English ( Beehive ) Class for 9

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

Ans: Einstein’s mother viewed him as a freak because of his unusually large head, which made him stand out from other children. Her perception was influenced by her worries about his behaviour and physical appearance, leading her to believe he was abnormal.

Q2. Einstein showed no early signs of his genius. Comment.

Ans: As a child, Einstein showed no signs of his future genius. He had a large head and did not start speaking until he was two-and-a-half years old. When he finally spoke, he repeated everything twice. His social interactions were limited; he often played alone and was nicknamed ‘Brother Boring’ by his peers. These characteristics suggested a lack of early brilliance.

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

Ans: Einstein’s playmates called him ‘Brother Boring’ because he had difficulty connecting with them. He found their games uninteresting and struggled to interact with other children. Additionally, he did not speak until he was two-and-a-half years old, and when he finally did, he repeated each word twice. This behaviour made him seem dull to his peers.

Q4. Why does the world remember Einstein as a “world-citizen”?

Ans: The world remembers Einstein as a world-citizen because, in the later years of his life, he dedicated himself to promoting peace and the well-being of all humanity, not just his own country. He evolved from being merely a scientific genius to a visionary who believed that a world government was essential for resolving conflicts between nations.

Q5. What kind of toys attracted the attention of Einstein when he was a child? Why?

Ans: As a child, Einstein was drawn to mechanical toys, which he preferred to playing with other children. This choice reflected his scientific temperament and introverted nature. He was captivated by toys that operated on scientific principles, which sparked his interest and curiosity.

Q6. Why did Einstein try to look for wheels on the body of his newlyborn sister?

Ans: Einstein had a strong fascination with mechanical toys and displayed scientific curiosity from a young age. When his sister, Maja, was born, he viewed her as a new toy. This led him to amusingly wonder where her wheels were, reflecting his scientific curiosity and playful mindset.

Q7. What was the opinion of the school headmaster about Einstein?

Ans: The school headmaster viewed Einstein as a good-for-nothing boy, believing he would never succeed in any profession. He believed Einstein would not succeed in any career he chose.

Q8. Which musical instrument did Einstein begin to learn? Why?

Ans: Einstein began learning to play the violin at the age of six because his mother wanted him to. He maintained this interest throughout his life and became a gifted amateur violinist.

Q9. How did Einstein perform in various subjects while studying in Munich?

Ans: As a child, Einstein was initially slow to learn. However, while studying in Munich, he made significant progress in almost all subjects and achieved good marks. He particularly excelled in physics and mathematics.

Q10. Why did Einstein leave school in Munich?

Ans: Einstein left school in Munich due to the stifling environment that hindered his scientific curiosity. The strict discipline and rigid rules often resulted in conflicts with his teachers. He believed that such an atmosphere was unsuitable for a liberal thinker like himself, which ultimately led to his decision to leave.

Q11. Why did Einstein move to Switzerland to continue his education?

Ans: Einstein moved to the German-speaking part of Switzerland to continue his education after leaving his school in Munich mid-way. This new location offered a more liberal environment, which suited Einstein’s curious and free-spirited nature.

Q12. Why did Einstein see an ally in Mileva Maric?

Ans: Einstein viewed Mileva Maric, his Serbian classmate, as an ally because they both opposed the philistines—those who dismissed art and culture. Their shared interests drew them together, leading to a deep affection and eventual love.

Q13. What did Einstein call his desk drawer at the patent office? Why?

Ans: Einstein humorously referred to his desk drawer at the patent office as the “Bureau of Theoretical Physics.” He made this joke because, while he was supposed to assess others’ inventions, he was secretly working on his own ideas related to his passion for physics.

Q14. Why did Einstein’s mother not want him to marry Mileva?

Ans: Einstein’s mother had two main reasons for opposing his marriage to Mileva. Firstly, she believed that Mileva was too old for her son, as she was three years older. Secondly, she felt that Mileva was excessively intelligent, referring to her as “a book” just like Einstein himself.

Q15. Why did Einstein’s marriage to Mileva not survive long?

Ans: Although Einstein and Mileva were once in love, their marriage did not last. Over time, Mileva lost her intellectual ambition and became a frustrated housewife. Frequent arguments between the couple led to their divorce in 1919.

Q16. What was the new personal chapter in Einstein’s life? How did it coincide with his fame?

Ans: The new personal chapter in Einstein’s life began with his marriage to his cousin Elsa in 1919, shortly after his divorce from Mileva. This significant change coincided with his rise to global fame, following the validation of his General Theory of Relativity, published in 1915. The theory gained recognition when an eclipse of the sun in 1919 confirmed Einstein’s predictions about the deflection of light due to the sun’s gravitational field.

Q17. When and for what did Einstein gain international fame?

Ans: Einstein gained international fame in 1919 when his paper on the General Theory of Relativity was confirmed as accurate. His predictions about the deflection of light from stars during a solar eclipse were proven correct, marking this event as a significant scientific revolution.

Q18. How was Einstein honoured for his achievements?

Ans: After his groundbreaking theories were validated, Einstein received numerous accolades. He was awarded the Nobel Prize for Physics in 1921, recognising his exceptional contributions to science. Following this, he was inundated with honours, and invitations from across the globe, and the press celebrated his genius.

Q19. Why did Einstein leave Germany and emigrate to America?

Ans: Einstein was a strong supporter of freedom and liberal ideas. When the Nazi regime took control of Germany in 1933, it enforced strict restrictions and autocratic rule. Consequently, Einstein chose to leave Germany and emigrate to America.

Q20. Why did the discovery of nuclear fission in Berlin disturb the American physicists?

Ans: The discovery of nuclear fission in Berlin alarmed American physicists. They were concerned that Germany might develop an atomic bomb capable of causing massive destruction. This fear stemmed from the potential for the Nazis to harness this powerful technology for military purposes.

Q21. Why did Einstein write a letter to Franklin Roosevelt?

Ans: On August 2, 1939, Einstein wrote to President Roosevelt to warn him about the danger of an atomic bomb. He was worried that the Germans might create this powerful weapon after the discovery of nuclear fission. Einstein explained that if such a bomb exploded in a port, it could destroy the entire port and the area around it.

Q22. How did Einstein react to the bombing of the Japanese cities of Hiroshima and Nagasaki by America?

Ans: Einstein was deeply affected by the destruction caused by the atomic bombings of Hiroshima and Nagasaki. In reaction to this tragic event, he wrote a letter to the United Nations, proposing the establishment of a world government to foster peace and reduce tensions between nations. This proposal highlighted his profound concern for global security and harmony.

Q1. According to the poet, what is nature’s mood in ‘rainy darkness’?

Ans: The poet depicts nature’s mood in the rainy darkness as one of deep melancholy. This sense of sadness is conveyed through the imagery of darkness weeping, shedding tears like raindrops, represented by the falling raindrops.

Q2. Which is the single major memory that comes to the poet?
Or
Which distinctive memory is revived in the poet’s mind?

Ans: The single major memory that comes to the poet is of his mother. The sound of the rain brings back thoughts of when she would look at him and his siblings with love before she went to sleep in her bed chamber.

Q3. Who are the “darling dreamers” referred to by the poet?

Ans: The darling dreamers refer to the poet and his siblings. They were loved by their mother, who likely wished them sweet dreams each night before bedtime. The term dreamers emphasises their innocence and the peaceful dreams they often had.

Q4. Write the central theme of the poem ‘Rain on the Roof’.

Ans: The central theme of the poem “Rain on the Roof” focuses on the calming effect of rain on the poet’s thoughts. The gentle sound of rain provides him with comfort and sparks a wave of dreamy reflections. As he listens, he recalls his mother, who loved him dearly. The rain brings a sense of joy and nostalgia, allowing him to escape into treasured memories.

Q5. How is the mood of the poet contrasted with the mood of darkness?

Ans: While the darkness conveys a sense of sadness and gloom, the poet experiences joy. He finds it blissful to lie comfortably in bed, resting his head on the pillow and listening to the soothing music created by the rain falling softly.

Q6. What is the impact of the tinkle of the raindrops on the poet’s heart?

Ans: The tinkle of the raindrops resonates deeply within the poet’s heart as if his heartbeat synchronises with the rhythm of the rain. This sound evokes a wealth of memories, allowing the poet to drift into a world of dreamy imagination. Each drop brings forth recollections and feelings, creating a tapestry of thoughts that enrich his experience.

Q7. What do the following phrases mean? 

(a) Humid shadows

Ans: Humid shadows refer to clouds that are heavy with moisture, casting a shadow over the starry sky.

(b) Starry spheres

Ans: The term starry spheres refers to the night sky filled with stars.

(c) What a bliss

Ans: What a bliss is an exclamatory phrase that expresses a feeling of great pleasure.

(d) A thousand dreamy fancies into busy starting

Ans: The clause suggests that many memories arise in an otherwise occupied mind

(e) A thousand recollections weave their air-threads into woof

Ans: This clause uses a metaphor to describe memories. It suggests that recollections act like weavers, with each memory represented as a thread that forms the fabric of the mind.

Q8. Describe the weather just before the rain starts.

Ans: The weather just before the rain is humid and dark. The sky, which is usually filled with stars, is now covered by thick clouds, creating a sense of melancholy as the atmosphere prepares for the impending rain.

Q9. What does the poet want to do when it rains?

Ans: When it rains, the poet wishes to lie snug in his cosy cottage, resting on a soft pillow. He wants to enjoy the gentle music of raindrops falling on the roof. The sound of the rain brings back memories and inspires dreamy thoughts, creating a comforting atmosphere.

