Class – 9th Study Material

Chapter – 1 The Fun They Had

 Margie wrote in her diary on May 17, 2157, about Tommy finding a real
book, which was very old and had yellow and crinkly pages.
 Tommy found the book in his attic and thought it was a waste because you
could only read it once and then throw it away, unlike their telebooks
which could hold multiple books.
 Margie was scornful of the book being about school, which she hated,
especially since she was struggling with geography tests and her mechanical
teacher.
 The County Inspector fixed Margie's mechanical teacher, which she had
hoped would be removed, and explained that the geography sector was
geared too quickly for her.
 Margie was disappointed and asked Tommy why anyone would write about
school, and he explained that it was about the old kind of school from
hundreds of years ago.
 Tommy told Margie that the old schools had teachers who were men, and
they taught boys and girls in a special building, which Margie found hard to
believe.
 Margie's mother called her to start her school lesson with the mechanical
teacher, which she did reluctantly, thinking about the old schools and how
kids learned together.
 Margie's mechanical teacher was always on at the same time every day,
except weekends, and she inserted her homework into the slot and began
her lesson on adding fractions.
 Margie thought about how kids in the old days learned together, helped
each other with homework, and had fun, which was different from her
experience with the mechanical teacher.
 Margie was fascinated by the old schools and wanted to read more about
them, and Tommy said she could read the book with him after school
The Fun they Had NCERT Solution

Answer these questions in a few words or a couple of sentences each.

1. How old are Margie and Tommy?
Ans. Margie and Tommy live in the future, in the year 2157. They are neighbours
and spend time together. Margie is a girl of eleven years of age while Tommy is a
boy of thirteen.
2. What did Margie write in her diary?
Ans On 17 May 2157, Margie wrote that that day Tommy had found a real book in
the attic of his house. It was an old book with yellow, crinkly pages.
3. Had Margie ever seen a book before?
Ans. No, Margie had not seen a book before the one found by Tommy in his
house. She had only heard from her grandfather that his grandfather went to
school as a boy and that they read books that were printed on paper.
4.What things about the book did she find strange?
Ans. As Margie lived in an era where students studied from a mechanical teacher
and all the books appeared on the screen, she found it strange that the words on
the printed book did not move. It was strange to see the same words appear on
the pages as she flipped them over.
5.What do you think a telebook is?
Ans. A telebook is an electronic book also known as an e-book. It is stored in a
computer and can be read by scrolling up or down the screen.
6. Where was Margie’s school? Did she have any classmates?
Ans.Margie’s school was in her house. It was a room next to her bedroom. It was
a personal classroom where the computer was adjusted to her level of learning.
She studied by herself and had no classmates.
7.What subjects did Margie and Tommy learn?
Ans.Margie and Tommy learned a lot of subjects like Geography, History and
Mathematics.
Answer the following with reference to the story.
1. “I wouldn’t throw it away.”
(i) Who says these words?
Ans. Tommy says these words.
(ii) What does ‘it’ refer to?
Ans. ‘It’ refers to the Computer screen on which Tommy reads various books.
(iii) What is it being compared with by the speaker?
Ans. ‘It’ is being compared to the paper book that Tommy found in his house.
2. “Sure they had a teacher, but it wasn’t a regular teacher. It was a man.”
(i) Who does ‘they’ refer to?
Ans ‘They’ refers to the ancestors of the children who went to school and studied
from a human teacher.
(ii) What does ‘regular’ mean here?
Ans.‘Regular’ means the mechanical teacher which teaches Margie and Tommy.
(iii) What is it contrasted with?
Ans.The mechanical teacher is contrasted with a human teacher.
Answer each of these questions in a short paragraph (about 30 words).
1. What kind of teachers did Margie and Tommy have?
Ans. Margie and Tommy had mechanical teachers. They were computers which
had preloaded lessons on different subjects according to the learner’s level.
Whenever they malfunctioned, they were opened and repaired.
2. Why did Margie’s mother send for the County Inspector?
Ans. Margie’s mother called the County Inspector to check Margie’s teacher. She
thought that probably, Margie’s teacher had a malfunction. Margie was failing the
Geography tests repeatedly which could be due to a fault in the teacher.
3. What did he do?
Ans. The County Inspector was trained to repair the computer teacher. He
opened the machine and checked it. The Geography sector was set on a higher
level. He reset it to Margie’s level and closed the teacher.
4. Why was Margie doing badly in geography? What did the County Inspector
Do to help her
Ans. Margie was failing in the Geography tests as the teacher had developed a
fault. The County Inspector told Margie’s mother that Margie was not at fault. Her
progress was good. He reset the teacher to Margie’s level.
5. What had once happened to Tommy’s teacher?
Ans. Once Tommy’s teacher had developed a fault as the entire section on History
had been deleted. His teacher had been taken for repairs and it took them a
month to set it right.
6.Did Margie have regular days and hours for school? If so, why?
Ans. Margie studied at the same time everyday, except Saturdays and Sunday.
Her mother was very particular and had told Margie that she would learn better if
she studied at the same time every day.
7. How does Tommy describe the old kind of school?
Ans. Tommy said that in the old kind of schools, there was a man teacher who
told a few things to the students, gave them home work and then asked them
questions. The man teacher was as knowledgeable as the machine teacher.
8. How does he describe the old kind of teachers?
Ans. He says that the old teachers were not the regular kind they had. They were
human beings and not machines.

Answer each of these questions in two or three paragraphs (100 –150 words).

1. What are the main features of the mechanical teachers and the schoolrooms
that Margie and Tommy have in the story?
Ans. Margie and Tommy were taught by machines known as mechanical teachers.
These machines had large black screens where the lessons appeared, followed by
questions. Students were required to insert their homework and test papers into
designated slots. The work had to be written in a punch code, a form of
computing language. The mechanical teacher would quickly grade the papers and
assign marks.

These classrooms were set up within the students’ homes, and each student had
their own individual mechanical teacher tailored to their learning level. There
were no classmates, and they studied different subjects such as Geography,
History, and Mathematics. Margie followed a daily study routine, except on
Saturdays and Sundays, as her mother believed that consistent study at the same
time would help her learn better. The entire learning process felt mechanical,
monotonous, and uninteresting for both of them.

2. Why did Margie hate school? Why did she think the old kind of school must
have been fun
Ans. Margie disliked school because it was not enjoyable. The mechanical teacher
made the learning experience feel lifeless and repetitive, like a machine simply
doing its usual tasks, without any excitement, fun, or laughter.

At one point, Margie was failing her Geography tests, which led to the discovery
that her mechanical teacher had a malfunction and was giving her tests that were
too advanced for her. Her mother called the County Inspector, who opened up
the teacher, identified the issue, and fixed it. Margie was frustrated with the
teacher and secretly wished it couldn’t be repaired. She hated the process of
inserting her homework and test papers into the machine’s slot.
She often imagined how much more fun it must have been for children in the
past, when they went to school with other kids. She found it fascinating that
children used to learn the same subjects together, discuss their studies, and help
each other with homework. Since human teachers weren’t like machines, they
added a personal touch to the learning experience. This made Margie long for the
schools of the past, where education seemed so much more enjoyable.

Chapter – 2 The Sound of Music

Part I- Evelyn Glennie Listens to Sound without Hearing It

 Evelyn Glennie, a 17-year-old girl from a Scottish farm, stood nervously on

the underground train platform, excited for her first day at the prestigious
Royal Academy of Music in London, despite being profoundly deaf.
 Evelyn's hearing loss was gradual, and she managed to conceal it from
friends and teachers until she was 11, when her marks deteriorated and her
headmistress urged her parents to take her to a specialist.
 Evelyn was determined to lead a normal life and pursue her interest in
music, and she began taking percussion lessons with Ron Forbes, who
taught her to sense sounds and vibrations through her body.
 With hard work and determination, Evelyn toured the UK with a youth
orchestra, auditioned for the Royal Academy of Music, and graduated with
top awards, becoming a renowned multipercussionist.
 Evelyn credits her success to hard work and determination, rather than any
heroic achievement, and has become the world's most sought-after
multipercussionist, performing internationally.
 Despite not being able to hear, Evelyn functions effortlessly, reading lips
and faces, and speaking flawlessly with a Scottish lilt, and has even learned
French and basic Japanese.
 Evelyn explains that music pours in through every part of her body, and she
can sense sounds and vibrations through her skin, cheekbones, and hair.
  Evelyn's talent and inspiration have earned her numerous awards, including
the Royal Philharmonic Society's Soloist of the Year Award, and she
continues to delight audiences worldwide.
 Evelyn is a workaholic, performing regularly, giving free concerts in prisons
and hospitals, and prioritizing classes for young musicians, inspiring deaf
children and demonstrating that with hard work, anything is possible.
 Evelyn Glennie has accomplished more than most people twice her age,
bringing percussion to the front of the orchestra, inspiring the
handicapped, and bringing pleasure to millions through her music.

Ncert solution

1. How old was Evelyn when she went to the Royal Academy of Music?
Ans. At the age of seventeen, Evelyn was accepted into the Royal Academy of
Music in London. Having grown up on a farm in the countryside of Scotland, she
felt nervous as she boarded the train, unfamiliar with city life. However, she was
also filled with excitement as she was about to embark on her dream career in
music, which had always been her goal in life.

2. When was her deafness first noticed? When was it confirmed?

Ans. At the age of eight, Evelyn's mother, Isabelle Glennie, observed that Evelyn
didn’t react when her name was called during piano lessons. Her hearing loss had
developed slowly, and for a while, Evelyn managed to conceal her condition from
both her teachers and peers. However, by the time she turned eleven, her
academic performance began to decline, prompting her parents to take her to a
doctor. It was then that they learned Evelyn was profoundly deaf.

