The Day the River Spoke
Introduction to Jahnavi’s Story
This story follows Jahnavi, a bright young girl from a coastal village in India. She lives with her parents who work as farmers, alongside her three brothers. What makes Jahnavi special is her strong desire to attend school and gain education, despite facing many challenges at home where household duties are given priority over her education. The most imp element of this story is Jahnavi’s conversation with the River, which becomes her guide and inspiration.
Jahnavi’s Struggle
Jahnavi feels very upset because she’s not allowed to go to school. While her brothers Gopi (also called Ettan) and Meena attend school regularly, she’s always told she’s too young. When she was five years old, she had to stay home to take care of her younger brother Ramu, which delayed her education. Now, almost ten years old, she still can’t go to school because she must care for her youngest brother Appu. This makes Jahnavi feel neglected and worried that she’s now too old to start school and will never get chance to learn properly.
Conversation with the River
One day, while crying by the riverside, Jahnavi is surprised when the River speaks to her in a sleepy, comforting voice. The story gives human qualities to the River, making it a character that can comfort and advise Jahnavi. The River knows that Jahnavi visits daily, showing they have a special connection.
The River tries to help Jahnavi by:
- Encouraging her to overcome her fear of attending school
- Comparing her abilities to boys, telling her girls can achieve just as much
- Suggesting she quietly join a school class to listen and learn
- Sharing knowledge about the moon’s path and ships, which makes Jahnavi more curious
Jahnavi’s Action
After being inspired by the River’s advice, Jahnavi finds courage to visit the school. She stands at the door listening to a lesson about King Ashoka, while Appu sleeps on her shoulder. Eventually, she quietly enters and sits in the back row. Nobody notices her at first, and she listens very carefully to the lesson. When the teacher finally discovers her, he’s kind and recognizes her as Gopi’s sister. The teacher promises to talk with her father about letting her join the school.
Resolution
The story ends happily when:
- The teacher visits Jahnavi’s home and convinces her father to let her attend school
- Jahnavi’s mother supports her education, remembering her own unfulfilled wish to study
- Jahnavi makes a promise to become a teacher herself and help other village girls attend school
- She returns to the River, excited about learning to read, write, and understand nature
- The River promises to share more stories about ships, showing their special friendship will continue
Let us discuss
Q1: What was Jahnavi’s dream? Was it important to her? Why? Jahnavi’s dream was to attend school and learn to read and write. Yes, it was very important to her because she wanted to understand the world around her, like why spiders are yellow or why fish turn into frogs. Education represented freedom for her and an opportunity to grow beyond just doing household duties. This dream gave her hope even when her family did not support her initially.
Q2: Do you think the river can help her in fulfilling her dream? How? Yes, the River helps Jahnavi in many ways:
- It gives her emotional support when she’s feeling sad
- It provides practical advice about visiting the school
- It boosts her confidence by comparing her abilities to boys
- Its suggestion to quietly join a class helps her get noticed by the teacher
- The stories it shares make Jahnavi more curious and motivated to learn
Let us think and reflect
Extract 1: “You shouldn’t cry, you know,” … “I’ve got to hurry to reach the sea, you know.”
Q(i): The tone of the River in the given extract is (assuring/sympathising) The River’s tone is assuring. It comforts Jahnavi by telling her not to cry or be scared, showing confidence that she has strength to overcome her problems.
Q(ii): Select a phrase from the extract which shows that Jahnavi was a frequent visitor to the spot. “when you have been coming here to see me every day, well, almost every day.” This shows Jahnavi regularly visits the river, making it a familiar and special place for her.
Q(iii): The use of an exclamation mark at the end of the line, ‘It couldn’t be the river!’ expresses A. excitement, B. hesitation, C. irritation, D. disbelief The correct answer is D. disbelief. Jahnavi is shocked and can’t believe that the River is actually speaking to her, as this seems impossible.