Q10. Why does the poet call the sound of the rain a “refrain”?

Ans: The term refrain refers to a line or phrase that is repeated in a song or poem. In this context, the poet describes the sound of raindrops as a unique and continuous melody created by their gentle pattering. This repetitive sound is aptly termed a ‘refrain’ because it echoes throughout the poem, much like a recurring theme in music. The sound of the rain not only creates a soothing atmosphere but also evokes memories and emotions, enhancing the overall experience of the poem.

Q11. Is the poet now a child? Is his mother still alive?

Ans: The poet is no longer a child, and his mother has passed away. He reflects on his childhood and his mother with a sense of nostalgia, indicating that she is no longer alive.

Q12. What does the poet like to do when it rains?

Ans: When it rains, the poet enjoys lying on a cottage bed and listening to the gentle sound of the rain. This experience brings him a sense of comfort and evokes fond memories of his mother. As he listens, his mind fills with blissful recollections, creating a peaceful atmosphere.

Q13. Is the rain referred to in the poem as a heavy downpour?

Ans: No, the rain mentioned in the poem is not a heavy downpour. Instead, it is described as soft and gentle, evident from the pattering sound it makes as it falls on the roof.

Q14. What type of dreamy fancies come to the poet’s mind?

Ans: Old memories fill the poet’s mind, especially the comforting image of his mother. The gentle patter of soft rain on the roof inspires dreamy thoughts, reflecting nature’s sadness through its tears. This soothing sound creates a melody that brings the poet joy, allowing him to reminisce about cherished moments.

Q15. What did the poet dream of while listening to the rain?

Ans: While listening to the gentle patter of the rain, the poet was enveloped in a world of memories and fancies. He became lost in memories of his mother, who lovingly looked at her children before they went to sleep. The poet felt her loving gaze upon him as he listened to the soothing sound of the rain.

Q1. What was unusual about Kezia’s stuttering?

Ans:  Kezia’s stuttering was unusual because she could speak fluently with everyone in her household except her father. In his presence, she found it difficult to express herself and often stuttered when trying to speak to him.

Q3. Why was Kezia afraid of her father?

Ans: Kezia was afraid of her father’s strictness and his terrifying, angry look. Instead of receiving love and affection, she faced harsh scolding and physical punishment from him. His giant-like size also added to her fear.

Q4. What was the morning routine of Kezia and her father?

Ans: Before going to his office, Kezia’s father would visit her room and give her a casual kiss. She would reply with “Goodbye, Father.” Once he left, Kezia felt a sense of relief because she was afraid of him.

Q5. What would Kezia’s mother ask her to do when Father returned from the office?

Ans: When Father returned home from the office, Mother would ask Kezia to come downstairs and remove his shoes. She was also instructed to take the shoes outside. She was also told to place his teacup back on the table.

Q6. Why did Kezia go slowly towards the drawing room when the mother asked her to come downstairs?

Ans: Kezia walked slowly towards the drawing room because she felt frightened of her father. He was a dominating figure who often scolded her and never showed her any affection. This fear made her hesitant and anxious, causing her to move very slowly when called downstairs to remove his shoes.

Q7. Which expressions on Kezia’s face annoyed Father?

Ans: Besides her stuttering, the expressions of gloom and wretchedness on Kezia’s face annoyed her father. He believed that with such expressions, she appeared as if she were deeply unhappy or distressed.

Q8. In what ways did Kezia’s grandmother encourage her to get to know her parents better?

Ans: Kezia’s grandmother aimed to strengthen the little girl’s relationship with her parents. Every Sunday afternoon, she encouraged Kezia to go to the drawing room to have a pleasant conversation with them. This time together helped Kezia to connect and understand her parents better.

Q9. What was Kezia’s father’s routine on Sundays?

Ans: On Sundays, Kezia’s father would relax in the afternoon. He would stretch out on the sofa in the drawing-room, cover his face with a handkerchief, place his feet on the best cushion, and sleep soundly while snoring. During this time, her mother would be engrossed in reading the newspaper.

Q10. What would Kezia do while her father slept on Sundays? What happened when he woke up?

Ans: Kezia would sit on a stool and watch her father quietly until he woke up and stretched, asking for the time. When he noticed her, he would tell her not to stare, saying it made her look like a brown owl.

Q11. What did Grandmother ask Kezia to make and why?

Ans: Grandmother asked Kezia to create a pin-cushion using a lovely piece of yellow silk as a birthday gift for her father. She wanted Kezia to surprise him with this gift, hoping it would bring them closer together and make her father happy.

Q12. What did Kezia make as a birthday gift for her father? How did she prepare it?

Ans: Kezia made a pin-cushion as a birthday gift for her father. To prepare it, she carefully stitched three sides using double cotton. For the filling, she searched her mother’s bedroom and found some fine paper, which she tore into small pieces. After stuffing the pin-cushion, she sewed up the fourth side, completing her thoughtful gift.

Q13. Why was there a hue and cry in Kezia’s house at night before her father’s birthday?

Ans: The night before her father’s birthday, Kezia’s house was noisy because she accidentally tore up some important papers with her father’s speech for the Port Authority. She had hidden them in a pin-cushion as a surprise gift. Because of this, she was taken to the dining room to face her angry father, who was upset about his ruined speech.

Q14. Why did Father come to Kezia’s room with a ruler?

Ans: Father was a strict disciplinarian who believed in using physical punishment to correct children. He entered Kezia’s room with a ruler because he intended to punish her for touching something that did not belong to her. He aimed to teach her a lesson about respecting others’ belongings.

Q15. Do you think Kezia was wrong in tearing the papers of her father? What does it show about her character?

Ans: Kezia was wrong to tear her father’s papers, as they were part of an important speech for the Port Authority. She should not have used his belongings without permission. This incident reveals her innocence and immaturity, as she did not understand the seriousness of her actions. Her intention was simply to please her father with a birthday gift.

Q16. How and why did Grandmother comfort Kezia after her father hit her with a ruler?

Ans: After Kezia’s father hit her with a ruler, her grandmother comforted her by wrapping her in a shawl and rocking her gently in a rocking chair. The little girl clung to her grandmother’s soft body, seeking solace. The grandmother provided a clean handkerchief for Kezia to blow her nose and spoke to her with affectionate words, trying to soothe her to sleep. She did this to ease Kezia’s distress after her father’s punishment.

Q17. Why did Kezia ask, “What did God make fathers for?”

Ans: Kezia asked why God made fathers because she was upset with her father’s strict behaviour. She felt he was too harsh and unforgiving, not giving her a chance to explain herself.

Q18. Why did Grandmother tell Kezia that her father was too upset that night to listen to her?

Ans: Grandmother aimed to help Kezia understand her father better. She told Kezia that her father was too upset that night to listen to her. This was because she wanted to prevent Kezia from holding any grudge against him. Grandmother’s intention was to maintain harmony within the family and foster a positive relationship between Kezia and her father.

Q19. How did Father punish Kezia? What was the impact of this punishment?

Ans:

Father punished Kezia by hitting her little, pink palms with a ruler. This punishment had a profound impact on her; it was so painful that Kezia could never forget it. The next time she saw him, she instinctively hid her hands behind her back, her cheeks flushing with fear.

Q20. Who were Kezia’s neighbours? What did she observe about them?

Ans: The Macdonalds were Kezia’s neighbours. She noticed that Mr. Macdonald played joyfully with his children. He laughed as they sprayed him with the hose and ran around the flowerbeds with his young son, Mao, on his shoulders, while his two little daughters clung to his coat pockets.

Q21. Kezia felt that Mr. Macdonald was a better father as compared to her own father. Why?

Ans: Kezia believed that Mr. Macdonald was a better father than her own because he was a cheerful man who played and laughed with his children. In contrast, her father was domineering and often showed no affection or kindness towards her, making her feel neglected and fearful.

Q22. Why was Kezia left alone in the house with the cook, Alice?

Ans: One day, Kezia’s mother suddenly fell ill and had to go to the hospital. Her grandmother also went to care for her. As a result, Kezia was left at home with Alice, the cook, who was assigned to look after her in the absence of the adults.

Q23. Why did Kezia suddenly grow afraid when Alice put her to bed?

Ans: When Alice put Kezia to bed, she suddenly felt afraid because she had to sleep alone. She expressed to Alice that she was scared of the darkness and often experienced nightmares. Previously, her grandmother would take her into bed, but that night she was left alone.

Q24. What kind of dreams did Kezia usually have?

Ans: Kezia often experienced terrifying nightmares. In these dreams, she saw a butcher wielding a knife and a rope, who approached her with a dreadful smile. Overcome by fear, she felt unable to move, crying out for her grandmother as he drew closer.

Q25. How did Father comfort the little girl, Kezia, when she got scared in her sleep?

Ans: When Kezia felt scared in her sleep, her father came to her room and lifted her into his arms. He took her to his bed, allowing her to warm her feet against his legs. This made her feel secure and protected as she snuggled close to him. The darkness no longer frightened her, and she lay still, comforted by his presence.

Q1:  Give in brief the central idea of the poem ‘Wind’.

Ans: The central idea of the poem “Wind” is that life’s challenges, like the wind, can be harsh to the weak but kind to the strong. The poet encourages us to build strong homes, bodies, and hearts to face difficulties bravely and turn challenges into opportunities.

Q2: What lesson can we learn from the action of the wind on the fire?

