Notes English Class 9th CBSE

Class IX English

Beehive

The Fun They Had

Thinking about the Text

Activity

1. Calculate how many years and months ahead from now Margie's diary entry is.

Ans. Margie’s diary entry is 133 years ahead from the present time.

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

1. How old are Margie and Tommy?

Ans. Margie was 11 and Tommy was 13.

2. What did Margie write in her diary?

Ans. Margie wrote in her diary, “Today Tommy found a real book.”

3. Had Margie ever seen a book before?

Ans. No Margie had never seen a book except the tele books.

4. What things about the book did she find strange?

Ans. She found the following things strange in the real book: -

(i) The real book had pages which were yellow and crinkly and could be turned over.

(ii) The words stood still unlike the moving one as in the tele book.

5. What do you think a tele book is?

Ans. A tele book is an electronic book that could be stored and opened on computer/ in the display of robotic teacher.

6. Where was Margie's school? Did she have any classmates?

Ans. Margie’s school was next to her bedroom. She did not have any classmates.

7. What subjects did Margie and Tommy learn?

Ans. Margie and Tommy learnt Arithmetic and Geography. 

II. Answer the following with reference to the story.

1. "I wouldn't throw it away."

(i) Who says these words?

Ans. Tommy said these words.

(ii) What does 'it' refer to?

Ans. It refers to the real book. 

(iii) What is it being compared with by the speaker?

Ans. It is being compared with a tele book.

2. "Sure they had a teacher, but it wasn't a regular teacher. It was a man. 

(i) Who does 'they' refer to?

Ans. They refers to the students in the old schools.

(ii) What does 'regular' mean here?

Ans. Regular refers here to a robotic teacher.

(iii) What is it contrasted with?

Ans. It is contrasted with a man teacher.

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

1. What kind of teachers did Margie and Tommy have?

Ans. Margie and Tommy had a robotic teacher which was not a human but a machine. It had a big database of teaching material on all the different classes. It needs a proper setting a particular class to control subject material assessment material language and speed.

2. Why did Margie's mother send for the County Inspector?

Ans. Margie sent for a county inspector because the robotic teacher was giving exercise after exercise and Margie was doing worse and worse and failing in each of them.

3. What did he do?

Ans. He slowed the robotic teacher to the average ten-year level in geography sector.

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

Ans. Margie was doing badly in geography because the geography sector was geared a little too quick. He slowed the robotic teacher to the average ten-year level in geography sector.

5. What had once happened to Tommy's teacher?

Ans. The history sector of Tommy’s teacher had been blanked out completely and they had taken it away for nearly a month.

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

Ans. Yes, Margie had regular day and hours for school because the kids learn better regularly.

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

Ans. Old school was in a big school building with a playground in it. Students from all around came into the school and went into their respective class. A man designated as a teacher came into the class and taught all the students of a class. All the students of a class sat together and learnt together.

8. How does he describe the old kind of teachers?

Ans. Old kind of teachers were humans. They had great knowledge and they taught by going into each class and teaching the students. Students could question the teachers and take explanation.

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

1. 'What are the main features of the mechanical teachers and the schoolrooms that Margie and Tommy have in the story?

Ans. A mechanical teacher was a robotic teacher which was not a human but a machine. It had a big database of teaching material on all the different classes. It needed a proper setting for a particular class to control subject material assessment material language and speed. The school room was next to their bedroom. The mechanical teacher was set in this room and he waited the students who had to attend the class at a particular time.

2. Why did Margie hate school? Why did she think the old kind of school must have been fun?

Ans. Margie hated school because it was next to her bedroom and the teacher was a machine, robotic teacher. After the lesson she had to put her exercise in a slot for checking. The robotic teacher checked it very fast. She hated that slot very much. She did not like the teacher because it was not a human being. 

Old kind of school must have been a fun because teachers were humans and all the students assembled at the school and took the lessons together. All the students must have been taking lunch together and playing together which must have been fun. Leaning from a human teacher must have been a fun because students could talk to him question him and take explanation.

The Road not Taken 

By Robert Frost

Stanza 1

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Paraphrase Stanza 1

Two paths split in a forest filled with yellow leaves, and I regretted that I couldn't travel down both paths. As a single traveler, I stood there for a long time, and looked as far as I could down one path until it curved and was hidden by the undergrowth.

Explanation:

The speaker encounters a fork in the road in a yellow forest, symbolizing a critical decision point in life. The color "yellow" suggests autumn, a time of change.

Literary Devices:

Imagery: "yellow wood" paints a vivid picture of the setting.

Metaphor: The roads represent life choices.

Personification: The roads are given the human quality of diverging.

Alliteration: "long I stood and looked" emphasizes the speaker's contemplation.

Stanza 2

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

Paraphrase Stanza 2

Then chose the other path, which seemed equally appealing, and maybe it was the better choice, because it was grassy and seemed less worn. Though, actually, both paths had been worn about the same.

Explanation:

The speaker chooses the second path, which seems less traveled and more appealing because it appears to be grassy and less worn. However, they acknowledge that both paths are actually quite similar in wear.

Literary Devices:

Irony: Initially thinking one path is less traveled, but realizing both are equally worn.

Imagery: "grassy and wanted wear" evokes a visual of the path.

Parallelism: "Then took the other, as just as fair" and "Had worn them really about the same" balances the comparison of the two paths.

Stanza 3

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

Paraphrase Stanza 3

And both paths lay there that morning covered in leaves that had not been stepped on. I kept the first path for another day! But knowing how one path leads to another, I doubted I would ever return. 

Explanation:

The speaker notes that both paths were covered in untrodden leaves, indicating neither had been recently used. They decide to save the first path for another day but doubt they will ever return, understanding that one decision leads to another and changes the course of life permanently.

Literary Devices:

Imagery: "leaves no step had trodden black" highlights the fresh, undisturbed nature of the paths.

Symbolism: Untrodden leaves symbolize unexplored opportunities.

Foreshadowing: "I doubted if I should ever come back" hints at the permanence of the choice.

Repetition: "way leads on to way" emphasizes the inevitability of moving forward.

Stanza 4

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference.

Paraphrase Stanza 4

In the future, I will tell this story with a sigh many years from now: Two paths diverged in a forest, and I took the path that was less traveled, and that choice has changed everything.

