
a feeling of great pleasure.
Answer:
enchantment

Question 9.
enthusiastic clapping by an audience who stand up from their seats as a sign of their appreciation.
Answer:
ovation

Question 10.
to twist and turn the body or part of it with quick short movements.
Answer:
wriggle

Question 11.
a person who is especially good at some art or achievement.
Answer:
wizard

Question 12.
a tall building that has flats.
Answer:
block

Answer the following questions in a word or a sentence each:

Question 1.
Where was Pandit Ravi Shankar’s concert going to be held?
Answer:
At the Shanmukhananda Auditorium in Bombay.

Question 2.
What was the name of Anant’s sister?
Answer:
Smita.

Question 3.
Anant was a resident of which place?
Answer:
Gaganpur.

Question 4.
Where did Anant and his family stay whenever they came to Bombay?
Answer:
At aunt Sushila’s apartment.

Question 5.
Why did the doctors recommend that Anant be taken home?
Answer:
The doctors knew that there was no hope of recovery and so they asked his family to take Anant home.

Question 6.
What did Anant consider ‘the chance of a lifetime”?
Answer:
According to Anant, the opportunity to listen to Pandit Ravi Shankar live was the chance of a lifetime.

Question 7.
Why did aunt Sushila suggest a walk in the park to Smita?
Answer:
Smita was feeling bad that her brother was too sick to attend the concert; so her aunt suggested that she take a walk in the park to feel better.

Question 8.
What did Smita hear in every beat of the tabla?
Answer:
Smita heard Anant’s voice saying ‘the chance of a lifetime’ in every beat of the tabla.

Question 9.
What request did Smita make to Pandit Ravi Shankar?
Answer:
Smita requested Pandit Ravi Shankar to perform for her brother who had been diagnosed with cancer.

Question 10.
Which instrument did Ustad Allah Rakha play?
Answer:
The tabla.

Question 11.
Why did Smita approach Pandit Ravishankar?
Answer:
Smita approached Pandit Ravishankar to request him to perform for her brother, an ardent fan of his, who had been diagnosed with cancer and was unable to move out of the house.

Answer the following questions in 2-3 sentences each:

Question 1.
Where did Anant’s family stay in Bombay?
Answer:
Anant’s family stayed with Aunt Sushila. Though her apartment was not big, she always welcomed them.

Question 2.
Anant was a brilliant boy. Give examples to prove this.
OR
Anant was a talented boy. Justify the statement.
Answer:
Though he was only fifteen, Anant was the best table tennis player and the fastest runner in the school. He was learning to play the sitar and he was already able to compose his own tunes to the astonishment of his guru.

Question 3.
In what way was the truth frightening to Smita?
Answer:
Though Smita and her family had pretended Anant would get well, she had known that Anant was going to die of cancer. This was frightening to Smita.

Question 4.
Aunt Sushila was a generous lady. How would you justify this statement?
Answer:
Whenever Smita’s family came to Bombay for Anant’s treatment, they stayed in aunt Sushila’s house. Her apartment was small but there was always room for them. By this, we can say that aunt Sushila was a generous lady.

Question 5.
How did Smita enjoy the concert?
Answer:
Smita was spellbound by the music. As the first notes came over the air, she felt as if the gates of enchantment and wonder were opening. She was spellbound listening to the unfolding ragas, the slow plaintive notes and the fast twinkling ones.

Question 6.
How did Smita feel when she attended the music concert?
Answer:
Though Smita was enchanted by the heavenly music of Pandit Ravi Shankar, she was preoccupied. She was constantly thinking of her brother’s wish to hear the music of Pandit Ravi Shankar and wondering whether she would be able to convince the musician to play exclusively for the boy.

Question 7.
Why do you think the mother cautioned the girl?
Answer:
The mother was worried about her ailing son and she did not want him to be disturbed in any way. She didn’t want him to be disturbed especially when he was asleep. She also knew that the news about Pandit Raid Shankar would unnecessarily excite him and tempt him.

Question 8.
What was the daring thought that came to Smita?
Answer:
The thought that came to Smita was indeed daring. She was planning to request the renowned musician to play exclusively for her brother by paying a visit to the place where they stayed. It was something that others wouldn’t even have dreamt of.

Question 9.
How did Smitha fulfil her brother’s wish?
Answer:
Smitha attended the programme of Pandit Ravi Shankar with her father, not so much for her sake, but for the sake of her brother. At the end of the programme she approached Pandit Ravi Shankar and explained to him her brother’s condition of being very close to death and requested him to play for him. Pandit Ravi Shankar and his tabla artiste Ustad Allah Rakha decided to play for the boy the next morning and they kept their promise.

Question 10.
What admirable qualities do you find in Pandit Ravi Shankar and Ustad Allah Rakha?
Answer:
Both Pandit Ravi Shankar and Ustad Allah Rakha were renowned names in the field of music. Yet they were the very epitome of humility and humanity. First of all, they gave a patient hearing to Smitha though they too must have been tired after the concert. Secondly, they went to the apartment of the dying boy to offer a home concert and fulfil his desire of listening to Pandit Ravishankar. Thus we find compassion in the hearts of Pandit and Ustad.

Answer the following questions in 5-6 / 8-10 sentences each:

Question 1.
What light does the story throw on human relationships?
Answer:
Despite the fact that the story is a sad one, the close bond among the family members . and the concern of the musicians for the boy stand as a testimony to the beauty of human relationships. We see the love of the family members for Anant. They relocate to Bombay with the hope of getting Anant cured. We see the love of the sister who resolves daringly to fulfil the wish of her brother. We see aunt Sushila being so warm towards the family and always welcoming them into her house. Finally we see the musicians doing so much for the little boy who is a total stranger to them without expecting anything in return. All these instances show the beauty of human relationships.

Question 2.
‘Where there is a will, there is a way. How is this saying apt for Smita?
Answer:
Smita’s determination to fulfill the desire of her ailing brother is an example to show that where there is a will, there is a way. On knowing her brother’s desire to attend Pandit Ravi Shankar’s recital, Smita decided to do something that others wouldn’t even have dreamt of. She decided to convince Pandit Ravi Shankar to play exclusively for the dying boy. She managed to approach Pandit Ravi Shankar and explained the situation to him. Pandit Ravi Shankar, like a true gentleman, agreed to do what was requested of him and brought immense peace and happiness to the dying boy. Thus we see that the power of conviction, the power of persuasion and the power of love can make the impossible possible.

Read the following extracts and answer the questions given below them:

Question 1.
‘It’s the chance of a lifetime.’
a) Who makes this statement? OR Who does ‘he’ refer to?
b) What was the chance of a lifetime?
c) Was the speaker able to grab this chance of a lifetime? Why?
d) Why was he feeling so?
Answer:
a) Anant.
b) Pandit Ravi Shankar was performing live. To see and hear him was the chance of a lifetime.
c) No. Anant, was suffering from cancer. He was no longer in the condition to even get up from bed let alone attend the recital.
d) He was excited to see and hear Pandit Ravishankar, a sitar maestro, as he was also learning sitar.

Question 2.
“You’ll wake him up. You know he needs all the sleep and rest he can get”.
a) Who was sleeping?
b) Why does he need rest?
c) Who does ‘you’ refer to?
Answer:
a) Anant.
b) Anant was suffering from cancer and had become very weak. So he needed rest.
c) Smita.

Question 3.
“Panditji is a busy man. You must not bother him with such requests”
a) Who made this statement?
b) Who is the ‘you’ referred to?
c) What was the request?
Answer:
a) A large mustachioed man.
b) Smita.
c) Anant had been diagnosed with cancer and was unable to move out of the house. So she approached Pandit Ravi Shankar to request him to come to their house and play for Anant.

Question 4.
“No, how can I? We’ve always done things together”.
a) Who is the ‘P in the extract?
b) Who has done things together?
c) Why is it not possible now?
Answer:
a) Smita.
b) Anant and Smita.
c) It is hot possible now because Anant had cancer and was confined to bed. He could not go anywhere with Smita.

Question 5.
They could not believe their eyes. “It is It’s not possible” they said.
a) Who is referred to as ‘they’?
b) What was not possible for them to believe?
c) Why did they feel so?
Answer:
a) The neighbours of aunt Sushila.
b) That Pandit Ravi Shankar and Ustad Allah Rakha visited aunt Sushila’s house.
c) Pandit Ravi Shankar and Ustad Allah Rakha were world-class musicians and busy people. Hence they were surprised when they came to play for Anant.

The Concert Summary in English

The concert was a lesson written by Shanta Rameshwar Rao. This lesson comes under the Unit “Music the Ambrosia”. Everyone likes Music. Music is a divine art. is Will’? Music changes the life of man. Music is a powerful media. Here the poetess narrates an incident, which is very much touching. Smita was a sixteen years old girl while reading the newspaper, and said excitedly that Pandit Ravishankar’s Concert will be held at Shanmukhananda Auditorium the next day. Smita, her mother and her brother Anant who was suffering from cancer came to Bombay for treatment. They stayed in Bombay for treatment. They stayed in Aunt Sushila’s Apartment in Bombay.

When she told the mother loudly, her mother said to her, Don’t shout, your brother will wake up. Don’t you know he needs to sleep and take rest? But the boy was not sleeping, he was fond of music and wanted to learn sitar, both brother and sister joined the sitar class. When he heard the name Pandit Ravi Shankar, he was eager to know the details so he tried to raise himself upon His elbows, but he couldn’t, he fell back. His eyes though she pretended that all would be well and their family members were only four. Her brother Anant was fifteen years old, the best table-tennis player in the school and the fastest runner. He was learning to play the sitar and better than his sister Smita as in many other things.
KSEEB SSLC Class 10 English Solutions Prose Chapter 5 The Concert 10

He was quite intelligent and skillful. He was already able to compose his own tunes. Then cancer struck and they came to Bombay with great hopes. Whenever they came to Bombay, they stayed with Aunt Sushila. They had belief and told themselves that Anant would be cured and he would again walk and run and take part in the forthcoming table- tennis tournament. He would play sitar and perhaps would be a great sitarist. But their bad luck his condition grew worse day by day and the doctor said. “Take him home, give him what he likes, satisfy him, because his end is not so far”. As a parent, they hide the truth. They laughed and smiled and talked Anant with whatever made him happy.

