Summary

Line By Line Analysis Of The Gift Of India ISC Class 11, 12 English

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s Line By Line Analysis Of The Gift Of India ISC Class 11, 12 English to help you maintain your momentum! This Line By Line Analysis Of The Gift Of India will provide all necessary information needed in order to study ISC Class 11, 12 English successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on the ISC English language paper.

The Line By Line Analysis Of The Gift Of India in English, ISC Class 11, 12 makes it easier to understand the story. Understanding every detail of a story is important for scoring higher on an exam and expert writers have made sure that you know how everything flows together by summarizing perfectly!

Stanza One

Is there aught you need that my hands withhold,
Rich gifts of raiment or grain or gold?
Lo! I have flung to the East and West

The poem opens on a first-person note where Mother India asks a rhetorical question. The speaker addresses the erstwhile Britishers who ruled India. In this line, we find out how over the centuries, the British snatched away many precious things from Mother India- her precious clothes, grains, and gold. With a clear indication to the lost lives of her sons on foreign lands, she exclaims ‘ Lo! I have flung to the East and West’.

Priceless treasures torn from my breast,
And yielded the sons of my stricken womb
To the drum-beats of duty, the sabres of doom.

Personifying Mother India, the poet says that her precious sons, who are priceless than the worldly jewels were “ torn from my breast”. She has sacrificed her sons to the ‘drum-beats of duty’ in the foreign land which has left herself empty from within. Those soldiers fought bloody wars with weapons, even without knowing for what cause they were fighting.

Stanza Two

Gathered like pearls in their alien gravès
Silent they sleep by the Persian waves,
Scattered like shells on Egyptian sands,

The poet here offers a brilliant images by similes to commemorate the sacrifices made by Indian soldiers during World War I. The soldiers who were as precious as pearls were brutally killed and buried in graves by the shore of Persia( presently Iran). Those who laid down their lives in Egypt were found scattered on sands as shells are found on sands.

They are strewn like blossoms mown down by chance
On the blood-brown meadows of Flanders and France.

The Indian soldiers with pale brows and broken hands lie dispersed like flowers on the blood-brown meadows of Flanders ( Belgium) and France. The blood of the soldiers coloured the fields red.

Stanza Three

Can ye measure the grief of the tears I weep
Or compass the woe of the watch I keep?
Or the pride that thrills thro’ my heart’s despair

Again employing a rhetorical question, Mother India asks the then rulers if they could ever gauge the tears of her grief and know the extent of her pride over their bravery, the pride that makes her forget the despair.

And the hope that comforts the anguish of prayer?
And the far sad glorious vision I see
Of the torn red banners of Victory?

In fact, she has a mix of feelings when she thinks of the sacrifices of her great heroes. She has a far sad vision of bloody flag wavering, claiming victory. The soldiers but they won a decisive victory for their masters.

Stanza Four

When the terror and tumult of hate shall cease
And life be refashioned on anvils of peace,
And your love shall offer memorial thanks

Here, the speaker concludes on a note of optimism clearly implied by the words “ And life be refashioned on the anvils of peace”. A day is not far when the whole earth would embrace peace and put an end to the violent commotion of hate, that is war, would come to an end. One day terror shall cease and the life will be remodelled with the new found peace.

To the comrades who fought in your dauntless ranks,
And you honour the deeds of the deathless ones,
Remember the blood of my martyred sons!

Mother India at last demands only one thing – the brave acts of our Indian soldiers would be acknowledged and remembered with gratitude. The coming generations would remember those who laid down their lives, fighting with sheer bravery in the alien lands attaining martyrdom.

Kindness To Animals Extra Questions And Answers Karnataka Board Class 6 English Poem

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s Kindness To Animals Extra Questions And Answers Karnataka Board Class 6 English Poem to help you maintain your momentum! This Kindness To Animals Extra Questions And Answers will provide all necessary information needed in order to study KSEEB Class 6 English successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on the Karnataka Board English Exam.

The Kindness To Animals Extra Questions And Answers in English Chapter 3, Karnataka Board Class 6 makes it easier to understand the story. Understanding every detail of a story is important for scoring higher on an exam and expert writers have made sure that you know how everything flows together by summarizing perfectly!

Additional questions:

Which one is timid in nature?

A) The hare
B) The lark
C) The robin
D) The squirrel

Choose the correct option.
Ans: A) The hare.

The lair of the timid hare is:

A) A hole in the wall
B) Behind the green grasses
C) A hole in the tree
D) A hole in the ground by the pond

Choose the correct option.
Ans: B) Behind the green grasses.

Important word meanings:

Timid: Fearful.

Lair: Hiding place.