Ans: The wind blows out weak fires but makes strong fires burn brighter and stronger. This teaches us that if we are weak, challenges can defeat us, but if we are strong, they can make us even better.

Q3: How does the wind poke fun at weaklings?

Ans: The poet says the wind god winnows, meaning it separates the weak from the strong. Like a fan blowing away light chaff from grain, the wind crushes weak houses, doors, and lives but spares the strong ones.

Q4: What does the poet say the wind god winnows?

Ans: The poet states that the wind god winnows because it is nature’s way of rejecting frail and unhealthy objects. In a way, the wind god separates the weak from the strong, like the chaff is separated from the grain. The wind god is the winnower, and the wind is the winnowing fan, and the weak men are the grain.Winnowing

Q5:  What does the poet think of the wind god’s attitude to the requests of people?

Ans: The poet thinks the wind god doesn’t listen to people’s requests to blow gently. It ignores their pleas and blows fiercely anyway, showing that it does what it wants, no matter what people say.

Q6: Why does the poet want people to have firm bodies and strong hearts?

Ans: The poet wants people to have firm bodies and strong hearts so they can stand up to life’s challenges, like the wind. Strong people can face difficulties bravely and even make the wind their friend.

Q7: Why does the poet plead with the wind to blow softly?

Ans: The poet pleads with the wind to blow softly because a gentle wind is safe and pleasant. He doesn’t want it to cause destruction by breaking shutters, scattering papers, or tearing books, as it does when it blows hard.

Q8: What kind of destruction is caused by the violent wind?

Ans: The violent wind causes a lot of damage. It breaks window shutters, scatters papers everywhere, throws books off shelves, tears their pages, and even brings heavy rain that adds to the destruction.

Q9: Explain the line: You brought rain again”.

Ans: The line “You brought rain again” shows the poet’s frustration with the wind. It means the wind carries clouds that cause rain, which can lead to more destruction, like flooding, along with the wind’s other damages.

Q10: What should people do to avoid the destruction caused by the strong winds?

Ans: To avoid the destruction caused by the strong wind, it is essential that people construct solid, sturdy houses with firm, strong doors. The buildings should be able to resist the attack of the violent wind.

Q11: What does the wind symbolise in this poem?

Ans: In the poem, the wind symbolises life’s challenges and problems. Just as the wind breaks weak things like houses and books, difficulties in life test us, and only the strong can overcome them.

Q12: Why does the poet remark that the friendship of wind is good?

Ans: The poet remarks that the friendship of the wind is good because the wind has both kind and wicked aspects. If we are weak, its destructive force causes havoc. But if we are strong, we may harness its power and use it for constructive purposes. As a friend, the wind works for the benefit of mankind.

Q13:  How does the wind behave with stronger fires?

Ans: It behaves like a friend with strong ones. It cannot destroy them. So, it accepts its might and stops troubling them. Rather, it increases its strength by contributing its own.

Q14:  What does the wind do with the books?

Ans: The wind throws books off the shelf, scatters them on the floor, and tears their pages. It creates a big mess, showing how powerful and careless it can be with weak things.

Q1. What was wrong with Evelyn Glennie?
Ans: Evelyn Glennie is profoundly deaf, which has greatly influenced her life and musical career. Her hearing loss occurred gradually; her mother first noticed it when Evelyn was eight years old and did not respond to her name being called. By the age of eleven, her academic performance declined, leading her headmistress to recommend a specialist. It was confirmed that she had severe hearing impairment due to nerve damage. Despite this challenge, Evelyn was determined to lead a normal life and pursue her passion for music. With the guidance of percussionist Ron Forbes, she learned to perceive music through vibrations. Forbes encouraged her to “sense it some other way” rather than relying on her hearing. This approach allowed Evelyn to feel different notes in various parts of her body, transforming her experience of music. Evelyn’s determination and hard work have inspired many, proving that physical limitations can be overcome. She has become a celebrated musician, showing that passion and perseverance can lead to extraordinary achievements.

Q2. When was her deafness first noticed?
Ans: Her deafness was first noticed when she was eight years old.

Q3. At what age did Evelyn go to the Royal Academy of Music in London?
Ans: Evelyn attended the Royal Academy of Music at the age of seventeen.

Q4. What was Evelyn’s special field of interest?
Ans: Evelyn had a profound passion for music. Despite her challenges, she was determined to pursue this interest. She discovered her ability to sense sound through vibrations, allowing her to experience music in a unique way. This dedication led her to become a celebrated musician.

Q5. At what age was Evelyn’s deafness confirmed?
Ans: Evelyn’s deafness was confirmed at the age of eleven.

Q6. Who was Ron Forbes?
Ans: Ron Forbes was a skilled percussionist who played a vital role in Evelyn’s musical journey. He recognised her potential and encouraged her to follow her passion for music, despite her deafness. Forbes started by tuning two large drums to different notes. He advised Evelyn to “not listen through your ears”, but to sense the music in other ways. Evelyn discovered that she could feel different notes in various parts of her body. His support and unique teaching methods helped her to open her mind and body to sounds and vibrations, allowing her to connect with music in a profound way.

Q7. At what age did Evelyn visit the United Kingdom with a youth orchestra?
Ans: Evelyn visited the United Kingdom with a youth orchestra at the age of sixteen.

Q8. What was her performance in the audition for the Royal Academy of music?
Ans: She achieved one of the highest scores ever recorded at the Royal Academy of Music during her audition. This remarkable performance set a new standard in the academy’s history.

Q9. What award did Evelyn win in 1991?
Ans: In 1991, Evelyn received the Royal Philharmonic Society’s prestigious Soloist of the Year Award. Master percussionist James Blades remarked, “God may have taken her hearing but he has given her back something extraordinary. What we hear, she feels far more deeply than any of us. That is why she expresses music so beautifully.”

Q10. How did Ron Forbes ask Evelyn to hear music?
Ans: Ron Forbes encouraged Evelyn to experience music through her body instead of her ears. He taught her to feel the vibrations from the drums by tuning them to different notes. Evelyn learned to sense the higher drum from the waist up and the lower one from the waist down. This method allowed her to open her mind and body to sounds and vibrations, leading her to discover that she could perceive certain notes in various parts of her body. This unique approach enabled her to connect with music in a profound way.

Q11. Who did Evelyn give a big inspiration to?
Ans: Evelyn Glennie has been a significant inspiration to many, especially those with disabilities. Her journey shows that it is possible to overcome challenges, encouraging others to believe in their own potential. Through her determination, she demonstrates that anyone can achieve their dreams. Her success in music serves as a motivation for others facing similar obstacles. Many people resonate with her story, often saying, “If she can do it, I can too.” This powerful message of resilience and hope continues to inspire countless individuals.

Q12. Which train was Evelyn waiting for on the underground train platform? How did she feel when she sensed the train approaching?
Ans: Evelyn was waiting for a train to London to join the Royal Academy of Music. As she sensed the train approaching, she experienced a blend of nervousness and excitement.

Q13. How old was Evelyn when she went to the Royal Academy of Music? Why was she nervous on her way to the academy?
Ans: Evelyn was just seventeen when she attended the Royal Academy of Music in London. She felt nervous for several reasons. Firstly, her young age and limited life experience made the situation daunting. Secondly, coming from a rural background in Scotland added to her anxiety. Lastly, she faced unique challenges due to her hearing disability in such a large institution.

Q14. While leaving for the Royal Academy of Music, why was Evelyn excited despite her nervousness?
Ans: Evelyn was excited to attend the Royal Academy of Music in London, as it was a long-held dream. She looked forward to starting a three-year course at an institution she had always admired. Despite her impaired hearing, being accepted into such a prestigious school brought her immense joy. This achievement highlighted her determination and passion for music.

Q15. When was Evelyn’s deafness first noticed? When was it confirmed?
Ans: Evelyn’s deafness was first noticed when she was eight years old. Her mother became aware something was wrong when Evelyn did not respond to her name during a piano performance. It was confirmed at the age of eleven after her poor academic performance prompted her parents to consult a specialist. The examination revealed that her hearing was severely impaired due to gradual nerve damage.

Q16. Why had Evelyn’s headmistress advised her parents to take her to a specialist?
Ans: Evelyn managed to hide her increasing deafness from her classmates and teachers for a while. However, by the age of eleven, her academic performance started to decline. This prompted her headmistress to recommend that her parents seek advice from a specialist.

Q17. What advice were the parents of Evelyn given once her deafness was confirmed?
Ans: Once Evelyn’s deafness was confirmed, her parents received crucial advice. They were recommended to obtain hearing aids for her and to enrol her in a special school tailored for deaf children.

Q18. “Everything suddenly looked black”. Why does Evelyn say so?
Ans: When Evelyn was advised to use hearing aids and attend a school for the deaf, she felt that her future was bleak. Overwhelmed by depression, her dreams seemed lost, and she felt like a disabled child unable to lead a normal life.

Q19. How did Evelyn Glennie respond to the discovery of her deafness?
Ans: Upon discovering her deafness due to gradual nerve damage, Evelyn Glennie refused to give up. She aimed to lead a normal life and pursue her passion for music. Her mother first noticed something was wrong when eight-year-old Evelyn did not respond when her name was called. For a while, Evelyn managed to hide her growing deafness from friends and teachers. However, by the age of eleven, her academic performance declined, leading her headmistress to recommend a specialist. It was confirmed that she had a severe hearing impairment, and she was advised to use hearing aids and attend a school for the deaf. Feeling disheartened, Evelyn was determined not to let this setback define her. Inspired by a girl playing the xylophone, Evelyn decided she wanted to play too. Despite discouragement from her teachers, percussionist Ron Forbes recognised her talent and guided her to sense music through vibrations. He encouraged her to feel different notes in various parts of her body, allowing her to connect with music in a unique way.