They fulfilled his every need and gave whatever he asked for. Now he was asking to go to the concert. For him it was shining, he said that he must 1 miss the chance. He was very eager to hear him and see him. Mother came and said to him “lie down son, lie down ”, she was helpless, seeing her son s condition, she felt very sad and uttered a prayer. Anant repeated I must hear him and see him, Its the chance of a lifetime. Immediately he began to cough and catch a breath with open mouth and had to be given oxygen from the cylinder. But his large eyes were fixed on his sister. Smita felt very guilty when she read the news, she had been so excited that she completely forget the condition of her brother. She had known the frightening truth that he was going to die. He was suffering from cancer and doctors gave no hope.

Even they came to Bombay with great hopes. Whenever they came to Bombay, they stayed with Aunt Sushila. They had belief and told themselves that Anant would be cured and he would again walk and run and take part in the forthcoming table- tennis tournament. He would play the sitar and perhaps would be a great sitarist. But their bad luck his condition grew worse day by day and the doctor said. “Take him home, give him what he likes, satisfy him, because his end is not so far”. As a parent, they hide the truth. They laughed and smiled and talked Anant with whatever made him happy. They fulfilled his every need and gave whatever he asked for. Now he was asking to go to the concert. For him, it was a rare opportunity and the chance of a lifetime.

Mother consoled his son and said, “this is not the last time they are going to play, when you are better then we will go”.Smita stood at the window, her eyes filled with tears. Seeing this, the mother whispered to Smita that she can go with her’father. Smita went to Aunt Sushila and expressed her sorrow and how she can go without her brother. The aunt suggested her to walk in the park some time. Smita was grateful. to her suggestion. While walking in the park a daring thought came to her mind and she hurried home. She decided that there is no harm in trying it. The plan was ready in her mind. She asked her mother and her father agreed to get the tickets. When the next day Smita and her father left the home Anant smiled and wished them to enjoy the concert. Smita listened to the concert, she was so much excited and felt that was all in a dream. She listened to the unfolding ragas but all the while she remembered her plan. She heard the chance of a lifetime” in Anant’s voice in every beat of the tabla. The concert came to an end and a man-made a long boring speech. People began to move towards the exit.

Now was the time, Smita went towards the stage. Pandit Ravishankar and Ustad Allah Rakha were standing. Smita s heart was beating loudly, her knees felt weak, her tongue became dry, but she went up and standing before them with her hands folded. She called ‘Oh, sir ’.Both of them saw Smita and asked yes? She narrated the condition of her brother and he is longing to wish to see them. At that moment the man who made long boring speech came and said to Smita that Panditji is a busy man, you must not trouble him with these requests. Blearing this Pandit Ravishankar smiled and mentioned him to be quiet. He asked ustad Sahib. Without any thought, Ustad said that tomorrow morning we perform for the boy. Paditji said yes and also agreed. It was very exciting for Smita. Smita came back home and said to everybody especially for Anant. And the next morning both Pandit Ravishankar and Ustad Allah Rakha came to their home. They performed in front of Anant who was lying on the bed. Anant was listening to music. The great and beautiful happiness as life went out of him gently, very gently.

Hope all the information given regarding Karnataka Class 10 English Solutions Prose Chapter 5 The Concert will help you to get good knowledge. For any queries, you can contact us and clear your doubts. Connect with us using the comment section. Also, we love your feedback and review. Get your Chapter Wise Karnataka Secondary Education Examination Board Class 10 Textbook Solutions for English PDF start learning for the exam.

Karnataka Class 10 English Solutions Poetry Chapter 4 The Song of India

Every chapter available in the KSEEB SSLC Class 10 English Solutions subject is explained clearly in an easy way. Learn the depth concept by referring to the Chapter wise The Song of India Questions and Answers Pdf, Notes, Summary Class 10 English Karnataka State Board Solutions. Have a look at every topic and get the complete knowledge on the English subject. Just refer to Karnataka Class 10 English Solutions Poetry Chapter 4 The Song of India pdf and have a grip on the total subject.

The Song of India Poem Questions and Answers, Notes, Summary

I believe that the best book is like a best friend to know the complete world by sitting in one place. When you have the best book you have many options to get great knowledge. Selecting the best book will lead to reaching your goal. Students who are looking for the best book to learn English can use Karnataka Board Solutions for Class 10 English Chapter 4 The Song of India. Immediately start your learning with Karnataka Board Class 10 English Solutions Pdf.

The Song Of India Summary KSEEB Solution Question 1.
Identify the two speakers in the Poem, what does the speaker want to sing about?
Answer:
The two speakers are the poet and his mother. The poet or offspring wanted to sing about his country for his mother India.

The Song Of India Notes KSEEB Solution Question 2.
What are the epics? Why does the poet call the temples as ‘epics in stone?’
Answer:
Epics are long poems, typically the ones derived from ancient oral tradition, narrating the deeds and adventures of heroic or legendary figures or the past history of a nation. The poet calls temples ‘epics in stone’ because each temple has a story to unfold. Moreover, on the walls of each temple, there are numerous sculptures narrating many a story.

Song Of India Summary KSEEB Solution Question 3.
Who does the poet mean by ‘of your children that died to call their own’?
Answer:
The Soldiers who guard our mother and motherland are mother’s children and they sacrificed their lives for the sake of their motherland. So they are her own.

The Song Of India Notes Pdf KSEEB Solution Question 4.
What, according to the poet, is the contribution of the seers and prophets?
Answer:
The seers and prophets have contributed their valuable lessons and experiences to others.

The Song Of India KSEEB Solution Question 5.
Why is the poet ‘querulous’? What does he want to do?
Answer:
The poet wanted to sing about the achievements and progress made by the countrymen. He asks his mother (motherland) if she wished to hear about the dams and lakes, about steel mills or of the atomic age the mother asks him to sing songs about ‘strikes’ and about the leaders who emerged after such ‘strikes’ (revolutions).
So the poet asks her in a querulous (complaining) voice if there were no songs which he could sing for her that he could sing wholeheartedly, a song that is pure and which will remain in memory for a long time.

Song Of India Notes KSEEB Solution Question 6.
How is he answered? Describe the vision. (Refer stanza 4)
Answer:
The poet was answered by a wonderful vision. A vision of a new and bright future. In the vision, he saw the mother (motherland) rise gloriously against the blue sky. The three milky – white oceans, ie., the Arabian Sea, Bay of Bengal and the Indian Ocean, rose and fell with steady powerful motions. (There was calm on the sea). Their waves sent forth a wonderful and illuminated her. She seemed to sit of this illuminating light to write the ‘book of marrow’. (a new reign, a new future’).

She foresaw a new ‘destiny’, a new bright future like the bright sun – god, who destroyed darkness with his powerful rays, this new future wiped out the sorrow of her people. This new future will arrive like a ‘clear dawn’. In this new future, the sorrows and hardships of her people will flee like a nightmare (bad dream). This new future (sunbeam) will act like the ‘Hand that saves’ her people.

The Song Of India Poem Question And Answer KSEEB Solution Question 7.
What do the night, the sun god and the clear dawn represent?
Answer:
Here the night represents all sorrow the Sun God represents the hand that saves and clear dawn represent the bright future and calmness and the good things.

Read And Appreciate

The Song Of India Question Answer KSEEB Solution Question 1.
What is the picture of India that you get in stanza 1 of the poem?
Answer:
The first stanza, like the stanzas to follow, offers a mixed picture of India. India is described in terms of its physical features which are beautiful, be it the majestic Himalayas, be it the magnificent seas, be it the clear sunrise. However, there are cracks in the beauty of the country as there is poverty and squalor all over. Hence, the Mother challenges the poet and tells him that he cannot write a song of praise without reckoning with these negative strains.

The Song Of India Extracts KSEEB Solution Question 2.
How does the poet describe the Mother’s anger? Name the figure of speech used in stanza 2.
Answer:
The poet uses two similes to describe the anger of the Mother. He says that the angry words of the Mother fell against his ears like the powerful sound of the bell and they flew about him like huge white birds. Thus the poet uses both aural and visual images to describe the wrath of the Mother.

The Song Of India Summary In Kannada KSEEB Solution Question 3.
Explain the lines ‘A song bathed in the stainless blue un vaporing in the void.’
Answer:
‘Stainless blue’ refers to the clear sea. The metaphor refers to a song of pure joy that is free of negativity. The phrase ‘Unvapouring in the void’ can mean crystal clear, without the mist in the openness of the sky. On the whole, this is also a reference to the possibility of singing a song of pure joy, free of ugliness and devoid of doubt.

The Song Of India Summary 10th Standard KSEEB Solution Question 4.
What does ‘the Motherland writing the Book of the Morrow’ signify?
Answer:
It means the poet’s desire or wash was the motherland or mother sitting on the throne and write the future of our country. She wrote in the book of the morrow. Which signifies the earth’s destiny.

The Song Of India Poem KSEEB Solution Question 5.
Write in brief your vision of the future of India.
Answer:
According to the poet, the future of our country can open up on mothers’ foreheads. It is like the earth’s destiny. All the sorrows and suffering came to an end and the new things and views will come and make the people happy. The Sun God will protect the earth and saves all.

I envision a very bright future for India. An India where there all it people work hard for the development of the country. All Indians should be happy and live harmoniously with each other. There should be no discrimination and all the people should be treated as equals.

The Song of India Additional Questions and Answers

Multiple Choice Questions

Song Of India Poem KSEEB Solution Question 1.
The poet uses all of the following techniques except
A) Dialogue
B) Contrast
C) Refrain
D) Exaggeration
Answer:
D) Exaggeration

10th English The Song Of India Notes KSEEB Solution Question 2.
The poem does not end with a note of
A) sarcasm
B) pessimism
C) optimism
D) fanaticism
Answer:
D) fanaticism

Answer the following questions in a word or a sentence each:

Question 1.
Which snow-peaked mountains are being referred to in the poem ‘The Song of India’?
Answer:
The Himalayas.