Answer each of these questions in a short paragraph (30–40 words).

1. Who helped her to continue with music? What did he do and say?
Ans. Although Evelyn faced discouragement from her teachers, renowned
percussionist Ron Forbes recognized her talent and potential. He encouraged her
to experience music in a different way, focusing on feeling it rather than hearing
it. He introduced her to two large drums, each tuned to different notes. When he
played them, Evelyn could perceive the distinct notes differently. She discovered
that she could feel the higher notes from one drum through the upper part of her
body, above the waist, and the lower notes from the other drum through the
lower part of her body, below the waist. This method worked well for her, and
over time, she learned to sense different sounds and vibrations through various
parts of her body.

2. Name the various places and causes for which Evelyn performs.
Ans. At the age of sixteen, Evelyn embarked on her first tour, performing with a
youth orchestra across the United Kingdom. Following this experience, she made
the decision to pursue a career in music. Over time, Evelyn became a renowned
musician with a hectic international schedule. In addition to her regular
performances, she dedicates time to charity work, playing at hospitals and
prisons. She also offers classes to aspiring young musicians, sharing her expertise
with the next generation.

3. How does Evelyn hear music?

Ans. Evelyn Glennie was deeply passionate about music, but by the time she was
eleven, she lost her hearing. Despite this, she was determined to learn how to
play the xylophone, though her teachers discouraged her, saying that without
hearing, she couldn’t possibly learn music. However, master percussionist Ron
Forbes recognized her talent and potential. He taught Evelyn to experience music
in a different way—through vibrations instead of sound. He began by tuning two
large drums to different notes, and Evelyn discovered that she could feel the
higher notes through her upper body and the lower notes through the lower part
of her body. This approach worked well for her, and she became capable of
sensing the nuances of different musical sounds.

Evelyn now feels music travel through her body in various ways—through her
cheeks, skin, hair, and even her feet. When playing the xylophone, she feels the
vibrations of the sound in her fingertips. With drums, she experiences the
rhythmic echo vibrating through her body. She also removes her shoes during
performances on a wooden floor to feel the vibrations from the instruments as
they travel up through her legs. In this way, Evelyn has trained her body to
become attuned to the vibrations and sensations of music.
Part – 2 The Shehnai of Bismillah Khan

Origin of the Shehnai

 Emperor Aurangzeb banned the pungi from the royal residence due to its
unpleasant sound
 A barber improved the pungi's tonal quality by creating a new instrument
with a natural hollow stem and seven holes
 The new instrument was named the shehnai after being played in the
Shah's chambers by a nai (barber)
 The sound of the shehnai became auspicious and is still played in temples
and North Indian weddings

Ustad Bismillah Khan's Life

 Born on March 21, 1916, in Bihar, to a family of musicians

 Bismillah began playing music at a young age and was fascinated by the
shehnai
 He became a renowned shehnai player, performing internationally and
receiving numerous awards
 He is credited with bringing the shehnai to the classical stage and
popularizing it globally Contributions and Legacy
 Bismillah Khan played at various prominent events, including the World
Exposition in Montreal and the Cannes Art Festival
 He was awarded the Bharat Ratna, India's highest civilian award, in 2001
 He is remembered for his contributions to Indian music and his ability to
play the shehnai with expressive virtuosity

Personal Life

 Bismillah Khan was a devout Muslim but performed at both Hindu and
Muslim ceremonies
  He was fond of Benaras and Dumraon and considered them the most
wonderful towns in the world
 He believed in the importance of teaching children music and appreciated
India's rich cultural heritage.

Answer these questions in 30–40 words.

1. Why did Aurangzeb ban the playing of the pungi?

Ans. Aurangzeb disliked the sound produced by the pungi. It was considered to be
a reeded noisemaker as it was loud, shrill and unpleasant. So, he banned playing
of pungi in his royal court.

2. How is a shehnai different from a pungi?

Ans. While the shehnai is a reeded instrument, similar to the pungi, it varies in its
shape, size, and the quality of sound it produces. The shehnai features a longer
and wider hollow stem than the pungi, with seven holes along its body. Unlike the
sharp, shrill sound of the pungi, the shehnai produces a softer, more melodious
tone.

3. Where was the shehnai played traditionally? How did Bismillah Khan change
this?

Ans. Traditionally, the shehnai was played at royal courts as part of the 'naubat'
ensemble, in temples, and during weddings. Bismillah Khan introduced new ragas
using the shehnai, elevating it to the stage and placing it alongside other classical
instruments.

4. When and how did Bismillah Khan get his big break?
Ans. Bismillah Khan got his big break when in 1938 the All India Radio opened its
Radio Station at Lucknow. He played shehnai from the radio station regularly and
his music became popular through it.

5. Where did Bismillah Khan play the shehnai on 15 August 1947? Why was the
event historic?
Ans. On 15th August 1947, Bismillah Khan played the shehnai from the Red Fort,
marking a momentous occasion as India celebrated its independence from British
rule. His performance was followed by the iconic 'Tryst with Destiny' speech
delivered by India’s first Prime Minister, Pandit Jawaharlal Nehru.

6. Why did Bismillah Khan refuse to start a shehnai school in the U.S.A.?
Ans. Bismillah Khan was attached to the temples of Benaras and the river Ganga.
He could not leave them and so, refused to set up a shehnai school in the USA.

7. Find at least two instances in the text which tell you that Bismillah Khan loves
India and Benaras.
Ans. Bismillah Khan's deep affection for India and Benaras is evident in his
decision to decline setting up a shehnai school in the USA, as he could not bear to
leave Benaras and the river Ganga. Furthermore, upon receiving the Bharat Ratna,
he proudly stated that Indian Classical music was India’s greatest cultural
treasure.

Previous year question paper

Q1. Why did Aurangzeb forbid the pungi’s use?

Ans. Emperor Aurangzeb prohibited the playing of the pungi because he thought
its harsh, shrill, and disagreeable sound made it a reeded noisemaker. He forbade
its use at the court of the king.

Q2. Why did “pungi” come to be known as “reeded noisemakers”?

Ans. The pungi produced harsh, jarring, and disruptive music. Due to this,
Aurangzeb banned its shrill sounds in the royal palace. The instrument came to be
known as “reeded noisemakers” because it was made from reeds and emitted
loud, unpleasant noises.

Q3. How is a ‘shehnai’ different from a pungi?

Ans. A shehnai is a reeded instrument similar to a pungi, but it is wider and has a
different sound. Instead of the loud, startling sound that a pungi makes, it makes
soothing, lyrical noises because its stem is longer and wider than that of a pungi.

Q4. What form did the pungi take after being revived?
Ans. A barber, hailing from a family of skilled musicians, brought the pungi back
into use after Aurangzeb banned it in the royal palace. He modified the
instrument by drilling seven holes into a longer, wider hollow stem. This improved
version of the pungi produced soft, melodious sounds.

Q5. Where was the shehnai played traditionally? How did Bismillah Khan
change it?
OR
How did Bismillah Khan bring the ‘shehnai’ onto the classical stage?
Ans. The shehnai is one of the nine instruments that form the ensemble called
naubat and was traditionally played in the royal court. Bismillah Khan elevated its
status by bringing it into the spotlight alongside other classical instruments,
making it an independent and respected instrument in its own right.

Chapter – 3 The little Girl

 The little girl feared and avoided her father, who was a big and intimidating
figure in her life. Every morning, he would give her a casual kiss before
leaving for work, which filled her with relief. In the evening, she would hear
his loud voice in the hall, demanding tea and papers. When she was called
to take off his boots, she would slowly make her way to the drawing-room,
terrified of his gaze over his spectacles.
 The girl stuttered only with her father, trying hard to say the words
properly, and he would scold her for it. He was a giant of a man, with big
hands and neck, and a terrifying yawn. On Sundays, she would visit him in
the drawing-room, where he would sleep on the sofa, snoring, while her
mother read.
 One day, she made a pin-cushion for his birthday, filling it with torn paper,
including his important speech, which led to a hue and cry in the house. He
beat her hands with a ruler, and she cried, hiding under the bedclothes.
Later, her grandmother comforted her, and she realized that there were
different sorts of fathers, like Mr. Macdonald next door, who played with
his children.
 When her mother became ill, the little girl was left alone with Alice, the
cook, and grew afraid at night. Her father came to her bedside and
 comforted her, carrying her to the big bedroom, where they lay down
together. She crept close to him, feeling safe, and realized that he was not
so big and scary after all, but a hardworking man with a big heart.

NCERT QUESTIONS

Answer the following questions in one or two sentences.

1.Why was Kezia afraid of her father?
Ans. Kezia feared her father due to his stern nature. His intense gaze and
occasional physical punishments made her anxious. Instead of offering the
warmth and care she longed for, her father often scolded her, which deepened
her fear. His large and imposing figure only added to Kezia's terror.

