Summary

The Fox And The Grapes Extra 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 Fox And The Grapes Extra Questions And Answers Karnataka Board Class 9 English Poem to help you maintain your momentum! This The Fox And The Grapes Extra 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 The Fox And The Grapes Extra Questions And Answers in English, Chapter 2, 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:

What did the fox spot?

A) A bunch of grapes
B) Some mangoes
C) Exotic flowers
D) Some apples

Choose the correct option.

Ans: A) A bunch of grapes.

Where is the poem primarily taken from?

Ans: The poem has been mainly based on Aesop’s Fables.

About the poem:

This poem is based on one of Aesop’s fables. The story revolves around a fox that is trying to eat grapes from a vine, but it is unable to reach them.

Structure of the poem:

“One summer’s day a Fox was passing through
An orchard; faint he was and hungry, too.
When suddenly his keen eye chanced to fall
Upon a bunch of grapes above the wall.
‘Ha! Just the thing!’ he said ‘who could resist it?
He eyed the purple cluster -jumped- and missed it.

‘Ahem!’ he coughed. I’ll take more careful aim’
And sprang again. Results were much the same,
Although his leaps were desperate and high.
At length he paused to wipe a tearful eye,
And shrug a shoulder. ‘I am not so dry,
And lunch is bound to come within the hour…
Besides,’ he said ‘ I’m sure those grapes are sour.’

The moral is : we somehow want the peach
That always dangles just beyond our reach;
Until we learn never to be upset
With what we find too difficult to get.”

There is a specific rhyming pattern. It is AABBCC DDEEEFF GGHH.

Line by line analysis of the poem:

Stanza 1:

“One summer’s day a Fox was passing through
An orchard; faint he was and hungry, too.
When suddenly his keen eye chanced to fall
Upon a bunch of grapes above the wall.
‘Ha! Just the thing!’ he said ‘who could resist it?
He eyed the purple cluster -jumped- and missed it.”

In the first stanza, the poet talks about a fox. It is a hot summer’s day and the fox was passing a fruit garden. He was very tired and hungry then. He noticed a bunch of grapes above the wall. And he thought it was impossible to resist those grapes. He tried getting the bunch by jumping over the wall. Sadly, he missed the bunch.

Stanza 2:

“‘Ahem!’ he coughed. I’ll take more careful aim’
And sprang again. Results were much the same,
Although his leaps were desperate and high.
At length he paused to wipe a tearful eye,
And shrug a shoulder. ‘I am not so dry,
And lunch is bound to come within the hour…
Besides,’ he said ‘ I’m sure those grapes are sour.’”

After missing the bunch for the first time, the fox decided to be more careful and take a better aim. He jumped again. The same thing happened again. He made many attempts. The results were same each time. He was very desperate and tried again and again, but failed. After so many failed attempts, he shrugged his shoulder and thought that he would anyway get lunch in an hour. Also, he said to himself that the grapes must be very sour.

Stanza 3:

“The moral is : we somehow want the peach
That always dangles just beyond our reach;
Until we learn never to be upset
With what we find too difficult to get.”

The last stanza of the poem talks about the moral of the whole story. It says that we always want things beyond our reach. Until we realise the same and know how to net be upset with what we find difficult to get.

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

“With what we find too difficult to get.”

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

“And shrug a shoulder. ‘I am not so dry,

And lunch is bound to come within the hour…

Besides,’ he said ‘ I’m sure those grapes are sour.’”

Important word meanings:

Fable: A short moral story.

Resist: Withstand.

Leap: Jump.

Shrug: Slightly shake the shoulder.

Dangle: Loosely suspended.

Theme of the poem:

The poem revolves around the moral- It says that we always want things beyond our reach. Until we realize the same and know how to net be upset with what we find difficult to get.

The Heavenly Parasol Summary Class 8 Karnataka Board English Prose

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s The Heavenly Parasol Summary Class 8 Karnataka Board English Prose to help you maintain your momentum! The Heavenly Parasol Summary 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 Heavenly Parasol Summary in English Chapter 1, 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!

Summary

Amritaprabha was the princess of Pragjyotisha. She was a beautiful young lady. When she attained the age of marriage, the king arranged a swayamvara. She was free to choose her husband. Many suitors, who had heard of her great beauty, came to Pragjyotisha to marry her. Meghavahana, the prince of Kashmir, also came there. Amritaprabha entered the court hall, had a look at all the suitors, and then put the garland around Meghavahana’s neck.

He became very happy. Meghavahana and Amritaprabha moved towards the king to take his blessings. The priest cried out in surprise saying that the parasol of Varuna had cast his shadow over the prince. The king also noticed it and said to Meghavahana that he was favored by the gods. Meghavahana saw by his side, a beautiful, dazzling, white parasol with exquisite decorations that was casting its shadow over him. The king explained that it was the parasol of Varuna, the god of the seas, and it cast its shadow only on a sovereign of the whole world. The king was sure that Meghavahana was destined to become great and famous.

Meghavahana was happy with the good omens. He returned home with Amritaprabha and the heavenly parasol. The then ruler of Kashmir had taken to a life of prayer and neglected the affairs of the kingdom. The ministers requested Meghavahana to become their king for he was brave, famous, and good-natured. Meghavahana accepted their offer and became the king. Meghavahana passed a law against the killing of living beings in his kingdom. His ambition was to conquer other kingdoms and impose that law on them also. He set out to fulfill his ambition.

Once, he was resting near the sea in the shade of palm groves, with his army. He thought of conquering the island of Lanka and teach the demons the peaceful ways of life. But, he did not know how to cross1 the sea with his army. All of a sudden he heard a cry in the air and a call which said even under the rule of Meghavahana, he was being killed. It seemed to come from a wood nearby. Meghavahana was agitated. He ran towards the wood. He came near a Durga temple and saw some sort of human sacrifice in progress on the steps of the temple. And, he found a man pleading for mercy and a barbarian standing over him with a raised sword. Meghavahana ordered him to stop.

The barbarian recognized the king and fell at his feet. He said that he was the leader of the barbarians and his son had fallen prey to a deadly disease and was on his death bed. He wanted to kill the man and appease the gods to save his son. Also, he said, if his son died, the rest of his group would give up their lives. Meghavahana felt sorry for the boy. The barbarian said that the man was wandering about alone and friendless in the forest. According to the barbarian, the life of the victim was insignificant when compared to the lives of his son and troop members.

Meghavahana looked at the terrified man and made his decision. He told the barbarian that he would save his son as well as the victim. He asked the barbarian to kill him and offer his body in sacrifice to the goddess. The barbarian could not believe his ears. He told Meghavahana that he was the king and his life should be protected at all times. He requested the king to kill the victim as his life was of no value. Meghavahana insisted on being killed to save the lives of the victim and the barbarian’s son.