Question 2.
Name the book that the Mother writes.
Answer:
The Book of the Morrow.

Answer the following questions in 2-3 sentences each:

Question 1.
Why did the children have to die to call the Mother their own?
Answer:
The children had to sacrifice their lives in the freedom struggle against the British who had colonized India. It is ironic that the children had to claim their mother as their own. This means we had to claim our own land after being under the British Rule.

Question 2.
How does the poet praise India being developed in industry and technology?
Answer:
The poet is ready to sing praises of industrially and technologically developed India as he has witnessed dams, lakes, steel mills, and shipbuilding yards. He is, confident that the hard-working men of India can put India on the glorious page of the atomic age.

Question 3.
What does the poet V.K. Gokak want to sing about his Motherland?
Answer:
The poet wants to sing in praise of mother India. He wants to sing a song of praise of the snow-peaked Himalayas that protect the country, the three seas that make India a peninsula, and the sunrise that heralds new dawn replacing the dark night.

Answer the following questions in 5-6 sentences each:

Question 1.
How does the poem present the ills or problems affecting our country?
Answer:
The poem juxtaposes the strengths and weaknesses of the country. If the strengths are mentioned by the poet as the possible themes for his song of praise of the motherland, the ills are voiced by the Mother herself as the spokes in the wheel of progress. The two voices make it very clear to the poet that India as a country has enough reasons to be both proud and ashamed of. India has natural resources, manpower, patriotism, magnificent temples and technological prowess; yet India also has beggars and lepers, filth and dirt, ignorance and helplessness, revolts and strikes. Thus for everything that is beautiful, there is something that is ugly; for everything that is healthy, there is something that is unwholesome. The poet employs the technique of contrasts to highlight this ambivalence of India.

Read the following extracts and answer the questions given below them:

Question 1.
Sing of the beggar and the leper That swarm my streets.
a) Whose streets are being referred to?
b) What does the word‘swarm’ indicate?
c) What, does the poet want to sing about?
Answer:
a) India’s.
b) It indicates the large numbers of beggars and lepers that are found on the streets of India.
c) The poet wants to sing of the Himalayas, the seas and the dawn.

The Song of India Poem Summary in English

This is one of the popular poems of the poet. Though he was a poet, he was also a patriotic person. This is a simple poem, her the poet describes a person towards his motherland. This word The language of the poem is versatile, flow like between he/she (poet) with their mother. He/She asked their mother that they can sing for her. They questioned their mother that what type of song they want to sing? They explained that they want to sing about the Himalayas, their snowbound peaks or the three great oceans such as the Bay of Bengal, the Arabian Sea and the Indian ocean which wash her feet or the beautiful dawn with its golden touch of nature.

For this, the mother said in a calm voice. She wants the song of the beggar, leper or any untrodden people. Or the crowd of the streets, impure or dirty places or any secluded places. The son/daughter (poet) ignores their mother’s request and again asked about the topic of the Song. They continue their talk asking about the song of rock-cut temples, Epics in stone or sacrifice of her children and her own children or the inspired persons, famous prophets or the great persons who made great tasks or any worthy pilgrims.

Hearing the sons/daughter’s words, mother get upset and angrily she asked to sing about millions of people who toiled and kept their life to a great cause, the experienced old people or ignorant people or helpless children who were very meek and dwelt in dark places. These words make the author that his heartbeat increased and the words heard a sound of a bell and make him emotional. This situation is like a great white bird flew in a pitiful manner. He/she become very nervous and asked about the topic of the poem Even though he was afraid to question her but believed in his work, again he requested her what type of songs she liked whether he can sing about the dams and lakes or any steel mills (factories and Industries) or shipbuilding yards like Vishakapattanam or any great technologies or any great recognized events or any atomic incidents etc.,

For this mother rejected and said you may sing on these topics but you can sing about the early and the important strikes, brave men and their goal, their achievements or any class wars and their consequences. The poet complained and in a humble condition, he/she questioned that they could n’t sing for her wholeheartedly and in pure love? He/she sang for her. That song was bathed in the stainless blue that means it is very touching and appears into nothingness.

At that time the mother stands. That scene is really extraordinary. She looks like this. Mother was decorated by blue sky, her dress is marvellous, milk-white oceans revolve around her. The waves of the oceans were entering and moved with power and make her sit on the lighted throne and she wrote the book of Morrow. Her forehead opened like earth luck. The Sun God eradicate all sorrows. There was a clear down. It was like a nightmare that fled the night and the Sunbeam was glowing on the leaves, flowers, and plants. All the nature looks more beautiful and saved by the sun – beam’s unseen hand. Here the Poet’s intention is that the time will come to establish the new ideas. The poet always encourages new thoughts and ideas.

The Song of India Poem Summary in Kannada

The Song of India Poem Summary in Kannada 1
The Song of India Poem Summary in Kannada 2
The Song of India Poem Summary in Kannada 3
The Song of India Poem Summary in Kannada 4

Hope all the information given regarding Karnataka Class 10 English Solutions Chapter 4 The Song of India will help you to get good knowledge. For any queries, you can contact us and clear your doubts. Connect with us using the comment section. Also, we love your feedback and review. Get your Chapter Wise Karnataka Secondary Education Examination Board Class 10 Textbook Solutions for English PDF start learning for the exam.

2nd PUC English Textbook Answers Springs Chapter 11 Japan and Brazil through a Traveller’s Eye

Students who are in search of Japan and Brazil through a Traveller’s Eye Questions and Answers Pdf, Notes, Summary. First check in which chapter you are lagging and then Download Karnataka Board 2nd PUC English Textbook Answers Chapter Wise. Students can build self confidence by solving the Answers with the help of Karnataka State Board 2nd PUC. English is the scoring subject if you improve your grammar skills. Because most of the students will lose marks by writing grammar mistakes. So, we suggest you to Download Karnataka State Board 2nd PUC English Answers according to the chapters.

Karnataka 2nd PUC English Textbook Answers Springs Chapter 11 Japan and Brazil through a Traveller’s Eye

Check out the topics covered in 2nd PUC before you start your preparation. Improve your grammar skills with the help of Karnataka 2nd PUC English pdf links. The Answers for Karnataka 2nd PUC English Textbook Springs Chapter 11 Japan and Brazil through a Traveller’s Eye are prepared by the English experts. So, if you follow Karnataka 2nd PUC English Textbook Answers you can cover all the topics in 2nd PUC Chapter 11 Japan and Brazil through a Traveller’s Eye. This helps to improve your communication skills.

Japan and Brazil through a Traveller’s Eye Questions and Answers, Notes, Summary

Japan and Brazil through a Traveller’s Eye Comprehension I

Japan And Brazil Through A Traveler’s Eye KSEEB Solution Question 1.
‘Exquisitely well-mannered people’ refers to
a. Indians
b. Japanese
c. Americans.
Answer:
(b) Japanese.

Japan And Brazil Through A Traveler’s Eye Notes KSEEB Solution Question 2.
What behaviour substitutes privacy in Japan?
Answer:
The respect for one another’s privacy and showing courtesy are the substitutes for privacy in Japan.

Japan And Brazil Through A Traveler’s Eye Summary KSEEB Solution Question 3.
The reference to public telephone suggests:
a. how overcrowded Japan is
b. how the Japanese respect privacy
c. how busy the Japanese are.
Answer:
(b) how the Japanese respect privacy.

Japan And Brazil Notes KSEEB Solution Question 4.
Hierarchy in bowing demands
a. youngsters bow to their elders.
b. wife bow to her husband.
c. sisters bow to their brothers.
Answer:
(b) and (c) wife bow to her husband/ sisters bow to their brothers.

Japan And Brazil Through A Traveler’s Eye Textbook Pdf KSEEB Solution Question 5.
How does one show appreciation while eating soup in Japan?
OR
What is the sign of appreciation when eating soup in Japan?
OR
Why do the Japanese make a fearful noise while eating soup?
Answer:
When a person is eating soup offered by a host or hostess, he must make a fearful noise so as to show his sign of appreciation; otherwise, the host or hostess will think that the guest is ill-mannered.

2nd Puc English Notes Japan And Brazil KSEEB Solution Question 6.
How are the pavements in Brazil decorated? What does it tell us about the people there?
OR
Why do Brazilians decorate the pavements they walk on?
Answer:
The grey pavements in Brazil are often decorated with beautiful black mosaics, a unique type of decoration. From this, we can infer that these people are alive to beauty in their surroundings. Secondly, they walk very slowly and meditatively and have a lot of time for contemplation.

2nd Puc English Japan And Brazil Through A Travelers Eye KSEEB Solution Question 7.
What happens when leisurely people in Brazil get a steering wheel in their hands?
Answer:
When leisurely people get a steering wheel in their hands, they drive their vehicles so fast that you would be inclined to believe that gaining a tenth of a second is a matter of grave importance for them all the time.

Japan And Brazil Through A Traveller’s Eye KSEEB Solution Question 8.
Who do the Brazilian drivers look out for when they are driving? Why?
Answer:
The drivers are supposed to look out for pedestrians. But in Brazil, they do not care for people walking on the roads or people trying to cross the roads. The deliberately accelerate and laugh at pedestrians who run to survive. The drivers in Brazil treat pedestrians as fair prey to hunt and mow down.

Question 9.
What remarkable attitude is seen in the war between drivers?
Answer:
The war between the drivers is murderous but good-tempered. They cut in, overtake on both sides and force the other person to break violently and commit all the most heinous crimes. But they smile at the other person without any anger, hostility, or mad hooting.