2. Who were the people in Kezia’s family?

Ans. In all there were four members in Kezia’s family – her strict father, her stern
mother, a loving grandmother and Kezia herself.
3. What was Kezia’s father’s routine
(i) before going to his office?
(ii) after coming back from his office?
(iii) on Sundays?
Ans.
i) Before going to office, Kezia’s father would visit Kezia in her room, give her a
kiss and then leave for work in his carriage.
ii) After coming back from office in the evening, Kezia’s father would order that
tea be brought for him in the drawing room. He would order for his slippers and
the newspapers in a loud voice.
iii) On Sunday afternoons, he would stretch out on the sofa, his handkerchief on
his face, his feet on one of the best cushions, and would sleep soundly and snore.
4.In what ways did Kezia’s grandmother encourage her to get to know her
father better?
Ans. Kezia's grandmother wished for Kezia to build a close, loving relationship
with her parents. To help foster this connection, she suggested that Kezia spend
Sunday afternoons downstairs with her parents, giving her the opportunity to
understand them better.
III. Discuss these questions in class with your teacher and then write down your
answers in two or three paragraphs each.
1.Kezia’s efforts to please her father resulted in displeasing him very much.How
did this happen?

Ans. Kezia was staying at home due to a fever. Her grandmother suggested that
she create a surprise gift for her father's upcoming birthday. They decided that
Kezia would make a pin cushion, and her grandmother provided her with a piece
of yellow silk fabric. Kezia stitched the cushion on three sides and started looking
for scraps of cloth or paper to fill it with.

While her grandmother was in the garden, Kezia, in her innocence, entered her
parents' room. She found a pile of papers on the bedside table, tore them into
small pieces, and used them to stuff the cushion. Proud of her surprise gift, Kezia
didn't realize that she had destroyed her father's important speech for the Port
Authority.

When Kezia's father discovered what had happened, he was furious and decided
to teach her an important lesson: never touch anything that wasn’t hers. In his
anger, he struck her palms with a ruler.

2. Kezia decides that there are “different kinds of fathers”. What kind of father
was Mr Macdonald, and how was he different from Kezia’s father?

Ans. Mr. Macdonald, Kezia's neighbor, had five children, and Kezia often saw
them playing happily in the garden. One day, she peered through a gap in the
fence and observed them enjoying themselves. Baby Mao was sitting on Mr.
Macdonald's shoulders, while his two daughters clung to his coat pockets. They
ran around the flower beds, laughing and having fun. His sons sprayed him with
the hose, and he chased after them, laughing along with them.

This lively scene made Kezia realize that not all fathers were the same. Mr.
Macdonald seemed so different from her own father. He was playful, joyful, and
engaged with his children, making them laugh.

In contrast, Kezia's father was always angry with her. He spent most of his time
working and was too exhausted to spend time with her. When he did, he would
stare at her, scold her for stammering, and call her silly. His strict and distant
behavior led Kezia to wonder why God had created fathers in the first place.
3.How does Kezia begin to see her father as a human being who needs her
sympathy?
Ans : One day, Kezia's mother fell ill and went to the hospital with her
grandmother, leaving Kezia with the cook, Alice. That night, Alice put Kezia to bed
alone and warned her not to disturb her father. But Kezia had a nightmare and
screamed for her grandmother. Hearing her cries, her father woke up, holding a
candle. He comforted Kezia, took her to his room, and told her to warm her feet
against his legs. Kezia felt his care and warmth, realizing that her father, though
strict and tired, needed sympathy and affection too. She understood that he
loved her, and she began to feel affection for him

Previous year question paper

Q1. Why was Kezia scared of her father?

Ans Kezia’s father, a disciplined and busy man, rarely had time for her. He was
strict and sometimes harsh, reprimanding her or even punishing her physically.
Unlike Mr. McDonald, he didn’t play with Kezia or show affection. His quick,
impersonal kiss only added to her fear of his large, intimidating presence. Kezia
often felt a sense of relief when he left the house.
Q2. Who were the people in Kezia’s family?
Ans. Kezia’s family consisted of four people: her grandmother, who was soft-
hearted and caring, her mother, who was stern and distant, and little Kezia
herself.

Q3. What was Kezia’s father’s routine before going to the office and after
coming back in the evening?
Ans. Kezia’s father would give her a quick kiss in the morning before leaving for
work. In the evening, he would loudly ask for his tea, papers, and slippers. He
would then wait for Kezia to help him with his shoes before having a brief
conversation with her.

Q4. What was Kezia’s routine when Father returned from office?
Ans. Kezia's grandmother told her to remove her father's shoes before he
returned from work. When her father asked her questions, she would stammer
and quickly leave after placing his teacup on the table.
Q5. What was Father’s and Kezia’s morning routine?
Ans. Kezia's father would give her a quick kiss before heading to work, and she
would say, "Goodbye, Father." She often felt relieved when he left, as she was
afraid of him.

Q6. Why did Kezia go slowly towards the drawing room when mother asked her
to come downstairs?
Ans. Kezia was scared of her strict father, who showed no affection and
constantly scolded her. She was so fearful that when asked to help him remove
his shoes, she walked slowly to the drawing room.

Q7. Why was Father often irritated with Kezia?

Ans. Kezia feared her father. As he addressed her, she stumbled. He was also
annoyed by the panicked look on her face. She had a dejected look on her face
while he was around; to him, it appeared as though she was about to commit
suicide.

Q8. What was unusual about Kezia stuttering?

Ans. With the exception of her father, Kezia could speak to everyone in the home
without stuttering. She struggled to talk in front of her father because of his
intimidating presence and stumbled when she tried to communicate with him.

Q9. Why did Kezia stutter while speaking to Father?

Ans. Kezia’s father was strict and often scolded her, which weakened her
confidence. His large size also frightened her, making it hard for Kezia to speak to
him. Despite trying to gain his approval, she struggled to communicate and would
often stumble in his presence.

Q10. Why did Kezia feel that her father was like a giant?
Ans. Kezia saw her father as a giant because of his big hands, neck, and mouth,
especially when he yawned. His loud voice and constant shouting added to this
image, and his strict, distant behavior only made him seem even more
intimidating to her.
 Q11. Why did Kezia avoid her father?
Ans. Kezia was afraid of her father and tried to stay away from him. She saw him
as cold and distant, never showing any warmth or affection. He often scolded her
for her mistakes. His imposing size and lack of parental tenderness made her feel
even more nervous around him.

Q12. In what ways did Kezia’s grandmother encourage her to get to know her
parents better?
Ans. Every Sunday afternoon, Kezia's grandmother urged her to go downstairs,
spend time with her parents in the drawing room, and build a stronger bond with
them. She also suggested that Kezia make a pin cushion for her father using a
beautiful piece of yellow silk.

Q13. What was Kezia’s father’s routine on Sundays?

Ans. Kezia’s father did not go to work on Sundays. In the afternoon, he would
unwind. He would lie back on the sofa in their living room, place a handkerchief
over his face, put his feet up on the plushest cushion, and snore soundly as he
dozed off.

Chapter – 4 A Truly beautiful Mind

 Albert Einstein was born on March 14, 1879, in Ulm, Germany. Until he was
two and a half years old, he couldn’t speak, and when he did, he repeated
words twice. His playmates thought he was boring, and his mother was
concerned about his large head. His headmaster even called him stupid.

 However, Einstein proved everyone wrong. At 6, he learned to play the

violin and became very skilled. When his family moved to Munich at age 15,
he struggled with the strict school environment and left.
 He then enrolled in the University of Zurich, where he found the
atmosphere more open to new ideas, and focused on Physics and
Mathematics. He met Mileva Maric, a fellow student, and later married her,
having two sons. Sadly, their marriage ended in divorce in 1919.
 After graduation, Einstein worked as a technical expert at the Bern patent
office, where he secretly worked on his theory of relativity. In 1915, he
 published his Special Theory of Relativity and the famous equation E = mc².
His General Theory of Relativity, published the same year, redefined
gravity and made him internationally famous.
 In 1919, his theory was confirmed during a solar eclipse, which
revolutionized physics. In 1933, Einstein moved to the United States to
escape the rise of the Nazis in Germany, as he didn’t want his research used
for destructive purposes.
 In 1938, when Germany discovered nuclear fission, Einstein warned the
U.S. president about the potential dangers of atomic bombs. After the
bombings of Hiroshima and Nagasaki in 1945, he expressed deep regret
and called for a world government to prevent such destruction.
 Later in life, Einstein became an advocate for world peace, democracy, and
political activism. He died in 1955 at the age of 76.

Previous year question paper

Q1. What did Einstein’s mother think him to be? Why?

Ans. Einstein’s mother considered him a "freak," implying that he had an unusual
physical condition or behavior. She thought his head appeared unusually large,
which made her believe he was different from other children his age.

Q2. Einstein showed no early signs of his genius one day. Comment.
Ans. As a child, Einstein had a large head and didn't begin speaking until he was
two and a half years old. When he did start talking, he would repeat each word.
He struggled to connect with other children and preferred playing alone. These
traits led people to believe he lacked genius.

Q3. What did Einstein’s playmates call him? Why?

Ans. Because of his difficulty socializing with other children, Einstein's peers
nicknamed him "Brother Boring." He showed no interest in their games and didn't
know how to interact with them. Additionally, he didn't start talking until he was
two and a half, and when he did, he repeated each word twice. This led his
playmates to find him uninteresting.
Q4. What kind of toys attracted the attention of Einstein when he was a child?
Why?
Ans. Einstein was only interested in mechanical toys as a child. Given that
mechanical toys operate using some sort of scientific theory, it demonstrated his
aptitude for science.
Q5. What did Einstein say about his newly born sister? Why?
Ans. Einstein spent most of his time playing alone with his mechanical toys. Since
he wasn’t interesting to other kids, he had no playmates. When his sister Maja
was born, he commented, "Fine, but where are her wheels?"

Q6. What did the headmaster think about Einstein?

Ans. The principal had little regard for Einstein and once told his father that he
would never be successful in life, no matter what career path he chose. He
believed that Einstein was incapable of achieving anything.

Q7. Which musical instrument did Einstein begin to learn? Why?