The barbarian hung his head and kept quiet. Meghavahana decided to kill himself. He drew his sword and was about to strike himself with it. Then someone held back his hand. God Varuna appeared before him. God Varuna praised Meghavahana for his nobility of mind and compassion. He said that he had created that illusion to test Meghavahana. God Varuna said that he had come to reclaim his parasol, which was carried away by King Bhauma, the father of Meghavahana’s father-in-law. The parasol had the powers to suppress the calamities in his land. Meghavahana bowed to god Varuna and returned the parasol to him.

He requested god Varuna to help him cross the seas and conquer the island of Lanka. God Varuna granted him the boon and promised to pull away from the water whenever Meghavahana wanted. The next day, Meghavahana rode into the sea on his horse. The seawater parted and Meghavahana was able to reach Lanka with his army. He befriended Vibhishana, the king of Lanka, and everything ended peacefully. When Meghavahana returned home, Amritaprabha found the parasol missing. She asked him about it. Meghavahana told her that it was not his at any time, but its owner’s blessings would guide him through his life.

Questions And Answers

What is special about the heavenly parasol?

The heavenly parasol is a story of a noble king Meghavahana and his wife Amritaprabha. He is blessed with the heavenly parasol and favoured by the gods.

Who was Meghavahana?

Meghavahana was the great-grandson of a former king of Kashmir.

Critical Analysis Of The Poem We Are The Music Makers ISC Class 11, 12 English Literature

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s Critical Analysis Of The Poem We Are The Music Makers ISC Class 11, 12 English Literature to help you maintain your momentum! This Critical Analysis Of The Poem We Are The Music Makers 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 literature Exam.

The Critical Analysis Of The Poem We Are The Music Makers in English, ISC Class 11, 12 English 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!

“We are the music makers,

And we are the dreamers of dreams,

Wandering by lone sea-breakers,

And sitting by desolate streams; —

World-losers and world-forsakers,”

Moreover, it portrays a glimpse of the Pre-Raphaelite movement where art is valued. The poet underlines the fact that art is eternal and favours the idea of art for life’s sake. In other, words, art is what is left of the world-music and dreams which continue to live. 5.Line by line analysis of the poem

First stanza

We are the music-makers,

And we are the dreamers of dreams,

Wandering by lone sea-breakers

And sitting by desolate streams.

The first person plural with which the poem opens, echo to the firm assertion of the artists and their art. The poem does not mention a specific art form which gives the poem universal appeal. Music has the power to transfer an individual from mundane realities to a world full of dreams. The artists have the capability to create a utopia of their own through
their divine art. They are oddly escapists as they remain outside the active world. They find solace in oblivion and wander about the lonely seashores and desolate streams. It is a treatise to the artists across various realms. It uses various euphemisms like “music makers”, “dreamers of dreams” to implore artists and serenade their activities.

World-losers and world-forsakers,

Upon whom the pale moon
gleams:

Yet we are the movers and
the shakers,

Of the world for ever, it
seems.

The artists are considered by the world as losers and forsakers as they remain detached from worldly pursuits. The phrase the ‘movers and shakers’, now a part of our daily language in different contexts, implies that artists are rebels who shake the status quo. There is a sense of despondence in every artist which serves to feed the fire in them and shape their creativity in a creative form. They are referred to by the world as eccentric. They play an active role in bringing about a revolutionary change on this earth

Second stanza

With wonderful deathless
ditties

We build up the world’s
great cities,

And out of a fabulous
story

We fashion an empire’s
glory:

The following lines bring out the power of creativity. Men are mortal but their works transcend the concept of time and space and create a lasting impact on society. They build up great cities in their arts and compose fabulous stories of a Dynasty’s glorious past.

One man with a dream, at
pleasure,

Shall go forth and conquer
a crown;

And three with a new
song’s measure

Can trample an empire
down.

The artists, on one hand, can weave glorious stories of an empire’s glory whereas, on the other hand, it can trample an empire down in another song. Through his writing, a writer can give man the liberty to “dream at pleasure” and to move forward to conquer a crown. If not directly, then indirectly, they are the real leaders of the world.

Stanza three

We, in the ages lying

In the buried past of the
earth,

Built Nineveh with our
sighing,

And Babel itself with our
mirth;

The poet alludes here to the Biblical cities of and Babel suggesting that the notion of art as an almost angelic creation. Nineveh was the flourishing capital of the Assyrian empire, founded by Nimrod which was dilapidated and was never re-built. It had a tragic fall as the people of Nineveh indulged in sinful acts. The tower of Babel was built to reach heaven. It was a symbol of the unity of mankind and also human arrogance to claim equality with God. God punished them by giving different languages and confusing them. So, the tower of Babel was never completed. The poet’s purpose here is to portray the fact that when artists were happy they built Babel and when they were distressed they built a Nineveh. Nineveh and Babel, are symbols of human rise and fall subsequently. Artists can create a myth and also demolish them.

And O’erthrew them with
prophesying

To the old of the new
world’s worth;

For each age is a dream
that is dying,

Or one that is coming to
birth.

The lines bring out the cycle of rebirth in the sense
that when old artists perish, new artists will come with new myths. The sole
perspective of art never dies. Myths and dreams only take new shapes. The
utopia of the old world ‘prophesying’ the new world’s worth. Men are mortal but
their art lives forever and transcend the concept of time and space.

Finally, Edward Elgar states that ‘ The mainspring of
O’Shaughnessy’s Ode is the sense of progress, of never-ceasing change..’

Literary Devices

There are various poetic devices in the poem. Some of them are discussed below:-

1. Assonance– Assonance
refers to the repetition of vowel sounds in the same line such as the sounds of
‘e’ in “And we are the dreams of dreams” and the sound of ‘i’ in “Built Nineveh
with our sighing”

2. Alliteration-It is the close repetition of consonant sounds, usually at the beginning of words.

For example:

With wonderful deathless ditties(w and d sounds)

And sitting by desolate streams(s sounds)

We are the music- makers(m and k sounds)

3. Metaphors-A comparison between two different things is implied, but not clearly stated.

‘music – makers’ for creative artists

‘movers and shakers’ for artists who challenge the status quo.

4. Enjambment– “Yet we are the movers and shakers,

Of the world forever, it seems.”

5. Imagery– It is used to make readers perceive things involving five senses.

·
“Shall go forth and conquer a crown;”

·
“And sitting by the desolate streams”

·
“the pale moon gleams”

Questions And Answers

Who are the Music Makers in the poem?

In the poem ‘We are the Music Makers’ the poet refers to all creative artists as music makers. These creative artists are not merely musicians. They include poets, painters, sculptors and all other artists. The poet calls all of the music makers since they create harmony and sweetness.

What is the theme of the poem we are the music makers?

The transformative power of art, the ability of the artists to cause changes and the timelessness of art are the major concerns in the poem.

What idea does the poem We are the music makers end with?

So, to conclude, the poet not only touches upon the idea of “art for art’s sake” in his poem but also celebrates the impact of art upon society, upon the outside world.

Who are the world losers and world Forsakers in the poem We Are the Music Makers ‘?

The Music Makers are the World-losers and world-forsakers in the poem. ‘World-losers and World-forsakers’:- These phrases are dedicated to such artists, poets, writers and musicians who may not have been very successful in their lives. Nonetheless, their visionary creations led to great social change.

