Notes English Class 9th CBSE

Class IX English

Beehive

Summary — “The Fun They Had” by Isaac Asimov

“The Fun They Had” is a science fiction story set in the future, in the year 2157, when traditional schools no longer exist. Instead, children study at home with mechanical teachers — highly advanced computers that teach and test students individually. The story imagines how education might change with technology and how children of the future might feel about the old system of schooling.

The Discovery of a Real Book

The story begins with Margie, an eleven-year-old girl, and Tommy, a thirteen-year-old boy, who live in the future. One day, Tommy finds an old, real printed book in the attic of his house. The book is yellow and crinkly, and the pages are turning brown with age. Margie is very surprised because she has never seen a real book before — she only knows telebooks, which are read on screens.

Margie and Tommy find it strange that the words in the printed book do not move like the ones on their screen do. Once something is read, it just stays there. Tommy explains that the book is about “school”, which makes both of them curious.

Schools of the Future

In the year 2157, schools are not buildings with teachers and students. Instead, each child studies at home, in a separate room, with a mechanical teacher. The teacher is a computer with a screen that displays lessons, questions, and marks. The machine can adjust the level of difficulty according to the student’s performance.

Margie hates school because she finds it boring and difficult, especially geography. Her mechanical teacher gives her regular tests and marks her lower than before. When her mother calls the County Inspector to check the machine, he opens it up and fixes it — adjusting the geography section to an easier level. Even then, Margie does not enjoy school.

Curiosity About Old Schools

When Tommy tells Margie that the book he found is about old-fashioned schools, she becomes very interested. The book describes schools from centuries ago, where children were taught by human teachers, studied together in the same building, and learned the same things.

Margie is amazed to hear that the students of those times laughed, played, and learned together, and that the teachers were real men and women, not machines. She cannot imagine how children could learn together or how a human could know as much as a mechanical teacher.

Tommy thinks those schools must have been fun, because children could help each other with homework, talk, and make friends. But he also believes that his mechanical teacher is better because it is more efficient and always available.

Margie’s Reflection

At the end of the story, Margie sits in front of her mechanical teacher again. It is time for her next geography lesson. The teacher lights up the screen and begins with, “Today’s arithmetic lesson is on the addition of proper fractions.”

But Margie’s mind is elsewhere. She keeps thinking about the old schools described in the book — the laughter, the fun, and the companionship of students learning together. She imagines how nice it must have been to go to a real school and study with other children instead of sitting alone with a machine.

She realizes that “the fun they had” refers to the happiness that children in the past must have felt while learning together — something she will never experience.

Theme and Message

“The Fun They Had” explores the impact of technology on education and human relationships. Isaac Asimov imagines a future where learning becomes mechanical and lonely. The story reminds us that real education is not only about information but also about interaction, sharing, and emotional connection.

It suggests that human teachers and classmates make learning joyful — and that no machine can replace the warmth and fun of learning together.

Conclusion

In “The Fun They Had,” Isaac Asimov contrasts the mechanical learning of the future with the lively, human-centered schooling of the past. Through Margie’s curiosity and longing, he reminds us that true education involves not just the mind, but also the heart.

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’s mother 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.

Moments

 Summary – “The Lost Child” by Mulk Raj Anand

“The Lost Child” is a touching story that explores the innocence of childhood and the deep love between parents and their child. It shows how a child’s desires and emotions change suddenly when he loses his parents.

The Festival and the Journey

The story begins with a little boy who is visiting a village fair with his parents. The fair is held to celebrate the spring festival, and the road leading to it is full of people dressed in bright clothes. The boy is filled with joy and excitement. He is attracted by everything he sees on the way — toys, balloons, sweets, and the beautiful scenery around him.

As they walk, the boy lags behind many times because he stops to look at fascinating things — toys in a shop, a flowering mustard field, and insects and butterflies. His father calls him sternly each time, and his mother gently tells him to keep close to them. Though he feels tempted, the boy does not ask for anything because he knows his parents will not buy it.

The Temptations at the Fair

When they reach the fair, the boy’s attention is captured by a series of attractions.

First, he sees a toy shop and wants to buy a toy, but his father’s stern look makes him move on quietly. Then, he sees a balloon-seller and wishes for a colorful balloon. Yet again, he does not ask because he knows his parents would say he was too old for balloons.

Next, he comes across a garland-seller selling garlands of gulmohur flowers. He wants one, but again keeps quiet. He also notices a sweet-seller selling burfi, his favourite sweet. His mouth waters, but he does not dare to ask for it, thinking his parents would call him greedy.

Finally, he is attracted to a roundabout (merry-go-round) and wishes to ride on it. He turns to ask his parents for permission — but they are nowhere to be seen.

The Child Gets Lost

Suddenly, the boy realizes that his parents are missing. He looks around in panic and cries loudly, “Mother! Father!” He runs here and there through the crowd, tears rolling down his cheeks. His joy and excitement turn into fear and sorrow.

He runs towards a temple, thinking they might be there, but the entrance is overcrowded. The people push him back roughly, and he is almost trampled. The poor child shouts for his parents, but no one hears him. He is completely lost and terrified.

The Kind Stranger

In his distress, the boy starts crying bitterly. A kind man in the crowd hears him, picks him up, and tries to comfort him. The man asks him who his parents are, but the child only keeps sobbing, “I want my mother, I want my father!”

To console him, the man offers him all the things the child had earlier desired — a toy, a balloon, sweets, a garland, and even a ride on the roundabout. But now the child shows no interest in any of them. All he wants is his parents. The very things that had fascinated him a little while ago no longer matter to him. His only wish is to find his mother and father.

Theme and Message

“The Lost Child” beautifully shows the innocence of childhood and the deep bond between parents and children. It teaches that a child’s world revolves around his parents — material pleasures lose all value in their absence.

Mulk Raj Anand uses simple yet emotional language to make readers feel the child’s fear, longing, and love. The story also reminds us to be sensitive and protective toward children.

Conclusion

In “The Lost Child,” Mulk Raj Anand captures a child’s emotional journey from curiosity and joy to fear and grief. The story ends on a touching note — with the child realizing that nothing in the world is more precious than the love and safety of one’s parents.

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 with 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.