Q(iv): Choose three qualities of the River highlighted in the extract from the words in the box. affectionate, forgiving, thoughtful, impatient, kind-hearted The three qualities are:
- Affectionate: The River calls her “Dear, dear!” showing warmth
- Thoughtful: When it asks “What’s the matter?” it shows concern for her
- Kind-hearted: It comforts her saying she shouldn’t cry or be scared
Extract 2: “Can I do something?” … “They’d chase me out.”
Q(i): According to the River, there was no difference between girls and boys because The River believes girls can do just as much as boys because they have equal abilities. It points out that girls swim as fast as boys, suggesting there are no limitations based on gender.
Q(ii): Identify whether the following statement is true or false. The River encourages Jahnavi to have faith in herself and fulfill her desire to go to school. This statement is true. The River motivates Jahnavi to believe in herself and take action to attend school despite her fears.
Q(iii): When the River suggests that Jahnavi should ‘slip along’, it means that she should move A. quickly, B. casually, C. quietly, D. confidently The correct answer is C. quietly. “Slip along” suggests moving discreetly without drawing attention to herself initially.
Q(iv): What does the repetition of the phrase I couldn’t, tell us? The repetition of “I couldn’t” shows how fearful and lacking in confidence Jahnavi is. It highlights her worry about being rejected or scolded if she goes to school. This repetition reflects her internal struggle before she finally gains enough courage to act.
Q1: Why does the writer describe different aspects of nature in great detail at the beginning of the story? Why do you think the writer does this? The writer describes nature in detail (like the kingfisher’s wings or the lizard’s movement) for several reasons:
- It creates a vivid and magical setting where Jahnavi feels comfortable
- It sets up the idea that the River could speak, making it seem part of a living world
- It reflects Jahnavi’s natural curiosity about the world around her
- This curiosity connects to her desire to learn and attend school
Q2: How did the River know so much about Jahnavi? The River knows a lot about Jahnavi because:
- She visits the river almost every day
- It observes her daily routine, emotions, and struggles during these visits
- As a character in the story, it understands her dreams and fears
- Their ongoing interactions have created a deep familiarity
Q3: Jahnavi says, “And I’m so old now, they’ll never let me go.” What can you infer about Jahnavi and the school from this line? From this line, we can understand that:
- Jahnavi feels she is too old (nearly ten) to start school
- She is insecure about being older than other beginners
- The school probably has younger students starting their education
- Her family has delayed her education for so long that she feels it might be too late
Q4: Why did the River laugh when Jahnavi said she would be scared at school? The River laughs because:
- It finds Jahnavi’s fear surprising considering how brave she is in other situations
- It knows she isn’t afraid of natural dangers like lizards, snakes, or loud trains
- The laughter is gentle and meant to encourage her to recognize her own strength
- It shows the contrast between her comfort with the river environment and her fear of school
Q5: Why should Jahnavi follow the River’s advice? Jahnavi should follow the River’s advice because:
- It’s practical and empowering for her situation
- The suggestion to quietly join a class is a safe way for her to start learning
- The River’s encouragement helps build her confidence
- Its belief in gender equality motivates her to challenge family restrictions
- Following this advice eventually leads to her successful enrollment in school
Q6: How does the conversation between Jahnavi and the River make the story more appealing? The conversation makes the story more appealing by:
- Adding a magical element with the River as a wise, talking character
- Creating an emotional bond between Jahnavi and the River
- Revealing Jahnavi’s dreams and fears through dialogue
- Blending reality with fantasy in a way that’s engaging for readers
- Making the River a friend and mentor figure that children can relate to
Q7: What is the main message that the writer intends to convey? The main message of the story is:
- Courage and determination can help overcome obstacles
- Education is important, especially for girls
- Gender equality is important – girls can achieve just as much as boys
- Taking initiative, like Jahnavi did by following the River’s advice, can change your life
- Sometimes wisdom and encouragement come from unexpected sources
Try Again
Introduction to King Bruce’s Story
This beautiful poem tells us about King Bruce of Scotland, who is feeling very hopeless. He has tried many times to do something great for his people but has failed each time. Feeling sad and discouraged, he considers giving up completely and lies down in a lonely mood. However, he notices a spider trying again and again to climb to its web, and this persistent little creature inspires him to try one more time. Written by Eliza Cook, this poem uses the spider as an imp symbol of never giving up.