Ans. When Einstein was six, his mother encouraged him to take violin lessons. He
maintained this interest throughout his life and became a skilled amateur
musician.
Q8. How did Einstein fare in high school?
Ans. Although Einstein was somewhat slow as a young child, he made remarkable
strides and excelled in almost all of his subjects during his time in Munich. His
strengths were in Mathematics and Physics, and he eventually became a
renowned physicist.

Q9. Why did Albert Einstein leave school in Munich?

Ans. Albert Einstein left his school in Munich because he was unhappy with the
rigid educational system and felt confined by its structure. He believed it hindered
his inquisitive mind and often clashed with his teachers. The stifling environment
led him to leave the institution.

Q10. Why did Einstein hate school?

Ans. He detested school because of its intense feeling of discipline as well as the
rigid rules. He experienced a sense of suffocation here. He and his teachers
frequently disagreed.
 Chapter – 5 The Snake and the mirror

 The narrator, a homeopath, shares a personal experience about a snake

encounter.
 It was a hot summer night, and he had just returned to his small rented
room after dinner.
 He heard a noise from above and assumed it was rats, which he shared the
room with.
 He lit a kerosene lamp and began to undress, taking off his black coat,
white shirt, and vest.
 He opened the windows and made his bed, but couldn't sleep, so he went
out to the veranda for some air.
 He sat down at the table, opened a book, and began to read, but heard the
noise again.
 He looked in the mirror and decided to shave daily and grow a thin
mustache to look more handsome.
 Suddenly, a fat snake wriggled over the back of the chair and landed on his
shoulder.
 The snake coiled around his left arm above the elbow, and he felt a
crushing pain.
 He was paralyzed with fear, but his mind was active, and he thought about
God and his own mortality.
 The snake looked into the mirror, and he wondered if it was admiring its
own beauty.
 The snake unwound itself and slithered into his lap, then onto the table,
moving towards the mirror.
 He got up and ran out of the room, into the yard, and didn't stop until he
reached a friend's house.
 He took a bath, changed clothes, and returned to his room the next
morning to find that a thief had stolen most of his belongings.
  The only thing left behind was his dirty vest, which the thief seemingly
didn't want to touch.
 The narrator never saw the snake again and joked that it was a snake taken
with its own beauty.

The Snake and the Mirror NCERT Solutions

Discuss in pairs and answer each question below in a short paragraph (30–40
words).
1. “The sound was a familiar one.” What sound did the doctor hear? What did
he think it was? How many times did he hear it? (Find the places in the text.)
When and why did the sounds stop?
Ans – The sound that the doctor heard was that of rats which moved on the
beam overhead. He thought that it was the squeaking of the rats. He heard the
sound thrice. The places in the text which indicate this are as follows –
1. “I heard a noise from above as I opened the door”.
2. “Again I heard that sound from above”.
3. “Again came that noise from above”.
When the doctor sat on the chair, the sound stopped suddenly as the rats had
seen a snake.

2. What two “important” and “earth-shaking” decisions did the doctor take
while he was looking into the mirror?
Ans – When the doctor looked at himself in the mirror, he decided to improve his
looks in order to appear more handsome. So, he made two “important and “earth
– shaking” decisions. Firstly, he would shave daily and grow a thin moustache.
Secondly, he would always keep smiling as he looked attractive when he smiled.

3. “I looked into the mirror and smiled,” says the doctor. A little later he says,“I
forgot my danger and smiled feebly at myself.” What is the doctor’s opinion
about himself when:
(i) he first smiles, and
(ii) he smiles again?
In what way do his thoughts change in between, and why?
Ans – (i) when the doctor smiled for the first time, he thought that he was a
valuable man as he was an unmarried doctor and there would be many girls who
wanted to marry him. He was looking at himself in the mirror, admiring himself
and planning to improve his looks.
(ii) when he smiled for the second time, he was helpless and thought that he was
a foolish person. He was looking at himself in the mirror, feeling that he was so
silly to have landed into trouble as he could not think of any way out.

Previous year question paper

Q1. Who narrated his encounter with a snake? To whom? Why did he narrate
the incident?
Ans. The story’s narrator was a homoeopathic physician. The doctor related his
own experience with a snake to the writer, during a conversation about snakes
that took place one day.
Q2. When and where did the incident with the snake take place?
Ans. After the narrator finished his lunch in a restaurant and went back to his
room around ten o’clock in the evening, the occurrence happened there.

Q3. Why did the narrator have to light the kerosene lamp on reaching his room?
Ans. It was ten o'clock and dark, so the storyteller had to light the kerosene lamp.
The house lacked electricity; it was a small rented room. He had just started his
medical practice, and his income was modest.

Q4. Describe the narrator’s room.

Ans. The storyteller lived in a small, poorly furnished rented room that was
infested with rats. It was an exterior room with a wall overlooking the garden. The
space had two windows, and the roof tiles were supported by beams from the
wall. There was no ceiling. The room had no electricity and a verandah outside.
The furnishings were minimal: a bed, a chair, a table with medical books, a
kerosene lamp, and a mirror.

Q5. What circumstances prompted the doctor to live in a small, poor house?
Ans. The doctor had only recently begun his practice, and his earnings were low.
Unable to afford a bigger or more comfortable house, he lived in a small,
inexpensive accommodation. Since he wasn't married yet, he managed in the
modest rented room until the time he would marr
 Chapter – 6 My childhood

 “My Childhood” is an excerpt from APJ Abdul Kalam's autobiography,

Wings of Fire. He was a renowned scientist and the 14th President of India,
born in 1931 in Rameswaram, Tamil Nadu, to a middle-class Muslim family.

 During his childhood, Kalam was deeply influenced by his parents, teachers,
and friends. His father, Jainulabdeen, was not highly educated but was a
kind and generous man. Though not wealthy, he ensured his children had a
secure and fulfilling childhood. Kalam inherited values like honesty and self-
discipline from his father, and kindness and faith in goodness from his
mother.

 Kalam’s first earnings came from helping his cousin, Samsuddin, distribute
newspapers in Rameswaram. He also had three close childhood friends:
Ramanadha Sastry, Aravindam, and Sivaprakash. Once, when he was in the
fifth grade, a new teacher told him to sit at the back with the lower-caste
students, while the Brahmin boys sat in the front. Abdul saw his friend
Ramanadha Sastry in tears as he was asked to move to the back, which left
a lasting impact on him.

 Abdul was further influenced by his science teacher, Sivasubramania Iyer.

Iyer taught him to break social barriers. Once, when Abdul visited Iyer’s
house, Iyer’s wife refused to serve food to him due to his Muslim identity.
But Iyer served Abdul himself and convinced his wife to do the same,
helping change her conservative views.

 For higher education, Kalam sought permission from his father to leave
Rameswaram and study in Ramanathapuram. His father compared his
 journey to that of a seagull, which flies long distances, suggesting that
Abdul had a long way to go in life. To comfort his reluctant mother, his
father quoted Kahlil Gibran’s poem “Your children.” He explained that
children are not owned by their parents but are individuals with their own
paths to follow, encouraging her to give him the freedom to pursue his
dreams.

Important questions

Q1. What were the qualities that Abdul Kalam admired in his parents?
Ans. Kalam's parents were respectable and generous individuals. Although his
father was thrifty, he always provided his family with everything they required,
from food to medicine to clothing. Kalam admired his mother’s values of
compassion and kindness, along with his father's honesty and discipline. He also
valued the respect his parents showed towards all religions.

Q2. Kalam’s childhood was a secure one both materially and emotionally.
Illustrate.
Ans APJ Abdul Kalam fondly remembered his childhood as one filled with security,
thanks to his devoted and nurturing parents. They not only met their children’s
physical and emotional needs but also provided love and guidance. His parents
ensured their children had everything they required, from food and medicine to
clothing.

Q3. How does Kalam show his father was a simple man?
Ans. Kalam's father was an honest and disciplined man. He lacked formal
education, didn’t possess much wealth, and avoided indulging in conventional
luxuries or comforts.

Q4. What kind of a person was Kalam’s father?

Ans. Jainulabdeen Kalam, Abdul Kalam’s father, was a tall and charismatic figure.
Despite having limited formal education, he was progressive and strongly
believed in the value of education. Although financially modest, he provided his
family with both emotional and financial security. A wise and practical man, he
always encouraged his children’s growth and never hindered their progress.
Q5. How does Abdul Kalam describe his mother?
Ans. Ashiamma, Kalam’s mother, was a tall, graceful, and devoted woman. She
was the perfect support to her husband, embodying kindness and compassion.
Like her husband, she shared her food with strangers daily. Kalam inherited her
generosity and warmth, as she taught him the values of kindness and selflessness.

NCERT

1. Where was Abdul Kalam’s house?

Ans. Abdul Kalam’s house was located on the Mosque Street in the town of
Rameswaram in Tamil Nadu state.
2. What do you think Dinamani is the name of? Give a reason for your answer.
Ans. Dinamani is the name of a newspaper. It is a vernacular daily, printed in
Tamil language. I think so because Kalam says that he traced the stories of the
war in the headlines of the Dinamani.

3. Who were Abdul Kalam’s school friends? What did they later become?
Ans. As a child, Abdul Kalam had three close friends: Ramanadha Sastry,
Aravindan, and Sivaprakasan. As they grew older, Ramanadha Sastry became the
priest of the Rameswaram temple, Aravindan began a business transporting
pilgrims to and from the temple, and Sivaprakasan became a railway caterer.