Soaring: Flying high.

Fluttering: Flapping the wings and trying to fly.

Theme of the poem:

The theme of the poem is showing kindness and empathy towards all animals. They are often timid and scared. We should provide them with a comforting environment so that they can fly around and play around without worries. We can often get repaid by sweet happy songs by them as well.

Text book solutions:

What are the “things that feel and live”?

Ans: The “things that feel and live” mainly refers to the harmless timid animals around us.

Where does the little hare lie?

Ans: The fearful little hare lies in its lair behind the green grasses and peeps from there.

We call the hare a timid animal because ________. Complete the sentence.

Ans: We call the hare a timid animal because it is scared and it is said to be peeping from its hiding place behind the green grasses.

Where does the lark fly?

Ans: The lark flies high up in the sky by fluttering its untired wings.

The lark sings happily during _______.

A) Winter
B) Summer
C) Spring

Choose the correct option.

Ans: C) Spring.

The speaker in the poem is

A) The poet
B) The hare
C) The lark

Choose the correct option.

Ans: A) The poet.

How does robin repay the children?

Ans: The robin sings its sweet and happy songs as a way to repay the children. This is for being kind and compassionate towards it.

What advice does the poet give to the children?

Ans: the poet advises the children to always be kind to all animals around us. Hurting them is a cruel act. We should let them live in peace, since they have done no wrong. They should not live a life filled with constant fear and worries of getting hurt.

Match the animals in column ‘B’ with their qualities in column ‘A’ and rewrite them in column ‘C’.

A B C
Timid                          Lion                                  Timid hare
Cunning                     Hare                                 Cunning fox
Ferocious                   Snake                               Ferocious lion
Naughty                    Fox                                   Naughty monkey
Poisonous                  Monkey                            Poisonous snake

It Never Comes Again Question And Answer (Extra Questions) Karnataka Board Class 9 English Poem

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s It Never Comes Again Question And Answer (Extra Questions) Karnataka Board Class 9 English Poem to help you maintain your momentum! This It Never Comes Again Question And Answer (Extra Questions) will provide all necessary information needed in order to study KSEEB Class 9 English successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on the Karnataka Board English Exam.

The It Never Comes Again Question And Answer (Extra Questions) in English Chapter 8, Karnataka Board Class 9 makes it easier to understand the story. Understanding every detail of a story is important for scoring higher on an exam and expert writers have made sure that you know how everything flows together by summarizing perfectly!

Additional questions:

The best period of human life is:

A) Childhood
B) Middle age
C) Youth
D) Old age

Choose the correct option.
Ans: C) Youth.

We have the balms for

A) All our difficulties
B) All our pains
C) Works
D) All our happiness

Choose the correct option.
Ans: B) All our pains.

Figures of speech used in the poem:

Alliteration: This is a figure of speech where closely associated words or corresponding words begin with the same alphabet in a sentence.

“Still we feel that something sweet”

Personification: Personification is a figure of speech in which animals, or other inanimate objects are credited with human feelings, emotions and abilities.

“It takes something from our hearts,
And it never comes again.”

Here ‘it’ refers to youth. The poet attributed feelings of a living thing to ‘youth’. ‘It’ is personified here.

Metaphor: In this figure of speech, a comparison is made without the usage of any comparing words.

“But when youth, the dream, departs…”

Here a comparison has been made between ‘youth’ and ‘dream’.

Important word meanings:

Balms: Something that helps one relax.

Sterner: Stronger.

Sigh: Long deep breathe showing disappointment.

Behold: Look at.

Theme of the poem:

Youth is the most beautiful phase of one’s life. A person feels stronger and better then. He is filled with dreams and the urge to achieve them. It is itself like a dream. We gain a lot from it and lose when it leaves. Thus, we should always use it productively. The poem also gives a message that we should use our time in a productive way.

About the poet:

Richard Henry Stoddard, an American critic and poet was born in 1825 on 2nd July. He was born in Hingham, Massachusetts. He became a blacksmith and then an iron moulder. Also he used to read lots of poetry then. He was very much interested in literature.

In 1849, he gave up his job and started concentrating on literature. He began writing then. He had written for the “Union Magazine”, the “Knickerbocker Magazine”, “Putnam’s Monthly Magazine” and also the “New York Evening Post”. In 1852, he got married to novelist Elizabeth Drew Barstow.

Some of his most notable works as an editor are: “The Loves and Heroines of the Poets” (1861), “The Late English Poets” (1865) and “Female Poets of America” (1874) amongst many. His notable creations are: “Poems” (1852), “Town and Country” (1857), “The Book of the East” (1867), “The Lion’s Club, with Other Verse” (1890)

He passed away in 1903 on May 12.