Explanation:

The speaker envisions a future moment when they will reflect on this decision with a sigh, suggesting mixed emotions. They will recount taking the less traveled road, which they believe made a significant difference in their life.

Literary Devices:

Tone: Reflective and somewhat nostalgic, indicated by "with a sigh."

Repetition: "Two roads diverged in a wood" recalls the opening line, bringing the poem full circle.

Symbolism: The road "less traveled by" symbolizes unconventional or individual choices.

Ambiguity: "That has made all the difference" leaves it unclear whether the difference is positive or negative, inviting multiple interpretations.

Imagery: "ages and ages hence" evokes a distant future perspective.

Overall Literary Devices:

Metaphor: The entire poem uses the roads as a metaphor for life choices.

Symbolism: Roads, leaves, and the wood symbolize choices, opportunities, and life's journey.

Imagery: Vivid descriptions create a visual and emotional landscape for the reader.

Tone: The tone shifts from contemplative to reflective and somewhat wistful.

Structure: The poem consists of four stanzas with five lines each, following an ABAAB rhyme scheme, creating a rhythmic and contemplative flow.

Summary of the poem "The Road not Taken"

by Robert Frost

"The Road Not Taken" uses rich imagery, metaphor, and symbolism to explore the themes of choice, individuality, and the impact of decisions on life's path.

"The Road Not Taken" by Robert Frost is a reflective poem that explores the theme of choice and its consequences. The speaker stands at a fork in a yellow wood, symbolizing a pivotal moment in life where a decision must be made. Faced with two paths, the speaker regrets not being able to travel both. After contemplating, the speaker chooses the path that appears less worn, suggesting it represents a less conventional choice. However, the speaker soon realizes that both paths are equally traveled and covered in fresh leaves, indicating that the difference between them is not as significant as initially perceived.

The speaker then reflects on this choice, acknowledging that it is unlikely they will return to take the other path, as life’s decisions lead to further choices that change the course of one’s journey. In the future, the speaker anticipates recounting this decision with a sigh, suggesting mixed emotions about the outcome. The poem concludes with the famous lines, "I took the one less traveled by, / And that has made all the difference," highlighting the significance of choices and their lasting impact, while leaving it ambiguous whether the difference is positive or negative. Through this metaphorical journey, Frost delves into the complexities of decision-making and the inevitable reflection on the paths we choose.

Thinking about the Language

Question 1. Where does the traveler find himself? What problem does he face? 

Ans. The traveler finds himself at a diversion where two roads diverged in two different directions. The problem that he faces is that he is undecided which road he should choose for further movement.

Question 2. Discuss what these phrases means to you:-

 (i) A yellow wood indicates that it is autumn.

(ii) It was grassy and wanted wear 

(iii) passing there 

(iv) leaves no step had trodden black 

(v) How way leads on to way.

Ans.

(i) A yellow wood indicates that it is autumn.

ii) It was grassy and wanted wear means it appeared that the road was not trampled by travelers. People have not travelled on this road.

(iii) passing there means the movement of travelers.

(iv) leaves no step had trodden black means the poet says that in the morning both the roads lay covered with yellow leaves and no one had travelled on the road. If anyone had travelled black footprints could be seen.

(v) How way leads on to way, means if you decide to go into a way, there is a great possibility that the way that you have chosen may lead to another way and so on.

Question 3. Is there any difference between the two roads as the  poet describes them?

3. Ans. (I) In stanza two the poet finds the second road grassy and wanted wear and was a better claim and in stanza three they appeared the same because it was morning of autumn and both the roads were covered by yellow leaves and black steps of travelers could not be seen on the roads.

(ii) In the last two lines of the poem, the poet chooses the second one because it was less travelled and it made all the difference.

4. The last two lines mean that the poet chose the less travelled road which made all the difference. The poet does not regret his choice but he accepts it.

II. 1. Yes it is quite normal to have choices and sometimes difficult choices. I will make a choice on the basis of what difference it is going to make in my life.

2. After I have made a choice, there is no use correcting it. We must accept the reality.

The Sound of Music

Evelyn Glennie Listens to Sound without Hearing it.

Summary

Eleven-year-old Evelyn Glen was found to be seriously hearing impaired by gradual nerve damage when she was shown to a specialist doctor. However, A percussionist Ron Forbes spotted her potential. He tuned two drums on different notes and advised her not to listen by her ears but sense the sound of drums by other way. Suddenly, Evelyn realized that she could sense the higher drum from her body waist up and lower drum from waist down. Soon she realized that she could feel vibration of music notes from different parts of her body including hair. From this day, she decided to make music her life. She played music by sensing it from her body parts. She toured to England with a youth orchestra and performed at several places in England. She gives her free concerts in prisons and hospitals. She became an example that if God takes away an ability, He gives another. 

Thinking about the Text

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

1. How old was Evelyn when she went to the Royal Academy of Music? 

Ans. When Evelyn went to the Royal Academy of Music, she was sixteen years old. She toured England with a youth orchestra and she had decided to make music her life.

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

Ans. Her deafness was noticed when she was eight years old. She didn’t respond when her name was called to play piano and it was confirmed when she was eleven years old. Her marks deteriorated and her teacher advised the parents to see a specialist to confirm whether she had hearing problem. The doctor found that her hearing was severely impaired due to gradual nerve damage.

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

1. Who helped her to continue with music? What did he do and say? 

Ans. A percussionist Ron Forbes spotted her potential. He tuned two drums on different notes and advised her not to listen by her ears but sense the sound of drums by other way. Suddenly, Evelyn realized that she could sense the higher drum from her body waist up and lower drum from waist down. Soon she realized that she could feel vibration of music notes from different parts of her body including hair.

2. Name the various places and causes for which Evelyn performs. 

Ans. Evelyn gives free concerts in prisons and hospitals. She gives high priority to classes of young musicians.