Q20. How did Evelyn’s teachers respond when she expressed her desire to play the xylophone?
Ans: Evelyn has always had a strong passion for music. Despite her deafness, she was inspired to play the xylohpone after watching another girl perform. However, many of her teachers were doubtful about her abilities and discouraged her from pursuing this interest. Fortunately, percussionist Ron Forbes recognised her potential. He encouraged her by tuning two large drums to different notes and advised her to “sense it some other way” rather than relying on her hearing. Evelyn soon realised she could feel the vibrations of the drums in different parts of her body. This breakthrough allowed her to connect with music uniquely, leading to her determination and hard work in achieving her musical dreams.

Q21. Who wiped Evelyn to continue with music? What did he do and say?
Ans: Ron Forbes, a talented percussionist, played a vital role in helping Evelyn continue her music journey. While many teachers discouraged her, Forbes recognised her potential and took action. He tuned two large drums to different notes and encouraged Evelyn to train her body to sense music in a new way. He advised her, “Don’t listen through your ears; try to sense it some other way.” Evelyn soon realised she could feel the higher drum from the waist up and the lower one from the waist down. This innovative approach allowed her to open her mind and body to sounds and vibrations, paving the way for her remarkable success in music.

Q22. How did Evelyn open her mind and body to musical sounds and vibrations?
Ans: Evelyn opened her mind and body to musical sounds and vibrations with the help of Ron Forbes. He taught her to listen using different parts of her body instead of just her ears. This method enabled her to become more aware of various sounds and vibrations in music, compensating for her hearing loss by enhancing her sensitivity in other areas. She learned to feel the higher drum from the waist up and the lower one from the waist down. With practice, Evelyn discovered she could sense specific notes in different parts of her body. She expressed, “I had learnt to open my mind and body to sounds and vibrations.” Her determination and hard work allowed her to connect deeply with music.

Q23. Why does Evelyn say that men with bushy beards give her trouble?
Ans: Evelyn states that men with bushy beards give her trouble because she needs to see their entire face, especially their eyes, to understand what they are saying. Observing only their lips is not enough, as the beard often partially hides them.

Q24. Which qualities of character enabled Evelyn to move ahead in life?
Ans: Unfaltering determination and hard work enabled Evelyn to advance in life without looking back. Instead of succumbing to her disability, she chose to overcome it and live a normal life. Her journey showcases her resilience and commitment, leading to remarkable success in the music world. Evelyn dedicated herself fully to her passion for music, despite facing numerous challenges. With the encouragement of percussionist Ron Forbes, she discovered her unique ability to sense sound through vibrations in her body. Forbes guided her to feel the music rather than listen to it, which opened her mind to new possibilities. Through sheer determination and hard work, Evelyn never looked back. She toured the UK with a youth orchestra and, by the age of sixteen, decided to pursue music as her career. Her exceptional talent led her to the Royal Academy of Music, where she achieved outstanding results, capturing numerous awards.

Q25. How did Evelyn get admission to the Royal Academy of Music, London?
Ans: Evelyn auditioned for the Royal Academy of Music in London, delivering an exceptional performance. Her talent earned her one of the highest scores in the academy’s history, leading to her selection for a three-year course.

Q26. What were Evelyn’s achievements after she joined the Royal Academy of Music, London?
Ans: At the Royal Academy of Music in London, Evelyn began her journey as an orchestra performer and soon transitioned to solo performances. By the end of her three-year course, she had achieved remarkable milestones. She moved from orchestral work to solo performances, gaining recognition for her talent by winning the top awards at the Academy. Notably, she scored one of the highest marks in the Academy’s history during her audition. Her journey is a testament to her determination and hard work, leading to significant accomplishments in the music world.

Q27. What is Evelyn’s view of her achievements?
Ans: Evelyn is quite modest about her achievements and does not see them as heroic. She believes that with clear goals and hard work, anyone can succeed. For her, it is this dedication that has led to her accomplishments.

Q28. What reveals that Evelyn has succeeded immensely in her career?
Ans: Evelyn’s remarkable success in her career is highlighted by several significant achievements. She has mastered approximately one thousand musical instruments and is renowned internationally as a percussionist. In 1991, she was honoured with the prestigious Soloist of the Year Award from the Royal Philharmonic Society. Her commitment to music extends beyond performances; she dedicates time to giving free concerts in prisons and hospitals, showcasing her dedication to community service. Additionally, Evelyn prioritises teaching young musicians, inspiring them to chase their dreams. Her accomplishments are impressive, as she has achieved more than many people twice her age, successfully bringing percussion to the forefront of orchestras. Evelyn’s journey exemplifies her determination and hard work, proving that with effort and focus, success is indeed attainable.

Q29. Name the various places and causes for which Evelyn performs.
Ans: Evelyn performs in a variety of venues and for numerous causes. She regularly holds concerts around the world, providing free performances in prisons and hospitals. Additionally, she prioritises teaching by conducting classes for young musicians, inspiring them to pursue their passion for music.

Q30. Who is James Blades? What is his opinion about Evelyn’s talent?
Ans: James Blades is a celebrated master percussionist who holds a strong opinion about Evelyn’s talent. He believes that even though she has lost her hearing, she has gained something extraordinary. He asserts that the audience feels what she experiences on a much deeper level than other percussionists do. This unique ability enables her to express music in a truly beautiful manner.

Q31. How is Evelyn an inspiration for handicapped people?
Ans: Evelyn’s achievements are a strong example for those with disabilities. Her journey shows that determination and hard work can lead to success. Her story inspires confidence, proving that overcoming challenges is possible. By demonstrating that she can achieve her dreams despite her handicap, Evelyn encourages others to believe in themselves and pursue their own aspirations.

Q32. What is Evelyn’s contribution to percussion?
Ans: Evelyn has made remarkable contributions to percussion by bringing it to the forefront of the orchestra. She has shown that music from percussion instruments can be deeply moving and emotionally impactful. Evelyn inspires others, particularly those with disabilities, to follow their passions. She performs in various venues, including prisons and hospitals, and places great importance on educating young musicians. Her achievements demonstrate that, despite challenges, one can excel in music and touch the hearts of many.

Q33. What did Aurangzeb do to the playing of pungi in his royal residence?

Ans:Aurangzeb prohibited the playing of the pungi in his royal residence because of its shrill and unpleasant sound. In an effort to enhance the instrument’s tonal quality, a barber from a family of musicians sought to improve it. He crafted a longer and broader pipe with a natural hollow stem and added seven holes to modify the sound. By skillfully opening and closing these holes, he produced soft and melodious tones. This improved instrument captivated the royal audience and was eventually named the shehnai, as it was first played in the Shah’s chambers. Over time, the sound of the shehnai became associated with auspicious occasions, making it a vital part of North Indian weddings and temple ceremonies.

Q34. Why did Aurangzeb ban the playing of pungi in his royal residence?
Ans: Aurangzeb banned the playing of pungi in his royal residence because its sound was shrill and unpleasant. This instrument, known for its harsh tones, did not fit the peaceful atmosphere of the palace. To enhance the musical quality, a barber from a family of musicians created a new instrument. He designed a longer and broader pipe with seven holes, which produced softer and more melodious sounds. This innovation led to the instrument being named shehnai, as it was first played in the Shah’s chambers.

Q35. Which family did the barber belong to?
Ans: The barber came from a family of professional musicians. This background provided him with the skills and knowledge needed to enhance the tonal quality of the pungi, transforming it into the shehnai. His efforts led to the creation of a new instrument that produced soft and melodious sounds, which captivated audiences, including royalty. This innovation marked a significant moment in the history of Indian music.

Q36. Who invented `Shehnai’?
Ans: A barber in Aurangzeb’s court invented the shehnai to improve the sound of the pungi, which had been banned due to its harsh tone. He crafted a longer and broader pipe with seven holes, enhancing its tonal quality. The shehnai’s sound became associated with auspicious occasions, making it essential for North Indian weddings and temple ceremonies. The revival of the shehnai as a classical instrument is largely attributed to Ustad Bismillah Khan, who played a significant role in popularising it. His dedication and talent helped elevate the shehnai to a prominent position in Indian classical music.

Q37. How many holes does a Shehnai have on its body?
Ans: The shehnai has a total of seven holes on its body. These holes are crucial for creating its distinct and melodious sound. By covering and uncovering these holes, musicians can produce a wide range of notes and tones, allowing for expressive performances.

Q38. Where was Bismillah Khan born?
Ans: Bismillah Khan was born in Dumraon, a town located in Bihar.

Q39. When was Bismillah Khan born?
Ans: Bismillah Khan was born on 21 March 1916.

Q40. Which highest civilian award in India was conferred on Bismillah Khan?
Ans: The Bharat Ratna is India’s highest civilian award, which was awarded to Ustad Bismillah Khan in 2001. This prestigious honour recognises outstanding service to the nation. Bismillah Khan was renowned for his contributions to Indian classical music. He expressed his happiness by encouraging others to teach music to children, emphasising its cultural importance.

Q41. What was the name of Bismillah’s grandfather?
Ans: Bismillah Khan’s grandfather was named Rasool Bux Khan.