4. How did Abdul Kalam earn his first wages?

Ans. Abdul Kalam earned his first income by catching bundles of newspapers
thrown from a moving train at the Rameswaram station. He assisted his cousin in
delivering newspapers around Rameswaram.

5. Had he earned any money before that? In what way?

Ans. When World War II began, tamarind seeds were in high demand. Kalam
collected and sold them to a grocery shop on Mosque Street. He earned an anna,
which was a small amount, but for him, it felt like a significant sum.

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

1. How does the author describe: (i) his father, (ii) his mother, (iii) himself?
Ans. (i) Kalam’s father’s name was Jainulabdeen. He was not educated and was
not a wealthy man. Kalam says that despite this, his father possessed innate
wisdom, honesty and was a generous man. He did not believe in wasting money
on luxuries but provided them with all the necessities of life like food, clothing
and medicine.
(ii) Kalam’s mother’s name was Ashiamma. She supported her husband in his
decisions. She was a kind – hearted woman. Kalam recollects that his mother
would feed meals to numerous people. He inherited faith in goodness and deep
kindness from her.
(iii) Kalam was short and had ordinary looks while his parents were tall and looked
handsome. He was brought up in a secure atmosphere. He grew up to become
and honest and self – disciplined man. He believed in goodness and deep
kindness.

2. What characteristics does he say he inherited from his parents?

Ans. Kalam inherited honesty and self–discipline from his father. His mother
imbibed in him faith in goodness and deep kindness.
Discuss these questions in class with your teacher and then write down your
answers in two or three paragraphs each.

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

(i) Which social groups does he mention? Were these groups easily identifiable
(for example, by the way they dressed)?
Ans. The social groups referred to by Kalam were the Hindu Brahmins and the
Muslims. These groups could easily be recognized by their distinct attire. Being a
Muslim, Kalam wore a cap, which set him apart from his Hindu Brahmin friends
who wore the sacred thread.

(ii) Were they aware only of their differences or did they also naturally share
friendships and experiences? (Think of the bedtime stories in Kalam’s house; of
who his friends were; and of what used to take place in the pond near his
house.)
Ans No, they were unaware of any differences. Kalam and the other children
enjoyed bedtime stories told by their mother and grandmother, which included
tales from both the Ramayana and the life of the Prophet. The family also took
part in the Hindu festival of Shree Seetha Rama Kalyanam, organizing boats to
transport the idols from the temple to the pond near their home.

(iii) The author speaks both of people who were very aware of the differences
among them and those who tried to bridge these differences. Can you identify
such people in the text?
Ans. The individuals who recognized these differences were the new teacher in
Kalam’s fifth-grade class, who made him sit on the last bench due to his lower
caste, and the wife of his science teacher, Sivasubramania Iyer. She, being an
orthodox Hindu Brahmin, refused to serve him food, believing that his presence
would make the kitchen impure.

However, the people who worked to overcome these divisions were Lakshmana
Sastry, the priest of the Rameswaram temple, and Sivasubramania Iyer.
Lakshmana Sastry reprimanded the teacher and demanded an apology for
planting seeds of religious discrimination in the children’s minds. When his wife
refused to serve Kalam, Sivasubramania Iyer himself served him food and sat
beside him to eat, which eventually led to a change in his wife’s attitude.

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

Ans. Abdul Kalam wanted to leave Rameswaram and go to Ramanathapuram for
higher studies.

(ii) What did his father say to this?

Ans. Kalam’s father understood his son’s desire to leave home to chase his
dreams. He used the example of a Seagull, which flies far and wide without a nest,
symbolizing freedom and the pursuit of goals. To reassure Kalam’s mother, he
quoted lines from Khalil Gibran's poem "Your children," reminding her that
children belong to life itself, not to their parents. He encouraged her to let go of
her own attachments and allow Kalam to fulfill his aspirations.

(iii) What do you think his words mean? Why do you think he spoke those
words?
Ans. Kalam's father’s words were full of wisdom and encouragement. He wanted
his son to chase his dreams, much like the seagull that travels far, unbound. His
message was to motivate Kalam to pursue higher education and to assure his
mother that she should not hold him back. His words were meant to calm his
mother’s emotions and empower Kalam to follow his path without guilt or
hesitation.

Chapter – 7 Packing

 The narrator, Jerome, takes great pride in his packing abilities and is
preparing for a trip with his friends, George and Harris. He insists on doing
all the packing himself and tells his friends to relax. However, George sits
comfortably in the easy chair, and Harris rests with his legs on the table,
just watching Jerome work. Jerome had expected to manage everything
and direct them, but his friends' lack of involvement frustrates him. Jerome
can't stand seeing them idle, and his energetic nature pushes him to want
to oversee everything.

 While packing, Jerome realizes he has forgotten to pack the boots, so he

opens the bag again to add them. Just as he's about to close it, he worries
that he might have forgotten his toothbrush. Whenever he's about to
travel, he gets anxious about forgetting his toothbrush, leading to
nightmares. He always ends up searching for it before every trip, often
packing and unpacking the bag. Eventually, he carries it wrapped in his
pocket handkerchief to avoid forgetting it.

 As usual, Jerome searches the entire bag but only finds George’s and
Harris’s toothbrushes. Finally, he discovers his toothbrush hidden inside a
boot and has to repack again. Afterward, George asks if the soap is packed,
but Jerome, tired and irritated, doesn’t care. However, when he straps the
 bag shut, he realizes he has packed his spectacles inside, forcing him to
open the bag once more.

 Jerome finally finishes packing at 10:05 pm, and now it’s time for George
and Harris to pack the food hampers. Jerome is eager to see how they will
handle it. To his amusement, they start by breaking a cup. Then, Harris
squashes a tomato by placing strawberry jam on top of it, requiring him to
scoop out the tomato with a teaspoon. Meanwhile, George steps on the
butter. Jerome, now irritated, sits back and watches their mishaps.

 As they continue, they step on things, misplace items, and put the pies at
the bottom, crushing them under heavier objects. They spill salt
everywhere and have difficulty with the butter. George manages to get
butter stuck to his slippers, and when they try to put it in the kettle, it
won’t fit. They then place it on a chair, but Harris sits on it, and the butter
sticks to his back. After searching for it, George finally finds the butter stuck
to the back of Harris, and they finally pack it into the teapot.

 Adding to the chaos, their dog Montmorency enters the room.

Montmorency is a mischievous dog who loves to cause trouble. He sits on
the packed items, making it difficult for George and Harris to access
anything. Every time they reach for something, Montmorency tries to
distract them by nudging their hands. He steps into the jam, messes up the
teaspoons, and scatters the lemons, making their packing process even
more chaotic.

 Despite all the challenges and distractions, the packing is finally completed,
and the three friends hope nothing is broken.
 Extra question

Discuss in pairs and answer each question below in a short paragraph (30–40
words).
Q1. How many characters are there in the narrative? Name them. (Don’t forget
the dog!).
A. There are four characters in the story. They are the narrator, Jerome, his
friends George and Harris and a dog named Montmorency.
Q2. Why did the narrator (Jerome) volunteer to do the packing?
A. Jerome was proud of his packing skills and so, he offered to do the
packing.Actually, he did not intend to do the packing work, but he wanted to
supervise his friends and direct them to pack the right way.
Q3. How did George and Harris react to this? Did Jerome like their reaction?
A. George and Harris readily agreed to Jerome’s plan. They sat on the sofa and the
chair respectively and watched Jerome do the packing.
Q4. What was Jerome’s real intention when he offered to pack?
A. Jerome did not intend to do the packing work, but he wanted to supervise his
friends and direct them to pack the right way.
Q5. What did Harris say after the bag was shut and strapped? Why do you think
he waited till then to ask?
A. After the bag was shut and strapped, Harris pointed out that Jerome had
forgotten to pack his boots. I think that he waited till then because he thought
that Jerome would pack the boots in the end.
Q6. What “horrible idea” occurred to Jerome a little later?
A. The horrible idea that struck Jerome was whether he had packed his
toothbrush or not.
Q7. Where did Jerome finally find the toothbrush?
A. He found the toothbrush inside a boot.
Q8. Why did Jerome have to reopen the packed bag?
A. Jerome had to reopen the bag because he had packed his spectacles in it.
Q9. What did George and Harris offer to pack and why?
A. George and Harris offered to pack the food baskets. They did so because they
wanted to show that they were better packers than Jerome.

Ncert question
Q1. How did Montmorency, the dog, create troubles while packing?
Who was Montmorency? How did he contribute to the packing?
Important Points-
Montmorency, the author’s mischievous dog, added chaos to the packing process.
As a pet, he enjoyed being a nuisance. Whenever George or Harris reached for
something, Montmorency would sit down on it, blocking their way. He would
thrust his cold, damp nose into their hands instead of letting them pick up the
items. In his excitement, he also put his paw into the jam, ruined the teaspoons,
and mistook the lemons for rats, squashing them in the process. His antics made
everything harder and irritated the friends.

Q2. What does Jerome say was Montmorency’s ambition in life? What do you
think of Montmorency and why?
Important Points-

Jerome describes Montmorency’s ambition as creating chaos and being a

constant nuisance. His goal was to get in the way, make people curse him, and
have things thrown at him. He took pride in being the cause of trouble and
enjoyed frustrating others, especially by making them stumble over him. I think
Montmorency is a mischievous dog who finds joy in causing trouble, which often
leads to frustration for his owners. However, his behavior also added humor to
the situation.

Q3. Why did the narrator volunteer to do the packing?