King Bruce’s Despair
King Bruce is a powerful monarch, but he feels very sad after failing multiple times. His goal was to make his people happy by achieving something great for them. Despite trying his best, he cannot succeed in his mission, which makes him feel very low and hopeless. Lying down with grief, he decides to stop trying altogether.
The Spider’s Struggle
The poem describes how a spider drops from a delicate thread while trying to reach its web high above. The spider:
- Climbs with strong effort but falls repeatedly
- Slips back to the ground after each attempt
- Makes nine separate attempts, failing each time
- Gets dizzy and weak but still persists
- Climbs inch by inch, never giving up
- Finally succeeds on the tenth attempt with a bold final climb
King Bruce’s Inspiration
King Bruce watches the spider’s struggle carefully. At first, he thinks the spider will give up just like he wanted to. But he starts admiring its determination and calls it brave and honorable for not quitting. The spider’s success after so many failures inspires King Bruce to defy his own despair and try once more. He resolves to make one final attempt, learning an important lesson from the tiny spider. This time, he succeeds and achieves his goal for his people.
Let us discuss
Q1: Complete the summary of the poem by filling in the blanks. The poem, written in a narrative style, tells the story of King Bruce of Scotland, who was feeling low after failing multiple times to achieve something great for his people. In a moment of despair, he observed a spider trying to reach its web high above. The spider tried every time it fell after getting close to its goal. It made nine attempts and finally succeeded. The king said that the spider had conquered and so would he. Inspired by the spider’s determination, King Bruce decided to try. When he mounted this time, he ultimately succeeded.
Q2: Complete the following sentences suitably: We can say that the poet uses the narrative style because
- It tells a story with clear beginning, middle and end, like a tale
- It follows King Bruce’s journey from feeling hopeless to becoming successful
- The narrative keeps readers interested by describing events in order
The central idea of the poem is
- If you keep trying, you will succeed even after many failures
- Determination, like the spider showed, can help overcome any obstacle
- Even small creatures like spiders can teach us big lessons about not giving up
Q3: Pick three examples from the poem for each of the following: Lines that describe the spider’s efforts
- “It soon began to cling and crawl / Straight up with strong endeavour.”
- “Its head grew steady – again it went, / And travelled a half-yard higher.”
- “Steadily, steadily, inch by inch, / Higher and higher he got.”
Alliteration
- “Cling and crawl” – repeating the ‘c’ sound
- “Silken, filmy clue” – repeating the ‘s’ and ‘f’ sounds
- “Braced his mind” – repeating the ‘b’ sound
Q4: Why does the poet repeat the following words or phrases in the poem? Tried and tried: To show how the spider and Bruce kept attempting repeatedly without giving up Steadily, steadily: To emphasize the spider’s careful, consistent effort without rushing Up, up: To highlight the upward struggle and determination to reach the goal
Q5: Fill in the blanks by choosing the correct answer. The rhyme scheme of the poem is (AABB/ABBA/ABAB) AABB: Each stanza has pairs of rhyming lines (for example, think/sink, glad/sad)
‘Bravo’ is an example of (conjunction/interjection/adjective) Interjection: It expresses sudden emotion like praise or excitement
The poet uses ’twas and ’tis for the sake of (rhythm/rhyme/contraction) Contraction: These shorten “it was” and “it is” to fit the poem’s rhythm better
Let us think and reflect
Extract 1: “He flung himself down in low despair, … To see what the spider would do.”
Q(i): Select the phrase which shows the physical expression of the King’s emotional state. “He flung himself down” shows his physical action of collapsing, which reflects how hopeless he feels inside.