Why is We are the music makers an ode?

We Are The Music Makers is an ode to the ones who dream and create. It is a tribute to artists, poets, writers and musicians who shape the world through their art. It doesn’t limit itself to a particular form of art but includes all the creative and artistic endeavours pursued by humans.

How does the poem We are the music makers express the role of artists in studying up emotions and shaping public opinion?

They move and shake and stir the world by bringing radical changes in society. Their artistic creations rouse up emotions that help them to take the necessary steps. The poem reflects the subversive nature of art in these lines.

The Woman On Platform 8 Questions And Answers (Extra Questions) 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 Woman On Platform 8 Questions And Answers (Extra Questions) Karnataka Board Class 8 English Prose to help you maintain your momentum! This The Woman On Platform 8 Questions And Answers  will provide all necessary information needed in order to study KSEEB Class 8 English successfully at home or school.

The The Woman On Platform 8 Extra Questions And Answers in English Chapter 8, 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:

Question 1.

Describe the platform No. 8 at Ambala Station.

Answer:

Arun was waiting for his train on platform no. 8. He was browsing at the bookstall. When the train arrived, the platform looked like a hell. The people were shouting and agitating. As the carriage doors opened, a tide of people would sweep down upon the nervous little ticket collector at the gate. Arun would be caught in this rush and would be swept outside the statioil. There were trolleys, vendors selling various things like curd, lemon and sweet meat. There was also a boy selling newspapers on that busy platform

Question 2

Arun is, at first, suspicious and shy of the woman. But he says moments later “she drew me out very well”. How does the woman dothat?

Answer:

The woman, as Arun says, commanded respect by virtue of her kind, gentle and calm behavior. She looked as simple as could be in her white sari. She had grace and modesty in her appearance and Arun was charmed by her personality. And, she realized that Arun would be hungry and took him, leasing him by the hand to the dining room, where she offered him refreshments. She watched him in delight while he ate. She did not ask him any questions or probe into his personal life and thus Arun grew comfortable in her presence.

Question 3

How does the woman in white react when she sees a boy near a railway engine shunting nearby? What character trait of hers isrevealed here?

Answer:

The woman in white is a kind-hearted woman. She can’t bear to see anyone in distress. She sees a boy of Arun’s age crossing the railway track and besides that a railway engine was shunting. And, she at once realizes that if the boy does not see it, he may be crushed to death. She is very moved and anxious by this scene, she digs her fingers into Arun’s flesh and cries out. This shows that the woman is very concerned and caring as well as protective and kind.

Question 4

Briefly describe Satish’s mother.

Answer:

Satish’s mother was critical, overbearing, haughty and an insensitive woman. She had a domineering attitude and presumablyunderestimated others. She likes having her way. When Arun makes jibes at her, she doesn’t understand though Satish does. She talks a lot anddoesn’t care how or what others think of her. She lacks warmth, and goes about advising others.

Question 5

How did Arun bid farewell to the stranger?

Answer:

When the train arrived, both Arun and Satish boarded it. Arun sat near the window and kept talking to the strange woman and lookedstraight into her eyes. She was holding Arun’s hands into hers and smiling in a gentle and understanding manner. When the train started Arunleaned out of the window and kissed her on the cheek, saying “Good bye – Mother”. Thus, Arun reciprocated the warmth of motherhood that thestrange woman displayed

Answer the following questions.

Question 1.

Where was Arun sitting?

Answer:

Arun was sitting on platform no. 8 at Ambala station.

Question 2.

What was the expected time of train’s arrival?

Answer:

The expected time of the trains arrival was at twelve o’clock midnight.

Samacheer Kalvi 8th English Solutions Term 3 Supplementary Chapter 1 The Woman on Platform 8

Question 3.

What were the sight Arun had seen on the platform?

Answer:

Arun saw a tide of people, the cries of various vendors and the newspaper boy.

Question 4.

What did the vendors sell?

Answer:

The vendor sold curds, lemons, sweet meat and newspapers.

Question 5.

How did the woman appear?

Answer:

The woman had a pale face and dark kind eyes. She wore no jewels and was dressed very simple in a white saree.

Question 6.

Where was Arun travelling to?

Answer:

Arun was travelling to his boarding school.

Question 7.

What did the woman buy for him?

Answer:

The woman bought samosas and jalebies. She also ordered tea for Arun.

Samacheer Kalvi 8th English Solutions Term 3 Supplementary Chapter 1 The Woman on Platform 8

Question 8.

What was the advise of Sathish’s mother?

Answer:

Sathish’s mother advised Arun not to talk to strangers and to be very careful of them.

Question 9.

What were the Arun’s last words?

Answer:

Aruns last words were “Goodbye – mother”.

Question 10.

What was the reaction of the woman at the end?

Answer:

When Satish’s mother was talking, she did not listen to her. But she was looking at Arun, as the train moved.

Nobleness Enkindleth Nobleness Poem Question 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 Nobleness Enkindleth Nobleness Poem Question And Answers Karnataka Board Class 9 English Poem to help you maintain your momentum! This Nobleness Enkindleth Nobleness Poem Question 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 Karnataka Board English Exam.

The Nobleness Enkindleth Nobleness Poem Question And Answers, Chapter 6, 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:

James Russell Lowell was born in Cambridge, Massachusetts, United States in 1819. He was born to Reverend Charles Lowell and Harriett Brackett Spence Lowell. He was a romantic poet, an editor and a critic also. Also he went to the Harvard College and graduated in 1838. He expressed his views about social issues like anti- slavery through his poems. He believed that poetry is linked to various other factors. That includes religion, nature and social reform. He had also received a law degree from Harvard Law School.

In the beginning of his carrier the concept of “Swedenborgianism” had influenced him a lot.

Some of his well-known poetry collections include “A Year’s Life” (1841), “A Fable for Critics” (1848), “Poems” (1848), “Under the Willows” (1869), “Heartsease and Rue” (1888). He has also written various essays like “Conversations on the Old Poets” (1844), “Among My Books” (1870), “Democracy and Other Addresses” (1886), “Political Essays” (1888) and a lot more.

He passed away on August 12, 1891 at the age of 72.

Important word meanings:

1. Behold: To see something.
2. Outcast: an individual expelled from the community.
3. Hath: Has.
4. Nay: No/ No.
5. Ere: Before.
6. Decree: Judgement.
7. Avenge: Take revenge.
8. Enkindleth: Kindles.
9. Hast: Has.

Theme of the poem:

The poem revolves around the idea of kindness and generosity. According to the poet, these two factors can give us immense happiness in life.

Text book solutions:

Who came to Yussouf’s tent one night?

Ans: A stranger came to Yussouf’s tent one night. He was an outcast.

What did he say?

Ans: The stranger told Yussouf that he was an outcast. Enemies were chasing him. He also needed shelter for the night.

Did he go to the tent for food and shelter?

Ans: Yes, he went to the tent for food and shelter.

Was Yussouf called “The Good”?