III. Answer the question in two or three paragraphs (100-150 words). 

1. How does Evelyn hear music?

Ans. It was a percussionist Ron Forbes who spotted her potential. He tuned two drums on different notes and advised her not to listen by her ears but sense the sound of drums by other way. Suddenly, Evelyn realized that she could sense the higher drum from her body waist up and lower drum from waist down. Soon she realized that she could feel vibration of music notes from different parts of her body including hair. She explains that music pours in through every part of her body. It tingles in her skins, cheekbones and hair. While playing xylophone, she can sense the sound passing from stick into her fingers. She can feel the resonance flowing into her body by leaning against a drum. She removes the shoes to feel the vibration from her bare feet.

The Shehnai of Bismillah Khan

Summary

Emperor Aurangzeb banned pungi because it made unpleasant sound but a barber from a family of musicians changed by adding a wooden pipe with holes to it to produce musical notes. Then it was named Sheh+nai, (Sheh= King and Nai= Barber) because it was played in in the court of Kings as a part of naubat and it was made by a barber. Previously it was played in the weddings and in the temples but Bismillah Khan used it to play classical music based on ragaas.

Bismillah Khan was born in the ancient estate Dumraon in a family of musicians. His father Paigambar Bux and other paternal ancestors were great shehnai players. His grandfather Rasool Bux Khan was the shehnai nawaj of the Bhojpur king’s court. At the age of three, when his mother took him to his maternal uncle’s home at Benaras, Bismillah Khan was fascinated watching his uncle practise shehnai. Soon he got lesson from his uncle began accompanying him in playing shehnai in Vishnu Temple Benaras. He practiced in solitude in Balaji temple, Mangla Maiya Temple and near the banks of the Ganga. When the branch of All India Radio was opened at Lucknow he was employed as a shehnai player there. He was the first person to greet the nation with his shehnai on 15 August 1947 from Red Fort. His audience included Pt. Jawahar Lal Nehru. The King of Afghanistan gave him valuable gift for his shehnai playing. He played his shehnai for Film Industry also for films like Gunj Uthi Shehnai and Sanadhi Apanna. Awards and recognitions came pouring upon him like Padma shree, Padma Bhushan and Padma Vibhushan. In 2001, He was awarded the highest award of the country Bharata Ratna. Once a student of his, wanted him to start a school of Shehnai in US. He said he would recreate Benaras by building temples there but he refused. He asked his student if he would bring the Ganga also there. He was very much fond of his country India and very specially Benaras and the Ganga and even more specially the mattha of Dumraon. He passed away on 21 August 2006 at the age of ninety after prolonged illness.

Thinking about the Text

1. Tick the right answer.

1. The (shehnai, pungi) was a 'reeded noisemaker." Ans-(pungi)

2. (Bismillah Khan, A barber, All Bux) transformed the pungi into a shehnal. Ans- ( A barbar)

3. Bismillah Khan's paternal ancestors were (barbers, professional musicians). Ans- (Professional musicians)

4. Bismillah Khan learnt to play the shehnai from (Ali Bux. Paigambar Bux. Ustad Faiyaaz Khan). Ans- ( Ali Bux)

5. Bismillah Khan's first trip abroad was to (Afghanistan, U.S.A., Canada). Ans- ( Afghanistan)

II. Find the words in the text which show Ustad Bismillah Khan's feelings about the items listed below (Positive/Negative/Neutral). Then mark a tick (✔) in the correct column. Discuss your answers in class.

1. teaching children music- positive

2. the film world -neutral

3. migrating to the U.S.A. -negative

4. playing at temples. - positive

5. getting the Bharat Ratna- positive

6. the banks of the Ganga- positive

7. leaving Benaras and Dumraon- negative

III. Answer these questions in 30-40 words.

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

Ans. Aurangzeb banned the playing of the pungi because it was a noisemaker rather than being melodious and pleasing to the people. It had a shrill and unpleasant sound and Aurangzeb didn’t like it.

2. How is a shehnai different from a pungi?

Ans. It is different from pungi because a pipe of six holes was added to it which made it able to produce melodious notes and can be used to play classical music based on ragaas

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

Ans. Shehnai was traditionally played in weddings and in the temples. But it was considered to be unfit to play classical music based on ragaas. Bismillah khan used it to play classical music based on ragaas.

4. When and how did Bismillah Khan get his big break?

Ans. Bismillah Khan got his break as a shehnai player in All India Radio when Lucknow branch of AIR opened. He was appointed there as a regular shehnai player of All India Radio.

5. Where did Bismillah Khan play the shehnal on 15 August 1947? Why was the event historic?

Ans: Bismillah Khan became the first person to greet the nation with playing of raag Kafi on his shehnai. The event was historic because one of his audience was Pt Jawahar Lal Nehru who made his speech Tryst with Destiny on the same day.

6. Why did Bismillah Khan refuse to start a shehnal school in the U.S.A.?

Ans: Bismillah khan refused to start a school in the USA because he would be missing the river Ganga and temples there. Although his student promised to recreate the environment of Banaras by building similar temples  but he asked if he could bring the Ganga also there.

7. Find at least two instances in the text which tell you that Bismillah Khan loves India and Benaras.

Ans: Once he said that while he was abroad, he missed Hindustan and while he was in Mumbai, he missed the Ganga and Benaras and while he was in Benaras he missed mattha of Dumraon.

Thinking about Language

I. Look at these sentences.

Evelyn was determined to live a normal life.

Evelyn managed to conceal her growing deafness from friends and teachers.

 The italicised parts answer the questions: "What was Evelyn determined to do? and "What did Evelyn manage to do?" They begin with a to-verb (to live, to conceal Complete the following sentences. Beginning with a to-verb, try to answer the questions in brackets.

1. The school sports team hopes

2. We all want

(What does it hope to do?

(What do we all want to do?)

3. They advised the hearing-impaired child's mother

(What did they advise her to do?)

(What did the authorities advise the hearing-impaired mother to do?)

4. The authorities permitted us to permit us to do?)

5. A musician decided to

(What did a musician decide to do?)

Ans.

1. The school sports team hopes to perform better in this tournament.

2. We all want to live a happy life.

3. The authorities advised the hearing-impaired mother to consult a specialist doctor.

4. The authorities permitted us to stay one more day in the hotel to wait for our train.

5. The musician decided to modify his guitar to enhance the quality of music.

II. From the text on Bismillah Khan, find the words and phrases that match the definitions and write them down. The number of the paragraph where you find the words/phrases has been given for you in brackets.