Japan and Brazil through a Traveller’s Eye Comprehension II

Question 1.
Why is bowing in Japan a complicated process?
Answer:
‘Bowing’ in Japan is complicated because they follow a complicated hierarchy in bowing which they have to follow as sacrosanct. The Japanese know very clearly who should bow to whom, how deeply, and for how long. For example, they follow certain basic rules inside the family. They are: “the wife bows to her husband, the child bows to his father, younger brothers to elder brothers, and the sister bows to all brothers”. The Japanese reflect the smallest difference in rank, standing, age, social position in their bowing style in that split second.

Question 2.
Why does bowing, a natural practice in Japanese culture, look so quaint’ and puzzling to the author?
Answer:
‘Bowing’, a natural practice in Japanese culture, looks so ‘quaint’ and puzzling to the author because when the Japanese bow, they bow neither too deeply nor not deeply enough and bow to the right person at the right time. They know who should bow to whom, how deeply, and for how long. They manage it without difficulty and subtly reflect even the smallest difference in rank, standing, age, and social position. Secondly, they bow with the ceremonious serenity of a courtier yet with a great deal of natural and inimitable grace.

Question 3.
Do you think the author is finding fault with/making fun of the culture of bowing in Japanese and speeding cars in Brazil?
Answer:
No. This article is a piece of travel writing. Travel writing is no longer viewed as a product of some innocent curiosity. It is also not an attempt to understand an alien culture objectively. Rather, this narrative should be read as the author’s perspective on Japanese culture. The author is certainly not finding fault with the Japanese way of eating soup or their habit of bowing.

The author is only expressing his surprise when he looks at their cultural habits as an outsider. The language might sometimes appear to be used for a humorous effect. But, in a piece of creative writing, such liberties in their style must be accepted as natural. If the writer simply described objectively whatever he saw, the article will lose its human interest.

Similarly, the author is expressing his surprise at the way the drivers of four-wheelers move on the road in Brazil and the size of the fast-moving traffic. The author is also expressing his appreciation for the beautiful black mosaics seen on the pavements. He is also expressing his annoyance for the sluggishness of the leisurely walking pedestrians.

Japan and Brazil through a Traveller’s Eye Comprehension III

Question 1.
‘Bowing in Japan is quainter; more formal, more oriental.’ Do you agree?
OR
How does George Mikes describe bowing to be a quainter and infectious trait of Japanese people?
Answer:
Yes. In this article, the author introduces the reader to one of the most fascinating and conspicuous cultural habits of the Japanese people. He tells the reader that as soon as you land in Japan, you perceive immediately that the Japanese are exquisitely well-mannered. Very soon, you will also discover that the Japanese are very courteous and ensure that they do not violate a speaker’s privacy while talking to someone over the phone. Then you come to be a witness to people bowing to each other almost everywhere as if it is an obsession with them.

However, the author records his appreciation for their skill and style of bowing. He says that people bow to each other with the ceremonious solemnity of a courtier and yet with a great deal of natural and inimitable grace. Then he remarks that bowing is neither less nor more silly than shaking hands or kissing the cheek, but it is quainter, more formal, more oriental, and also infectious.

He says so because, while anyone can learn the art of shaking hands or kissing the cheek perfectly well, it is extremely difficult for a European to learn to do ‘bowing’ the way Japanese do because, in a split second, the Japanese manage to subtly reflect all the nuances one needs to follow while bowing. They successfully exhibit the smallest difference in rank, standing, age, and social position. On the other hand, if European attempts to bow to someone, he or she will bow too deeply or not deeply enough; they bow to the wrong man at the wrong time or they do not clasp their hands in front of them which is bad or they do in a wrong way which is considered even worse.

Question 2.
Describe how traffic in Brazil leads to humorous observations.
OR
Give an account of the crawling traffic in Brazil as mentioned by George Mikes.
OR
Write a note on traffic in Brazil.
Answer:
George Mikes makes humorous comments on the ‘traffic’ in Copacabana and Avenida Presidente Vargas in particular and Brazil in general. He opines that Brazilians are easy-going and leisurely characters. But the very same people, the moment they get a steering wheel in their hands, no speed „ is fast for them. They drive with such speed that one would be inclined to believe that gaining a tenth of a second is a matter of grave importance for all of them, all the time. The writer talks about the increasing number of vehicles in Brazil and says that the increase in the number of vehicles is making the pedestrian’s life more hazardous every day. He then narrates an interesting anecdote to give a clear idea of the number of vehicles moving on the road at any given time in Avenida Presidente Vargas.

He asks the reader to imagine that he is standing on one side of the road trying to cross the road. He will spend hours on end contemplating a fascinating problem: How can crawling traffic proceed at such a terrifying speed? He strengthens the same idea by another example. He asks the reader to imagine that a man on his side of the road suddenly catches sight of a friend of his on the other side of the road and starts waving to him. Then he shouts at him asking “How on earth did you get over there?” The other person will yell back at him, “How? I was born on this side!” The author leaves it to the readers to draw their own inferences.

Question 3.
What aspects of our social life, do you think, would appear quaint and odd to a foreign tourist?
Answer:
India is a multi-ethnic, pluricultural, and multilingual country. People of different cultural practices, customs, and traditions are spread throughout the length and breadth of the country, thus making the population heterogeneous in character.
But, foreign tourists who visit India, most often come from countries where the population is homogeneous in character. Naturally, the foreign tourists find quite a few aspects of our social life, quaint and odd.

One of the commonest habits that might appear quaint to them is the way our womenfolk create patterns on the floor in front of their houses or gates, with chalk piece, coloured powder, or flower petals, called Rangoli.

Similarly, the buntings of mango leaves and plantain tree stem that we decorate our houses with special pooja days, auspicious occasions and festivals, and lighting lamps during Deepavali appear odd to them. Secondly, Indians’ love and respect for the holy cow and monkeys as a symbol of god also appear quaint to them.

Another aspect that may appear quaint is the ritual of worshipping vehicles which are commonly seen during Ayudha Pooja. Apart from these, there are several habits which might make us bow our heads in shame. They are urinating in public, spitting chewed betel nut residues on the walls and roads,’ sneaking loudly over mobile phones in public places, jumping at railway and bus ticket counters and at bus stops, crossing roads where there are no pedestrian crossings, honking unnecessarily, parking vehicles on the footpath, disobeying signal lights, men staring at women walking on the street till she moves out of sight, putting up pandals for private functions on the road and blocking it for pedestrians and motorists, shoving garbage on the road, pedestrians jaywalking on the road, etc. Talking to strangers on trains and buses, enquiring them about their jobs and salaries, etc., are also some of the social aspects of Indians which appear quaint to foreigners.

Japan and Brazil through a Traveller’s Eye Additional Questions and Answers

I. Answer the following questions in a word, a phrase, or a sentence each:

Question 1.
What does Mikes call, ‘A man’s castle’ in Japan?
Answer:
A man’s telephone receiver.

Question 2.
How long does it take in Japan to be convinced that you are among exquisitely well-mannered people?
Answer:
Only a quarter of an hour.

Question 3.
Whom do the Japanese stores employ to welcome customers?
Answer:
Bowing girls.

Question 4.
Whatis the duty of the bowing girls in Japanese stores?
Answer:
The bowing girls have to bow deeply and deferentially to all and sundry that visit the Japanese stores.

Question 5.
Which places does the Tokaido Line connect?
Answer:
Tokyo and Osaka.

Question 6.
Where did the writer Mikes meetadeerin Japan?
Answer:
The writer met a deer in one of the parts of Nara, which is a wild deer park in Japan.

Question 7.
What are the pavements in the streets of Copacabana decorated with?
Answer:
With beautiful black mosaics.

Question 8.
What kind of people would take the trouble to decorate the pavements they walk on?
OR
Who, according to the writer, would take the trouble to decorate the pavements they walk on?
Answer:
Only a people alive to beauty in their surroundings and who have plenty of time for contemplation during their meditative walking would take the trouble to decorate the pavements they walk on.

Question 9.
Why are motor cars expensive in Brazil?
OR
What is extremely expensive in Brazil?
Answer:
Motor cars are extremely expensive in Brazil because import duties are crippling and murderous.

Question 10.
Why is the pedestrian’s life in Brazil becoming more hazardous every day?
Answer:
The pedestrian’s life in Brazil is becoming more hazardous every day because the number of motor vehicles is growing by leaps and bounds.

Question 11.
Which place in Brazil does the writer consider as the worst for pedestrians?
Answer:
The author considers Avenida Presidente Vargas as the worst place in Brazil for pedestrians.

Question 12.
Which habit of the Japanese is referred to as mania by George Mikes?
OR
What does the Japanese mania refer to, according to Mikes?
Answer:
George Mikes refers to the Japanese habit of bowing’ as mania.

Question 13.
Which place in Brazil is the worst with regard to traffic, according to George Mikes?
Answer:
Avenida Presidente Vargas, known for its terrifying speed of traffic on the road, is the worst place of all in Brazil.

Question 14.
Whose life is becoming more hazardous in Brazil every day, according to George Mikes?
Answer:
According to George Mikes, the pedestrian’s life is becoming more hazardous in Brazil every day.

Question 15.
What, according to George Mikes, do the driver and pedestrian finally do after the chase in Brazil?
Answer:
According to George Mikes, the pedestrian does not resent being chased by the driver. Both of them smile amicably at each other.

Question 16.
What does the speaker compare Japanese bowing to?
Answer:
The speaker compares Japanese bowing to the ceremonious solemnity of a courtier.

Question 17.
Who are the drivers in Brazil on the lookout for?
Answer:
The drivers in Brazil are on the lookout for any pedestrians stepping off the pavement, who they regard as a fair game.

Question 18.
Which animal created the impression that it bowed to George Mikes in Japan?
OR
Which animal bowed to the author at Nara?
Answer:
At Nara in Japan, a deer created the impression that it bowed to the author.

Question 19.
What did the deer do after bowing to Mikes at Nara?
Answer:
After bowing to the author at Nara, the deer jumped at him and snatched the little food-bag from his hand.

Question 20.
Mikes describes Japan as being
(a) overconfident
(b) overcrowded
(c) overjoyed.
Answer:
(b) overcrowded.