Ans: Yes, the whole tribe called Yussouf “The Good”.

Was Yussouf kind to the stranger?

Ans: Yussouf was very kind to the stranger.

Did Yussouf believe in God?

Ans: Yussouf believed in God. He believed that everything belonged to God.

What did Yussouf say, waking up the stranger?

Ans: Yussouf woke up the stranger. He then said,

“Here is gold,
My swiftest horse is saddled for thy flight,
Depart before the prying day grow bold.”

Yussouf asked the stranger to leave before the say begins. He also gave him some gold and a horse to help him travel.

What made the stranger’s face grand?

Ans: The kindness and generosity that Yussouf showed, made the stranger’s face grand.

Who killed Yussouf’s son?

Ans: The stranger, Ibrahim, had killed Yussouf’s son.

Did Yussouf get angry?

Ans: Yussouf was not at all angry.

What did Yussouf say to Ibrahim?

Ans: Yussouf asked Ibrahim to leave along with thrice the amount of gold. He told him to escape the black.

Who did Yussouf yearn for day and night?

Ans: Yussouf yearned for God and nobleness day and night. Initially, he had wanted revenge for his son’s death.

How has the poet described the stranger?

Ans: The poet has mentioned that the stranger was an outcast. Enemies were chasing him. He was in dire need of shelter and food. Yussouf helped him. The outcast was touched by this generosity of Yussouf. Overwhelmed by this, the stranger, Ibrahim, confessed killing his son. Despite this, Yussouf helped him escape by giving him gold and a horse.

Pick out the lines which show Yussouf’s respect for God.

Ans: Following are the lines that show Yussouf’s respect for God:

“it is God’s; come in, and be at peace”

“his glorious roof of night and day”

“Balanced and just are all of God’s decrees”

Explain: “As one lamp lights another, nor grows less, so nobleness enkindleth nobleness.”

Ans: Yussouf had offered shelter to a stranger. His nobleness touched the stranger. The stranger confessed killing Yussouf’s son. Yussouf’s kindness converted him into a kind man. The statement “As one lamp lights another, nor grows less, so nobleness enkindleth nobleness” stands true since ages. Kindness changes people. It inflicts kindness in others as well.

Which line gives the idea that God is impartial?

Ans: The line that gives the idea that God is impartial is: “Balanced and just are all of God’s decrees”.

What message does the poet give us through this poem?

Ans: The poet focuses on the idea of kindness and generosity. According to the poet, these two factors can give us immense happiness in life.

Which line do you like the most and why?

Ans: The following line is the most touching one in the poem: “As one lamp lights another, nor grows less, so nobleness enkindleth nobleness.” Kindness changes people. It inflicts kindness in others as well.

The Boy Who Sold Wisdom Lesson Summary Karnataka Board Class 8 English

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

The Boy Who Sold Wisdom Lesson Summary in English Chapter 2, 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!

Summary

Nagendra was an orphan. He was jobless but very clever and had learned many things by observing his father. One day a brilliant idea struck him. He went to the town and hired a small place to set up a shop. He hung a board over his shop which said ‘Wisdom for sale’. Also, he called out that all kinds of wisdom were available at reasonable rates. But, people who heard him laughed at him and did not buy even a single piece of wisdom.

One day, Babu, the son of Gupta, a rich merchant, passed by Nagendra’s shop. He heard Nagendra’s shouts. Babu was a foolish boy. He did not know the meaning of wisdom. He thought it was a vegetable or a thing. And, he asked Nagendra what it would cost per kg. Nagendra replied that he did not sell wisdom by weight, but he sold it by quality. Babu put down a nickel and asked Nagendra to give him a nickel’s worth of wisdom.

Nagendra wrote, “It is not wise to stand and watch two people fighting” on a piece of paper and gave it to Babu. Babu went home and showed his father what he had bought for a nickel. His father scolded him for wasting money on a useless thing. He went to Nagendra, scolded him, and demanded his money back for he had cheated his son. He even threatened to call the police. Nagendra said he would return the money if Gupta gave back his wisdom.

Gupta threw a scrap of paper at him and asked him to give back the money. Nagendra said, it was only a piece of paper and not the advice he had given Babu. He told Gupta that if he signed a document to the effect that his son would never use his advice and that he would stand and watch people fighting, he would return the money. Gupta did so and went back.

The King of that land had two queens. There was a rivalry between them. Their maids also hated each other. One day the two maids went to the same shop and wanted to buy the same pumpkin. A quarrel started and it became very fierce. Babu, who wanted to honor the contract, went there and stood watching the quarrel. The two maids saw him and each of them asked him to be her witness.

The maids went back to the palace and reported the matter to their mistresses. The queens complained to the king. Each of them sent word to Babu that he was the witness on her side. They even threatened to get his head chopped off if he did not speak in their favor. Babu and his father were frightened. They went to Nagendra and asked for his wisdom. Nagendra took five hundred rupees and advised Babu to pretend insanity.

When the king sent for him, Babu went to the court. He behaved as if he was mad. When questions were asked he uttered nonsensical words. The king lost his patience and sent him away. Babu was very happy. He told everyone about Nagendra’s wisdom. Nagendra became very famous.

Gupta was worried that his son had to behave like a mad boy always. If not, the king would find out the truth and punish him. So, he went with his son to Nagendra and sought his help. Nagendra took another five hundred rupees from them. He advised Babu to go to the king when he is in a good mood and tell him the truth. Babu found the king in a happy mood and told him everything. The king laughed and forgave him.

The king, who came to know about Nagendra, sent for him and asked him if he had any wisdom to sell. Nagendra replied he had plenty of wisdom and would sell it to the king for a hundred thousand rupees. The king paid him the money. Nagendra wrote on a paper ‘Think deeply before you do anything and gave it to the king.

The king got the advice embroidered on his pillow and engraved on his cups and plates. After a few months, the king fell ill. The minister and one of the queens had been planning to kill the king. They bribed the doctor and asked him to poison the king’s medicine. The doctor mixed poison in the medicine and brought it to the king in a golden cup. The king lifted the cup and saw the words engraved on it. He looked at the medicine thoughtfully for a long time.

The doctor felt nervous. He thought that the king had come to know of his treachery. He fell at the king’s feet and begged for mercy. The king, who came to know about the conspiracy, banished the doctor and awarded a death sentence to the minister and his queen. He realized that Nagendra’s advice had saved his life. He made Nagendra his minister and honored him.

Questions And Answers

What is the story of the boy who sold wisdom?

The story is based on a boy name Nagendra who had placed a stall in the market place saying ‘Wisdom on Sale’. One day a ignorant boy called Babu came and bought some wisdom worth a nickel from him but this angered his father and they went back to return the wisdom and get back the money.

What did Nagendra sold to the King?

The king bought a piece of wisdom from Nagendra for a hundred thousand rupees. Nagendra gave him a piece of paper on which was written ‘Think deeply before you do anything’. He made it his motto.

What was Nagendra’s brilliant idea?

Nagendra’s brilliant idea was to set up a shop.