Important Points-

Jerome volunteered to do the packing because he was proud of his packing skills
and didn’t like to sit idle. He wanted to supervise his friends, George and Harris,
and boss them around, guiding them on how to pack the bags. However, his
friends were clever and accepted his offer, leaving him to do all the work himself.
This wasn’t Jerome’s original intention, and it frustrated him to see them relax
while he packed.

Q4. Character sketch of Jerome.

What did the author want to do when he offered his help? How was he
misunderstood? Do you think Jerome was a show-off while offering his help?
What would you have done if you were Jerome?
Important Points-
Jerome is an energetic, confident, and somewhat showy individual. When he
offers his help with the packing, he doesn’t do so out of selflessness but because
he wants to supervise and show off his skills. He enjoys being in control, giving
orders, and being seen as the expert. However, his friends misinterpret his offer,
and they end up making him do all the packing work. Jerome gets frustrated when
he is misunderstood, as he wanted to feel important without actually doing the
physical work. If I were Jerome, I would have communicated more clearly to avoid
being misinterpreted.

Q5. What does the author mean when he says – “It’s my energetic nature, I
can’t help it.”?
Important Points-

When Jerome says, "It’s my energetic nature, I can’t help it," he’s expressing that
he’s always active and doesn’t like to remain idle. He feels compelled to take
charge and offer guidance whenever he sees people working. He considers
himself the best at packing and wanted to supervise his friends while they packed.
However, his friends misread his offer and left him to handle the packing alone,
which irritated him.

Q6. Why did Harris wait for the author to shut and strap the bag when he asked
if he had packed the boots?
Important Points-

Harris likely waited for Jerome to finish the packing before asking about the boots
as a way to tease him. By asking at the end, he implied that Jerome wasn’t as
skilled at packing as he claimed to be, mocking his self-proclaimed expertise. This
question was a subtle way of ridiculing Jerome's packing abilities.

Q.7. Of the three, Jerome, George and Harris, who do you think is the best or
worst packer?
Important Points-

Jerome is arguably the best packer, despite his few mistakes, such as forgetting
his spectacles and packing things unnecessarily. However, Harris and George were
far worse. They made a mess of the hamper—Harris squashed the tomatoes with
the jam, George stepped on the butter and placed it in a kettle where it got stuck,
and then left it on a chair where Harris sat, getting butter all over him. Jerome
may have had a few slip-ups, but he was still better than the others.

Q8. Do you find the story funny? What are the humorous elements in it?

Chapter – 8 Reach for the top

 Early Life: Santosh Yadav was born into a prosperous landowning family in
Joniya, a village in Rohtak, Haryana. She was the youngest of six children
with five older brothers. Despite her family’s traditional values, Santosh
defied societal expectations, preferring shorts over the conventional salwar
kameez and strongly aspiring for an education.

 Resisting Tradition: At the age of sixteen, Santosh faced pressure to marry

like other girls in her village, but she resisted and insisted on completing
her studies before considering marriage.
 Move to Delhi: She moved to Delhi to continue her education, but her
parents initially withheld support. Unwilling to give up, she worked part-
time jobs to cover her school fees. Eventually, her parents agreed to help
her pursue her education.
 Higher Education: Santosh later joined Maharani College in Jaipur, where
she lived in the Kasturba Hostel. During her time in Jaipur, she became
intrigued by the Aravalli hills surrounding the city and felt a curiosity about
what lay beyond them.
 Starting Mountaineering: Her fascination with the hills led her to join a
mountaineering group, marking the start of her mountaineering journey.
 Climbing Mount Everest: In 1992, Santosh achieved the remarkable feat of
climbing Mount Everest. Her determination, strength, and perseverance
earned her admiration from her fellow climbers and mentors. During her
expedition, she saved a fellow climber, Mohan Singh, by sharing her oxygen
cylinder with him.
 Record Achievement: Santosh climbed Mount Everest twice, becoming the
first woman in the world to do so. She participated in an Indo-Nepalese
women’s expedition to achieve this historic milestone.
  Pride and Patriotism: Standing on top of the world, Santosh experienced an
immense sense of pride and happiness. Hoisting the Indian flag at the
summit, she felt a deep connection to her country.
 Environmental Efforts: As a passionate environmentalist, Santosh took
responsibility for cleaning up the mountains and removed 500 kilograms of
garbage from the Everest region, reflecting her dedication to preserving the
natural beauty of the Himalayas.

Ncert

Q1. Why was the ‘holy man’ who gave Santosh’s mother his blessings surprised?
Ans. The holy man was surprised because Santosh’s grandmother expressed that
they did not want a son but rather a daughter. In contrast to most families who
preferred sons, the grandmother’s wish was unusual and caught him off guard.

Q2. Give an example to show that even as a young girl Santosh was not ready
to accept anything unreasonable.
Ans. Santosh was always determined to live life on her own terms. For instance,
when other girls wore traditional Indian dresses, Santosh chose to wear shorts,
which reflected her refusal to follow outdated societal norms.

Q3. Why was Santosh sent to the local school?

Ans Despite being from a wealthy family that could afford a city school, Santosh
was sent to the local school due to the deep-rooted traditional values of her
family, which preferred sending girls to the nearby village school.

Q4. When did she leave home for Delhi, and why?
Ans. At the age of sixteen, Santosh left for Delhi to pursue her education. She
wanted to study before marriage, a decision her parents initially opposed, but
they eventually accepted her strong resolve.
Q5. Why did Santosh’s parents agree to pay for her schooling in Delhi? What
mental qualities of Santosh are brought into light by this incident?
Ans. Initially, Santosh’s parents refused to support her financially, but after she
decided to work part-time to cover her school fees, they relented. This
demonstrates her determination, independence, and persistence in following her
dreams.

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

Q1. How did Santosh begin to climb mountains?
Ans. While studying at Maharani College in Jaipur, Santosh noticed villagers
climbing the nearby Aravalli hills. Curious, she eventually joined a group of
mountaineers to discover what lay beyond, sparking her interest in
mountaineering.

Q2. What incidents during the Everest expedition show Santosh’s concern for
her team-mates?
Ans. During her Everest expedition, Santosh showed compassion when she tried
to save a fellow climber but was unable to. Later, she shared her oxygen with
Mohan Singh, saving his life, which demonstrated her deep concern for her
teammates.

Q3. What shows her concern for the environment?

Ans. Santosh's environmental consciousness was demonstrated when she
removed 500 kilograms of garbage from the Himalayas, showcasing her
dedication to preserving nature while pursuing her climbing ambitions.

Q4. How does she describe her feelings at the summit of the Everest?
Ans. At the summit of Everest, Santosh felt immense pride and joy, as she was
"on top of the world." As she unfurled the Indian flag, it was a deeply spiritual and
proud moment for her, reflecting her achievement as an Indian woman.
Q5. Santosh Yadav got into the record books both times she scaled Mt Everest.
What were the reasons for this?
Ans. Santosh made history when she became the youngest woman to summit
Everest at the age of 20. Later, she made another record by being the first woman
to climb Everest twice, a feat that cemented her place in history.

Previous year question

Q1. What made Santosh Yadav achieve fame and greatness?

Ans. Santosh Yadav achieved fame for being the first woman to scale Mount
Everest twice. She became the youngest woman to summit Everest at the age of
20 and later became part of the Indo-Nepalese Women’s Expedition that reached
the summit again within the same year.
Q2. Why was the holy man, who gave Santosh’s mother his blessings, surprised?
Ans The holy man was taken aback when Santosh’s grandmother expressed her
wish for a daughter instead of a son, which defied the usual preference for sons in
their village, making her wish quite unusual and unexpected.
Q3. What kind of society was Santosh born in?
Ans. Santosh was born in a conservative, patriarchal society in Joniawas, Haryana,
where gender bias was prevalent, and the birth of a daughter was often
considered undesirable. Traditional values heavily influenced the upbringing of
children, particularly girls.

Q4. The grandmother wished her daughter-in-law to give birth to a daughter.

What light does this throw on her character?
Ans. The grandmother’s desire for a granddaughter, despite the traditional values
of her time, reflects her progressive mindset. She hoped for a daughter after
already having five sons, which shows her open-mindedness and forward-thinking
attitude.

Q5. What do you know about Santosh’s family?

Ans. Santosh’s family, though wealthy, was traditional and conservative in their
outlook, especially regarding the upbringing of girls. Santosh was the sixth child
and the only daughter among five brothers, born into a prosperous yet
conventional family in Joniawas.

Q6. Why was Santosh sent to the local school?

Ans. Although Santosh’s family could afford a prestigious school in Delhi, they
chose to send her to the local village school because they adhered to traditional
values, believing it was appropriate for girls to receive education within the
village.

Q7. How was Santosh different from the other girls of her village?
Ans. Unlike the other girls in her village who followed traditional roles, Santosh
rebelled against the norm. She chose to wear shorts and continued her education
in Delhi, defying the expectation that girls should marry early and wear
conventional clothing.
 Q8. Why was Santosh Yadav not content with a traditional way of life? What
path did she choose and why?
Ans. Santosh was dissatisfied with the traditional life imposed on her and sought
independence through education and self-realization. Rejecting early marriage,
she pursued her studies in Delhi and worked part-time to fund her education. She
was determined to chart her own path and eventually became a renowned
mountaineer, breaking societal expectations.