 

The Model Millionaire Extra Questions And Answers Karnataka Board Class 8 English Prose

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s The Model Millionaire Extra Questions And Answers Karnataka Board Class 8 English Prose to help you maintain your momentum! This The Model Millionaire Extra Questions And Answers will provide all necessary information needed in order to study KSEEB Class 8 English successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on the Karnataka Board English Exam.

The Model Millionaire Extra Questions And Answers in English Chapter 6, Karnataka Board Class 8 makes it easier to understand the story. Understanding every detail of a story is important for scoring higher on an exam and expert writers have made sure that you know how everything flows together by summarizing perfectly!

A. Extra questions and answers

1. What was the beggar’s true identity? Why did Hughie mistake him for a beggar?

The beggar model was Baron Hausberg. He was one of the richest men in Europe. The beggar model had a wizened face. He looked very miserable. His tattered cloak and patched boots made him a typical beggar. So, Hughie mistook him for a real beggar.

2. Why is the model’s face, his fortune?

The beggar model had a wizened face. He looked very miserable. His face brings money for both him wnd the painter. So, his face in his fortune.

3. How does Baron Hausberg prove to be a ‘model millionaire’?

Hughie was a handsome young man. He had no job. So, his financial condition was very poor. He wanted to marry Laura Merton. Her Colonel-father asked Hughie to earn ten thousand pounds of his own to marry Laura. Hughie was unable to fulfil the condition of the Colonel. So, he was upset.

Once, Hughie visited his friend Trevor’s studio. He saw a beggar-model there. The old man had a wizened face. He looked very miserable. His tattered cloak, patched and cobbles boots made him a typical beggar. Hughie took pity on him and gave him a sovereign.

Actually, the beggar model was Baron Hausberg, one of the richest men in Europe. After knowing the truth, Hughie felt very sorry for hus act. But, the Baron, having learnt everything about Hughie, sent a cheque for ten thousand pounds as a reward. Thus, the charitable act of Hughie was rewarded. Really the millionaire model was a model millionaire.

B. Read the following extracts and answer the questions that follow :

1. “I shall probably find him at home waiting for me’.

Question a.

Who is ‘I’ referred to?

Answer:

Hughie Erskine.

Question b.

Who does you refer to?

Answer:

The model beggar.

Question c.

Why does he think that he would be waiting?

Answer:

He thinks that the model beggar may come to get more help from Hughie.

2. “What a duffer he must think me”.

Question a.

Who is the speaker?

Answer:

Hughie

b. Who does ‘he’ refer to?

Answer:

The model beggar

c. What is the meaning of duffer?

Answer:

a clumsy (or) awkward person.

3. “I have come from Baron Hausberg”.

Question a.

Who does ‘I’ refer to?

Answer:

The messenger of Baron Hausberg

Question b.

Who had he come to meet?

Answer:

Hughie.

Question c.

Why had he come to meet him?

Answer: To give an envelope that Baron had sent to Hughie.

Extra Questions And Answers of Anandi Gopal Karnataka Board Class 8 English Prose

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s Extra Questions And Answers of Anandi Gopal Karnataka Board Class 8 English Prose to help you maintain your momentum! This Extra Questions And Answers of Anandi Gopal will provide all necessary information needed in order to study KSEEB Class 8 English successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on the Karnataka Board English Exam.

The Extra Questions And Answers of Anandi Gopal in English Chapter 4, Karnataka Board Class 8 makes it easier to understand the story. Understanding every detail of a story is important for scoring higher on an exam and expert writers have made sure that you know how everything flows together by summarizing perfectly!

Extra questions and answers

1. Who is Anandibai Gopalrao Joshi?

Anandibai Gopalrao Joshi (31 March 1865–26 February 1887) was one of the earliest Indian female physicians. She was the first woman from the erstwhile Bombay presidency of India to study and graduate with a two-year degree in western medicine in the United States.

As was the practice at that time and due to pressure from her mother, she was married at the age of nine to Gopalrao Joshi, a widower almost twenty years older than her. Gopalrao Joshi worked as a postal clerk. He was a progressive thinker, and, unusually for that time, strongly supported education for women.

2. What are appreciations and honors Anandibai Gopalrao Joshi received?

Queen Victoria sent her a congratulatory message. The Philadelphia Post wrote, “Little Mrs Joshee who graduated with high honors in her class, received quite an ovation.”

Dr Joshi lived a mere 21 years but achieved so much in that brief span that a crater on Venus has been named in her honour.