Why did Nagendra sell for nickel?

Nagendra sold wisdom/advice saying “It was not wise to stand and watch to people fighting” that was written on a piece of paper.

Who wrote the boy who sold wisdom?

Attipate Krishnaswami Ramanujan (16 March 1929 – 13 July 1993) also known as A. K. Ramanujan was an Indian poet and scholar of Indian literature who wrote in both English and Kannada.

Why did the king make Nagendra his minister?

The minister and one of the queens conspired to kill the king. The king followed the advice of Nagendra. He was able to find out the treachery of the minister and the queen. He sentenced them to death and made Nagendra his minister.

Line By Line Explanation Of The Cold Within 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 Line By Line Explanation Of The Cold Within ICSE Class 9, 10 English to help you maintain your momentum! This Line By Line Explanation Of The Cold Within 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 ICSE Board English exam.

The Line By Line Explanation Of The Cold Within, 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

Six humans trapped by happenstance
In dark and bitter cold.
Each possessed a stick of wood,
Or so the story’s told.

The poet begins the stanza with a situation in which six humans are put in a situation of the trap and this has happened by chance. The poet reflects their situation of trouble with ‘black and bitter’ indicating the adverse chilling cold weather situation. The poet continuously uses the word humans reflecting them as six different individuals rather than a united group. These six figures are painted with a stick in each hand symbolizing their individual characters and as well as their lease of life upon the condition of how they act with those.

Stanza – 2

Their dying fire in need of logs,
But the first one held hers back.
For, of the faces around the fire,
She noticed one was black.

Now the situation turns dramatic as they are put around a dying fire which needs the addition of fuel to it to survive. And it so happened that they all had a log of wood. The wise understanding would be to add to the fuel to survive and get saved. But the contrary happened. We get to see the first to decide not to add his log of wood to the dying fire. He does so because he got to see a black sitting around the fire. He was racially prejudiced. He did not want the black man to be benefitted with his log of wood.

Figures of speech used

1. Alliteration

Stanza – 3

The next one looked across the way
Saw one, not of his church,
And could not bring himself to give
The fire his stick of birch.

This stanza shows the bitter side of religious intolerance. The second man got to see a person in the group who did not belong to his religious faith. So he decided not to add his log of wood as it would benefit the man of the different religious order.

Figures of speech used –

1. Symbolism – ‘church’ – meaning religious faith.
2. Enjambment – …………himself to giveà
à The fire………………….

Stanza – 4

The third one sat in tattered clothes
He gave his coat a hitch.
Why should his log be put to use
To warm the idle rich.

In this stanza, we get to see a poor person who was in torn, ragged and tattered clothes. He was at a point of view where he was not to be in the same tune with the rich. So he gave a hitch (tightened) to his clothes reflecting mean thought. He reflects his distaste and hatred for the idle rich.

Figures of speech used –

1. Alliteration – The third
2. Symbolism – Tattered clothes meaning poverty

Stanza – 5

The rich man just sat back and thought
Of wealth, he had in store,
And keeping all that he had earned
From the lazy, shiftless poor.

This stanza reflects the counter contrary thought to that of the previous stanza. Here is the rich man with his own mean reflection. He kept on thinking about the wealth he had in his store and how to protect that sum of wealth from the shiftless (devoid of ambition) poor.

Figures of speech used –

1. Alliteration – He had

Stanza – 6

The black man’s face bespoke revenge
As the fire passed from his sight,
For he saw in his stick of wood
A chance to spite the white.

This stanza is coined by the poet to reflect the action of revenge. As previously the white man showed his racial hatred and did not ass his stick of wood, now the black man found a way to return the jab. He considered his not adding the stick to the fire as an act of revenge.

Figures of speech used –

NIL

Stanza – 7

And the last man of this forlorn group
Did nought except for gain.
Giving just to those who gave
Was how he played the game.

This stanza reflected how the last man decided to react to the previous five people who decided to stay in negative. The last man too thought of his gain. His policy was to give and help those who do the same. Here the poet has used deliberately the term ‘foreign group’ meaning their situation of being lonely as they could not write them to the requirement of the situation.

Figures of speech used –

NIL

1. Alliteration – ‘how he’ | ‘to those’

Stanza – 8

Their sticks held tight in death’s stilled hands
Was proof enough of sin;
They did not die from cold without…
They died from cold within.

In the stanza, the poet shows all of the six met their end because of their personal prejudices and mean thoughts. They all clutched to their eyes epitomizing the human sin difficult to forgive. Though the cold weather could have been the reason for their death, they did not die because of the cold outside rather they died for the coldness (lacuna of tolerance and human sympathy) they had inside them.

Figures of speech used –

1. Personification -…” held tight in death’s still hands.”
2. Alliteration- did not die
3. Antithesis – Line -3 –without | -Line 4-within

Questions And Answers

What does The Cold Within signify?

‘The cold within’ means the lack of warmth within, born out of selfishness, greed, arrogance, etc. It is because of these negative feelings, ‘the cold within’, that they do not give up their sticks of wood which could have kept the fire burning and kept them alive.

What is the summary of the poem The Cold Within?

Simple yet powerful this poem is about the consequences of ‘letting your prejudices control your decisions’. It opens with six people trapped by chance in the biting cold weather and each had a stick of wood. The fire which is keeping them warm is about to die anytime but none is ready to put his/her log to use.

What is the main theme of the poem The Cold Within?

The poem shows that the whole human race is completely devoid of feelings of love, sympathy and compassion. The people have reared feelings of hatred, revenge and anger in their hearts.

What is the conclusion of the poem The Cold Within?

People have to pay the price when they let their prejudices control their actions. These prejudices make us insensitive towards other people and we tend to behave inhumanly. We regard other people as inferior or hostile and lose compassion. We end up losing everything.

Nobleness Enkindleth Nobleness Story Karnataka Board Class 9 English Poem

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The Nobleness Enkindleth Nobleness story in English Chapter 6, 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 Poem

The poet mentions Yussouf and Ibrahim. These are the characters of the Quran. These characters correspond to Joseph and Abraham in the Bible. The poet has stressed on the idea of kindness and generosity. According to him, these two factors can give us immense happiness in life. The poem is about how Yussouf treated an outcast who arrived at his tent in search of food and shelter.

Structure of the poem:

Nobleness Enkindleth Nobleness
“A stranger came one night to Yussouf’s tent,
Saying, “Behold one outcast and in dread,
Against whose life the bow of power is bent,
Who flies, and hath not where to lay his head;
I come to thee for shelter and for food,
To Yussouf, called through all our tribes “The Good.”

“This tent is mine,” said Yussouf, “but no more
Than it is God’s; come in, and be at peace;
Freely shalt thou partake of all my store
As I of his who buildeth over these
Our tents his glorious roof of night and day,
And at whose door none ever yet heard Nay.”

So Yussouf entertained his guest that night,
And, waking him ere day, said: “Here is gold,
My swiftest horse is saddled for thy flight,
Depart before the prying day grow bold.”
As one lamp lights another, nor grows less,
So nobleness enkindleth nobleness.