Chapter – 8 Reach for the top 2

 Early Determination: Maria Sharapova's journey serves as a source of

inspiration for perseverance and sacrifice in the pursuit of one’s dreams. On
22nd August 2005, she reached the top position in the world women's
tennis rankings, a testament to her hard work and dedication.
 Early Sacrifices: At the young age of nine, Maria left her home in Siberia,
Russia, to pursue tennis training. She moved to Florida, USA, with her
father, leaving behind her mother for two years, which was emotionally
challenging for her.
 Separation and Struggles: During her time in the US, Maria endured a
painful separation from her mother and had little contact with her father,
who was busy working to support her career. Additionally, she faced
bullying from senior players, and as a foreigner, she dealt with
discrimination, yet she handled it with patience and resilience.
 Mental Strength: Instead of feeling discouraged by the hardships, Maria
remained determined, understanding that greater challenges and insults
might come her way, but she was ready to face them for the sake of her
goal.
 Mantra for Success: Maria believes that success comes from hard work and
embracing the toughest challenges. Her attitude towards competition is
one of never shying away from it, but rather working harder to overcome it.
 Russian Identity: Despite receiving training in the US, Maria still considers
herself a proud Russian and is determined to represent her country in the
Olympics.
 Important question

Q1. What do you know about Maria Sharapova?

Ans Maria Sharapova, a renowned tennis champion, won the Wimbledon
women's singles title in 2004 and became the world’s top female player in 2005.
Though of Russian heritage, she trained in the United States. Alongside her
passion for tennis, she enjoys dancing, singing, and reading, demonstrating her
hard work and unwavering commitment to success.

Q2. How is Maria’s personality a mix of contrasts?

Ans. Maria’s personality is a unique blend of opposites. She balances her
glamorous appearance with a calm and resilient mindset. Her outward elegance
and bright smile contrast with her inner strength, making her both graceful and
grounded.

Q3. Maria possesses some contradictory characteristics. What are they?

Ans. Maria’s style is sophisticated, yet her approachable nature makes her seem
down-to-earth. While she’s known for her high-fashion style and love for evening
gowns, she also enjoys simple pleasures like pancakes with chocolate spread and
orange drinks, showing her more relatable side.

Q4. Explain: “all this happened in almost no time”

Ans. The phrase “all this happened in almost no time” highlights Maria’s rapid rise
in the tennis world. Within just four years of turning professional, she quickly
became one of the most dominant and recognized players in the sport.

Q5. What does Maria declare to be her mantra for success?

Ans. Maria’s mantra for success is relentless dedication and sacrifice. She
prioritizes hard work and refuses to indulge in nostalgia or sentimentality. Her
drive to be the best, combined with her fierce competitiveness, fuels her ambition
to top the women’s tennis rankings.

Q6. How was Maria different from other children?

Ans. Maria stood out from other children with her calm demeanor, self-
assurance, and resilience. Unlike most kids, she faced difficult situations like
separation from her mother and mistreatment by older players but used these
challenges to fuel her determination to succeed.

Q7. Why was Maria brought to Florida in the USA by her father? Why didn’t her
mother go with her? How did Maria respond to this separation?
Ans. Maria’s father took her to Florida for professional tennis training to help her
pursue her dream of becoming a top player. Her mother couldn’t join due to visa
restrictions. Although the two-year separation was emotionally tough, Maria
understood it was a necessary sacrifice for her career.

Q8. How does Maria describe her journey from Siberia to the United States?
Ans. At just nine years old, Maria left her family, home, and country to train in the
U.S. She faced immense challenges, including language barriers and bullying by
older players. Despite these hardships, Maria’s perseverance and competitive
spirit led her to the top of women’s tennis.

Q9. What important lesson did Maria learn during the first two years of her stay
in the USA, away from her mother?
Ans. During her first two years in the U.S., Maria learned that achieving greatness
requires sacrifices. She understood that success in tennis would demand hard
work and resilience, and she endured the painful separation from her mother to
reach her goals. Patience and determination became key lessons.

Q10. How did some of the other pupils at the tennis academy trouble her? How
did Maria cope with this?
Ans. Older students at the tennis academy would often disrupt Maria’s routine,
waking her up late at night to clean the room. Despite the bullying, Maria didn’t
let it affect her. Instead, she grew stronger and more determined, using the
experience to build her mental toughness.
 Chapter – 9 The Bond of love

 Emotional Bond: The narrator emphasizes the deep emotional connection

between his wife and their pet bear, Bruno. After rescuing the baby bear
from an accident, he gave it to his wife, who named it Bruno and treated it
like her own child.
 Care and Growth: Bruno was fed milk from a bottle and gradually began
eating a variety of foods. He was playful and affectionate, getting along
with everyone, including the tenant's children and the family’s pet Alsatian
dogs. Bruno became a beloved member of the household, often playing
around and even sleeping in their bed.
 Accidents and Recovery: Bruno faced a few close calls. Once, he
accidentally ingested Barium carbonate, a poison used to kill rats. After
being treated by a veterinarian and given two injections, Bruno recovered.
On another occasion, he drank a gallon of engine oil meant to fight
termites, but it didn’t harm him.
 Continued Growth and Behavior: As Bruno grew larger, he remained
playful and sweet. The narrator’s wife renamed him "Baba," meaning
"small boy" in Hindustani. Bruno learned a few tricks, such as wrestling on
command, holding a stick like a gun, and cradling a piece of wood when
asked about a baby. However, due to his size, he had to be chained to avoid
harm to the tenant's children.
 Decision to Send Baba to the Zoo: Concerned about Bruno's size and the
safety of those around him, the narrator’s family, including friends and
their son, advised sending Baba to a zoo. After securing permission from
the zoo incharge, they packed him in a cage and sent him to the Mysore
zoo. While everyone missed him, they felt relieved that he would be safer
there.
 Wife’s Deep Attachment: The narrator's wife missed Baba terribly. She
frequently wrote to the zoo to inquire about his well-being. The zoo replied
 that Baba was healthy but seemed sad and wouldn’t eat much, just like his
former owner. She even asked her friends who visited Mysore to check on
Baba, and they confirmed he appeared thin and melancholy.
 Reunion and Return: Three months later, the narrator’s wife persuaded her
husband to visit Baba at the zoo. Despite the odds, Baba recognized her
immediately, standing on his two paws and showing joy at the sight of her.
She spent hours with him, feeding him his favorite treats, and left feeling
emotional. She then requested the zoo incharge to allow them to bring
Baba back, and with the required permissions from the Superintendent in
Bangalore, Baba was transported back home.
 New Home for Baba: At their home, a special island was created for Baba,
surrounded by a deep dry pit to ensure his safety. He was provided with his
personal belongings, including a box for sleeping, straw to stay warm, and
his stick and piece of wood to play with.
 Ongoing Bond: The narrator’s wife continued to visit Baba on the island,
swinging across on a rope tied to a mango tree. She spent hours with him,
patting him lovingly while he sat in her lap, maintaining the close bond they
had shared from the beginning.

Short answer type questions

1. How did the author get the baby sloth bear?

Answer:
The author found the baby sloth bear by chance. While traveling with
friends through the sugarcane fields near Mysore, the mother of the cub
was shot dead by one of the author's companions. The cub, still in shock,
was trying to escape its dead mother, and the author managed to catch it
and bring it home.

2. Why did the author not kill the sloth bear when she appeared suddenly?
Answer:
The author, being compassionate and kind-hearted, refrained from killing
the sloth bear. Since the bear had not attacked or provoked him in any way,
the author saw no reason to harm her. He also condemned his companion's
senseless act of shooting the bear.
3. Why did one of the author’s companions kill the bear?
Answer:
The author's companion shot the bear impulsively, possibly out of fear or
self-preservation, thinking the bear might attack them. His action seemed
to be a rash, thoughtless decision rather than a premeditated one.

4. How did the author capture the bear cub?

Answer:
After the mother bear was shot, the cub wandered around her lifeless
body, crying out in distress. The cub fled into the sugarcane field, but the
author and his companions pursued it. Eventually, the author was able to
catch the cub by its scruff and placed it in a gunny bag to bring it home.

5. How did the author’s wife receive the baby sloth bear?
Answer:
The author’s wife was overjoyed to have the baby sloth bear as a pet. She
affectionately tied a colorful ribbon around his neck and gave him the name
Bruno.

6. How was Bruno, the baby bear, fed initially? What followed within a few
days?
Answer:
Initially, Bruno was fed milk from a bottle, but he quickly began eating a
wide variety of foods. He developed a taste for porridge, vegetables, fruits,
eggs, meat, chocolates, and even drinks like tea, milk, coffee, and
buttermilk. He even enjoyed beer and alcoholic beverages.

7. “One day an accident befell him”. What accident befell Bruno?

Answer:
Bruno accidentally ingested rat poison (barium carbonate) that had been
placed in the library to control rats. The poison affected his muscles and
nervous system, leaving him paralyzed. He became very weak, unable to
move, and had difficulty breathing.

8. How was Bruno cured of paralysis?

Answer:
After ingesting the poison, Bruno became paralyzed. He crawled to the
 author's wife for help, and they rushed him to a veterinary doctor. The
doctor administered an antidote, but the first dose did not work. After a
second injection, Bruno’s condition improved, and within ten minutes, he
was able to move his limbs and breathe normally again.

9. Why did Bruno drink the engine oil? What was the result?
Answer:
The author had drained some old engine oil from his car and left it outside
to treat termites. Bruno, who had a habit of drinking anything he could find,
drank about a gallon of the oil. Surprisingly, the engine oil had no ill effects
on him.

10.What used to be Bruno’s activities at the author’s home?

Answer:
In the early days, Bruno enjoyed playing around the house, running into the
kitchen, and sleeping in the author’s bed. As he grew, his mischief
increased, and he learned some tricks. He would wrestle, box, and even
point sticks like guns. He would also carry a piece of wood and cradle it like
a baby when asked, “Where’s the baby?”