The Institute for Research and Documentation in Social Sciences (IRDS), a non-governmental organization from Lucknow, has been awarding the Anandibai Joshi Award for Medicine in honour of her early contributions to the cause of advancing medical science in India

On March 31, 2018, Google honored her with a Google Doodle to mark her 153rd birth anniversary.

3. Four alternatives are given for each of the following questions/ incomplete statements. Choose the most appropriate one.

Question 1.

Anandi Gopal was the first woman to

a) get married at a young age.

b) received medical degree abroad.

c) receive a career abroad.

d) receive get a medical degree abroad and became the first Indian doctor.

Answer:

d) receive get a medical degree abroad and became the first Indian doctor.

Question 2.

Anandi was encouraged to study further

a) by her husband

b) by her in-laws

c) by her parents

d) by her friends.

Answer:

a) by her husband

Question 3.

Why did Anandibai leave alone for America?

a) because her husband did not get leave

b) because her husband was not able to get a job there

c) because her in-laws were orthodox.

d) because she had other relatives to look after her there.

Answer:

b) because her husband was not able to get a job there

Question 4.

Anandi could not find another place to shift from the college room because

a) it was very costly

b) no one was ready to rent a place to a brown

c) it was very far away from the college

d) she feared to stay alone.

Answer:

b) no one was ready to rent a place to a brown

Question 5.

On her return to India, the Ayurvedic specialist in Pune refused to treat her because

a) she was a brown woman

b) she had a contagious disease

c) she had crossed the boundaries of society.

d) she did not co-operate with the doctors.

Answer:

c) she had crossed the boundaries of society.

The Song Of Freedom Poem Textbook Questions And Answers Karnataka Board Class 9 English Poem

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s The Song Of Freedom Poem Textbook Questions And Answers Karnataka Board Class 9 English Poem to help you maintain your momentum! This The Song Of Freedom Poem Textbook Questions And Answers will provide all necessary information needed in order to study KSEEB Class 9 English successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on the Karnataka Board English Exam.

The Song Of Freedom Poem Textbook Questions And Answers in English Chapter 7, Karnataka Board Class 9 makes it easier to understand the story. Understanding every detail of a story is important for scoring higher on an exam and expert writers have made sure that you know how everything flows together by summarizing perfectly!

About the poet:

Chinnaswami Subramanya Bharathi was born in 1882 on December 11 in Ettayapuram. He was born to Chinnaswami Subramanya Iyer and Lakshmi Ammal. He had gone to the M. D. T. Hindu College.

He was very much fluent in various languages. That included Tamil, Telugu, Sanskrit, Hindi, English, French and bits and pieces of Arabic also. He was a writer, poet, journalist and a freedom fighter. He is popularly known as Mahakavi Bharathiyar. He is a pioneer of modern Tamil poetry. His poems instilled the fire of freedom amongst Tamilians. Bharathi used simple language and rhythm in his poems. He passed away on September 11, 1921.

Important word meanings:

Blissful: Extremely happy and peaceful.

Enslave: Make into a slave

Sole: Exclusive.

Theme of the poem:

This poem is mainly about celebrating the freedom of our country. The poet talks about not only a free India, but also a glorious India. The poet wants our nation to be free from all sorts of trickery, casteism, discrimination. We should stay away from lies and deceit of any kind, as per the poet.

Text book solutions:

Fill in the blanks with the words given in brackets: (No chance, freedom, trickster, dance)
In this poem, the poet celebrates the freedom of our nation. It is celebrated with songs and dance. Indians fought for the freedom unitedly leaving no chance to anyone. We are free from the tricks any trickster could play to divide us.

This poem celebrates India’s freedom from the British rule.
Quote the lines that refer to freedom.

What, according to the poet, is freedom? How does he want to celebrate it?

Ans: The lines that refer to freedom are:

“This is the hour

Of song and dance,

For blissful freedom

Is ours at last.”

According to the poet, freedom should be our universal speech. He wants to celebrate it with songs and dance. He wants us to blow the conch of victory and let everybody know about it.

What does the poet mean by ‘the universal speech’ and ‘experienced grace’?

Ans: the poet means that all of us should stay united and prioritise our freedom over anything else. We should believe in equality and grace.

The poem is not just a description of free India. It is also a description of a glorious India. Do you agree with the statement? If so, which are the undesirable elements that the poet desires to free ourselves from?
Ans: The poet is talking about glorious India. The poet wants our nation to be free from all sorts of trickery, casteism, discrimination. We should stay away from lies and deceit of any kind.

What differences do you see between ‘the India’ visualized by the poet and the present one?

Ans: We experience lots of differences between ‘the India’ visualized by the poet and the present one. The ideals are thrown away and are not followed. Discrimination and inequality still persist. There is a lack of peace. Even after these, there has to be something good in some corner. We should cherish that and try to follow the ideals.