Q(ii): Why does the poet use the word ‘low’ before despair? The word “low” emphasizes just how deep King Bruce’s sadness is. It suggests he has reached his lowest emotional point and is ready to give up completely.
Q(iii): In the line, ‘And after a while he pondered there’, the word ‘pondered’ means A. paused, B. thought, C. noticed, D. rested The correct answer is B. thought. It indicates that Bruce is thinking deeply about his situation.
Q(iv): The phrase ‘silken filmy clue’ creates an image of something that is (long and light/very delicate and soft). The correct option is “very delicate and soft.” It describes the spider’s thread as fragile and smooth.
Extract 2: “…when it toils so hard to reach and cling, … Oh say, will he lose or win it?”
Q(i): Choose the correct option to complete the analogy. toil: hard:: A. roll: tumble, B. tumble: circle, C. compress: roll, D. jump: tumble The correct option is D. jump: tumble. “Toil” is effort like “jump” is action; “hard” describes toil like “tumble” describes falling after jumping.
Q(ii): List any two characteristics of the spider highlighted in the line, ‘But up the insect went once more’.
- Persistence: The spider tries again even after falling
- Determination: It continues climbing with effort despite previous failures
Q(iii): The expression ‘Ah me!’ in the extract indicates a sense of A. happiness, B. stress, C. relief, D. loneliness The correct option is B. stress. It shows the poet’s worry about whether the spider will succeed or not.
Q(iv): Readers are able to relate to this extract because
- It captures the common experience of struggling to reach a goal
- The spider’s repeated failures are similar to human challenges
- The suspense of whether success or failure will happen makes readers feel involved
Q1: How does the first stanza help in setting the mood of the poem? The first stanza sets a very sad and hopeless mood by:
- Describing King Bruce’s loneliness and “sinking heart”
- Showing his failure to achieve something great for his people
- Creating a feeling of despair when he decides to give up
- Setting up the contrast for his later transformation through inspiration
Q2: Describe how King Bruce’s attitude changes from the beginning towards the end of the poem. At the beginning:
- Bruce is sad and hopeless after many failures
- He feels grieved and lies down, thinking all his efforts are useless
- He’s ready to completely give up on his goal
In the middle:
- He watches the spider’s struggle with interest
- His attitude starts shifting as he sees its determination
By the end:
- He becomes inspired and hopeful after seeing the spider succeed
- He’s determined to try again, with new confidence
- He successfully achieves his goal for his people
Q3: The poet describes every action of the spider in great detail. What does this tell us about his attitude towards the spider? The detailed description shows that the poet:
- Admires the spider’s determination and effort
- Respects its persistence despite failing many times
- Views the spider as a symbol of resilience and courage
- Has a positive, appreciative attitude toward even small creatures
- Believes important lessons can come from unexpected sources
Q4: How does the spider inspire us to overcome despair and not give up? The spider inspires us by:
- Making repeated attempts despite falling down nine times
- Succeeding on the tenth try, showing persistence leads to victory
- Teaching us to keep trying, even when facing many setbacks
- Showing that even small creatures can demonstrate great strength
- Proving that success often comes after multiple failures
Q5: The poem teaches us that failures are stepping stones to success. Explain. The poem shows that:
- Failures, like the spider’s falls, are normal parts of the journey to success
- Each failure teaches lessons that improve future attempts
- The spider’s nine falls were necessary for its tenth successful climb
- King Bruce’s previous failures prepared him for his final victory
- Without experiencing failure, we might not appreciate success
Q6: The spider’s journey tells us that anyone can be a source of inspiration in our lives. Elaborate. This is true because:
- The spider, a tiny creature, inspires a powerful king, showing inspiration comes from unexpected places
- Its persistence teaches that determination is universal, regardless of size or status
- The poem shows that we can learn from anyone or anything around us
- Friends, teachers, family, or even nature can motivate us to keep trying
- We should look for inspiration in everyday life and simple things
Three Days to See
Introduction to Helen Keller’s Perspective
In this moving text, Helen Keller, who cannot see or hear, shares her thoughts about experiencing the world through touch. She imagines what she would do if she was given sight for just three days. Her reflections make us think about how valuable our senses are and how we should appreciate life more. The text teaches us to make the most of what we can see, hear, touch, smell, and taste every day.