11.How did Bruno become attached to the family of the author?

Answer:
Bruno developed a deep attachment to the author’s family, especially after
receiving a lot of love and care. He also grew fond of the two Alsatian dogs
and the children of the tenants. However, his strongest bond was with the
author’s wife, who reciprocated his affection.

Chapter – 10 Kathmandu

 Vikram Seth's Visit to Kathmandu: In this chapter, Vikram Seth narrates his
trip to Kathmandu, the capital of Nepal. He explores two significant
temples: Pashupatinath, a sacred site for Hindus, and Baudhnath, a revered
place for Buddhists.
 Pashupatinath Temple: Entry to Pashupatinath was restricted to Hindus.
The temple was bustling with activity, as priests, tourists, pilgrims, and
animals filled the area. The Bagmati River, flowing nearby, was polluted by
washerwomen cleaning clothes, children bathing in it, and locals disposing
of dry flowers. Small shrines protruded from the stone platform, and it was
believed that when the platform was fully uncovered, the goddess would
appear and end the Kaliyug.
 Baudhnath Temple: In contrast to the chaos at Pashupatinath, the
Baudhnath temple offered a calm and serene atmosphere. The temple, a
large white dome, was surrounded by a road, creating a peaceful setting.
Outside the temple was a Tibetan market where refugees sold various
items like bags, clothes, and jewelry.
 Kathmandu's Diversity: Kathmandu is a city full of contrasts. It serves as a
religious hub, a bustling business center, and a popular tourist destination.
The streets were alive with activity, filled with the sounds of radios blasting
music, car horns honking, bicycle bells ringing, cows blocking motorcycles,
and vendors shouting their sales pitches.
 Vikram’s Food and Shopping Experience: Vikram enjoyed local treats like a
marzipan bar, corn on the cob roasted over charcoal and seasoned with
lemon, salt, and chili powder, and washed it down with a Coca-Cola. He also
purchased some love story comics and a copy of Reader’s Digest.
 Adventure or Convenience in Travel: On his return journey to Delhi, Vikram
considered an adventurous route, traveling by bus or train to Patna, taking
a boat ride along the Ganges River to Allahabad, and continuing by boat on
the Yamuna River to Delhi. However, feeling tired, he opted for the
convenience of a direct flight from Kathmandu to New Delhi.
 Flute Seller Observation: Outside his hotel, Vikram observed a flute seller
who had a pole with numerous flutes, resembling a porcupine’s spines. The
man quietly played different flutes, each for a few minutes, and
occasionally sold one. Unlike other street vendors who shouted to attract
customers, the flute seller played his instruments in a meditative manner,
which drew Vikram’s attention.
 Flutes and Their Significance: The writer reflected on the flute’s unique
charm. Played by blowing air into it, the sound of the flute mimics the
human voice, as it pauses when the player inhales. Flutes, found in many
parts of the world, vary in appearance, names, and the music they create,
but they all share this common characteristic of resembling human speech.
 Important question

1. Where did the writer stay in Kathmandu? Which two different places of
worship did he visit and with whom?

Answer: vikram Seth stayed in a modest room in the heart of Kathmandu. He

visited two significant places of worship: the Pashupatinath temple, a Hindu
sacred site, and the Baudhnath stupa, a revered Buddhist shrine. He was
accompanied by Mr. Shah’s son and nephew during his visit.

2. What is written on the signboard outside the Pashupatinath temple? What

does the proclamation signify?

Answer: The signboard outside Pashupatinath temple reads, “Entrance for Hindus
only.” This indicates the strict exclusivity and sacred nature of the temple,
reinforcing the religious boundaries and preventing it from becoming a mere
tourist attraction.

3. What does the author imply by ‘febrile confusion’ in the Pashupatinath

temple?
Or
What made the atmosphere in and around the Pashupatinath temple full of
‘febrile confusion’?

Answer: The phrase ‘febrile confusion’ refers to the chaotic and frenzied
atmosphere inside and around the Pashupatinath temple. The crowd of devotees,
tourists, hawkers, priests, animals, and the general hustle and bustle create a
sense of disorder and intense activity.

4. Why did the policeman stop the Westerners wearing saffron-coloured clothes
from entering the Pashupatinath temple?

Answer: The policeman prevented the Westerners dressed in saffron-colored

clothes from entering the Pashupatinath temple because non-Hindus are not
allowed inside. Despite their attire, he did not believe they were Hindus and thus
barred their entry.
5. How does the author describe the fight that breaks out between the two
monkeys around the temple of Pashupatinath?

Answer: The author describes a lively and chaotic scene where two monkeys
engage in a fight. One monkey chases the other, who leaps onto a shivalinga,
dashes around the temple in panic, and eventually runs down to the Bagmati
river, creating further commotion.

6. What activities are observed by the writer on the banks of the Bagmati river?

Answer: On the banks of the Bagmati river, the writer witnesses a variety of
activities. He sees washerwomen cleaning clothes, children bathing, and the ritual
cremation of a body. He also observes a basket of wilted flowers and leaves being
discarded into the river.

7. What is the belief at Pashupatinath about the end of Kaliyug?

Answer: At Pashupatinath, there is a small shrine by the Bagmati river, and it is

believed that when this shrine fully emerges from the stone platform it rests on, it
will signal the escape of the goddess within. This event is thought to mark the end
of the Kaliyug.

8. What are the author’s observations about the streets in Kathmandu?

Answer: The streets of Kathmandu strike the author as vibrant, bustling, and filled
with a mixture of commercial and religious energy. The narrow roads are lined
with shrines, and the air is filled with the sounds of car horns, bicycle bells,
vendors shouting, and radios blaring, creating a lively and chaotic atmosphere.

9. What picture of the Boudhanath stupa does the author portray?

Answer: The author paints a tranquil picture of the Boudhanath stupa. Unlike the
crowded Pashupatinath temple, the area around the stupa is calm and serene.
The massive white dome of the stupa stands out amidst a quieter environment,
with only a few Tibetan-run shops adding to the peacefulness of the place.
 10. Describing the streets around the Boudhanath stupa, why does the narrator
say this is a haven of quietness in the busy streets around?

Answer: The narrator contrasts the Boudhanath stupa’s peaceful atmosphere

with the surrounding lively streets. The stupa’s enormous white dome exudes
stillness, while the surrounding road, with its Tibetan shops, offers a sense of
tranquility. This calmness serves as a peaceful refuge amidst the more hectic
environment surrounding it.

Chapter – 11 If I were you

 Gerrard was a playwright. He had to leave his house to deliver props for a
rehearsal. Just then, an intruder entered his home. He was carrying a gun.
He wanted to kill Gerrard and live on his identity.

 The intruder had committed a murder and was wanted by the police. So,
he thought of stealing Gerrard’s identity so that he could live peacefully.
He wanted to know details about Gerrard before killing him so that he
could imitate him well.

 Gerrard said that he was a crook too and that if the intruder stole his
identity, even then he would be chased by the police. He had killed
someone and the police had evidence against him. He further added that
he was carrying false moustaches and other props so that he could
disguise himself and hide from the police. He sensed that the police could
raid his house that night. He had positioned an accomplice on the road to
warn him of danger.
  Gerrard fooled the intruder to believe him by saying that if the intruder
felt that Gerrard was lying, he could kill him. As the phone rang, Gerrard
said that it was time to leave. When the intruder did not believe Gerrard,
he asked him to peep out In fact, the door was that of a cupboard.

 As the intruder bent forward, Gerrard pushed him inside the cupboard and
locked it. Then he called the sergeant as he would hand over the intruder
to the police.

Previous Years Question Papers

Q1. Why does the intruder say, “They can’t hang me twice”?
Ans. Gerrard is warned by the intruder that he will be killed. Gerrard advises him
against doing this because doing so will result in his arrest and hanging. The
invader says that he has already committed a murder and would face the death
penalty for it. The fact that he cannot be hanged twice makes him unafraid to
murder Gerrard.
Q2. What did Gerrard tell the Intruder about his life?
Ans. The Intruder was informed by Gerrard that he was not a Sunday school
teacher. He was wanted by the police because he had committed a murder. It was
a surprise for the Intruder who wanted to impersonate Gerrard and live a
peaceful life.
Q3. What is Gerrard’s profession? How do you know it?
Ans. Gerrard is a playwright. He is employed with a theatre company. He says at
the end of the play, “Sorry, I can’t let you have the props in time for rehearsal. I
believe I’ll include it in my upcoming play.
Q4. “A mystery I propose to explain”. What is the mystery the speaker proposes
to explain?
Ans. The Intruder hears Gerrard utter these remarks. He wishes to inform him
that he was a murderer and a felon himself. While he was hiding, the police were
looking for him. He was about to depart that location quickly because he
anticipated a police raid on his home at any moment.
Q5. Why did the Intruder say, “I don’t think you’ll be pleased for long?”
Ans. Gerrard won’t be happy for long, the Intruder predicts, because he arrived
there with malicious intentions. He wants to murder Gerrard so that he can take
on his identity and live happily ever after.
Q6. Why was the police after the Intruder?
Ans. The Intruder was a criminal. He had killed a police officer. The police had him
under surveillance. He entered Gerrard’s cottage for this reason. He desired to
assassinate Gerrard and take on his identity.
Q7. How did Gerrard convince the Intruder that his plan would fail?
Ans. Gerrard possessed intelligence. He realised his strategy right away. He
informed him that his strategy had failed. He couldn’t defend himself against the
law. Even if he pretended to be Gerrard, he would still be detained because
Gerrard was a criminal who the police were hunting.