Question 21.
An hour in Japan convinced Mikes that he was among
(a) leisurely characters
(b) ill-mannered louts
(c) well-mannered people.
Answer:
(c) well-mannered people.

Question 22.
What do the people of Japan highly respect, according to Mikes?
Answer:
According to Mikes, the people of Japan highly respect one another’s privacy.

Question 23.
As Mikes says, after a few hours in Japan, one starts _______
(a) thanking
(b) bowing
(c) kissing
Answer:
(b) bowing.

Question 24.
Who bows to all brothers in a Japanese family, according to Mikes?
Answer:
According to Mikes, the sister bows to all brothers in a Japanese family.

Question 25.
What do mothers in Japan carry their babies in, according to Mikes?
Answer:
According to Mikes, mothers carry their babies in little saddles.

Question 26.
The Japanese stores employ ______ to greet customers.
(a) singing girls
(b) dancing girls
(c) bowing girls
Answer:
(c) bowing girls.

Question 27.
Who enters the carriage in a slightly theatrical scene as noticed by Mikes in Japan?
Answer:
According to Mikes, two conductors enter the carriage in a slightly theatrical scene.

Question 28.
Which animal bowed to Mikes in Japan?
Answer:
A deer bowed to Mikes in Japan.

Question 29.
Who is transformed into savages as soon as a bus arrives in Japan?
Answer:
As soon as a bus arrives in Japan, the bowing gentlemen are transformed into savages.

Question 30.
George Mikes compares the act of two Japanese bowing to
(a) an early American traffic law
(b) page-boys turning revolving doors
(c) Tokaido line that connects Tokyo and Osaka.
Answer:
(a) an early American traffic law.

Question 31.
What did the deer snatch from Mikes’hand in Japan?
Answer:
The deer snatched the little food-bag from Mikes’ hand.

Question 32.
In Japan, as soon as the bus arrives, the bowing gentlemen are transformed into
(a) savages
(b) slaves
(c) servants.
Answer:
(a) savages.

Question 33.
What must one do while eating soup in Japan, according to Mikes?
Answer:
According to Mikes, while eating soup one must make a fearful noise.

Question 34.
In Japan, eating soup by making a fearful noise is a sign of
(a) depreciation
(b) appreciation
(c) disregard.
Answer:
(b) appreciation.

Question 35.
Who enters the carriage on the Tokaido line in a slightly theatrical scene in Japan?
Answer:
Two conductors enter the carriage on the Tokaido line, in a slightly theatrical scene.

Question 36.
According to Mikes, bowing girls in Japan are equal to
(a) page-boys
(b) maidservants
(c) security guards.
Answer:
(a) page-boys.

Question 37.
The pavements in the streets of Copacabana in Brazil are often decorated with
(a) pink granite slabs
(b) grey cobblestones
(c) beautiful black mosaics.
Answer:
(c) beautiful black mosaics.

Question 38.
As soon as a driver notices a pedestrian step off the pavement in Brazil, he
(a) regards him as a fair game.
(b) greets him and smiles.
(c) ignores him and moves on.
Answer:
(a) regards him as a fair game.

Question 39.
‘The Avenida Presidents Vargas’ in Brazil is described by Mikes as
(a) a wonderful place.
(b) an auspicious place.
(c) the worst place.
Answer:
(c) the worst place.

Question 40.
When do the drivers of the motor cars in Brazil aim and accelerate?
Answer:
The moment a motor car driver in Brazil notices a pedestrian stepping off the pavement, he regards the pedestrian as fair game, takes aim, and accelerates his car.

II. Answer the following questions in a paragraph of 80 – 100 words each:

Question 1.
What makes Mikes feel that the drivers in Brazil are on the lookout for pedestrians
Answer:
George Mikes feels that the drivers in Brazil are on the lookout for pedestrians because as soon as a driver notices a pedestrian step off the pavement, he appears to regard him as a fair game and so he takes aim and accelerates his vehicle. The pedestrian has to jump, leap, and run for his/her dear life.

Question 2.
‘People respect each other’s privacy’. Explain with reference to Japan in Mikes’ travel writing.
OR
Explain how the people of Japan respect each other’s privacy, according to George Mikes.
Answer:
The people of Japan live on a hopelessly overcrowded island where they have no privacy. However, the people are so well-mannered that they are courteous enough not to overhear a conversation when they find anyone talking to someone else over the telephone. The speaker can consider the telephone receiver as his castle and conduct his most confidential business transactions and intimate love-quarrels in public, yet in perfect privacy without becoming apprehensive about anyone overhearing his conversation.

Question 3.
How does the writer explain the complicated hierarchy in bowing?
OR
Why is bowing in Japan a complicated process?
OR
“The Japanese follow a complicated hierarchy in bowing.” Explain with reference to ‘Japanese Manners’.
Answer:
The writer George Mikes remarks that for the Japanese people ‘bowing’ has become a mania. However, he also speaks in an appreciative tone and says that the people bow to each other with the solemnity of a courtier yet with a great deal of natural and inimitable grace. Besides, he also says that the Japanese follow a complicated hierarchy in bowing. This system decides who bows to whom, how deeply, and for how long. Though it is a little complicated to us, the Japanese manage it without difficulty and subtly and reflect in their bowing even the smallest difference in rank, standing, age, and social position in a split second.

Question 4.
How, according to George Mikes, do the bowing gentlemen turn into savages in Japan?
Answer:
The author George Mikes, having described in detail how ‘bowing’ is followed so ritualistically in Japan, towards the end of the article narrates an incident that happened in one of the parts in Nara, a deer park in Japan. The author bought a pack of food for a deer. On seeing the pack of food, the deer went up to him, looked into his eyes, and bowed to him deeply. Then, almost immediately, it jumped at him and snatched the little food-bag from his hand.

Using this incident as an analogy, George Mikes makes fun of the Japanese people, for their ugly behaviour while boarding a bus. He tells the reader in a sarcastic tone that we can often see the Japanese bowing to each other with ceremonious serenity even at bus-stops. Then he says, “as soon as the bus arrives, the bowing gentlemen are transformed into savages, they push each other aside, tread on each other’s toes and shove their elbows into each other’s stomachs”. The reader, who had all along been encouraged to develop a kind of admiration for the Japanese habit of respectful bowing, is shocked or stunned by this revelation.

Question 5.
Give an account of the Japanese mania for bowing as described by George Mikes.
OR
What is unique about bowing in Japan?
OR
What are the views of George Mikes about Japanese ‘mannerism of bowing’?
Answer:
According to George Mikes, as soon as we land in Japan, the first thing we notice is bowing is so ubiquitous in Japan. The writer comments that it is the mania of the Japanese. He remarks that everyone keeps bowing to everybody else with the ceremonious solemnity of a courtier yet with a great deal of natural and inimitable grace. If two Japanese bow, as a rule, neither is to straighten up before the other stands erect in front of him. He states that bowing is quainter, more formal, and more oriental and also infectious.

Besides, he also says that the Japanese follow a complicated hierarchy in bowing. This system decides who bows to whom, how deeply, and for how long. Though it is a little complicated to us, the Japanese manage it without difficulty and subtly and reflect in their bowing even the smallest difference in rank, standing, age, and social position in a split second.

Apart from saying that the Japanese follow a complicated hierarchy in their bowing, the author says that the Japanese follow certain basic rules inside the family. They are the wife bows to her husband, the child bows to his father, younger brothers to elder brothers, and the sister bows to all brothers of whatever age.

In Japanese stores, bowing girls stand at the top of escalators and their only duty is to bow deeply and deferentially to all and sundry.

The ticket checking conductors on the fast Tokaido Line, march to the middle of the coach and bow ceremoniously in both directions before checking the tickets.

At Nara, a deer created the impression that it bowed to the author.

Question 6.
According to George Mikes, the people of Brazil are both leisurely and speed-loving. Explain.
Answer:
According to George Mikes, the people of Brazil are both leisurely and speed-loving. He remarks that however close by or far off their destination may be, Brazilians do not seem to bother about the time it might take for them to reach their destination. They do not hurry at all; they do not mind even if they reach their destination either an hour too soon or a day late or may not reach at all. But the very same leisurely people, as soon as they get a steering wheel in their hands, no speed is fast enough for them. If one looks at their driving speed, one would be inclined to believe that gaining a tenth of a second is a matter of grave importance for all of them all the time.

Question 7.
Why does George Mikes say that eating soup has more dangers for a European?
Answer:
The author George Mikes concludes his observations with his comments on the Japanese way of eating soup. He remarks that eating soup has more dangers than almost anything else. He opines so because eating soup in a Japanese house puts an outsider in a dilemmatic situation. The Japanese host expects the ‘guest’ to make a fearful noise to Show his sign of appreciation while eating soup. If the guest is a European and if he or she does not make a fearful noise, then the host will think that their guest is an ill-mannered lout. But, having knowledge of this custom, if a European visitor makes a fearful noise while eating soup to express his appreciation, then the host will think that he must be an ill-mannered lout because the Japanese know that no reasonably well brought up European makes such disgusting noises when eating soup.

Question 8.
Bring out the culture of the Japanese as explained by George Mikes.
Answer:
In his travelogue, George Mikes narrates four anecdotes which will help any foreign visitor to understand the cultural traits of the Japanese people. The author first highlights how people’s courtesy serves a double function in Japan. He assertively states that a couple, with perfect confidence, can carry on even their intimate love quarrels in public, in perfect privacy, without being apprehensive of any passerby overhearing them. Next, he talks about the bowing mania of the Japanese people and how the Japanese manage to show even the slightest differences in their hierarchy with a great deal of natural and inimitable grace.

Then, he narrates how, the very same people who, a few minutes ago had bowed to each other with such ceremonious solemnity would behave like savages, push each other aside, tread on each other’s toes and elbow their way into the bus. Finally, he talks about soup-eating in Japan. He says that, according to the Japanese, when eating soup one must make a fearful noise so as to express his appreciation, otherwise the guest will be considered an ill-mannered lout.