Day 1: Seeing Loved Ones
On her first day with sight, Helen wants to see the people who have made her life better. She especially wants to:
- See her friends’ faces and their eyes to understand their emotions better
- Connect visually with people she has only known through touch
- See the facial expressions that show laughter or sadness
- Strengthen her bond with people who have shown kindness to her
- Experience the visual connection that she has missed
Without sight, Helen relies on touch to feel the outline of faces and detect emotions, but she longs for the visual connection that would deepen her relationships.
Day 2: Exploring the World
On the second day, Helen’s plans include:
- Waking up at dawn to witness the sunrise
- Experiencing the transformation from night to day
- Being amazed by the light and colors of daybreak
- Visiting museums to see earth’s history and human development
- Looking at animals, ancient creatures, and human achievements
This day would give her a quick glimpse into both the past and present world, allowing her to see things she has only imagined before.
Day 3: Observing Daily Life
For her final day with sight, Helen would:
- Explore a busy city to watch people going about their daily lives
- Stand at a busy corner observing people’s expressions and actions
- Feel happy seeing people smile, proud seeing determination, and compassionate seeing suffering
- Connect with the everyday world through visual observation
- Understand human experiences through seeing rather than just touching or hearing about them
This day focuses on connecting with ordinary people and understanding their experiences through sight.
Reflection on Senses
At midnight after the third day, Helen’s sight would end, leaving many things still unseen. She advises people with sight to:
- Use their eyes as if they might lose them tomorrow
- Apply this urgency to all senses: hearing, touching, smelling, and tasting
- Treat each sensory experience as precious and important
- Appreciate the gift of sight, which she believes is the most delightful sense
- Glorify all senses to fully experience the world’s pleasures and beauty
Let us discuss
Q1: Identify the statements that are true.
- 3. The author would spend the first day seeing the people whose kind-heartedness and friendship have enriched her life. True: Helen plans to spend Day 1 seeing loved ones to connect with their kindness.
- 4. The author acknowledges that even in three days, she would not be able to see everything. True: She realizes at midnight that much would remain unseen despite her three days.
- 6. The author advises those who can see to appreciate every moment as if they might lose their senses tomorrow. True: She urges people to use their senses as if they could lose them very soon.
- 7. On the third day, the author would like to observe people in their daily lives and understand their experiences. True: She wants to watch people in the city to better understand their everyday lives.
Q2: Complete the table with what Helen Keller wanted to do on the three days.
| Day | Activities |
|---|---|
| Day 1 | See the people, know her friends from the feel of their faces, connect with their kindness and companionship |
| Day 2 | Arise with the dawn, see the sunrise, visit museums to glimpse the world’s past and present, explore human progress |
| Day 3 | Observe people in the city, stand at a busy corner, understand daily lives through smiles, determination, and suffering |
Q3: The author says that you need eyes to be able to ‘see’ the true self of a person. Therefore, she refers to the eye as ‘window of the soul’. How is the narrator able to understand the feelings of a person?
Helen understands feelings through:
- Touch, feeling the outline of people’s faces
- Detecting emotions like laughter or sadness by touching facial features
- Using her fingertips as her way to “see” emotions when she can’t use eyes
- However, she longs for eyes to see deeper into a person’s true self, beyond what touch can tell her
Let us think and reflect
Extract 1: “I feel the delicate symmetry of a leaf. … feel the happy quiver of a bird in full song.”
Q(i): What does the ‘delicate symmetry of a leaf’ symbolise? The “delicate symmetry of a leaf” symbolizes the balanced beauty and perfect design found in nature. It shows Helen’s appreciation for nature’s detailed patterns that she can experience through touch.
Q(ii): List two phrases from the extract that describe the texture of objects in nature.