That inward light the stranger’s face made grand,
Which shines from all self-conquest; kneeling low,
He bowed his forehead upon Yussouf’s hand,
Sobbing: “O Sheik, I cannot leave thee so;
I will repay thee; all this thou hast done
Unto that Ibrahim who slew thy son!”

“Take thrice the gold,” said Yussouf, “for with thee
Into the desert, never to return,
My one black thought shall ride away from me;
First-born, for whom by day and night I yearn,
Balanced and just are all of God’s decrees;
Thou art avenged, my first-born, sleep in peace!”

The rhyming pattern in the poem is ABABCC DEDEFF and so on.

Line by line analysis of the poem:

Stanza 1:

“A stranger came one night to Yussouf’s tent,
Saying, “Behold one outcast and in dread,
Against whose life the bow of power is bent,
Who flies, and hath not where to lay his head;
I come to thee for shelter and for food,
To Yussouf, called through all our tribes “The Good.”

A stranger came to Yussouf’s tent one night. He said that he was an outcast. Enemies were chasing him. He asked Yussouf for shelter and food, at least for the night. The poet also mentions that Yussouf was called “The Good” by the tribes there.

Stanza 2:

““This tent is mine,” said Yussouf, “but no more
Than it is God’s; come in, and be at peace;
Freely shalt thou partake of all my store
As I of his who buildeth over these
Our tents his glorious roof of night and day,
And at whose door none ever yet heard Nay.”

Yussouf promised to help the outcast. He said that everything, including the tent, belonged to God. And he said that he just had built the tent on behalf of God. He said that although he has built the tent, God had built the glorious roof of day and night.

Stanza 3:

“So Yussouf entertained his guest that night,
And, waking him ere day, said: “Here is gold,
My swiftest horse is saddled for thy flight,
Depart before the prying day grow bold.”
As one lamp lights another, nor grows less,
So nobleness enkindleth nobleness.”

Yussouf showed his kindness towards the stranger. He gave some gold and a horse to the stranger. He asked him to flee away, before the next day begins. Kindness changes people. It inflicts kindness in others as well. The last two lines of this stanza would be clearer in the next stanzas.

Stanza 4:

“That inward light the stranger’s face made grand,
Which shines from all self-conquest; kneeling low,
He bowed his forehead upon Yussouf’s hand,
Sobbing: “O Sheik, I cannot leave thee so;
I will repay thee; all this thou hast done
Unto that Ibrahim who slew thy son!””

Ibrahim, the outcast, was overwhelmed by the kindness of Yussouf. He confessed killing Yussouf’s son. He regretted what he did and asked for forgiveness. Also he bowed his head upon Yussouf’s hand and promised to repay him for whatever he had done.

Stanza 5:

““Take thrice the gold,” said Yussouf, “for with thee
Into the desert, never to return,
My one black thought shall ride away from me;
First-born, for whom by day and night I yearn,
Balanced and just are all of God’s decrees;
Thou art avenged, my first-born, sleep in peace!”

Yussouf asked Ibrahim to leave along with thrice the amount of gold. He told him to escape the black. He told Ibrahim that he only yearned for God and nobleness. Also he accepted the fact that initially he wanted to avenge the death of his son. But at that particular moment, he was not angry anymore. He said that his son had been avenged in the coals fire that was just poured on the head of the stranger.

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.

““This tent is mine,” said Yussouf, “but no more
Than it is God’s; come in, and be at peace;”

The Great Sacrifice Lesson Summary Of Class 8 Karnataka Board English Prose

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s The Great Sacrifice Lesson Summary Of Class 8 Karnataka Board English Prose to help you maintain your momentum! This The Great Sacrifice Lesson Summary will provide all necessary information needed in order to study Karnataka Board Class 8 English successfully at home or school.

The Great Sacrifice Lesson Summary in English Chapter 7, 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!

About the author

Rabindranath Tagore (1861- 1941) was the youngest son of Debendranath Tagore, a leader of the Brahmo Samaj. He was a Bengali poet, writer, composer, philosopher and painter. He reshaped Bengali literature and music, as well as Indian art with Contextual Modernism in the late 19th and early 20th centuries.

Theme

The basic theme that runs through the story is that of the sacrifice and patriotism. Once the king got the news that his neighbouring country was planning an attack on his country. In his kingdom, there lived an old lady who on hearing this news went to the royal palace. She met the king and said that she wanted her only son to take part in the battle. The king was stunned to see the patriotism of the woman. He gave her the permission. A vicious battle took place. The old lady’s son sacrificed his life for the motherland. When the old lady went to the palace weeping, the king tried to console her. She said, “I am not crying because my son died, but because I had only one son. Now I won’t be able to give any help to the kingdom at the time of crisis.”

I. Comprehension

Textbook Questions And Answers

1. Padma and Panna were worried because everything was going wrong since the death of Rana.

2. a. Banbir.

b. He is compared to a snake.

c. The other nobles were powerless because the loyal nobles of Rana had crushed the other nobles.

3. a. Banbir had made up his mind to kill the infant prince Udai Singh.

b. He had resolved to do this to become the permanent rider of Mevvar.

4. a. The prince’s mother had taken a promise from Panna that she would save the life of the prince and be a mother to him.

b. Panna promised the Rani that she would give her life in order to save the life of the prince.

5. a. Champa brought the news that Banbir was moving towards the bed chamber of prince Udai Singh.

b. Banbir had a naked sword in his hand.

6. a. Panna changed the prince’s clothes to save his life.

b. She put him in a basket of flowers.

c. She covered him with flowers and leaves.

7. Panna clothed her baby with the clothes of the prince. She put him on the prince bedchamber.

8. Banbir killed Panna’s baby. No, he did not realize his mistake.

9. Panna was a faithful and loyal nurse to the Rana’s of Mevvar. She kept up her promise given to the queen for which she had to sacrifice her son’s life.

II. Read the following sentences:

1. Use the following present time expressions in meaningful situations: still, yet, now, just, eg: He has just made tea.

Still: She is still waiting for the bus to arrive.

Yet: I have yet to complete the notes.

Now: I just now saw the teacher leaving the class.

Just: I just now finished having my lunch.

III. Rewrite these sentences using the words given in brackets at the appropriate places:

a. The children have just returned from the zoo

b. I have never had a ride on a camel.

c. We have already had our lunch.

d. Lata had often sung before foreign audiences.

e. I have seen the republic day parade only once in my life.