1. the home of royal people (1)

Ans. Royal Residence

2. the state of being alone (5)

Ans. solitude

3. a part which is absolutely necessary (2)

Ans. Indispensable

4. to do something not done before (5) 

Ans. Invent

6. without much effort (13)

Ans. Effortlessly

7. quickly and in large quantities (9)

Ans. thick and fast

III. Tick the right answer.

1. When something is revived, it (remains dead/lives again).

Ans. Lives again

2. When a government bans something, it wants it (stopped/started).

Ans. Stopped

3. When something is considered auspicious, (welcome it/avoid it).

Ans. Welcome it.

4. When we take to something, we find it (boring/interesting).

Ans. Interesting

5. When you appreciate something, you (find it good and useful/find it of no use).

Ans. Find it good and useful

6. When you replicate something, you do it (for the first time/for the second time).

Ans. The second time

7. When we come to terms with something, it is (still upsetting/no longer upsetting).

Ans. It is still upsetting.

Wind

Summary

The poem "Wind" by Subramania Bharti, translated by A.K. Ramanujan, personifies the wind as a powerful and uncontrollable force that wreaks havoc on weak and fragile structures. The poet begins by pleading with the wind to be gentle, highlighting its destructive power as it breaks shutters, scatters papers, and throws down books. The wind's actions are described vividly, showcasing its disregard for the delicate and weak, symbolizing the challenges and adversities in life.

The poem employs various literary devices:

Personification: The wind is given human qualities, capable of actions like breaking, scattering, and poking fun. This personification helps convey the wind's power and unpredictability.

Imagery: Vivid descriptions of the wind's destruction, such as "threw them all down" and "tore the pages of the books," create strong visual images that emphasize its strength and the chaos it causes.

Repetition: The word "crumbling" is repeated multiple times to emphasize the fragility of weak structures and beings, reinforcing the idea that only the strong can withstand the wind's force.

Metaphor: The wind is metaphorically described as a "wind god" who "winnows and crushes" the weak, suggesting a divine or supernatural power that tests strength and resilience.

Contrast: The poem contrasts weak and strong elements. Frail houses and bodies crumble under the wind's force, while strong homes and steadfast hearts can withstand and even befriend the wind. This contrast highlights the importance of strength and resilience.

Symbolism: The wind symbolizes the challenges and adversities in life. By urging to build strong homes and firm bodies, the poet symbolizes the need for inner strength and stability to face life's difficulties.

In the concluding lines, the poet shifts from describing the wind's destructiveness to suggesting that by becoming strong and steadfast, one can turn the wind into an ally. The wind blows out weak fires but makes strong fires roar, symbolizing that adversity can extinguish the weak but will only strengthen the strong. Thus, the poet praises the wind, recognizing its role in testing and fortifying strength.

Thinking about the poem

Question 1. What are the things the wind does in the first stanza?

Answer: The wind breaks the shutters of the windows, scatters the  papers, throws down the books on the shelf and tears down the pages of the book.

Question 2. Have you seen anybody winnow grain at home or in a paddy field? What is the word in your language for winnowing? ( Give the words in your language if you know them.)

Answer: Yes I have seen village people winnow the grain using the flow of air at the farmyard. The word for winnowing that is used in Hindi is ‘Osana’

Question 3. Why does the poet say the wind god winnows.

Answer: The poet says so because by the force of air power, the wind like Wind God separates frail and weak things and then crushes them all.  

Question 4. What do the last four lines of the poem mean to you?

Answer: In the last four lines, the poet means to say that if you are weak the wind will perish you but if your powerful, the wind will increase your power like the wind extinguishes weak fires and makes strong fire roar in power. Therefore we should be powerful and make the wind our friend. His friendship is good. 

Question 5. How does the poet speak to the wind– in anger or with humour? You must also have seen or heard of the wind “crumbling lives”. What is your response to this? Is it like the poet's?

Answer: The poet speaks to the wind in humour. He is not angry. Of course, the wind destroys crumbling lives but he supports strong people so let us become strong. 

Question 6. The poem you have just read is originally in Tamil. Do you know any such poem in your own language?

Answer: Yes, You only You is such poem translated from Hindi into English.

The Little Girl

1. Given below are some emotions that Kezia felt. Match the emotions in Column A with the items in Column B.

A

1. fear or terror

2. glad sense of relief

3. a "funny" feeling, perhaps of understanding

B

(1) father comes into her room to give her a goodbye kiss  3

(ii) noise of the carriage grows fainter 2

(iii) father comes home 1

(iv) speaking to father 1

(v) going to bed when alone at home 1

(vi) father comforts her and falls asleep 3

(vii) father stretched out on the sofa. Snoring 2

II. Answer the following questions in one or two sentences.

1. Why was Kezia afraid of her father?

Ans. Kezia was afraid of her father because he gave her a very little time. He was very busy and could not find time for Kezia. He returned very late from his workplace and on Sundays he kept sleeping on the sofa with his handkerchief on his face. Besides this, his appearance too made her afraid. His hands were big. His neck and mouth were big. 

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

Ans. Kezia’s family consisted of Kezia, her mother, her father and her grandmother.

3. What was Kezia's father's routine (1) before going to his office?

(2) after coming back from his office? (3) on Sundays?

The routine of Kezia’s father was as follows:- Before going to office, he kissed Kezia and she said good bye to her father. In the evening when he came back, he demanded tea, the newspaper and his slippers in a loud voice. On Sundays, he would sleep snoring on the sofa with his handkerchief on his face almost the whole afternoon. 

3. In what ways did Kezia's grandmother encourage her to get to know her father better?

Ans. Grandmother encouraged Kezia to become a good girl by making a pin cushion and gift it to her father on his birthday.

III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each.

1. Kezia's efforts to please her father resulted in displeasing him very much. How did this happen?

Ans. Poor Kezia didn’t know the importance of her father’s papers. She thought that they were loose papers and were of no use but they contained his father’s speech. She was in search of loose papers that she could use them as filling in the pin cushion that she intended to make as a gift on her father’s birthday. She comes across the papers on his father’s table. She shreds them and uses them as filling for her pincushion. When father searches for them because he needed them as he had to deliver his speech before port authority, he finds them missing. He enquires with mother. She searches them and she questions Kezia in this regard. She admits to have them used as filling in the pin cushion. The episode ends when his father beats her with a can to teach her a lesson not to touch anything that does not belong to her. Thus, Kezia displeased her father in an effort to please him.