Crossing The Bar Summary Stanza Wise by Alfred Lord Tennyson ISC Class 11,12 English

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s Crossing The Bar Summary Stanza Wise by Alfred Lord Tennyson ISC Class 11,12 English to help you maintain your momentum! This Crossing The Bar Summary Stanza Wise will provide all necessary information needed in order to study ISC Class 11,12 English successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on the ISC English Exam.

The Crossing The Bar Summary Stanza Wise in English, ISC Class 8 makes it easier to understand the story. Understanding every detail of a story is important for scoring higher on an exam and expert writers have made sure that you know how everything flows together by summarizing perfectly!

Stanza One

Sunset and evening star,

And one clear call for me!

The poem opens on a serene and gentle remark. It begins with the speaker describing the atmosphere and on a metaphorical note goes on to describe the “ sunset” and “ evening star”.

As soon as the sun descends, the light of the evening sun– planet Venus surges to act like a beacon light to the seafarers. The speaker says that he hears a call for him- ‘ one clear call’ to set on the voyage. This “ clear call” can be interpreted as the call of the impending death. He hopes that when he starts his trek, his vessel will clear the sand-bar smoothly.

And may there be no

moaning of the bar,

When I put out to sea,

The speaker aspires to gently pass over the harbour, one without any turbulence. The wishes that his departure be without moaning “ no moaning of the bar”. Here, the poet has symbolised “bar” as the demarcation between the event of life and death. “ put out to sea” signifies the commencement of the trail of the cycle of life and death.

Stanza Two

But such a tide as moving seems asleep,

Too full for sound and foam,

In the second stanza, the poet wants a sea should be such as it makes the journey smooth. The lack of sound and foam signifies that the ship is in the deep sea and that the trail has not merely begun but is nearing the end. The sea is so deep that there will be hardly any sound and lofty waves. The tide is figurative of the smooth and peaceful metamorphosis of the speaker from life to death.

When that which drew

from out the boundless deep

Turns again home.

The rhetorician then refers to the tides as “ When that which drew from out the boundless deep/ Turns again home”. Here, he describes the solemn journey of the soul to eternity just as the tide traces it’s way back to the oceanic depth. A point to be noted here is that the continuous cycle of birth and death is stretched symbolically. The soul goes to heaven so
that to return to the “ boundless depth” from which everyone came. Tennyson here brings out the fact that the speaker wishes to die with his faith intact. He wants to die without any doubt or fear.

Stanza Three

Twilight and evening bell,

And after that the dark!

Unlike the first stanza where the poet heard “one clear call”, here he hears the sound of an “ evening bell” at twilight. After twilight what he sees is nothing but “ the dark”. The evening bell is the traditional death knell of a bell to signal that one has perished. This is a close metaphor to the approaching death of the speaker.

And may there be no sadness of farewell,

When I embark;

The speaker wants no sad departure. He does not want himself and others to be unhappy. Sensing his dead, he wants “ no sadness” be left behind when he will embark on a new trek to eternity.

Stanza Four

For tho’ from out our bourne of Time and Place

The flood may bear me far,

In the concluding stanza, there is a glimpse of the Victorian Era where the fact of going beyond the “ Time” and “ Place” is stretched. The poet says that the sea will take him from this finite world, with restraints to his distant destination; “ The flood may bear me far”.

I hope to see my Pilot face to face

When I have crost the bar.

Ultimately, the poet hopes to see the Pilot after he as “ crost the bar”. The word “ Pilot” is capitalised which specifies that the Pilot has been compared to God and that in this journey of life, the God in the form of Pilot steers the ship of life through troubled waters to the harbour. The faith in God is accepted readily by him at the end.

Summary Of The Poem Kindness To Animals Karnataka Board Class 6 English

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s a Summary Of The Poem Kindness To Animals Karnataka Board Class 6 English to help you maintain your momentum! This Summary Of The Poem Kindness To Animals will provide all necessary information needed in order to study KSEEB Class 6 English successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on the Karnataka Board English Exam.

The Summary Of The Poem Kindness To Animals in English Chapter 3, Karnataka Board Class 6 makes it easier to understand the story. Understanding every detail of a story is important for scoring higher on an exam and expert writers have made sure that you know how everything flows together by summarizing perfectly!

About the poem:

This poem is about how we should show love and kindness to all animals around us. The title of the poem is enough to make it clear. The poet has said how happy the animals if we can assure them an environment where they can move freely without any sense of fear of getting hurt. The poet has also given instances of how we should be treating animals. It is very cruel to hurt animals in any way.