IV. a. Use the present perfect tense of the verbs given in brackets and fill in the blanks to complete the sentences:

Answer:

Have, drawn

have, put

have put

has, stolen

have, dropped

have lost

have, lost

have, taken

was

V. a. Match the words in column A with their antonyms in column B:

Answer:

Strong × Weak

like × dislike

end × begin

outside × inside

Fill in the blanks with words from column A and add sentences using words from column B as well:

a. Don’t go outside. It’s raining. Stay inside

b. The hero dies at the end of the film. Now, let’s begin our work.

c. All of us like ice-cream. Arun dislikes it.

d. This chair is strong. You cannot break it. You’re weak. You cannot even lift it.

c. Fill in the blanks using the correct tense forms of the verbs given in brackets:

a. are, plough, sow , put, water

d. Rewrite the above passage in the singular form. Begin this way:

Answer: The farmer and his family are in the field since 6’o’ clock in the morning. He ploughs his field and his wife sows the seed. His daughter puts seed on the earth and his son waters the field.

e. Imagine that the above scene took place yesterday. Rewrite the passage making minor alterations where necessary:

Answer: Yesterday at 6 ‘O’ clock in the morning the farmer ploughed the field. His wife sowed the seeds. His daughter put eartth on the seed and his son watered the field.

VI. Use the correct forms of the verbs given in brackets and fill in the blanks:

a. tried

b. drunk

c. decided

d. known

e. nominated

VII. Imagine that Panna has just come out of the bed-chamber and is talking to you. Complete this Paragraph.

Answer: have saved, by hiding, have taken, has killed, have done, have kept.

Questions And Answers

What was the great sacrifice?

This is a play about a faithful and dedicated nurse who sacrificed her own son to save the life of the prince and kept up her promise to the queen. This is the story that took place during the rule of Ranas of Mewar. King Rana Singh and his queen were killed.

What did Banbir make up his mind?

Banbir made up his mind to kill Prince Udai Singh.

Why did Panna change the prince’s clothes?

Panna wanted to dress her own son in the Prince’s clothes. (She wanted the prince to look like an ordinary child.)

Why did Panna save the life of Prince?

After the servant was gone, she quickly shifted her son, Chandan, to Udai’s bed and covered him with a blanket. When Banbir came to kill the prince, he killed her son and thus, Panna sacrificed her son to save the prince.

Who was Banbir?

He was allegedly the son of Prithviraj (elder brother of Rana Sanga) and a maid. He was appointed as the official ruler of the state when Vikramaditya Singh was imprisoned.

Why the sacrifice of Panna is famous in history?

The sacrifice of her own son to save king’s son from enemies. Panna Dai was a 16th-century nursemaid to Udai Singh II, the fourth son of Maharana Sangram Singh. When Udai was attacked by his uncle Bhanvir, Panna Dai sacrificed her own son’s life to save him

Line By Line Explanation of The Nation Builders by Ralph Waldo Emerson UP Board Class 10 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 Explanation of The Nation Builders by Ralph Waldo Emerson UP Board Class 10 English to help you maintain your momentum! This Line By Line Explanation of The Nation Builders will provide all necessary information needed in order to study UP Board class 10 English syllabus successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on the UP Board Class 10 English exam.

The Line By Line Explanation of The Nation Builders by Ralph Waldo Emerson, UP Board Class 10 English 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

Ralph Waldo Emerson (May 25, 1803 – April 27, 1882)was an American essayist, lecturer, philosopher, and poet who led the transcendentalist movement of the mid-19th century. Emerson was born in Boston, Massachusetts, on May 25, 1803, a son of Ruth Haskins and the Rev. William Emerson, a Unitarian minister. Emerson’s formal schooling began at the Boston Latin School in 1812, when he was nine. In October 1817, at age 14, Emerson went to Harvard College and was appointed freshman messenger for the president.

After Harvard, Emerson assisted his brother William in a school for young women established in their mother’s house, after he had established his own school in Chelmsford, Massachusetts. Emerson toured Europe in 1833 and later wrote of his travels in English Traits (1856). He left aboard the brig Jasper on Christmas Day, 1832, sailing first to Malta. Moving north to England, Emerson met William Wordsworth, Samuel Taylor Coleridge, and Thomas Carlyle.

On September 8, 1836, the day before the publication of Nature, Emerson met with Frederic Henry Hedge, George Putnam, and George Ripley to plan periodic gatherings of other like-minded intellectuals. This was the beginning of the Transcendental Club. Emerson anonymously published his first essay, “Nature“, on September 9, 1836. A year later, on August 31, 1837, he delivered his now-famous Phi Beta Kappa address, “The American Scholar“, then entitled “An Oration, Delivered before the Phi Beta Kappa Society at Cambridge”.
In 1841 Emerson published Essays, his second book, which included the famous essay “Self-Reliance“. In January 1842 Emerson’s first son, Waldo, died of scarlet fever. Emerson wrote of his grief in the poem “Threnody“. Emerson made a living as a popular lecturer in New England and much of the rest of the country. He had begun lecturing in 1833. He addressed the Boston Society for the Diffusion of Useful Knowledge and the Gloucester Lyceum, among others. Emerson spoke on a wide variety of subjects, and many of his essays grew out of his lectures.

Emerson was staunchly opposed to slavery, but he did not appreciate being in the public limelight and was hesitant about lecturing on the subject. Around this time, in 1860, Emerson published The Conduct of Life, his seventh collection of essays. It “grappled with some of the thorniest issues of the moment,” and “his experience in the abolition ranks is a telling influence in his conclusions. Emerson’s protégé Henry David Thoreau died of tuberculosis at the age of 44. Emerson delivered his eulogy.
About the poem

The Nation Builders is a poem written by Ralph Waldo Emerson and the poem shows these are the only people who make the nation strong and take their progress to the skies. Thus, the nation’s strength is great men and they are what make a nation great and strong.

The Poem ‘The Nation Builders’ tells us that gold, material wealth does not make a nation strong and great. The strong people build a nation. People who are ready to make sacrifices for the truth and honor, who are ready to stand firm and suffer, lay the solid foundation of a nation. The industries and daring people make a nation great, and not the weak and cowards.
The Nation Builders is a poem written by Ralph Waldo Emerson and the poem shows these are the only people who make the nation strong and take their progress to the skies. Thus, the nation’s strength is great men and they are what make a nation great and strong.

Structure of the Poem

Not gold, but only men can make
A people great and strong _____
Men who, for truth and honor’s sake,
Stand fast and suffer long.
Brave men who work while others sleep,
Who dare while others fly____
They builds a nation’s pillars deep
And lift them to the sky ,

The poem consists of 2 stanzas each with 4 lines. The rhyme scheme followed by the entire poem is ABAB. End rhyme is used to make the stanza melodious. The rhyming words are “make”, “sake”, “strong” and “long.”

Line By Line Analysis Of The Poem

Not gold, but only men can make
A people great and strong _____
Men who, for truth and honour’s sake,
Stand fast and suffer long.

According to the poet, Gold cannot make a nation great as it has no life, it’s just a material. Strong men are required to make nation great, men who can fight for sake of honour and truth. The men who sacrifice for the truth and honour, who are ready to stand firm and suffer.

Brave men who work while others sleep,
Who dare while others fly____
They builds a nation’s pillars deep
And lift them to the sky ,

The poet means that there are brave and courageous men who work hard, while the others pass their time in idleness. The brave ones are the nation builders of the nation pillars, they make the nation great and raise the nation to a great height.

Literary Devices Used

•Personification:–the attribution of a personal nature or human characteristics to something non-human, or the representation of an abstract quality in human form.