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

Ans. Mr. Macdonald was a good kind of father because he played with his children. His children took all sorts of freedom while playing with him. Her father was not that kind of father. He did not have time for his children and besides this, he punished her with a can. Macdonald was very lovable father.

3. How does Kezia begin to see her father as a human being who needs her sympathy?

Ans. Kezia began to see her father as a human being needing sympathy when her mother fell ill and her grandmother went to hospital with her mother and she was alone at home with their cook Alice. He put her in the bed but Kezia was afraid that she would have a nightmare of a butcher with a knife and a rope. She encountered butcher in her nightmare and she started crying “Grandma! Grandma! Her father was sleeping beside her. He woke up and asked Kezia “ What is the matter?” She said, “A butcher and a knife! I want Grandma!” Her put her in his arms and laid her in his bed and slept close to her. Kezia was awake but father slept very soon. She now knew that her father was as human as Macdonald but he did not have time to be a Macdonald and he needed sympathy.

Thinking about Language

1. Look at the following sentence.

There was a glad sense of relief when she heard the noise of the carriage growing

fainter...

Here, glad means happy about something.

Glad, happy, pleased, delighted, thrilled and overjoyed are synonyms (words or expressions that have the same or nearly the same meaning.) However, they express happiness in certain ways.

Read the sentences below.

She was glad when the meeting was over.

The chief guest was pleased to announce the name of the winner.

1. Use an appropriate word from the synonyms given above in the following sentences. Clues are given in brackets.

10. She was …excited.. by the news of her brother's wedding. (very pleased)

(1) I was…delighted… to be invited to the party. (extremely pleased and

excited about)

(i) She was…overjoyed….. at the birth of her granddaughter. (extremely happy)

(iv) The coach was …pleased…… with his performance. (satisfied about)

(v) She was very …happy…..with her results. (happy about something

that has happened)

2. Study the use of the word big in the following sentence.

He was so big-his hands and his neck, especially his mouth...

Here, big means large in size.

Now, consult a dictionary and find out the meaning of big in the following sentences. The first one has been done for you.

(1) You are a big girl now. (older)

(1) Today you are going to take the biggest decision of your career.(Most Important)

(1) Their project is full of big idea. (great)

 (iv) Cricket is a big game in our country. (Very popular)

(v) I am a big fan of Lata Mangeskar. (great)

(vi) You have to cook a bit more as my friend is a big eater. (great).

(vi) What a big heart you've got. Father dear. (large hearted)

II. Verbs of Reporting

Study the following sentences.

"What!" screamed Mother.

"N-n-no", she whispered.

"Sit up," he ordered.

The italicized words are verbs of reporting. We quote or report what someone has said or thought by using a reporting verb. Every reporting clause contains a reporting verb. For example:

He promised to help in my project.

"How are you doing?" Seema asked.

We use verbs of reporting to advise, order, report statements, thoughts, Intentions, questions, requests, apologies, manner of speaking and so on

1. Underline the verbs of reporting in the following sentences.

(1) He says he will enjoy the ride.

(1) Father mentioned that he was going on a holiday. () No one told us that the shop was closed.

(iv) He answered that the price would go up. (v) I wondered why he was screaming.

(vi) Ben told her to wake him up.

(vii) Ratan apologised for coming late to the party.

2. Some verbs of reporting are given in the box. Choose the appropriate verb and fill in the blanks in the following sentences.

(were complaining, shouted, replied, remarked, ordered, suggested)

(i)”I am not afraid." …remarked…… the woman.

(ii) Leave me alone." my mother …shouted…….

(iii) The children …were complaining……..that the roads were crowded and noisy.

(iv) "Perhaps he isn't a bad sort of a chap after all."…replied… the master.

(v) "Let's go and look at the school ground."…suggested…..the sports teacher.

(vi) The traffic police …ordered…….all the passers-by to keep off the road.

Speaking

Form pairs or groups and discuss the following questions.

1. This story is not an Indian story. But do you think there are fathers, mothers and grandmothers like the ones portrayed in the story in our own country.

Ans. Although this is not an Indian story but fathers like Kezia’s father and Mr. Macdonald are seen all over the world and in our country also. This portrayal can be termed as universal.

2. Was Kezia's father right to punish her? What kind of a person was he? You might find some of these words useful in describing him:

undemonstrative loving, responsible, unkind, strict, hard-working disciplinarian short-tempered, affectionate, caring, indifferent.

Kezia’s father was not in punishing Kezia. However, all fathers cannot be ideal fathers. Sometimes, some people are so demanding and governing that they want to keep complete control on children. Such people resort to punishing the children with a view to keeping everything under control. Kezia’s father was such kind of person. Fathers too differ. Some fathers are very affectionate, loving and caring and very responsible and hardworking while others may be strict and disciplinarian. Such people may be very unkind and short tempered if you break the discipline. While some fathers may be loving, affectionate and hardworking but indifferent. What is needed is that children should try to understand their parents. 

Writing

Has your life been different from or similar to that of Kezia when you were child? Has your perception about your parents changed now? Do you find a change in your parents' behaviour vis-à-vis yours? Who has become more understanding? What steps would you like to take to build a relationship bas on understanding? Write three or four paragraphs (150-200 words) discuss these issues from your own experience.

The Lake Isle of Innisfree 

by William Butler Yeats

Summary

"The Lake Isle of Innisfree" by William Butler Yeats is a poem that expresses the poet's longing for peace and solitude in a natural setting. In the poem, Yeats describes his desire to leave the hustle and bustle of everyday life and escape to Innisfree, a small island in Ireland. He imagines building a simple cabin made of clay and wattles, growing beans, and keeping bees, living a life of tranquility surrounded by nature.

Yeats emphasizes the peacefulness of Innisfree, where mornings are misty, crickets sing, and the environment is serene and calming. He contrasts this idyllic, natural world with his current situation, standing on the "roadway" or "pavements grey," where he is always reminded of the quiet sounds of lake water lapping against the shore. This persistent yearning to return to Innisfree resonates deeply within him, highlighting his profound connection to the island and his desire for a simpler, more peaceful life.