Question 9.
Why is a pedestrian’s life hazardous in Brazil, according to George Mikes?
OR
Elaborate on the plight of a pedestrian in Brazil.
Answer:
According to George Mikes, the people of Brazil are both leisurely and speed-loving. Then he says that the people love driving their cars at such speed that as soon as the drivers get a steering wheel in their hands, no speed is fast enough for them. They seem to believe that gaining a tenth of a second is a matter of grave importance for them all the time. The drivers usually lookout for pedestrians who step off the pavement and regard such pedestrians as a fair game. They take aim and accelerate their vehicle. The pedestrians have to jump, leap, and run for their dear life. Naturally, on account of such speed-loving people, a pedestrian’s life is hazardous in Brazil.

Question 10.
Explain how drivers in Brazil care about pedestrians, as mentioned by George Mikes.
Answer:
According to George Mikes, the people of Brazil are both leisurely and speed-loving. Then he says that the people love driving their cars at such speed that as soon as the drivers get a steering wheel in their hands, no speed is fast enough for them. They seem to believe that gaining a tenth of a second is a matter of grave importance for them all the time. The drivers usually lookout for pedestrians who step off the pavement and regard such pedestrians as a fair game. They take aim and accelerate their vehicle. The pedestrians have to jump, leap, and run for their dear life. Naturally, on account of such speed-loving people, a pedestrian’s life is hazardous in Brazil.

Question 11.
How do Mikes portray a view of Japanese culture through their act of bowing?
Answer:
According to George Mikes, as soon as we land in Japan, the first thing we notice is the mania of bowing, which is so ubiquitous in Japan. The writer comments that it is the mania of the Japanese. He remarks that everyone keeps bowing to everybody else with the ceremonious solemnity of a courtier yet with a great deal of natural and inimitable grace. If two Japanese bow, as a rule neither is to straighten up before the other stands erect in front of him. He states that bowing is quainter, more formal, and more oriental and also infectious.

Further, he says that the Japanese follow a complicated hierarchy in bowing. This system decides who bows to whom, how deeply, and for how long. Though it is a little complicated to us, the Japanese manage it without difficulty and subtly and reflect in their bowing even the smallest difference in rank, standing, age, and social position in a split second. Apart from saying that the Japanese follow a complicated hierarchy in their bowing, the author says that the Japanese follow certain basic rules inside the family. They are the wife bows to her husband, the child bows to his father, younger brothers to elder brothers, and the sister bows to all brothers of whatever age.

Question 12.
Why does George Mikes say that nobody hurries in Brazil? What instances does he give to illustrate this?
Answer:
While recording his observations about the paradoxical behaviour of the people in time management, George Mikes says that nobody hurries in Brazil and does not seem to be worried whether they reach their destination an hour too soon, a day late, or not at all. Though his statement appears to be an exaggeration, George Mikes then tells us the reason. His inference seems to be based on his imaginative assessment of the probable time a pedestrian in Copacabana takes to move from one end of a street to the next while walking on the pavement, enjoying the beauty of the black mosaics on the pavements. George Mikes says that the natives seem to relish such beautiful decorations on the pavements and do not mind spending time meditating on the beautiful mosaics while walking on the pavements.

He then cites another instance which highlights the incredible size of the crawling traffic in Avenida Presidente Vargas. Imagining that a pedestrian standing on one side of the street, asks his friend on the other side, how he got there, his friend would reply that he was born on that side and he did not go there crossing the street. This imaginary incident would tell the reader about the size of the moving traffic in Brazil.

III. Answer the following questions in about 200 words each:

Question 1.
How does the writer bring out the dilemma of crossing the road in Avenida Presidente Vargas?
OR
How does the writer bring out the humour in crossing the road in Avenida Presidente
Vargas?
OR
Why is it difficult to cross a road in Brazil? How is this brought out in ‘Traffic in Brazil’?
OR
Describe the situation, one witness, while trying to cross the road in Brazil, as mentioned by George Mikes.
Answer:
While recording his observations about the traffic in Brazil, the author comments about the reckless driving style of the Brazilian people. Then he expresses his surprise over the growing number of motor cars in Brazil, despite the fact that import duties charged by the government for importing cars are crippling and murderous, then he gives the reader an anecdote to help him visualize to himself the number of vehicles that are there and the way they move on the roads.

He tells the reader that one witness the worst traffic problems in Avenida Presidente Vargas. If a pedestrian were to stand on one side of the road, trying to cross the road and contemplating the truly fascinating problem, ‘How can crawling traffic proceed at such terrifying speed?’, he will be spending hour after hour without a ray of hope of an auspicious crossing. Then he rounds up his anecdote telling us that, the pedestrian will witness a scene in which a man standing beside you, on your side of the Avenida Vargas, suddenly catches sight of a friend of his on the other side and starts waving to him. Then he will ask him, “How did you get there?” The other fellow being surprised by this naive question will yell back, “How? I was born on this side!” One can easily infer the author’s intention in giving us this anecdote.

Question 2.
How does George Mikes bring out the humour in the Japanese mannerism of bowing?
OR
Bowing in Japan is so infectious that it leads to a few comic situations. How does Mikes bring this out?
Answer:
George Mikes narrates two very unique habits of the people noticed by every tourist in Japan. One of them is their mannerism of bowing. However, the author’s description is quite packed with humour as well as admiration. He calls the bowing habit of the Japanese a ‘mania’ and says “everybody keeps bowing to everyone else, with the ceremonious solemnity of a courtier yet with a great deal of natural and inimitable grace”. Interspersed in his description of their bowing, there are certain statements which make the description sound humorous in a subtle way. They are:

  • After a few hours you start bowing yourself; you bow to the wrong man at the wrong time; you do not clasp your hands in front of you which is bad, or you do which is worse.
  • If two Japanese bow, neither is to straighten up before the other stands erect in front of him.
  • saw babies carried in Japanese style on their mothers’ backs in clever little saddles, and whenever the mother bowed, the baby bowed too, somewhat condescendingly, from his majestic height.
  • Bowing girls in Japanese stores stand at the top of escalators and their only duty is to bow deeply and deferentially to all and sundry.
  • The ticket checking conductors on the fast Tokaido Line, march to the middle of the coach and bow ceremoniously in both directions before checking the tickets.
  • About the deer in ‘Nara’, the author comments, “it is something genetic and is in the blood of Japanese deer”.
  • At the bus-stop, “the bowing gentlemen are transformed into savages” as soon as a bus arrives.

Question 3.
Bowing in Japan is quainter, formal, and oriental. Why does George Mikes say so? Discuss.
Answer:
According to George Mikes, bowing is so ubiquitous in Japan, it is the mania of the Japanese.
Everyone keeps bowing to everybody else with the ceremonious solemnity of a courtier yet with a great deal of natural and inimitable grace. If two Japanese bow, as a rule, neither is to straighten up before the other stands erect in front of him. He states that bowing is quainter, more formal, and more oriental and also infectious.

Besides, he also says that the Japanese follow a complicated hierarchy in bowing. This system decides who bows to whom, how deeply, and for how long. Though it is a little complicated to us, the Japanese manage it without difficulty and subtly and reflect in their bowing even the smallest difference in rank, standing, age, and social position in a split second.

Apart from saying that the Japanese follow a complicated hierarchy in their bowing, the author says that the Japanese follow certain basic rules inside the family. They are the wife bows to her husband, the child bows to his father, younger brothers to elder brother stand the sister bows to all brothers of whatever age.

Question 4.
A natural behaviour looks peculiar when seen from an outsider% eyes. How does Mikes prove this with reference to Japanese bowing?
Answer:
The excerpt titled ‘Japanese Manners’ is a good specimen of travel writing, by George Mikes, a Hungarian-born British travel writer. In this excerpt, the author shares his experience of travelling in Japan and tries to draw the readers’ attention to what is most striking about the Japanese people as seen by a touring journalist.

Though bowing to their fellowmen in Japanese society is a normal trait of Japanese behaviour, to an outsider like George Mikes, ‘bowing’ appears to be an obsession with the Japanese. That is why George Mikes chooses to comment about the bowing patterns of the Japanese in this piece of travel writing.

According to George Mikes, as soon as we land in Japan, the first thing we notice is bowing is so ubiquitous in Japan. The writer comments that it is the mania of the Japanese. He remarks that everyone keeps bowing to everybody else with the ceremonious solemnity of a courtier yet with a great deal of natural and inimitable grace. If two Japanese bow, as a rule, neither is to straighten up before the other stands erect in front of him. He states that bowing is quainter, more formal, and more oriental and also infectious.

Besides, he also says that the Japanese follow a complicated hierarchy in bowing. This system decides who bows to whom, how deeply, and for how long. Though it is a little complicated to us, the Japanese manage it without difficulty and subtly and reflect in their bowing even the smallest difference in rank, standing, age, and social position in a split second.

Apart from saying that the Japanese follow a complicated hierarchy in their bowing, the author says that the Japanese follow certain basic rules inside the family. They are the wife bows to her husband, the child bows to his father, younger brothers to elder brothers, and the sister bows to all brothers of whatever age.

Question 5.
George Mikes brings out the contrast between leisurely characters and dangerous drivers in Brazil. Explain.
Answer:
George Mikes is a keen observer of people’s behaviour, customs, and traditions. In the excerpt titled Traffic in Brazil’, Mikes says very casually that nobody hurries in Brazil and remarks that it does not really matter whether you reach your destination an hour too soon, a day late, or not at all. Next, probably with the intention of finding a suitable explanation for the leisurely attitude of the people, he tells the readers about the ‘grey pavements’ in the streets of Copacabana, which are decorated with beautiful mosaics. Then he adds that ‘only a people alive to beauty in their surroundings and who have plenty of time for contemplations during their meditative, ambulatory exercises would take the trouble to decorate the pavements they walk on. Though Mikes is appreciating the people for their aesthetic sensibility, he is also satirizing the lethargic walking style and attitude of the people.

