CBSE Class 9 English Chapter 1 How I Taught My Grandmother to Read Question Answers (Important) from Literature Reader (Communicative) Book
How I taught my grandmother to read Question Answers – Looking for How I taught my grandmother to read question answers for Class 9 English Literature Reader (Communicative) book Chapter 1? Look no further! Our comprehensive compilation of important questions will help you brush up on your subject knowledge. Practising Class 9 English Communicative question answers can significantly improve your performance in the exam. Our solutions provide a clear idea of how to write the answers effectively. Improve your chances of scoring high marks by exploring Chapter 1: How I taught my grandmother to read now. The extra questions listed below are based on the latest CBSE exam pattern, wherein we have given solutions to the chapter’s extract based questions, short answer questions, and long answer questions.
Also, practising with different kinds of questions can help students learn new ways to solve problems that they may not have seen before. This can ultimately lead to a deeper understanding of the subject matter and better performance on exams.
- How I Taught My Grandmother to Read Textbook Questions
- How I Taught My Grandmother to Read Extract Based Question
- How I Taught My Grandmother to Read Short Question Answers
- How I Taught My Grandmother to Read Long Question Answers
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- How I Taught My Grandmother to Read Summary, Explanation, word Meanings
- Character Sketch of Writer and Krishtakka | How I Taught My Grandmother to Read
How I Taught My Grandmother to Read Textbook Questions
1. Now that you have enjoyed reading the story, answer the following questions by choosing the correct option
(a) The grandmother could relate to the central character of the story ‘Kashi Yatre’ as___________
(i) both were old and uneducated.
(ii) both had granddaughters who read to them.
(iii) both had a strong desire to visit Kashi.
(iv) both were determined to learn how to read.
Ans. (iii) both had a strong desire to visit Kashi.
(b) Why did the women at the temple discuss the latest episode of ‘Kashi Yatre’?
(i) to pass their time.
(ii) the writer, Triveni was very popular
(iii) they could relate with the protagonist of ‘Kashi Yatre’.
(iv) women have a habit of discussing stories.
Ans. (iii) they could relate with the protagonist of ‘Kashi Yatre’.
(c) The granddaughter found her grandmother in tears on her return as ______
(i) the grandmother had been unable to read the story ‘Kashi Yatre’ on her own.
(ii) the grandmother had felt lonely.
(iii) the grandmother wanted to accompany her granddaughter.
(iv) she was sad she could not visit Kashi.
Ans. (i) the grandmother had been unable to read the story ‘Kashi Yatre’ on her own.
(d) Why did the grandmother touch her granddaughter’s feet?
(i) She did it as a mark of respect for her teacher.
(ii) It was a custom in their family.
(iii) Girls should be respected.
(iv) She had read the story of ‘Kashi Yatre’ to her.
Ans. (i) She did it as a mark of respect for her teacher.
(e). “Childishly I made fun of the old lady. But she just smiled.” The smile of the grandmother explains that she understood that her granddaughter
(i) was determined to teach her.
(ii) might be too immature to understand her pain.
(iii) would ridicule her later.
(iv) could be contemplating.
Ans. (ii) might be too immature to understand her pain.
(f). “Those days, the transport system was not very good, so we used to get the morning papers only in the afternoon.” What can you infer from this?
(i) The transport system, especially the bus service, was running at loss.
(ii) The transport system, especially the bus service, was not fully functional in rural areas.
(iii) The transport system, had stopped services in villages.
(iv) The transport system failed to introduce the bus service in rural areas.
Ans. (ii) The transport system, especially the bus service, was not fully functional in rural areas.
2. Answer the questions based on the extracts by selecting the correct options.
I. Many times, I rubbed my hands over the pages wishing to understand what was written. But I knew it was not possible. If only I was educated enough …. I waited eagerly for you to return. I felt you would come early and read for me. I could have asked somebody in this village but I was too embarrassed to do so. I felt so very dependent and helpless. We are well-off, but what use is money when I cannot be independent?
i. What made the grandmother feel inadequate?
a. She was unable to read the story.
b. She was unable to stay attentive.
c. She was unable to buy the magazine.
d. She was unable to understand the story.
Ans. a. She was unable to read the story.
ii. Select the relevant option that best supports the context of the given extract:
1. Grandmother was elated to get the magazine
2. Grandmother was embarrassed to ask for help
3. Grandmother eagerly waited for her granddaughter’s arrival
4. Grandmother loved gazing at the pictures from the story
a. only 1 and 2
b. only 2 and 3
c. only 3 and 4
d. only 1 and 4
Ans. b. only 2 and 3
iii. Select the option that tracks the progression of emotions experienced by the grandmother in the given extract.