Q42. What was the name of Bismillah’s father?
Ans: His father was named Paigambar Bux.

Q43. What was the profession of Bismillah’s paternal ancestors?
Ans: Bismillah Khan’s paternal ancestors were highly regarded for their remarkable talent as shehnai players. This musical heritage was a significant aspect of their identity, with Bismillah’s family being well-known in the realm of traditional Indian music.

Q44. Who was Ali Bux?
Ans: Ali Bux was the maternal uncle of Bismillah Khan.

Q45. When was All India Radio in Lucknow was opened?
Ans: All India Radio in Lucknow was inaugurated in 1938.

Q46. What is Bismillah Khan’s special achievement on 15 August 1947?
Ans: Bismillah Khan made history on 15 August 1947 by becoming the first Indian to greet the nation with his shehnai. On this significant day, he performed Raag Kafi from the Red Fort, captivating an audience that included Pandit Jawaharlal Nehru, who later delivered his famous ‘Tryst with Destiny’ speech.

Q47. To which foreign country did Bismillah Khan go on his first trip?

Ans: Bismillah Khan’s first trip abroad was to Afghanistan. During this visit, he performed for King Zahir Shah, who was so impressed by his talent that he gifted Bismillah valuable Persian carpets and other souvenirs.

Q48. Which film was made by Vijay Matt after hearing Bismillah’s Shehnai?
Ans: Gunj Uthi Shehnai is the film directed by Vijay Bhatt, inspired by Bismillah Khan’s enchanting performance of the shehnai at a festival. The film achieved significant success, becoming a chartbuster. One of Bismillah Khan’s songs, ‘Dil ka khilona hai toot gaya’, gained immense popularity across the nation. Despite this success, Bismillah’s contributions to film music were limited to two films: Gunj Uthi Shehnai and Sanadhi Apanna. Bismillah Khan expressed his discomfort with the artificiality of the film industry, stating, “I just can’t come to terms with the glamour of the film world.”

Q49. Which auditorium is named after Bismillah Khan in Tehran?
Ans: The auditorium named after Bismillah Khan in Tehran is called Tahar Mosiquee Ustaad Bismillah Khan.

Q50. What name is Bismillah Khan fondly called? 
Ans: Bismillah Khan is affectionately known as Khansaab.

Q51. When Bismillah Khan was in Mumbai, he missed two things badly. Name those two things. 
Ans: While in Mumbai, Bismillah Khan deeply missed Benaras and the Ganga. These two places held significant emotional value for him, representing his roots and cultural heritage.

Q52. What did one of his students in the U.S.A. want him to do?
Ans: One of his students in the U.S.A. requested him to lead a Shehnai school. The student promised to recreate the atmosphere of Benaras by building temples similar to those found there. However, Khansaab humorously questioned whether he could also bring the River Ganga along.

Q53. Why did Aurangzeb ban the playing of the pungi?
Ans: Emperor Aurangzeb banned the playing of the pungi because he found its sound to be loud and unpleasant. He believed that the pungi produced a shrill noise unsuitable for the royal court and lacked the musical quality expected in such a setting. Consequently, the pungi was prohibited within the royal residence.

Q54. Why did the pungi become a generic name for “reeded noisemakers”?
Ans: The pungi is known for its loud and harsh sound, which led to its prohibition by Aurangzeb in the royal palace. This unpleasant noise, produced from a reed, caused the term to become a generic name for “reeded noisemakers.” The pungi creates jarring music, which was deemed unsuitable for the royal environment. Its construction from a reed further contributed to this classification.

Q55. How is a ‘shehnai’ different from a pungi?
Ans: The shehnai and pungi are both types of reeded instruments, yet they differ significantly. The shehnai features a longer and broader stem than the pungi, which contributes to its unique sound. While the shehnai produces soft, melodious tones, the pungi is known for its loud and jarring noise. These distinct characteristics have made the shehnai a popular choice for traditional ceremonies, where its sound is often considered auspicious. In contrast, the pungi is generally perceived as a less refined instrument.

Q56. Who revived the pungi, and what shape did it take?
Ans: When Aurangzeb banned the pungi in the royal palace, a barber from a family of musicians took the initiative to revive it. He made significant improvements to the instrument by using a longer and wider hollow stem and adding seven holes to enhance its sound. The modified pungi produced soft and melodious tones. After performing it for royalty, the instrument, which was quite different from the original pungi, was named the shehnai. This name was inspired by its first performance in the Shah’s chambers by a nai (barber). The sound of the shehnai soon became associated with auspicious occasions, making it a staple at weddings and religious ceremonies.

Q57. How did the ‘shehnai’ get its name?
Ans: The name shehnai is thought to originate from two words: shah, meaning emperor, and nai, meaning barber. According to legend, a barber, who was part of a family of musicians, enhanced the traditional instrument known as the pungi. He crafted a longer and broader pipe with seven holes to improve its sound quality. When he played this new instrument in the emperor’s chamber, the soft and melodious tones captivated the audience. Since it was first performed in the Shah’s presence by a nai, the instrument was aptly named the shehnai, reflecting both its royal association and the skill of its creator.

Q58. Why was the shehnai played in temples and weddings?
Ans: The shehnai is cherished for its melodic and soft sound, which is regarded as auspicious. This belief has led to its prominent use in various settings. In temples, the shehnai is played during religious ceremonies, enriching the spiritual atmosphere. Similarly, it plays a vital role in weddings, particularly in North India, where it symbolises joy and celebration. Historically, the shehnai was part of the naubat, a traditional ensemble of nine instruments used in royal courts. Its revival in classical music is largely attributed to Ustad Bismillah Khan, who successfully popularised it beyond its ceremonial origins.

Q59. Where was the shehnai played traditionally? How did Bismillah Khan change it?
Ans: Traditionally, the shehnai was played in royal courts as part of a group of nine instruments known as naubat. However, Bismillah Khan transformed the shehnai into a solo instrument, significantly enhancing its status in classical music. His efforts made the shehnai widely regarded as auspicious, leading to its common use in temples and weddings. Previously, the shehnai was primarily associated with royal ceremonies and religious events. Bismillah Khan’s dedication and talent brought this instrument to the forefront of classical music, allowing it to gain recognition beyond its traditional roles.

Q60. Where did Bismillah Khan usually sing at the age of five? How was he rewarded, and by whom?
Ans: At the age of five, Bismillah Khan frequently sang the Bhojpuri chaita at the Bihariji temple in his hometown of Dumraon, Bihar. After his performance, he was rewarded with a large laddu weighing 1.25 kg, which was given to him as a prize by the local Maharaja.

Q61. What does the feature “The Shehnai of Bismillah Khan”, tell us about the paternal ancestors of Bismillah Khan?
Ans: Bismillah Khan hailed from a renowned family of musicians in Bihar. His grandfather, Rasool Bux Khan, served as a shehnai player in the royal court of the Bhojpur king. His father, Paigambar Bux, was also a talented shehnai player. Additionally, many of his paternal and maternal uncles were accomplished shehnai vaadaks, further highlighting the musical legacy within his family.

Q62. Who was Ali Bux? Where was he employed, and what was his influence on Bismillah Khan?
Ans: Ali Bux was the maternal uncle of Bismillah Khan and played a crucial role as his mentor and trainer. He was a skilled shehnai player employed at the Vishnu temple in Benaras. From a young age, Bismillah accompanied Ali Bux to the temple, where he would spend hours captivated by his uncle’s music. This exposure inspired him to learn the instrument himself. Under Ali Bux’s guidance, Bismillah practised diligently, often throughout the day. The temple and the banks of the Ganga became his favourite places to hone his skills in solitude. The flowing waters of the Ganga motivated him to create new raagas, expanding the possibilities of the shehnai. At just 14 years old, Bismillah performed at the Allahabad Music Conference, where Ustad Faiyaz Khan encouraged him, saying, “Work hard and you shall make it.” His significant breakthrough came with the launch of All India Radio in Lucknow in 1938, marking the beginning of his illustrious career.

Q63. Which places were young Bismillah Khan’s favourite haunts for practising music? Why?
Ans: Young Bismillah Khan’s favourite places for practising music were the temples of Balaji and Mangala Maiya, as well as the banks of the Ganga. These locations provided him with the solitude needed to focus on his music. The gentle flow of the Ganga inspired him to improvise and create new ragas, allowing him to explore musical ideas that were previously considered beyond the capabilities of the shehnai.

Q64. When and how did Bismillah Khan get his big break?
Ans: Bismillah Khan received his big break in 1938 with the launch of All India Radio in Lucknow. He was regularly invited to perform on the radio, which helped him gain fame as a talented shehnai player.

Q65. Where did Bismillah Khan play the shehnai on August 15, 1947? Why was the event historic?
Ans: Bismillah Khan played the shehnai on August 15, 1947, at the Red Fort in New Delhi, just before Pandit Nehru’s speech. This event was historic because it marked the day India gained independence from British rule. Bismillah Khan was the first Indian to greet the nation with his performance, pouring his heart into Raag Kafi. His music symbolised the dawn of a new era in India’s history, resonating with the spirit of freedom and national pride.

Q66. Where did Bismillah Khan go on his first foreign trip? How was he honoured there?
Ans: Bismillah Khan’s first foreign trip was to Afghanistan. During this visit, he performed a shehnai recital for King Zahir Shah, who was deeply impressed by his talent. In recognition of his performance, the king honoured Bismillah Khan with priceless Persian carpets and various other souvenirs as tokens of appreciation.