However, in the very next sentence, he makes fun of dangerous drivers in Copacabana. Mikes remarks that the very same leisurely characters, when they get behind a steering wheel, drive very fast and are reckless. Having made a comment about their time consciousness, now, he says, “gaining a tenth of a second is a matter of grave importance for all of them all the time”. Thus, by juxtaposing two different traits of these people, George Mikes brings out the contrast between leisurely characters and dangerous drivers in Brazil.

Question 6.
People display contrasting patterns of behaviour. Substantiate in the light of’Japan and Brazil Through A Traveller’s Eye’.
Answer:
In this lesson, there are two excerpts titled ‘Japanese Manners’ and ‘Traffic in Brazil’ chosen from George Mikes’ book titled ‘The Land of the Rising Yen’ and ‘How to Tango’ respectively.

In the first excerpt, the writer gives his comments about the Japanese habit of ‘bowing’ and how they manage to respect each others’ privacy even though they are living in an overcrowded island.

In the second excerpt, the author tells us in a humorous vein about their time consciousness and their craze for driving cars recklessly.

However, he makes his travelogue memorable by highlighting the contrasting patterns of behaviour of the people of Japan as well as the people of Copacabana in Brazil.

While describing the Japanese, George Mikes tells the reader that within fifteen minutes after a tourist has landed in Japan, he or she will come to the conclusion that the people of Japan are an exquisitely well-mannered people, who live on a hopelessly overcrowded island. Then, he justifies his opinion by telling the reader how the people respect each others’ privacy by being courteous enough not to overhear a telephone conversation even though they happen to pass by a telephone booth or a counter. Next, he describes the ‘bowing’ mania of the Japanese people. Though he describes their bowing patterns in an appreciative tone, he concludes his write up highlighting a contrasting behavioural trait of the Japanese.

In a humorous tone, he tells the reader that the Japanese people who bow with such ceremonious serenity even at bus-stops, exhibit flippant behaviour almost immediately. He tells the reader that as soon as a bus arrives, the bowing gentlemen become savage-like, push each other aside, tread on each other’s toes and shove their elbows into each other’s stomachs to get into the bus.

Similarly, in his travel write up titled ‘Traffic in Brazil’, while narrating his experiences as a tourist walking through the streets of Copacabana, he comments about the time consciousness of the local people. He says very casually, “Nobody hurries in Brazil”, then he adds “it does not really matter whether you reach your destination an hour too soon, a day late, or not at all”. Then he narrates how the people decorate the grey pavements in the streets with beautiful black mosaics. Then referring to their walking style he says, ‘Only a people alive to beauty in their surroundings and who have plenty of time for contemplation during their meditative, ambulatory exercises would take the trouble to decorate the pavements they walk on.

We should note that though he appears to be appreciating the aesthetic sense of the people, there is also a tone of satirising the sluggish walking style, or the lethargic attitude of the people.

Almost immediately he juxtaposes a contrasting pattern of their behaviour. He tells the reader that the very same leisurely characters when they get behind a steering wheel, drive very fast, and are reckless. He says, “gaining a tenth of a second is a matter of grave importance for all of them all the time”. The reader cannot but infer that the people of Copacabana are very lethargic only while walking but are reckless while driving a motor car. Thus, in both the essays we find George Mikes highlighting contrasting patterns of behaviour of the people.

Japan and Brazil through a Traveller’s Eye Vocabulary

Synonyms are words with the same or similar meanings.
Provide Synonyms for the following words from the lesson. You may consult a dictionary:

  1. Intimate – personal, private
  2. Quaint – strange, unusual, odd
  3. Majestic – royal, kingly, princely
  4. Deferential – respectful
  5. Solemn – courtly, majestic, stately, dignified
  6. Amicably – courteously, cordially
  7. Mystify – puzzle
  8. Murderous – brutal, fierce, cruel, inhuman
  9. Auspicious – favourable
  10. Hostility – bitterness, grudge
  11. Expensive – costly, dear
  12. Savages – uncivilized, barbarous
  13. Accelerate – speed up, quicken
  14. Import – bring in, ship in
  15. Complicated – complex.

Question 1.
Note the use of the following expressions in the travelogue.

  1. all and sundry
  2. cut in
  3. by leaps and bounds
  4. listen in
  5. fair game
  6. get into
  7. lookout
  8. for dear life
  9. be one’s castle
  10. clear cut
  11. easygoing.

The meaning of each expression is given below. Match the expression with its meaning of looking at the context in which it is used
(a) definite to see or identify
(b) relaxed and happy to accept things
(c) everyone
(d) to move suddenly in front of another vehicle
(e) a place where one can be private and safe
(f) very quickly; in large amounts
(g) as hard or as fast as possible
(h) to listen to a conversation that you are not supposed to hear
(i) to develop a particular habit
(j) someone or something that should be allowed to be criticized
(k) to keep trying to find something or meet somebody.
Answer:
a – 10, b – 11, c – 1, d – 2, e – 9, f – 3, g – 8, h – 4, i – 6, j – 5, k – 7.

Additional Exercises

A. Passive Voice:

Question 1.
Privacy had a double function in Japan. Mikes ______ (surprise) to notice the Japanese attitude towards privacy. Though telephones ______ (situate) in the open, confidential business transactions ______ (conduct) with ease.
Answer:
was surprised; were situated; were conducted.

Question 2.
Bowing in Japan was closely observed by Mikes. Bowing ______ (do) in an oriental and formal manner. One’s social rank and status ______ (reflect) when two persons bowed to each other. In many cases, there were clearcut rules and they _____ (observe) without difficulty.
Answer:
was done; were reflected; were observed.

Question 3.
Mikes visited a Japanese house. He _____ (offer) a bowl of soup. While eating soup it ______ (expect) that he should make a fearful noise. He knew that if Europeans made sounds, they _____ (considered) to be ill-mannered louts.
Answer:
was offered; was expected; were considered.

Question 4.
Drivers in Brazil were very dangerous. Once they ______ (seat) behind the steering wheel, no speed was fast enough for them. If a pedestrian stepping off the pavement ______ (notice), he _______ (regard) as fair game.
Answer:
were seated; was noticed; was regarded.

B. Fill in the blanks by choosing the appropriate expressions given in brackets:

Question 1.
In Brazil, the number of motor vehicles is growing by _______, almost as if cars were distributed free of charge to ______. (all and sundry, turn a deaf ear, leaps, and bounds)
Answer:
leaps and bounds; all and sundry.

Question 2.
In Brazil, the pedestrians are, in fact, on the _____ for drivers. As soon as a driver notices a pedestrian step off the pavement, he regards him as ______. (fair game, to get into, lookout)
Answer:
lookout; fair game.

Question 3.
The deer looked into Mikes’s eyes and bowed deeply. It was no ______. He thought that if they see people bowing all the time, they _______ the habit too. (get into, come up, chance gesture)
Answer:
chance gesture; get into.

Question 4.
The war between drivers is murderous but good-tempered. They ________, overtake on both sides and force you to brake violently. Therefore a pedestrian, while crossing a road, has to jump, leap and run for ______. (dear life, fair game, cut in)
Answer:
cut in; dear life.

C. Fill in the blanks with the appropriate linkers:

Question 1.
Japanese who live on a hopelessly overcrowded island have to respect one another’s privacy _____ rather, would have to _____ they had any privacy. _____ they don’t. ______ courtesy has a double function in Japan. (but, if, or, so)
Answer:
or; if; But; So.

Question 2.
Japanese are said to be well-mannered ______ they respect each other’s privacy. You can conduct your most confidential business transactions and love-quarrels in public ______ in perfect privacy. Anybody could listen in _______ nobody does. _____ a telephone-receiver is a man’s castle in Japan. (yet, therefore, but, because)
Answer:
because; yet; but; Therefore.

Question 3.
Nobody hurries in Brazil. The people of Brazil are leisurely ______ they seem to have all the time in the world ______ decorate the pavements they walk on. ______, the drivers in Brazil drive so fast _______ every tenth of a second is of grave importance. (in order to, and, however, as though)
Answer:
and; in order to; However; as though.

Question 4.
Bowing in Japan is not only quainter but infectious. ______ spending some time in Japan, one starts bowing ______ he or she has been there forever. ______ when a person bows, it is too deep or not too deep enough _____ the outsider is not familiar with the complexities of bowing. (as though, after, however, because)
Answer:
After; as though; However; because.

Question 5.
Motor cars are extremely expensive in Brazil ______ of crippling and murderous import duties. ______ almost everyone owns a car here. ______ the roads in Brazil have heavy traffic. ______ the pedestrian’s life is becoming more hazardous every day. (thus, hence, yet, because)
Answer:
because; Yet; Thus; Hence.

Japan and Brazil through a Traveller’s Eye by George Mikes About the Writer:

George Mikes (1912 – 1987) was a Hungarian-born British artist, author, publisher, illustrator, and journalist. He studied Law and received his doctorate at Budapest University. He is best known for his humorous commentaries on various countries.

His early books included ‘We Were There To Escape’ and ‘How to be an Alien’. Subsequent books dealt with (among others) Japan (‘The Land of the Rising Yen’), Israel (‘Milk and Honey, The Prophet Motive’), the U.S. (‘How to Scrape Skies’), and the United Nations (‘How to Unite Nations’), Australia (‘Boomerang’), the British again (‘How to be Inimitable, How to be Decadent’), and South America (‘How to Tango’). Other subjects include God (‘How to be God’), his cat (‘Tsi-Tsa’), wealth (‘How to be Poor’), or philosophy (‘How to be a Guru’). His autobiography was called ‘How to be Seventy’.

In this lesson, there are two excerpts titled ‘Japanese Manners’ and ‘Traffic in Brazil’, chosen from George Mikes’ book titled ‘The Land of the Rising Yen’ and ‘How to Tango’, respectively. They are two specimens of ‘Travel writing’. The writer is a travel journalist, who presents his observations about the people of Japan and Brazil in these two articles.

In the first excerpt titled ‘Japanese Manners,’ the writer gives his comments about the Japanese habit of ‘bowing’ and how they manage to respect each others’ privacy even though they are living in an overcrowded island. The author shares his experience of travelling in Japan and tries to draw the readers’ attention to what is most striking about the Japanese people as seen by a touring journalist.