Analysis of the Poem "The Lake Isle of Innisfree"

"The Lake Isle of Innisfree" by William Butler Yeats is a poem that explores themes of nature, solitude, and longing for a simpler life. Through vivid imagery and rhythmic language, Yeats conveys his deep yearning for peace and tranquility, which he associates with the natural world, away from the pressures of modern life.

Imagery and Symbolism

Yeats employs rich imagery to create a vivid picture of Innisfree, a small, idyllic island in Ireland. The "small cabin" made of "clay and wattles," the "nine bean-rows," and the "hive for the honey-bee" are all simple, rustic elements that symbolize a return to a more natural and self-sufficient way of life. These images evoke a sense of harmony with nature and an existence free from the complexities of urban life.

The poem also uses auditory imagery, such as "the bee-loud glade" and "lake water lapping with low sounds," to create a serene and calming atmosphere. The sounds of nature are gentle and soothing, contrasting sharply with the noise of the city. This contrast emphasizes the poet's desire to escape to a place where he can find peace and solitude.

Themes

Nature and Solitude: The poem explores the theme of nature as a source of peace and fulfillment. Innisfree represents a place of solitude and self-sufficiency where the poet can find inner peace away from the chaos of urban life. The natural setting of Innisfree, with its serene mornings, glimmering midnights, and the presence of wildlife, symbolizes a simpler, more harmonious existence.

Longing and Escapism: Yeats expresses a deep longing to escape the confines of modern life and return to a more primitive state of being. The repetition of the phrase "I will arise and go now" underscores his urgent desire to leave his current surroundings and seek solace in nature. The poem reflects a sense of nostalgia and idealization of a simpler past or an imagined perfect place.

Inner Conflict: The poem also explores the conflict between the poet's current life and his desire for peace. While he stands on the "roadway" or the "pavements grey," he hears the sound of lake water in his "deep heart's core." This suggests an inner turmoil and a profound sense of disconnection from his present environment. The repetition of the sounds in his heart indicates a persistent longing that he cannot escape, even when surrounded by the urban landscape.

Structure and Rhythm

The poem is written in three quatrains, with a regular ABAB rhyme scheme that gives it a rhythmic and musical quality. This regularity mirrors the soothing, repetitive sounds of nature that Yeats longs for. The meter and rhythm of the poem, combined with its musicality, enhance its meditative quality, reflecting the peacefulness that the poet associates with Innisfree.

Conclusion

"The Lake Isle of Innisfree" is a powerful expression of Yeats's longing for a simpler, more peaceful life in harmony with nature. Through vivid imagery and a soothing rhythmic structure, the poem captures the poet's desire to escape from the pressures of modern life and find solace in a tranquil, natural setting. The poem remains a poignant reflection on the universal human desire for peace and the search for a place where one can truly feel at home.

Thinking about the Poem

I 1. What kind of place is Innisfree? Think about:

(i) the three things the poet wants to do when he goes back there (stanza 1); 

(ii) what he hears and sees there and its effect on him (stanza II):

(iii) what he hears in his "heart's core" even when he is far away from Innisfree (stanza III).

Ans.

(i) The three things the poet wants to do when he goes back there (Stanza I):

1. Build a small cabin: He plans to construct a simple house made of clay and wattles, emphasizing his desire for a modest, self-sufficient life.

2. Cultivate bean rows: Growing nine rows of beans symbolizes his connection to nature and a sustainable lifestyle.

3. Keep a beehive: The poet plans to have a hive for bees, signifying harmony with nature and the soothing sound of bees buzzing in the surroundings.

(ii) What he hears and sees there and its effect on him (Stanza II):

1. What he hears:

o The sound of crickets singing adds a serene and rhythmic quality to the atmosphere.

2. What he sees:

o Midnight sparkles faintly ("midnight's all a glimmer"), suggesting a magical quality to the night.

o Noon has a purple glow, creating an enchanting, dreamlike image of the day.

o Evening is alive with linnets (small birds) flying, making the time vibrant and full of life.

Effect on him: These sights and sounds bring the poet peace, which he describes as coming slowly and gently, like morning dew. The natural beauty of Innisfree soothes and rejuvenates him.

(iii) What he hears in his "heart's core" even when far from Innisfree (Stanza III):

The poet constantly hears the soft, rhythmic sound of the lake water lapping against the shore. This sound remains deeply ingrained in his heart and soul, symbolizing his yearning for the peace and simplicity of Innisfree, even while standing on busy roads or city pavements. 

2. By now you may have concluded that Innisfree is a simple, natural place, full of beauty and peace. How does the poet contrast it with where he now stands? (Read stanza III.)

Ans. The Lake Isle of Innisfree, the poet contrasts the serene and natural beauty of Innisfree with the dull, monotonous urban environment where he now stands. Here's the contrast based on Stanza III:

Innisfree:

• Natural sounds: The poet hears the gentle lapping of lake water, evoking a sense of calm and rhythm.

• Immersive peace: The sights and sounds of nature, such as bees, crickets, and birds, create an atmosphere of harmony and tranquility.

• Connection to the soul: The place resonates deeply with the poet’s “heart’s core,” symbolizing a profound emotional and spiritual connection.

Urban setting:

• Man-made environment: The poet describes standing on "roadways" and "pavements grey," which represent the artificial, lifeless, and colorless cityscape.

• Lack of peace: Unlike the gradual, soothing peace of Innisfree, the city offers no respite or connection to nature.

• Inner longing: Even in the busy city, the poet's heart yearns for Innisfree, emphasizing the stark emotional and sensory emptiness of his current surroundings.

Conclusion:

The poet uses Innisfree as a symbol of natural beauty and inner peace, contrasting it with the impersonal, noisy, and drab urban life he currently endures. This contrast highlights his deep longing to escape modernity and reconnect with the simplicity and serenity of nature. 

3. Do you think Innisfree is only a place, or a state of mind? Does the poet actually miss the place of his boyhood days?

Ans. Innisfree can be interpreted as both a real place and a state of mind for the poet. Here's an analysis to address this question:

Innisfree as a place:

• The poet vividly describes Innisfree's physical features—its natural beauty, the cabin he will build, the rows of beans, and the sounds of bees, crickets, and lapping water.