Q67. Why did the film director Vijay Bhatt name his film “Gunj Uthi Shehnai“?
Ans: Film director Vijay Bhatt named his film Gunj Uthi Shehnai after being captivated by a performance by Bismillah Khan at a festival. His admiration for the shehnai, an instrument known for its beautiful sound, inspired the title of the film. The film was a success, featuring one of Bismillah Khan’s songs, ‘Dil ka khilona hai toot gaya’, which became a nationwide hit. However, Bismillah’s contributions to film music were limited to just two projects: Bhatt’s Gunj Uthi Shehnai and a Kannada film. He expressed discomfort with the artificiality of the film industry, preferring the authenticity of his musical roots.

Q68. Which films did Bismillah Khan provide music for? Why did he discontinue playing the shehnai for films?
Ans: Bismillah Khan made his entry into the film industry with the movie Gunj Uthi Shehnai, directed by Vijay Bhatt. He also composed music for a Kannada film called Samadhi Apanna. Despite his initial success, he decided to step away from film music for a couple of reasons. Firstly, he believed that the artificiality and glamour of the film industry clashed with his musical principles. Secondly, he felt that his style was better suited to traditional performances rather than the cinematic environment.

Q69. How was Bismillah Khan’s music appreciated and recognized on the international level?
Ans: Bismillah Khan’s music gained considerable international recognition. He was the first Indian to perform at the prestigious Lincoln Centre Hall in the USA. His participation in significant events, such as the World Exposition in Montreal, the Cannes Art Festival, and the Osaka Trade Fair, further showcased his talent. In honour of his contributions, an auditorium in Tehran was named after him, known as Tahar Mosiquee Ustaad Bismillah Khan. Additionally, he received numerous national awards, including the Padmashri, Padma Bhushan, and Padma Vibhushan, culminating in India’s highest civilian award, the Bharat Ratna, in 2001.

Q70. How did India honour and reward the great musician, Bismillah Khan?
Ans: India honoured Bismillah Khan with several prestigious awards. He was conferred the Padma Shri, Padma Bhushan, and Padma Vibhushan. In 2001, he received the Bharat Ratna, which is the highest civilian award in India. His musical contributions gained international recognition. Bismillah Khan was the first Indian to perform at the Lincoln Centre Hall in the USA. He also participated in notable events such as the World Exposition in Montreal, the Cannes Art Festival, and the Osaka Trade Fair. Furthermore, an auditorium in Tehran was named in his honour: Tahar Mosiquee Ustaad Bismillah Khan. With his numerous awards, he inspired many by stating, “Teach your children music; this is Hindustan’s richest tradition.”

Q71. Why did Bismillah Khan want the children in India to be taught music?
Ans: Bismillah Khan had a profound love for Indian music, considering Hindustani music an essential part of the nation’s heritage. He believed it was crucial for children to maintain their connection to this rich tradition and to appreciate the importance of music, which has even attracted audiences in the West. By teaching music, he aimed to ensure that future generations would continue to value and promote this cultural legacy.

Q72. What offer did one of Bismillah Khan’s students in the US make to him? Why?
Ans: A student of Bismillah Khan, who had settled in the U.S., offered the maestro a position as the head of a shehnai school. This offer aimed to promote the rich tradition of Indian music abroad.

Q73. Why did Bismillah Khan refuse to start a shehnai school in the U.S.A.?
Ans: Bismillah Khan was a devoted patriot with a deep love for Benaras and Dumraon in India. His connection to the sacred Ganga was profound, leading him to decline the chance to settle in the U.S.A. and establish a shehnai school there. He believed that even if the atmosphere of Benaras could be recreated, it could never capture the essence of the Ganga. He often expressed his longing for Hindustan, stating that whenever he was abroad, he yearned to see his homeland. While in Mumbai, he thought only of Benaras and the holy Ganga, and when in Benaras, he missed the unique mattha of Dumraon.

Q74. Why does the author believe that Bismillah Khan’s life is “a perfect example of the rich, cultural heritage of India”?
Ans: Bismillah Khan’s life is a perfect example of the rich cultural heritage of India for several reasons. Firstly, India’s liberal attitude towards various communities and religions creates a diverse cultural landscape. Bismillah Khan, a devout Muslim, played the shehnai at the Kashi Vishwanath temple every morning, which highlights the harmony between different faiths. Furthermore, his life reflects the blend of various castes and creeds that characterise Indian culture, showcasing the unity in diversity that defines the nation.

Q75. Find instances in the text that tell you that Bismillah Khan loved India and Benaras.
Ans: Bismillah Khan’s love for India and Benaras is clear through various instances. He turned down an opportunity to lead a shehnai school in the US, despite his students’ promises to recreate the atmosphere of Indian temples. In his acceptance speech for the Bharat Ratna, he referred to Hindustani music as India’s greatest heritage. He also expressed a strong connection to his roots, mentioning that while abroad, he longed to see Hindustan, particularly missing the holy Ganga and the unique mattha of Dumraon. When asked about moving to Pakistan during Partition, he resolutely stated he would never leave Benaras.

Q76. How did Evelyn sense the sounds and vibrations of the music?
Ans: Evelyn senses the sounds and vibrations of music by opening her mind and body to it. She feels different notes through various parts of her body, experiencing a tingling sensation in her skin, cheekbones, and even her hair. When she plays the xylophone, she can sense the sound travelling up the stick into her fingertips. By leaning against the drums, she feels the resonances flowing into her body. On a wooden platform, she removes her shoes, allowing the vibrations to pass through her bare feet and up her legs.

Q77. What was the contribution of Forbes in helping Evelyn to learn music?
Ans: Forbes played a crucial role in Evelyn’s musical development by helping her connect with sound in a different way. He encouraged her to sense sounds and vibrations through her body instead of relying solely on her hearing. By tuning two large drums to different notes, he guided her to feel the differences. Evelyn discovered that she could perceive higher notes from the waist up and lower notes from the waist down. This innovative approach allowed her to open her mind and body to sounds and vibrations, which became the foundation for her determination and hard work in music.

Q78. How was Evelyn a source of great pleasure to her audience?
Ans: Evelyn brought great pleasure to her audience for several reasons. Firstly, she was very young and performed admirably despite her handicap. Her musical talent was remarkable, often surpassing that of individuals twice her age. Moreover, she served as an inspiration for others with disabilities, showing them that they too could achieve their dreams. Ultimately, her performances have brought immense joy to millions around the world.

Q79. How is Evelyn able to express music so beautifully?
Ans: Evelyn expresses music beautifully despite being deaf because she can feel music more deeply than most. This unique ability allows her to connect with music in a profound way. She experiences music through her entire body; vibrations resonate in her skin, cheekbones, and even her hair. When playing instruments, she senses sounds in different parts of her body. As master percussionist James Blades noted, although Evelyn has lost her hearing, she has gained an extraordinary way to experience and express music.

Q80. How was Evelyn able to get admission to the Royal Academy of Music?
Ans: Ron Forbes recognised Evelyn’s musical potential early on, which sparked her determination to pursue a career in music. By the age of sixteen, she had fully committed to her passion. She auditioned for the Royal Academy of Music and achieved one of the highest scores in the academy’s history. Forbes encouraged her to experience music through vibrations instead of relying solely on hearing. He taught her to feel different notes in various parts of her body, allowing her to open her mind and body to sounds. This unique approach, combined with her hard work and determination, enabled her to excel in music. After completing her three-year course, Evelyn won several prestigious awards, showcasing her talent and dedication to her craft.

Q81. Why does Evelyn remove her shoes on the wooden platform?
Ans: Evelyn removes her shoes on the wooden platform to enhance her musical experience. This allows the vibrations from the instruments to travel through her bare feet and up her legs. By doing this, she can feel the music throughout her body, creating a deeper connection with the sounds. Additionally, when she leans against the drums, she perceives the echoes flowing into her, further enriching her experience. This unique approach helps her connect profoundly with the music she plays.

Q82. How did Ron Forbes give Evelyn training in music?
Ans: Ron Forbes provided Evelyn with exceptional music training by using two large drums, each tuned to different notes. He encouraged her to feel the music instead of just listening. Evelyn discovered that she could sense the higher drum from the waist up and the lower drum from the waist down. Forbes reinforced this method until she could perceive specific notes in various parts of her body. She described this experience as learning to open her mind and body to sounds and vibrations, which became the foundation of her musical journey.

Q83. Where did Bismillah Khan play the Shehnai on 15 August 1947? Why was the event historic?
Ans: Bismillah Khan played the Shehnai from the Red Fort on 15th August 1947. This event was historic because he was the first Indian to greet the nation on its first Independence Day. His performance was attended by Pandit Jawaharlal Nehru, the first Prime Minister, along with many prominent leaders. During this momentous occasion, Bismillah Khan performed Raag Kafi, pouring his heart into the music.

Q84. What were the recurring themes of Bismillah Khan’s music?
Ans: Bismillah Khan’s music was deeply rooted in his Indian heritage, showcasing several recurring themes. His compositions were influenced by the spiritual essence of temples, reflecting the ethical values found within them. Additionally, his music highlighted the significance of human relationships, conveying the importance of connections among people. Furthermore, the natural beauty of the Ganga inspired him, motivating him to create and enhance various ragas.