Japan and Brazil through a Traveller’s Eye Summary in English

Japanese Manners

Within fifteen minutes after you have landed in Japan, you will learn that the people of Japan are an exquisitely well-mannered people, who live on a hopelessly overcrowded island. Consequently, their living space is very limited and so they do not have any privacy, yet the people respect people’s privacy in a different way. Their ‘courtesy’ serves a double function. They exhibit such polite behaviour that their ‘courtesy’ itself serves as a substitute for privacy. The writer supports his opinion-with as an example.

For example, he says, one finds red telephones in the streets, shops, halls of hotels, etc., and the instrument is placed on a table or a counter. They do not have space to spare for telephone booths. But, any person can conduct his most confidential business transactions, even intimate love quarrels in public and in perfect privacy, without being apprehensive about any passerby overhearing you. The author emphatically says that the person’s telephone receiver is his castle.

The writer then gives his observations about the Japanese obsession with ‘Bowing’. He calls it a ‘mania’ because everybody keeps bowing to everybody else. He remarks that the people bow to each other with the solemnity of a courtier with a great deal of natural and inimitable grace. He comments that though ‘bowing’ is like shaking hands or kissing the cheek, it is quainter, more formal, and more oriental but also infectious. Then he states that bowing is so commonly seen everywhere that even the onlookers start bowing though not the right way as the Japanese do. We bow too deeply or not deeply enough or we bow to the wrong man at the wrong time. Secondly, we do not clasp our hands in front of us, which is considered a bad way, or we may clasp the hands in a bad way which is considered even worse.

2nd PUC English Textbook Answers Springs Chapter 11 Japan and Brazil through a Traveller’s Eye image - 1

Next, the writer tells us that the Japanese have a complicated hierarchy in bowing: who bows to whom, how deeply, and for how long. Then the author cites an incident that happened in America. He tells us that in one of the American states, there was a traffic law which laid down that if two cars met at an intersection, neither was to move before the other had gone. The author uses this incident to tell us that, similarly in Japan, if two Japanese bows, neither are to straighten up before the other stands erect in front of him. Though it sounds a little complicated to us, the Japanese manage it without difficulty and even the smallest difference in rank, standing, age, social position will be subtly reflected in that split second; one man’s bow will be shorter than the others’. In many cases, there are clear-cut differences in position and no difficulties.

According to the Japanese culture, the wife bows to her husband, the child bows to his father, younger brother to elder brothers, the sister bows to all brothers of whatever age. The author then recollects a sight he had seen in Japan, that of Japanese mothers carrying their babies on their backs in little saddles and whenever their mother bowed, the babies bowed too. Then there are the bowing girls in Japanese stores standing at the top of escalators, bowing deeply and deferentially to everyone. Next, the writer narrates his experience on a fast train (Tokaido Line), between Tokyo and Osaka. He tells us that two conductors enter the carriage in a theatrical style, march to the middle of the coach, bow ceremoniously in both directions, and then start checking the tickets.

Later, he narrates how even an animal like the deer do ‘bowing’. He tells the reader that in one of the parts of ‘Nara’ (Nara Park is a vast wildlife park located in the city of Nara, Japan, at the foot of Mount Wakakusa, where wild deer roam about freely), he bought a pack of food for deer. The deer came up to him, looked into his eyes, and bowed deeply. The author states that it was not a chance gesture but it was a proper and courteous bow.

The author conjectures that the deer are more imitative, and having seen the people bowing all the time, probably they also get into the habit. Then he says it may be something genetic and is in the blood of Japanese deer. Finally, he ends the incident, saying that the deer, after bowing to him, jumped at him and snatched the little food-bag from his hand.

In a humorous tone, he tells the reader that the Japanese people who bow with such ceremonious serenity even at bus-stops, exhibit flippant behaviour almost immediately. He tells the reader that as soon as a bus arrives, the bowing gentlemen become savage-like, push each other aside, tread on each other’s toes and shove their elbows into each other’s stomachs to get into the bus.

He ends his travelogue on Japan with his humorous observations about ‘soup eating’ in Japan. According to the Japanese, when eating soup you must make a fearful noise; only then will one be appreciated. If the soup eater does not make a noise, his hostess will think that the guest is an ill-mannered lout. On the other hand, if the guest makes some noise while eating soup, she will think that he is not a reasonably well brought up European because no reasonably well brought up European makes such disgusting noises when eating up the soup. The author tells jokingly that the hostess will conclude that he must be an ill-mannered lout.

Traffic in Brazil

This excerpt is taken from ‘How to Tango’, a humorous commentary on South America, by George Mikes. The author tells us in a humorous vein how the people of Brazil drive their motor vehicles. He also records his appreciation of the people’s talent for decorating their grey pavements.

The author narrates his experiences while walking as a tourist through the streets of Copacabana. The very first sentence is a comment about their time consciousness. He says very casually, “Nobody hurries in Brazil”; then he sarcastically adds, “it does not really matter whether you reach your destination an hour soon, a day late, or not at all”.

Then he turns his attention towards the grey pavements in Copacabana. He states that the grey pavements in the streets are often decorated with beautiful black mosaics which he calls ‘a unique type of decoration’. Then he gives the people of Brazil his compliments for their talent for doing such decorations. He remarks, “Only a people alive to beauty in their surroundings and who have plenty of time for contemplation during their meditative, ambulatory exercises would take the trouble to decorate the pavements they walk on”. He uses a pompous term ‘ambulatory exercises’ to refer to their walking style.

One should also note that though here he is appreciating the people for their aesthetic sense, he is also satirizing their sluggish walking style or the lethargic attitude of the people. In the very next sentence, he makes fun of their ‘driving style’. He tells the reader that the very same leisurely characters when they get behind a steering wheel, they drive very fast and are reckless. Having made a comment about their time consciousness, now he says, “gaining a tenth of a second is a matter of grave importance for all of them all the time”. The reader cannot but infer that the people of Copacabana are very lethargic only while walking and are reckless while driving vehicles.

The writer remarks that buying a motor car in Brazil is an extremely expensive event because import duty for importing cars from other countries is very high. In this context, he also compares Brazil with other countries in South America and says, “Only a few other, poorer South American states are in a worse position in this respect.” Then he remarks that “complaints are universal; hardly anyone can afford a car.” Having said this he proceeds to say that yet you find an unimaginably large number of motor cars here. Then he makes a satirical comment on the craze of the people for buying cars.

He says, “the number of motor vehicles is growing by leaps and bounds as if they were distributed free of charge to all and sundry.”The reader should be careful to note here that the author is also expressing his doubt or surprise at the capacity of the people to pay such huge import duties to buy a car.

Then he explains how reckless the people who drive motor vehicles are. He remarks that “itis, not that drivers do not care about pedestrians”; the trouble is “they are, in fact, on the lookout for them. As soon as a driver notices a pedestrian step off the pavement, the driver considers him as ‘fair game’, he takes aim and accelerates.” The pedestrian has to jump, leap, and run for dear life. In these lines, the author is trying to tell the reader how reckless the drivers are and how they chase people as hunters do while hunting an animal.

However, in the next line, he compliments the people for their sweet and sensible temperament. He tells the reader that the pedestrian does not resent being targeted by the driver. He says, “driver and pedestrian – hunter and prey smile amicably at each other, and they appear to be saying “I win today you will tomorrow”.

In the next paragraph, the author talks about the rivalry between two drivers. Though the war between two drivers appears to be murderous, yet they are good-tempered. He describes the style of their driving – they cut in, overtake on both sides, force you to brake violently and commit all the most heinous crimes on the road twenty times an hour”. Despite exhibiting such recklessness in their driving, they smile at you and do not show any anger, no hostility, and no mad hooting.

In the next paragraph, he recalls an incident he had probably witnessed in a place called Avenida Presidente Vargas. He says it is the worst place in Brazil known for its crowded and slow-moving’ traffic. His statement is paradoxical. He says, on the one hand, that driver’s drive recklessly; and here he calls the traffic ‘crawling traffic’. He says even the onlookers will be contemplating the truly fascinating problem “how can crawling traffic proceed at such terrifying speed”. One can imagine the number of vehicles moving at such terrific speed and probably it is the number of vehicles moving at a time together which makes the reader call it ‘crawling traffic’. He comments about the helplessness of the pedestrian who wishes to cross the road waiting for hours on end.

Then, he concludes narrating a jovial anecdote. He tells the reader that he might witness a situation in which a man standing beside you on your side of the road, suddenly discovers a friend of his on the other side and starts waving to him. He asks him, “How on earth did you ever get there?” The other fellow yells back, “How? I was born on this side”. The author narrates this anecdote probably to convince the reader how difficult it is to cross a busy road in Avenida Vargas.

Japan and Brazil through a Traveller’s Eye Summary in Kannada

2nd PUC English Textbook Answers Springs Chapter 11 Japan and Brazil through a Traveller’s Eye image - 2
2nd PUC English Textbook Answers Springs Chapter 11 Japan and Brazil through a Traveller’s Eye image - 3
2nd PUC English Textbook Answers Springs Chapter 11 Japan and Brazil through a Traveller’s Eye image - 4
2nd PUC English Textbook Answers Springs Chapter 11 Japan and Brazil through a Traveller’s Eye image - 5

Glossary:

  • Mania: obsession, a craze
  • Condescend: stoop, humiliate
  • Genetic: hereditary, inherited
  • Subtly: delicate, cunning, elusive
  • Tokaido, Osaka, and Tokyo: places in Japan
  • Serenity: peacefulness, calmness
  • Heinous: hateful, wicked
  • Copacabana, Avenida, Presidente Vargas: places in Brazil

The main aim is to share the knowledge and help the students of 2nd PUC to secure the best score in their final exams. Use the concepts of Karnataka 2nd PUC English Answers Chapter 11 Japan and Brazil through a Traveller’s Eye in Real time to enhance your skills. If you have any doubts you can post your comments in the comment section, We will clarify your doubts as soon as possible without any delay.