Not gold, but only men

•Alliteration:–the occurrence of the same letter or sound at the beginning of adjacent or closely connected words.

Brave men who work while others sleep,

Who dare while others fly

•Metaphor:– a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable.

Brave men who work while others sleep,

Who dare while others fly

•Allusions:- an expression designed to call something to mind without mentioning it explicitly

A people great and strong

They build a nation’s pillars deep

•Climax:- the most intense, exciting, or important point of something; the culmination.

Questions And Answers

What is the main idea of the poem the nation builders?

The central Idea of the poem,’ The Nation Builders’ is that only men can make a nation great. If we want our nation to be great which is built on a strong foundation then it will require sacrifices of brave men who are hardworking.

What did Ralph Waldo Emerson accomplish?

An American essayist, poet, and popular philosopher, Ralph Waldo Emerson (1803–82) began his career as a Unitarian minister in Boston, but achieved worldwide fame as a lecturer and the author of such essays as “Self-Reliance,” “History,” “The Over-Soul,” and “Fate.”

What do nation foes do?

A nation’s foe/enemies try to destroy the nation’s pride, glory, wealth and tries to hurt it’s dignity and people.

Why is Ralph Waldo Emerson important to American history?

In his lifetime, Ralph Waldo Emerson became the most widely known man of letters in America, establishing himself as a prolific poet, essayist, popular lecturer, and an advocate of social reforms who was nevertheless suspicious of reform and reformers.

Questions And Answers Of The Daffodils ICSE Class 10 English (Important Questions)

English is a difficult subject for many people to learn. Some students may become frustrated and give up, but here’s Questions And Answers Of The Daffodils ICSE Class 10 English (Important Questions) to help you maintain your momentum! Thes important questions of Daffodils will provide all necessary information needed to study ICSE class 10 English chapters successfully at home or school; it includes detailed grammar rules with examples that were used during today’s class discussion on ICSE English literature.

The Questions And Answers Of The Daffodils, ICSE Board Class 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!

1. The Theme of the poem Daffodils

The most popular poem Daffodils by Williams Wordsworth celebrates the beauty of nature and the joy, the poet derives from such a wonderful sight. The poet and his sister were walking along the shore of a river when they saw this exclusively breathtaking scene of daffodils tossing their heads in gentle breeze. The mind of the poet was overwhelmed with joy and he stood watching them for a while. For Wordsworth, nature was everything. He turns every time to nature to find answers to all his confusions. The poet, has stated that a poem should be written recollecting a mind-boggling scene some time later. Hence this specific poem was writing as per his diction. He went home and was taking rest. The daffodils then forced their entry into his mind. He couldn’t help writing this beautiful poem then. Nature makes him happy all the time. The memories please him and comfort him.

2. I wandered lonely as a cloud
That floats on high o’er vales and hills

What do these lines mean?

The above lines are extracted from the popular Wordsworth poem Daffodils. The poem is all about the beauty of nature and how the poet remains spellbound by the splendor golden daffodils. The poet was walking along the shore with no obvious purpose. It was an aimless leisure walk. He compares himself to a cloud that floats on the sky with no definite purpose. The poet uses here the figure of speech simile to compare himself with the aimless cloud. It is all about a solitary walk together with his sister. The poet has done justice to his words he stated in lyrical ballads. He had an intense emotion stored up in his mind after the breathtaking scene. He is walking around the Lake District of England. The poem is a solid evidence of Wordsworth’s bond with nature. He turns to nature for all his troubles.

3.Ten Thousand saw I at a glance. Explain

The English Romantic poet, Wordsworth, has penned one of the most popular poems of the time. The poet was thrilled to see a host of golden daffodils dancing along the shore. The daffodils seem to dance just like humans and the poet was transported to another world. The flowers were too many in numbers that it felt countless to him. As he walked ahead, he saw more of them. He couldn’t control his joy and all that he could word was he saw innumerable numbers of daffodils. The flowers were so bright and shining like the stars that twinkle in the sky. The figure of speech used is hyperbole. It is something that poet uses to exaggerate and to heightens the poetic effect. Here the poet hasn’t actually counted them to ten thousand but he makes the readers believe that there were almost such a huge number of flowers.

4. I gazed and gazed but little thought what wealth the show to me had brought. What does the poet mean by wealth?

The poet Wordsworth was walking along the shore in a solitary mood with his sister, with no definite purpose. He felt himself as free and lonely as a cloud that floats on the sky. He compares himself to the clouds that move aimlessly. But suddenly, he was taken aback by a host of golden daffodils along the shore dancing in a gentle breeze. The show was so spectacular. The flowers in their dance outdid the shining waves and they were way brighter than the twinkling stars. The poet reveled for a while in his bliss. To him, the flowers were a rich storehouse of joy and happiness. He never knew how to express his happiness. Since he was a poet, he couldn’t help himself be a part in their joy. He enjoyed the company of the flowers and waves. Nature has been a perennial source of pleasure for this great poet. He went on gazing at the flowers and really was in heaven at that time. But he says that he couldn’t imagine how this show would turn fruitful for him. Later when he went home, he recollected this beautiful sight and started penning this beautiful poem which received worldwide appreciation. This was the wealth he was talking about. This wealth could also mean the abundance of happiness he received from those flowers.

5.Explain “jocund company”

The poet William Wordsworth, in his poem Daffodils, speaks about the alluring daffodils and their dance along the shore. The beautiful flowers were joyous and were in the company of the waves and the trees and breeze. The whole universe was brimming with beauty. The flowers in their dance excelled the waves. The twinkling stars were nothing compared to the bright and shining golden daffodils. As a poet, Wordsworth could not help himself being happy. It was one of the best companies he ever had. The mere presence of the daffodils also makes the waves near them jump in joy. So, the poet says that such is their jovial company that one may forget all the worldly worries.

6. Explain the term “bliss if solitude”

The poem daffodils tell about one of the blissful experiences of the poet. The poet was walking aimlessly one-day along the shore of a lake and suddenly he saw a host of golden daffodils dancing and tossing their heads in the gentle breeze. The poet was overwhelmed by the show and felt immensely happy. He gazed at them for some time and forgot all his worries for a while. Later when he went back home, he was lying on his couch, and then as if in a flash the daffodils popped up in his mind’s eye. The poet could then experience the same pleasure and happiness he had had when he first saw them. He was lying in a pensive mood. The rush of the flowers and those beautiful memories was a bliss for him. The poet once had enjoyed the company of the flour, the waves, and the trees. And even days after the scene, he could still recollect that beauty and make his loneliness bloom in joy. Not only the poet has been inspired by the splendid flowers.

7. Name the poetic devices used in the poem Daffodils.

The poet has used simile, alliteration, personification, and hyperbole.

1. Ex for simile. I wandered lonely as a cloud.
2. Ex for alliteration. Ten thousand saw I at a glance.
3. Ex for personification. They outdid the sparkling waves in glee.
4. Ex for Hyperbole. Ten thousand saw I at a glance.