• These details suggest that Innisfree is a specific, tangible location from his boyhood, one he deeply cherishes and misses.

Innisfree as a state of mind:

• The poet’s yearning for Innisfree seems to go beyond its physical reality. The peace and tranquility he associates with it reflect an ideal state of being—free from the chaos of urban life.

• Even when he stands on the "roadway" or "pavements grey," far from Innisfree, he hears its sounds "in the deep heart’s core." This suggests that Innisfree has become a mental refuge, a symbol of inner peace and harmony.

4. Does the poet miss the place of his boyhood days?

Yes, the poet likely misses the real Innisfree of his youth, as it represents a simpler, more peaceful time in his life. However, his longing is also for the emotional and spiritual connection that Innisfree represents—a deep-seated need to escape modernity and rediscover his bond with nature.

Conclusion:

Innisfree is both a literal place and a powerful metaphor for the poet’s inner yearning for peace, simplicity, and connection to nature. While he may miss the physical location of his boyhood, his longing is as much for a state of mind as it is for the place itself.

II 1. Look at the words the poet uses to describe what he sees and hears at Innisfree

(1) bee-loud glade

(u) evenings full of the linnet's wings

(u) lake water lapping with low sounds

What pictures do these words create in your mind?

Ans. The words the poet uses create vivid and serene images of nature, appealing to both the senses and emotions. Here’s how each phrase evokes imagery:

1. Bee-loud glade

• Imagery: A quiet, sunlit clearing filled with the soft, rhythmic buzzing of bees. The word "bee-loud" suggests a peaceful harmony between the sounds of nature and the stillness of the glade.

• Mood: It conjures a sense of quiet industry, life, and tranquility, where the sounds of bees blend seamlessly into the natural environment.

2. Evenings full of the linnet's wings

• Imagery: A soft, golden evening sky alive with linnets (small songbirds) fluttering gracefully through the air. Their movement fills the scene with life and beauty.

• Mood: The phrase evokes a sense of liveliness mixed with calm, as the birds' gentle activity symbolizes the peaceful transition from day to night.

3. Lake water lapping with low sounds

• Imagery: A calm lake with gentle ripples brushing softly against the shore, creating a soothing, rhythmic sound. The phrase suggests stillness, where even the water's movement is quiet and understated.

• Mood: It conveys deep peace and meditative calm, as if the lake itself is whispering reassurance and serenity.

Overall Effect:

These phrases paint a picture of Innisfree as a haven of natural beauty, where every sound and sight contributes to a harmonious, tranquil atmosphere. They create a sensory experience that appeals to the poet’s longing for peace and solitude.

2. Look at these words;

peace comes dropping slow

Dropping from the veils of the morning to where the cricket sings

What do these words mean to you? What do you think "comes dropping slow...from the veils of the morning"? What does "to where the cricket sings" mean?

Ans. These lines from The Lake Isle of Innisfree evoke a deep sense of tranquility and the gradual unfolding of peace in nature. Here’s an analysis of their meaning:

"Peace comes dropping slow"

• Meaning: This phrase suggests that peace is not abrupt or immediate but arrives gently and gradually, like dew forming on leaves or mist settling over the land. It reflects a calm, meditative process.

• Imagery: The poet portrays peace as something tangible, almost like a physical presence descending slowly and soothingly.

"Dropping from the veils of the morning"

• Meaning: This refers to the early morning mist or fog that gently envelops the surroundings. The "veils of the morning" symbolize nature’s quiet and mysterious beauty as it transitions from night to day.

• Interpretation: The poet links this natural phenomenon to the feeling of peace, as if the serene atmosphere of morning brings calmness to the soul.

"To where the cricket sings"

• Meaning: This line describes the destination of the peace, which extends to the places where crickets chirp. Crickets are often associated with quiet rural settings, their sound being gentle and rhythmic.

• Imagery: It creates a picture of a countryside filled with soft, natural sounds, highlighting the stillness and harmony of the environment.

What it means overall:

These words emphasize that peace is a product of nature’s rhythms and beauty. It emerges slowly, like mist in the morning, and pervades even the smallest and most remote corners, symbolized by the crickets’ habitat. The imagery suggests that this peace is soothing, universal, and deeply restorative.

A Legend of the Northland

Summary

"A Legend of the Northland" is a poem by Phoebe Cary that tells a folk tale from a northern region, often interpreted as a story from the Arctic or Scandinavian lands. The poem narrates the story of a selfish old woman who refuses to share her food with a hungry saint, often identified as St. Peter. The saint, disguised as a traveler, asks the woman for a small cake, but she repeatedly makes excuses and keeps making smaller cakes, claiming they are too large to give away.

In response to her greed, the saint curses her, transforming her into a woodpecker. As a result, the woman is doomed to spend her days pecking at hard, dry wood to find food. The poem conveys a moral lesson about the consequences of greed and selfishness, illustrating how these traits can lead to one's downfall. The woodpecker is used as a symbol of her punishment, forever seeking food but never finding satisfaction.

The poem also evokes a sense of the harsh and unforgiving environment of the Northland, where survival depends on cooperation and generosity.

Analysis of "A Legend of the Northland" 

"A Legend of the Northland" by Phoebe Cary is a poem rich in moral and thematic depth, blending folklore with a strong ethical message. Through its narrative, the poem explores themes of greed, selfishness, and the consequences of failing to show kindness and generosity to others.

Themes and Moral Lesson:

The central theme of the poem is the destructive nature of greed. The old woman’s refusal to share even a small portion of her food with the saint highlights her deep-seated selfishness. Her actions reflect an unwillingness to consider the needs of others, which is ultimately punished. The transformation into a woodpecker serves as a symbolic representation of her punishment, with the bird's constant pecking at hard wood representing her eternal struggle and dissatisfaction.

The moral lesson is clear: selfishness leads to spiritual and, in this case, literal ruin. The poem suggests that those who fail to practice generosity and compassion will face consequences, possibly in the form of isolation or a diminished existence, as illustrated by the old woman’s transformation.

Symbolism:

The transformation of the woman into a woodpecker is highly symbolic. In many cultures, the woodpecker is seen as a solitary bird, constantly searching for sustenance in the hard bark of trees. This reflects the old woman's fate—doomed to an existence of endless labor and hunger as a result of her greed. The woodpecker's actions, tirelessly pecking at wood, symbolize the futility of a life lived without generosity.