1. reassured – inquisitive – thankful – uncertain
2. surprised – grateful – perplexed – excited
3. yearning – uncertain – dejected – helpless
4. perplexed – uncertain – panic-stricken – appreciative
Ans. c. yearning – uncertain – dejected – helpless
II. She said, “I am touching the feet of a teacher, not my granddaughter; a teacher who taught me so well, with so much of affection that I can read any novel confidently in such a short period. Now I am independent. It is my duty to respect a teacher. Is it not written in our scriptures that a teacher should be respected, irrespective of the gender and age”? I did return namaskara to her by touching her feet and gave my gift to my first student. She opened it and read the title Kashi Yatre by Triveni and the publisher’s name immediately. I knew, then, that my student had passed with flying colours.
i. Choose the option that lists the most likely response to “…. I am touching the feet of a teacher”.
a. feel shy
b. get anxious
c. feel overwhelmed
d. get upset
Ans. a. feel shy
ii. “A teacher should be respected irrespective of gender and age.” Select the quote that suggests a reason for this sentiment.
a. Educating the mind without educating the heart is no education.
b. A teacher aims to give equal attention to all the students.
c. A teacher elevates the mind and gives energy to the character.
d. Teaching is a profession that teaches all other professions.
Ans. d. Teaching is a profession that teaches all other professions.
iii. Select the sentence that best brings out the meaning of ‘confidently’ as used in the extract.
a. Some of the information was confidently misleading.
b. The report asserts confidently that the world economy will boost from the market collapse.
c. The present memoir is confidently a tribute to his ability and character.
d. The pandemic has confidently brought down the market.
Ans. b. The report asserts confidently that the world economy will boost from the market collapse.
iv. Which of the given option stands closest in meaning to “flying colours”?
a. risky
b. courageous
c. profitable
d. successful
Ans. d. successful
3. Answer the following questions briefly :
(a) Why did the grandmother depend on her granddaughter to know the story?
Ans. The grandmother had not gone to school and had not received her education. Therefore, she was illiterate and did not know how to read the Kannada alphabets. The granddaughter on the other hand, was a school-going girl who knew how to read the Kannada alphabets very well. So, the grandmother would ask her granddaughter to read out the story to her and therefore, she was dependent on her.
(b) Pick out two sentences showing that the grandmother was desperate to know what happened next in the story.
Ans. The two sentences showing that the grandmother was desperate to know what happened next in the story are as follows:
1. Many times, I rubbed my hands over the pages wishing to understand what was written.
2. I even thought of going to the village and asking you to read for me. I could have asked somebody in this village but I was too embarrassed to do so.
(c) Could the grandmother succeed in accomplishing her desire to read? How?
Ans. Yes, the grandmother succeeded in accomplishing her desire to read. She was a wonderful student, who worked hard to learn the Kannada alphabet. She would do an enormous amount of homework. She would read, repeat, write and recite, which was why she could learn the alphabets by heart.
(d) Which of the following traits are relevant to the character of the narrator’s grandmother?
(i) determined (ii) selfish
(iii) emotional (iv) mean
Ans. (i) determined
4. Here are some direct quotations from the story. Identify the speaker and write what each quotation suggests about the speaker. You can use the adjectives given in the box and may also add your own.
| amiable, tender, gentle, sympathetic, understanding, determined, diligent, kind, concerned, systematic, wise, helpful, enthusiastic, selfish, cruel, humble, religious, prudent, grateful, respectful |
Ans.
| Speaker | Quotation | Quality Highlighted | |
| a. | The writer/ the granddaughter | ‘Avva, is everything all right?
Are you O.K.?’ |
concerned |
| b. | The grandmother | ‘At times, I used to regret not
going to school, so I made sure that my children and grandchildren studied well.’ |
prudent |
| c. | The writer/ the granddaughter | ‘Avva, don’t cry. What is the
matter? Can I help you in anyway?’ |
helpful |
| d. | The grandmother | ‘We are well-off, but what use
is money when I cannot be independent.’ |
wise |
| e. | The grandmother | ‘I will keep Saraswati Pooja
day during Dassara as the deadline.’ |
determined |
| f. | The grandmother | ‘For a good cause if you are
determined you can overcome any obstacle.’ |
diligent |
| g. | The grandmother | I am touching the feet of a
teacher, not my granddaughter.’ |
religious |
Class 9 Communicative English How I Taught My Grandmother to Read Question Answers Chapter 1 – Extract Based Question
A. “I could’ve asked somebody in this village but I was too embarrassed to do so. I felt so very much dependent and helpless. We are well off but what use is money when I cannot be independent.”