- “Smooth skin of a silver birch”
- “Rough, shaggy bark of a pine”
Q(iii): The phrase ‘awakening Nature after her winter’s sleep’ refers to This refers to the arrival of spring, when nature comes back to life after winter. It describes buds forming as the first signs of life after the cold season.
Q(iv): What is the tone of the writer in this extract? A. nostalgic, B. proud, C. admiring, D. celebratory The correct answer is C. admiring. Helen expresses wonder and love for nature’s various textures and signs of life.
Extract 2: “The next day I should arise with the dawn … and so I should go to the museums.”
Q(i): Which of the following words does not match with the word ‘thrilling’? A. experience, B. tale, C. knowledge, D. adventure The correct answer is C. knowledge. “Thrilling” suggests excitement, which fits with experience, tale, and adventure, but not with knowledge, which is more calm and factual.
Q(ii): Why does the writer refer to the earth as ‘sleeping earth’? The earth is called “sleeping” because it’s dark and quiet at night before sunrise. This suggests a peaceful state of rest that the sun will awaken with its light.
Q(iii): The writer wishes to dedicate the day to a brief look at the present and past world because She wants to understand human progress and earth’s history in the limited time she has. Museums offer a quick way to see animals, ancient creatures, and how civilizations have developed.
Q(iv): Why does the writer use ‘should’ multiple times in the extract?
- “Should” expresses her strong intention and clear plan for the day
- It shows her determination to make the most of her imagined sight
- It emphasizes how important these choices would be if she really had three days to see
Q1: The sense of touch makes up for the loss of sight and hearing. Explain this statement with reference to the text. For Helen Keller, touch is extremely important because:
- She relies on it to experience the world, feeling leaves, trees, and birds
- She can detect emotions by touching people’s faces when she can’t see them
- Touch lets her find joy in nature, like feeling a leaf’s symmetry
- It partly replaces hearing by letting her sense vibrations, like a bird’s quiver
- Through touch, she creates mental images of objects and people around her
Q2: Why does the author believe that the sense of sight is the most wonderful? Helen believes sight is most wonderful because:
- It reveals beauty and details that touch alone cannot fully capture
- It allows seeing friends’ eyes and expressions, creating deeper connections
- Sight lets one witness majestic events like sunrise or sunset
- It offers the most delight by showing colors, movement, and expressions
- Her longing for sight shows its unique ability to connect with the world
Q3: How might the author’s opinion on making the most of our senses guide us to be kinder towards people with special abilities? Her opinion can guide us to:
- Be more empathetic by imagining life without certain senses
- Have more patience when interacting with people who have different abilities
- Support accessibility tools like Braille or screen readers
- Respect and assist those with disabilities without pity
- Appreciate different ways of experiencing the world
Q4: What is the significance of imagining the loss of a sense, according to the author? According to Helen, imagining the loss of a sense:
- Makes us appreciate what we have more deeply
- Encourages us to use our senses fully (seeing smiles, hearing music)
- Creates gratitude for everyday experiences we take for granted
- Motivates us to live more mindfully, paying attention to sensory details
- Helps us understand the value of what we might lose
Q5: How does the author encourage people to approach their everyday sensory experiences? Helen encourages people to:
- Use their senses as if they might lose them tomorrow
- Pay full attention when seeing, hearing, touching, smelling, and tasting
- Find pleasure and beauty in daily sensory experiences
- Be mindful and grateful for the ability to experience the world
- “Glorify” all senses rather than taking them for granted
Q6: What do the author’s choices for the three days tell us about her values and priorities? Her choices reveal that she values:
- Relationships and kindness, shown by seeing loved ones first
- Knowledge and understanding human progress, shown by museum visits
- Empathy for others, shown by observing daily life in the city
- Connecting with both nature (sunrise) and humanity (city life)
- Balance between personal connections, learning, and compassion for others
The three days show a progression from personal connections to broader understanding of the world and humanity, reflecting Helen’s thoughtful nature and balanced priorities.
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