Q85. How did pungi come to be named Whehnai’?
Ans: A barber from a family of musicians aimed to improve the pungi by creating a longer and broader pipe with a hollow stem. He added seven holes along the pipe, allowing him to produce soft, melodious sounds by covering and uncovering these holes. When he performed for the king, the audience was enchanted by this new instrument. Since it was played by a barber in the Shah’s chambers, it was named shehnai to differentiate it from the original pungi.

Q1. What is wood? What did the narrator see in the woods? Were the paths similar?

Ans: Wood refers to a forest. The narrator observed two paths that diverged and faded into the undergrowth. One path appeared to be less travelled, as it had more grass, while the other seemed more frequently used.

Q2. What did the narrator hope that he would do one day? Was he sure of doing so?

Ans: The narrator hoped to return and explore the other path one day. However, he was uncertain about this possibility, as he understood that one path leads to another, making it challenging to come back.

Q3. Does one road seem to be more appealing than the other? Use examples from the poem to support your answer?

Ans: The narrator encounters a fork in the road and struggles to choose between two paths. One road appears more popular, while the other seems less travelled. Although he is tempted to explore both, he ultimately opts for the second path, believing he might return to the first one later. This choice reflects the idea that sometimes we must make decisions without knowing their full impact.

Q4. What does the poet mean when he says, ‘worn them really about the same’?

Ans: The poet conveys that both roads in the yellow wood appeared quite similar. They seemed to have not been used for some time, suggesting that neither path had been travelled much.

Q5. What is the main problem or the dilemma of the poet?

Ans: Robert Frost’s poem, ‘The Road Not Taken’, explores the dilemma of making the right choices in life. The poet feels an illusion that he can defer his decision to another day. Each ‘road’ or path he chooses significantly impacts his life. In the future, he may regret taking the less travelled path, which did not prove to be as rewarding as he had hoped.

Q6. How does the poet resolve the dilemma? Which road does he choose and why?

Ans: The two roads symbolise different lifestyles and choices. They represent two paths, attitudes, and even careers in life. The poet faces the challenge of making a rewarding choice. Both roads appear equally appealing, yet he decides to leave the first road for another day. He chooses the road that is less travelled and “wanted wear,” indicating a preference for a less conventional and riskier option. This choice reflects a desire for uniqueness and personal fulfilment.

Q7. ‘The Road Not Taken’ is a metaphor for life. Justify this statement. Justify the title.

Ans: In The Road Not Taken, Frost uses the fork in the road as a metaphor for the choices we face in life. The two roads represent different paths we can take. The poet chooses the road that is less travelled, leaving the other for another day. However, once a choice is made, it becomes impossible to return to the previous option. This decision ultimately makes all the difference in one’s life. Therefore, the title is both appropriate and logical.

Q8. Why has the poet’s choice ‘made all the difference’ in his life?

Ans: Robert Frost uses the fork in the road as a metaphor for the choices we make in life. The two roads represent different paths and options. The traveller faces a dilemma and chooses an unconventional and risky path by deciding to be a poet. This choice has significantly impacted his life. He may later realise that the path he chose was less rewarding than the one he left behind.

Q9. Why did the poet leave the first road? Did he ever get a chance to walk on the road he had left for another day?

Ans: The poet chose the second road, which was less travelled and grassy, leaving the first road for another day. However, he doubted he would ever return to it, as one path often leads to another. This uncertainty suggests he may not get a chance to walk the road he left behind.

Q10. ‘I doubted if I should ever come back’. Why does the poet doubt he should ever come back?

Ans: The poet doubts whether he should ever return to explore the other road because he understands that one choice leads to another. As a curious and adventurous traveller, he is likely to keep moving forward in life’s journey, making it improbable for him to retrace his steps. Typically, once a decision is made, it is rare to go back.

Q11. What does the divergence in the road signify in real life?

Ans: The divergence in the road represents the difficult choices we often face in life. When confronted with two paths, we may spend considerable time deciding which one to take. Ultimately, only time will reveal whether our choice was the right one. This forking of the road symbolizes the confusion and dilemma we experience when making decisions.

Q12. Why did the poet stand long on the forked road to make the decision?

Ans: The poet stood for a long time to make his decision because he was unsure which path would be the best for him. He could only see a limited distance down each road. One path appeared to be well-used, while the other seemed less travelled. This uncertainty led him to hesitate, pondering which road to take.

Q13. What impact did the choice of the ‘other road’ make on the poet’s life?

Ans: When choosing a path, the poet took time to decide which road to follow. This choice significantly shaped his life. He felt a sense of regret about his decision, realising that his life would have been different had he chosen the other road.

Q14. The poet says, “I took the one less travelled by, And that has made all the difference.” What is ‘the difference that the poet mentions?

Ans: The poet reflects that his choice of the less travelled road has significantly influenced his life. He suggests that had he chosen the other path, he might have achieved his ambitions and not felt a sense of regret. Instead, he implies that he may have viewed himself as a successful individual.

Q15. What does the poet mean by ‘yellow wood’?

Ans: ‘Yellow wood’ refers to a forest filled with fallen leaves from trees. It symbolises a place where people have lived for a long time.

Q16. Which road does Robert Frost choose and why?

Ans: Robert Frost chooses the second road, which is less travelled by others. He selects this road because it appeared more inviting and seemed to want wear, indicating it had not been used as much.

Q17. “Two roads diverged in a yellow wood.” What do the two roads indicate here? What was the poet’s dilemma?

Ans: The two roads represent the choices we face in life. The poet illustrates the dilemma of making decisions about the future. He is confronted with the challenge of selecting one path over another, symbolising the uncertainty that comes with each choice.

Q18. What is the theme of the poem ‘The Road Not Taken’?

Ans: In The Road Not Taken, Robert Frost uses the image of two roads as a metaphor for life choices. Each road represents a different path one can take, highlighting that our decisions can have significant consequences. The poet chooses the road less travelled, embracing the challenges it presents. This choice ultimately shapes his life, making a profound difference in his journey.

Q19. Justify the title ‘The Road Not Taken’.

Ans: The title The Road Not Taken is highly fitting as it encapsulates the poem’s central theme. It reflects the dilemmas we face in life—specifically, the choices we make. Each road or path we choose significantly influences our journey. Often, individuals find themselves longing for what they did not choose, rather than what they have selected. This sentiment is why the poet aptly named his poem The Road Not Taken.

Q20. In the poem ‘The Road Not Taken’, why did the poet feel like travelling both the roads?

Ans: In the poem, the poet encounters two roads that are almost identical. He chooses the second road but feels a sense of regret for not taking the first. This desire to experience both paths stems from his uncertainty about the outcome of his decision. Ultimately, he wishes he could travel both roads.

Q21. What moral lesson do you get from the poem ‘The Road not Taken’?

Ans: According to the poet, one should avoid taking shortcuts in life. Instead, we should choose a path that is daring and experimental, even if it involves challenges. These experiences enrich a person’s life. To discover the truth, we must not follow the easy, familiar route. The poet himself has chosen the road that is less travelled by others.

Q22. What problem did the poet feel while standing on the intersection of the two roads?

Ans: While standing at the crossing, the poet observed two roads diverging in a yellow wood. Both paths appeared intriguing; one was well-trodden, while the other was untrodden. Ultimately, he chose the second road, hoping to explore the first one on another day.

Q23. Explain “Way leads on to way.”

Ans: There are two interpretations of the phrase “way leads on to way.” Firstly, the poet expresses uncertainty about which path to take. Once a decision is made, there is no going back, even if the choice turns out to be incorrect. This reflects our lives, where we must make definite choices that lead us forward, as circumstances can change.

Q24. Why did the poet keep the first road for another day?

Ans: The poet kept the first road for another day, hoping to travel it in the future. However, he acknowledges that our future is uncertain and unpredictable. Once a choice is made, it is unlikely that one can return to the original point to explore the other path.

Q1. What did Margie write in her diary?

​Ans: On 17 May 2157, Margie wrote in her diary about discovering a real book that Tommy found. It was an old paper book with yellow and crinkly pages.

Q2. Who are Tommy and Margie? How old are they?

​Ans: Tommy and Margie are students living in the year 2157. They are neighbours and enjoy spending time together like typical children. Their ages are:

• Tommy is thirteen years old.
• Margie is eleven years old.

Q3. Where did Tommy find the book and in what condition? 
Or 
Describe the book that Tommy had found in the attic.

​Ans: Tommy found a real book in the attic of his house. The book was:

• At least two hundred years old.
• Pages that had turned yellow and crinkly.
• Covered in dust from lying there for ages.

Q4. Had Margie ever seen a book before?

Ans: No, Margie had never seen a book before she discovered the one Tommy found in his attic. She had only heard about books from her grandfather, who also had never seen one. He learned about printed books from his own grandfather.

Q5. Did Margie like the printed book? Why/Why not?

Ans: Margie was thrilled to learn that Tommy had discovered a real book, which was different from the digital books they usually read. She even noted this exciting find in her diary.

As she flipped through the yellow and crinkly pages with Tommy, she found it amusing to read the words that stayed still, unlike the moving text on a screen. In contrast, Tommy thought it was a waste, but Margie was genuinely fascinated and liked the book.

Q6. What things about the book did Margie find strange?

Ans: Margie found several things about the book strange:

• The printed words in the book were fixed, unlike the moving text on her television screen.
• She thought it was odd that the pages had the same words every time she turned back, rather than changing.
• Margie was used to a world of telebooks, which were stored in a machine, making the physical book feel outdated.

Q7. What do you think a telebook is?

Ans: A telebook is an electronic version of a book. It is:

• Stored on a computer.
• Read by scrolling its pages up, down, or sideways on a screen.