Structure of the poem:

Kindness To Animals
“Little children, never give
Pain to things that feel and live!

Let the gentle robin come
For the crumbs you save at home;
As his meat you throw along
He’ll repay you with a song.

Never hurt the timid hare
Peeping from her green grass lair;
Let her come and sport and play
On the lawn at close of day.

The little lark goes soaring high
To the bright windows of the sky;
Singing as if ’twere always spring,
And fluttering on an untired wing –

Oh! Let him sing his happy song,
Nor do these gentle creatures wrong.”

There is a specific rhyming pattern. It is AABBCC and so on.

Line by line analysis of the poem:

Lines 1- 2:

“Little children, never give
Pain to things that feel and live!”

According to the poet, children never hurt animals intentionally. That’s because of their pure heart. Children have compassion for anything that is living and has feelings.

Lines 3- 6:

“Let the gentle robin come
For the crumbs you save at home;
As his meat you throw along
He’ll repay you with a song.”

The poet wants everybody to be a compassionate as the children towards all living beings including the animals. When the gentle robin comes, we can just serve it the crumbs. This act of kindness is enough to make the robin happy and make it repay us with a nice happy song.

Lines 7- 10:

“Never hurt the timid hare
Peeping from her green grass lair;
Let her come and sport and play
On the lawn at close of day.”

The poet here says that we should never hurt the fearful hare. The hare is said to be peeping from the green grass, where it has its hiding place. We should let it play happily in the open without the fear of getting hurt. Without any worries, it should be able to play in the open and on the law by the end of the day.

Lines 11- 14:

“The little lark goes soaring high
To the bright windows of the sky;
Singing as if ’twere always spring,
And fluttering on an untired wing-”

The little lark is flying high in the sky with its untired wings. It is flying and singing as if it is always spring. The happy songs sung by the lark makes us feel that it is always spring around us.

Lines 15- 16:

“Oh! Let him sing his happy song,
Nor do these gentle creatures wrong.”

The poet has asked the readers to never cause any harm to these innocent creatures. They did no wrong, so we should not hurt them as well. they should be able to sing their happy notes and live their life.

Figures of speech used in the poem:

Alliteration: This is a figure of speech where closely associated words or corresponding words begin with the same alphabet in a sentence.

“Never hurt the timid hare”

The Cold Within Summary ICSE Class 9, 10 English

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s The Cold Within Summary ICSE Class 9, 10 English to help you maintain your momentum! This The Cold Within Summary will provide all necessary information needed in order to study ICSE Class 9, 10 English successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on the ICSE Board English Exam.

The Cold Within Summary in English, ICSE Board Class 9, 10 makes it easier to understand the story. Understanding every detail of a story is important for scoring higher on an exam and expert writers have made sure that you know how everything flows together by summarizing perfectly!

Author -James Patrick Kinney

An Appreciation

James Patrick Kenney, the author of the poem, the man who warmed ‘The Cold Within’ was an exceptionally talented Irish American poet, born on March 16,1923, in Cincinnati, Ohio.

The poem,’ The Cold Within ‘was penned during the Afro American Civil Rights Movement. The poet was outraged by the discriminative attitudes and divisive thoughts lying dormant in people’s psyche. The poem has, therefore a universal appeal with its compelling messages. He wielded his pen against all sorts of racial prejudices, ethnicity, altruism, arrogance, and selfishness.

This alarmingly wonderful poetic parable is an eye opener forcing everyone to introspect. The theme of this simple narrative poem is the death of humaneness, feelings, values, morals, that warm up a human being’s mind. With an eight-line quatrain lining abcb rhyme, this short poem would never dilute the message, he wanted to transact. No meandering metaphors adorn this verse. The language is simple and direct. A deft touch of poetic devices like alliteration, personification, symbols, images, etc. makes this poem a compelling read.

James Patrick Kennedy, the poet speaks as if in a tale. Six men were trapped in a happenstance. They were under the grip of severe and extremely hostile weather which mercilessly has dropped insufficiently low. Each of the humans has a single stick to hold on. The fire, they were standing in front of was mercilessly dying out. And every one of them clearly gauged that the fire needs to be replenished with more of wood. The fire symbolizes common good as it burns for others and the logs that they have in their hands are the resources, skills, qualities to restore something that is going to extinct. But the irony is that they weren’t ready to become one with each other to fight a common enemy. Death is personified and the minds of the six humans were thus designed that they wouldn’t go against their wish. The adamant and obstinate eventually succumb to death and they died because they are already dead in their minds.

No genuine emotions house their minds. It was said that they died not of the unfriendly weather outside but because of the prejudices, selfishness, divisiveness, and lack of genuine passions they fermented inside their minds that led to their miserable death.