Setting and Atmosphere:

The poem's setting in the harsh, cold Northland further amplifies its message. The Northland, likely a reference to the Arctic or Scandinavian regions, is depicted as a place where survival is tough, and the environment is unforgiving. This harsh backdrop serves as a metaphor for the consequences of living a life devoid of warmth and compassion. The coldness of the Northland mirrors the coldness of the woman’s heart, and her punishment aligns with the bleakness of the environment.

Structure and Style:

Phoebe Cary’s use of a ballad form, with its simple language and repetitive structure, makes the poem accessible and memorable. The rhyme scheme and rhythm give the poem a sing-song quality, which contrasts with the serious moral lesson, making the story both engaging and didactic. The poem’s narrative style, which closely resembles traditional folktales, helps convey its moral in a manner that feels timeless and universal.

Conclusion:

"A Legend of the Northland" is a cautionary tale that uses folklore to impart a timeless lesson about the dangers of greed and the importance of kindness. Through its vivid imagery, symbolic transformation, and moral clarity, the poem urges readers to reflect on their own actions and consider the broader consequences of their behavior. Cary’s work reminds us that the choices we make, particularly regarding generosity and compassion, shape not only our lives but also our moral legacy.

Literary Devices Used in This Poem

"A Legend of the Northland" by Phoebe Cary employs several literary devices that enhance its narrative and thematic impact. Here are some of the key literary devices used in the poem:

1. Symbolism:

The Woodpecker: The transformation of the woman into a woodpecker is symbolic of her greed and punishment. The woodpecker’s ceaseless pecking at wood represents the woman’s eternal dissatisfaction and the futility of a selfish life.

The Northland: The harsh, cold environment of the Northland symbolizes the coldness of the old woman’s heart and the bleak consequences of her actions.

2. Imagery:

Cary uses vivid imagery to paint a picture of the Northland. Descriptions of the cold, snowy landscape help set the tone and mood of the poem, emphasizing the severity and harshness of the setting.

The description of the cakes growing smaller and smaller as the woman’s greed intensifies also creates a strong visual image that underscores the moral of the story.

3. Repetition:

The poem uses repetition to emphasize the woman’s selfishness. The repeated mention of the woman making cakes and finding each one too large to give away reinforces her unwillingness to share.

Repetition is also used in the narrative structure, where certain phrases and actions are echoed throughout the poem to create a rhythm and make the moral lesson more memorable.

4. Rhyme and Meter:

The poem is written in a simple, regular rhyme scheme (ABCB), which gives it a sing-song quality. This ballad-like structure makes the poem easy to read and remember, akin to traditional oral storytelling.

The consistent meter also contributes to the poem’s rhythm, helping to convey the story in a smooth and flowing manner.

5. Alliteration:

Alliteration is used to create musicality and enhance the poem's rhythm. For example, phrases like "too large to give away" use alliteration to draw attention to the woman’s actions and emphasize her selfishness.

6. Personification:

The poem personifies the cold Northland, giving it a presence and character that mirrors the mood of the story. The Northland is described as a place where "the days are very short," giving the environment a bleak and inhospitable quality that reflects the woman’s inner coldness.

7. Narrative Style:

The poem is written in a narrative style, telling a story with a clear beginning, middle, and end. This style is typical of folktales and legends, making the poem feel like a timeless story with a moral lesson.

8. Hyperbole:

The description of the cakes as "too large" is an example of hyperbole, exaggerating the woman’s perception of the cakes to highlight her extreme selfishness.

9. Irony:

There is an ironic twist in the poem, where the woman who refuses to give even a small piece of cake is transformed into a bird that must continually search for food. The irony lies in the fact that her greed leads her to a life of perpetual hunger and effort.

10. Moral Allegory:

The entire poem functions as a moral allegory, with the story serving as a vehicle to impart a lesson about the dangers of greed and the importance of generosity. The characters and events are not just literal but carry deeper moral significance.

These literary devices work together to create a rich, engaging, and didactic poem that delivers its moral lesson in a compelling and memorable way.

Moments

The Lost Child 

Mulkraj Anand

THINK ABOUT IT

1. What are the things the child sees on his way to the fair? Why does he lag behind?

Ans. The things that the boy sees on his way to fair are the toys, mustard fields, dragon flies, insects and worms, a shady grove and doves. In the fair, he saw a sweet meat seller, a flower seller, a balloon seller, a snake charmer, and a round about. 

2. In the fair he wants many things. What are they? Why does he move on without waiting for an answer?

Ans. He wants sweets and a garland. He wants to hear the music of the snake charmer. He wants to ride on the round about. However, he moves on without waiting for an answer because he knows that her parents would not listen to him.

3. When does he realize that he has lost his way? How have his anxiety and insecurity been described?

Ans. When he sees a round about and he wishes to ride on it, he moves back to request his parents to let him ride the round about but he does not find them. Then he realizes that he has lost his way. 

A full deep cry rises from his throat and he runs from the place he stood.  He cries in fear. Tears roll down from his eyes. Panic-stricken he runs from one place to other. Finally, he stands defeated at one place.

4. Why does the lost child lose interest in the things that he had wanted earlier?

Ans. He loses interest in the things that he wanted earlier because he wanted his parents whom he had lost. Now nothing in this world could pacify him except his parents.

5. What do you think happens in the end? Does the child find his parents?

Ans. In the end, a man saves him from being trampled under the feet of walking crowd. He lifts the boy up and tries to pacify him everything he previously wanted but he refuses them all. 

The story does not mention whether he was rejoined by his parents or not but in all probability the police might have helped him in rejoining his parents. 

The Adventures of Toto 

Ruskin Bond

THINK ABOUT IT

1. How does Toto come to grandfather's private zoo? 

2. "Toto was a pretty monkey." In what sense is Toto pretty? 

3. Why does grandfather take Toto to Saharanpur and how? Why does the ticket collector insist on calling Toto a dog? 

4. How does Toto take a bath? Where has he learnt to do this? How does Toto almost boil himself alive?

5. Why does the author say, "Toto was not the sort of pet we could keep for long"?