This format allows for easy access and reading without the need for physical paper.

Q8. “What a waste!” What is Tommy referring to as a ‘waste’? Is it really a waste?

Ans: Tommy believes that paper books are a waste. He thinks once a book is read, it becomes useless and should be thrown away since it contains the same content.

However, this view is misguided. Printed books:

• Can be enjoyed by many readers.
• Hold value as they can be read multiple times.
• Should be preserved for future generations.

Q9. How does Tommy find the telebooks of his own time to be better?

Ans: Tommy believes that his telebooks are superior to the ancient printed books for several reasons:

• They can be stored on a television, allowing for easy access.
• Telebooks can be read multiple times without needing to be discarded.
• They take up very little space compared to traditional books.

Q10. Where was Margie’s school? Did she have any classmates?

Ans: Margie’s school was located in her house, right next to her bedroom. It was a customised setup designed specifically for her needs and level. No, she did not have any classmates.

Q11. Which part of her school did Margie hate the most? Or What did Margie hate the most about her school?

Ans: The part that Margie hated the most about her school was the slot where she had to submit her homework and test papers. She was required to write everything in a punch code that she learned at the age of six. Additionally, her mechanical teacher calculated her marks instantly, leaving Margie no time to relax after completing her assignments.

Q12. What was the County Inspector trained to do?

Ans: The County Inspector served as a technical expert. He was trained to:

• Identify errors in the system of mechanical teachers.
• Rectify any issues affecting their functionality.

His role was crucial in ensuring that the mechanical teachers operated effectively for the students.

Q13. Why did Margie’s mother send for the County Inspector? Or Why did Margie’s mother shook her head one day and send for the County Inspector?

Ans: Margie’s mother sent for the County Inspector because Margie was struggling in Geography. Her declining performance concerned her mother, prompting her to seek help from a specialist.

• The County Inspector was called to identify the issue with Margie’s learning.
• He examined the mechanical teacher and discovered it was set too quickly for Margie’s level.
• After adjusting the settings, he ensured the lessons would be more suitable for her.

Q14. What views did Margie’s mother have about teachers and learning?

Ans: Margie’s mother had strong views about education:

• She was very particular about Margie’s schooling.
• Ensured Margie attended her tele-school regularly and studied on time.
• Believed that a tele-teacher should adapt to each student’s mind.
• Thought each student needed to be taught in a differentiated way.
• Whenever there was an issue with Margie’s tele-teacher, she promptly called the County Inspector to resolve it.

This was to ensure that Margie did not miss out on her education.

Q15. Will future schools be completely devoid of humans and human values? Give a reasoned answer.

Ans: While education is set to undergo significant changes, it is unlikely that schools will be entirely without humans or human values. Here are some key points:

• Mechanical teachers and digital resources will play a larger role in education.
• Each student may learn at their own pace with the help of technology.
• However, the presence of human teachers will still be essential.
• Education will always incorporate human values and interactions.

Q16. What idea do you form of the County Inspector as a person?

Ans: The County Inspector was a kind-hearted individual. Rather than blaming Margie for her struggles, he offered her an apple and reassured her mother that her difficulties were due to the mechanical teacher, not Margie herself. He adjusted the geography sector to match Margie’s level.

Before departing, he patted Margie on the head, expressing his satisfaction with her progress. This shows his supportive nature and understanding approach towards the challenges Margie faced in her education.

Q17. Why was Margie doing badly in geography? What did the County Inspector do to help her?

Ans: Margie was doing badly in geography because the speed of the geography sector was set too fast for her. The County Inspector adjusted the speed to match that of an average ten-year-old. As Margie was eleven, she found the new pace much more comfortable.

Q18. “Margie was disappointed,” says the author. Why was she disappointed? Or How did the County Inspector disappoint Margie?

Ans: Margie was disappointed because she disliked school and hoped her mechanical teacher would be taken away for repairs, like Tommy’s teacher had been. However, the County Inspector quickly repaired and reset it at her home, which made her unhappy.

Q19. What had once happened to Tommy’s teacher?

Ans: Once, Tommy’s mechanical teacher experienced a fault where its history sector completely blanked out. As a result:

• The teacher was taken away for repairs.
• It took nearly a month to fix the issue.

Q20. Did Margie have regular days and hours for school? If so, why?

Ans: Yes, Margie had regular days and hours for school.

• She studied from Monday to Friday at the same time each day.
• Her school was a large black television screen in her home.
• Margie had to attend regularly because her mother believed that young girls learn better with a consistent schedule.

Q21. How does Tommy describe the old kind of school?

Ans: Tommy describes the old school as a special building where all children studied together. Key features include:

• Students of the same age group learned the same subjects.
• Lessons were taught by human teachers.

This setup allowed for a more interactive learning experience compared to their current mechanical education.

Q22. How did Margie react when Tommy told her that twentieth-century schools had human teachers? Or Why did Margie remark, “How could a man be a teacher”?

Ans: Margie reacted with disbelief when Tommy mentioned that children once had human teachers. She found it hard to accept because:

• She had never seen a human teacher.
• Margie was accustomed to her mechanical tele-teacher.
• She believed a human teacher could not match the intelligence and knowledge of a mechanical one.

Her remark, “How could a man be a teacher?” reflected her confusion and the stark contrast between her experiences and the past.

Q23. Who interrupts Margie and Tommy’s conversation? Why?

Ans: During their conversation about the exciting mystery of the ‘real’ book Tommy found, Margie’s mother interrupted them. She called out, “Margie! School!” and reminded Tommy that it was time for him to attend school as well.

Q24. When Margie went to her school, what did the teacher on the screen teach?

Ans: When Margie attended her school, which was located next to her bedroom, the mechanical teacher conducted an arithmetic lesson. The lesson focused on the addition of proper fractions, specifically teaching her how to add 1/2 and 1/4.

Q25. Why couldn’t Margie concentrate on the Arithmetic lesson?

Ans: Margie struggled to concentrate on her arithmetic lesson because her mind was filled with thoughts about the school Tommy described. She was fascinated by the idea of children learning together and being taught by real teachers in those old schools. Margie imagined how much fun it must have been for those students to study alongside each other.

Q26. Did Margie think that children must have loved to go to school when her grandfather’s grandfather was a little boy?

Ans: Margie feels that children must have loved going to school when her grandfather’s grandfather was a little boy. She contrasts her experience with the past:

• Margie attends a tele-school, which is just a machine in her room.
• She studies alone, unlike children in the past who learned together.
• In the old days, schools were large buildings where hundreds of children could gather.
• Learning was more enjoyable with human teachers and printed books.
• Margie finds her current school to be mechanical, boring, and demanding.
• She dislikes the lack of interaction and fun in her studies.

Q27. What was Tommy’s opinion about the ‘real book’?

Ans: Tommy’s opinion about the ‘real book’ was quite negative. He believed it was a waste for several reasons:

• Once read, the book would simply be thrown away.
• He found it uninteresting and not useful.
• The words were fixed and could not be changed or updated.

Q28. How does Tommy describe the old kind of teachers?

Ans: Tommy describes the old kind of teachers as follows:

• They did not live in the house with the students.
• Teachers worked in a special building where all the children attended.
• They assigned homework to students.
• Unlike mechanical teachers, they were human beings who interacted with the kids.

Q29. Who was the County Inspector? What was his work?

Ans: The County Inspector was responsible for maintaining the mechanical teacher. His duties included:

• Repairing the mechanical teacher when it malfunctioned.
• Adjusting the teacher’s settings to match each child’s needs and intelligence.

In Margie’s case, he helped her improve in geography by slowing down the lessons, ensuring they were suitable for her learning pace.

Q30. Why did Tommy pronounce the word ‘centuries ago’ carefully?

Ans: Tommy pronounced the phrase centuries ago carefully to emphasise that the school was very old and quite different from their own.

Q31. What is the ‘slot’? Why does Margie hate it?

Ans: ‘Slot’ refers to a designated space in the mechanical teacher where students submit their homework and test assignments for grading.

Margie dislikes the slot for several reasons:

• She finds it tedious to punch code for her homework.
• It requires her to work hard, which she resents.
• The mechanical teacher quickly calculates her marks, adding to her frustration.

Q32. Evaluate ‘The Fun They Had’ as a futuristic story.

Ans: The Fun They Had is a futuristic story that explores significant changes in education in the 22nd century. Key points include:

• The story is set in the year 2157, where traditional schools and printed books no longer exist.
• Children, like Margie and Tommy, learn in their bedrooms, which serve as virtual classrooms.
• A mechanical teacher replaces human instructors, and computers along with e-books take the place of physical books.

This narrative prompts readers to consider the implications of technology on education and the loss of traditional learning experiences.

Q33. What did Margie’s mother think about the teacher and the school?

Ans: Margie’s mother believed that each child has a unique intelligence and ability to learn. She thought:

• The mechanical teacher should be tailored to suit each child’s mind.
• Every child needs a different approach to learning.
• Children would benefit more from learning at regular hours in a school.

Q34. Describe the characteristics of the old school. How did it influence Margie?

Ans: The old school had several key characteristics:

• Children attended a large building.
• A teacher instructed both boys and girls.
• Homework was assigned, and questions were asked.
• Students sat together, studying the same subjects.
• They enjoyed both studying and playing together.

This was in stark contrast to Margie’s current school experience. Margie was greatly influenced by the old school; she often thought about the fun that children had during that time.