The first one was not ready to give up her log because she was a racist and spotted a black man from among their group. She believed that she wouldn’t save someone who is not as privileged as herself.

The second one holds his stick back and realizes that one of those six doesn’t share the same faith he practices. He was orthodox and prejudiced.

The third one, who was seen in tattered clothes, was a real zealous and stupid man. He couldn’t spare his stick for the sake of those lazy rich people who were often indolent.

The next one was a rich man who comfortably, sat back and was busy pondering how to save his money from the poor. He saw the final fight of the flames and still wasn’t ready to feed it.

The fifth man was black by birth. He wore revenge on his face. He knows for sure that his stick could be used as a weapon to show his spite to the white. He never wanted to leave any chance to protest against the white even at the cost of his life. He withdrew his stick from the starving fire.

The last man would only do something if gets anything back in return. He muses on profit and gains and could find no gain in poking his stick into the dying embers. He was cunningly calculative.

Each of their sticks remained frozen in the hands of death. It was nothing short of carnal sin. They died not because of the frozen cold outside. They died because of the lack of warmth in their minds. The underlying values such as compassion, altruism, empathy, tolerance and social conscience were deplorably lacking in.

A timely use of poetic techniques makes the poem unique. Irony, alliteration, symbols, personification, images add charm to this short poem. No zigzag mountainous metaphors block the true appreciation of this poem.

Justice Textbook Questions And Answers Karnataka Board Class 9 English

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s Justice Textbook Questions And Answers Karnataka Board Class 9 English Poem to help you maintain your momentum! This Justice Textbook Questions And Answers will provide all necessary information needed in order to study KSEEB Class 9 English successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on the Karnataka Board English Exam.

The Justice Textbook Questions And Answers in English Chapter 5, Karnataka Board Class 9 makes it easier to understand the story. Understanding every detail of a story is important for scoring higher on an exam and expert writers have made sure that you know how everything flows together by summarizing perfectly!

About the poet:

Praveen Kumar, a bilingual poet, was born on June 29, 1949. He was born in Mangalore. His parents were Sri. R. D. Suvarna and Smt. B. Sarojini. He has published twenty-three collections. He is also an author of five volumes on matters of governance and administration. He has also contributed to various national dailies, periodicals and journals. His articles were mainly consisting of unorthodox concepts.

His works include “Policing for the New Age”, “Policing the police”, “Indian Police and Inside India”, “Simply Yours”, “Shobha Priya”, “Portraits of Passion”, “Love and Pride”, “Golden Wonder” and “Celestial Glow”. He has also got his works published in Kannada. Some of them are “Divya Belaku”, “Bhavana”, “Priya Chaitra Tapasvini”, “Ananya Priya Lavanya”, “Tapasvini” and “Priya Geethegalu”.

Important word meanings:

Begotten: Earned.

Charm: Influence/ Attract.

Shackled: Chained.

Lair: Resting place.

Dash: A short race.

Theme of the poem:

This poem is mainly regarding justice. Justice is a great value of life. The poet has mentioned how worried he is due to the present condition of justice. He has also mentioned how despite all the difficulties justice has managed to survive.

Text book solutions:

1.When is justice reduced to trade?

Ans: Justice is reduced to mere trade when people exploit it for personal gains. Then, it becomes nothing but an ordinary commodity.

2. What is the poet’s concern about justice expressed in the line, “A distressing gain through loss”?

Ans: The poet is concerned because people often exploit the concept of justice. They do this just for the sake of personal profit. Bribery also happens just to manipulate justice. Despite all these events, justice still survives though.

3. What kind of a right is justice?

Ans: Justice is inherent right. In forms the integral part of all the rights that an individual possesses. Justice is for the welfare of all people.

4. Why kind of justice is dead, according to the poet?

Ans: Justice without heart for truth and with no dash for right cause, is dead in nature.

5. How does the poet describe justice?

Ans: Justice is a great value of life. It is an integral part. It consists of nothing but truth and righteousness. But there are incidents when people try to manipulate her (justice) by various tactics like bribery. Once, there is lack of truth and right cause, justice is dead.

6. What present status of justice worries the poet?

Ans: Justice has become a commodity for sale in today’s world. Greed and bribe had chained her down. She has died in many instances. Thus, this situation worries the poet.

7. The poet compares justice to ‘gold strains’, ‘ice’ and ‘rock’. Why?

Ans: In today’s world, justice has become an item for sale. There have been so many immoral attacks on justice. But it stands still like a rock and cold as ice. She has been kept in the dark hall of race for survival. Justice has still survived like gold strains bound in mud.

8. The poet says, “No easy road to charm her soul While hardship makes her no more justice.”- Do you find his opinion about justice contrasting? If so, why? If not, why?

Ans: The poet has stuck to one point since the beginning of the poem. He has mentioned it again and again about the inherent strength of justice. There have been so many immoral attacks on justice. But it stands still like a rock.

Line By Line Analysis of The Patriot by Robert Browning ICSE Class 9, 10 English Literature

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s Line By Line Analysis of The Patriot by Robert Browning ICSE Class 9, 10 English Literature to help you maintain your momentum! This Line By Line Analysis of The Patriot by Robert Browning will provide all necessary information needed in order to study ICSE Class 9, 10 English successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on the ICSE Board English Exam.

The Line By Line Analysis of The Patriot in English, ICSE Board Class 9, 10 makes it easier to understand the story. Understanding every detail of a story is important for scoring higher on an exam and expert writers have made sure that you know how everything flows together by summarizing perfectly!

Stanza 1

It was roses, roses, all the way,
With myrtle mixed in my path like mad:
The house-roofs seemed to heave and sway,

The poem commences with a sense of thrill in the environment. The return of the Patriot is being widely celebrated by his townspeople. He is hailed with feverish glee and paths of roses. The house roof was filled with the greeting people and he was treated like a champion.

The church-spires flamed, such flags they had,
A year ago on this very day.

The narrator recalls how on this very day of the year he was greeted with a ringing bell and the
“church– spires” gleamed with flags.

Stanza 2

The air
broke into a mist with bells,
The old walls rocked with the crowd and cries.

The air was filled with a mist with the sound of the ringing “ bells”. The old building walls swirled with the outcry of the excited crowd. These lines speak highly of the
Patriot.

Had I said, Good folk, mere noise repels—
But give me your sun from yonder skies!”
They had answered, And afterward, what else?”

The collective frenzy encased as a deliberated celebration was so fierce that had the narrator asked for the sun, the public would have asked him to ask further. This quick response of the public to his outrageous was very fatal because the crowd ich does not think twice and do the unthinkable. The words “ Good folk, mere noise
/ repels” shows that the celebration was nothing but a mere noise.

Stanza 3

Alack, it
was I who leaped at the sun
To give it my loving friends to keep!
Nought man could do, have I left undone:

These lines highlight the fact that it was the narrator who “ leaped at the sun” to give it to his “ loving friends”. The use of Alack, in the beginning, portrays the pathos in which he is recounting his decision. He talks about the sacrifice which he has given for the betterment of his people. Here, the poet alludes to the Greek myth of Icarus with waxwing. He was repeatedly instructed by his father Daedalus not to go near the Sun but despite the repeated advice he one day flew near the Sun and his wax wings were melted and consequently, he died.

And you
see my harvest, what I reap
This very day, now a year is run.

The harvest he reaps is not merely the out of rejection by the people but an optimistic celebration at his tragic fall. This complete cycle of harvesting takes one complete year, from his arrival and then to his successive fall.

Stanza 4

There’s
nobody on the house-tops now—
Just a palsied few at the windows set;

After all the remembrance of the past, the scene then comes back to the present state. The patriot finds himself in a stranded position. The houses which were filled with an outcry of
the crowd now fade away. The house roofs are empty and only those who are sick were present.

For the
best of the sight is, all allow,
At the Shambles’ Gate—or, better yet,
By the very scaffold’s foot, I trow.

The people now gathered at the very foot if the Scaffold to get a better view of the execution. The man who was once highly praised is now in the shackles of the fickle-minded

Stanza 5

I go in
the rain, and, more than needs,
A rope cuts both my wrists behind;
And I think, by the feel, my forehead bleeds,

He goes in the rain( Browning’s choice of Pathetic fallacy). His hand is hurt by the ropes with which his wrists are bound. He gets a feeling that his forehead bleeds
too.

For they
fling, whoever has a mind,
Stones at me for my year’s misdeeds.

Despite of this torture, the sadist mob comes up with a grim suggestion of throwing stones at this dejected soul who bleeds throughout. They claim that this punishment was due to his “ year’s misdeeds”.

Stanza 6

Thus I
entered, and thus I go!
In triumphs, people have dropped down dead.
Paid by the world, what dost thou owe

The narrator restates the classic lines as he days “ Thus I entered, and thus I go”. He believes that he has played his role and is now leaving for a holy abode. The people have snatched his honour so he seeks the same in God’s company.

Me?”—God
might question; now instead,
‘Tis God shall repay: I am safer so.

The poem ends
on an optimistic note was the narrator, at last, seeks solace in God’s arms.
Even in the verge of his cessation, he hopes for eternity in the divine.