1. Who is ‘I’ in these lines?
Ans. ‘I’ in these lines is the grandmother.
2. Why did she feel dependent?
Ans. She felt dependent because she was illiterate. She could not read on her own.
3.What does grandmother mean by ‘I could’ve asked somebody’ ?
Ans. The grandmother meant by ‘I could’ve asked somebody’ that she could’ve asked somebody to read the story ‘Kashi Yatre’ to her.
4. Why would she feel embarrassed ?
Ans. She feels embarrassed to reveal her inability to read and write.
5. What is ‘being independent’ according to her ?
Ans. To be independent, according to her, is to be self-reliant, not seeking anybody’s help.
B. “We have always touched the feet of God, elders and teachers. We consider that as a mark of respect. It is a great tradition but today the reverse has happened. ”
1.To which traditional Indian custom is the speaker referring to in the above extract?
Ans. The traditional Indian custom referred to is touching the feet of God, elders and teachers.
2. What does the speaker consider as a mark of respect in the context of the story?
Ans. The speaker considers touching the feet of elders as a mark of respect.
3.What is the meaning of ‘reverse’? What reverse had happened on that day?
Ans. Reverse means ‘change something to the opposite’. On that day, grandmother had touched the feet of her granddaughter.
4. What does the term “great tradition” refer to?
Ans. The term “great tradition” refers to the tradition of touching the fret of elders.
5. Why had this reverse happened?
Ans. The “reverse” had happened as the granddaughter had taught her grandmother to read and write.
C. “She nodded but did not reply. I did not understand and forgot about it. In the night after dinner, we were sleeping on the open terrace of the house. It was a summer night and there was a full moon.”
1.Who are ‘she’ and ‘I’ in the above extract?
Ans. ‘She’ and ‘I’ in the above extract are the grandmother and the narrator respectively.
2. What did ‘I’ forget about?
Ans. ‘I’ forgot about the grandmother’s crying and sadness.
3.What do you mean by the word ‘nodded’?
Ans. Moving one’s head in agreement is referred to as ‘nodded’.
4. What was the grandmother upset about ?
Ans. The grandmother was upset because she was not able to read.
5. Why did the grandmother nod but not reply, and what is the setting described in the night after dinner?
Ans. The grandmother’s nod without a reply suggests a silent acknowledgment or agreement. As for the setting after dinner, the scene unfolds on the open terrace of the house on a summer night with a full moon. This setting provides a tranquil and atmospheric backdrop.
D. ‘When I came back to my village, I saw my grandmother in tears. I was surprised, had never seen her cry even in the most difficult situations. What had happened? I was worried.”
1. Why was the grandmother in tears?
Ans. The grandmother was in tears because she realized how helpless and dependent she was because of illiteracy.
2. Where had the narrator gone?
Ans. The narrator had gone for a wedding to the neighboring village.
3. Why was the grandmother so depressed?
Ans. The grandmother was depressed because of her inability to read Triveni’s story by herself.
4. What kinds of emotion were expressed in this extract? What is the word/phrase used to describe sadness?
Ans. Emotions such as Sadness, surprise/shock, anxiety were expressed in the extract. The phrase ‘in tears’ and the word ‘cry’ describes sadness.
5. What does the last line of the extract tell you about the grandmother’s character?
Ans. The last line tells us that the grandmother was very strong, resilient and tough in usual situations therefore, her distressing state shocked the narrator.
Class 9 Communicative English How I Taught My Grandmother to Read Short Question Answers
Q1. Who is the author of “How I Taught My Grandmother to Read”?
Ans. Sudha Murthy is the author of “How I Taught My Grandmother to Read.”
Q2. Why did Sudha Murthy decide to teach her grandmother to read?
Ans. Sudha Murthy wanted to share the joy of reading and empower her illiterate grandmother through education.
Q3. How does Sudha Murthy describe her grandmother’s initial reaction to learning to read?
Ans. Sudha Murthy’s grandmother was initially hesitant and fearful about the prospect of learning to read.
Q4. What challenges did Sudha Murthy face while teaching her grandmother?
Ans. Sudha Murthy faced challenges such as her grandmother’s initial resistance and the difficulty of finding suitable reading materials.
Q5. How did Sudha Murthy’s determination impact the teaching process?
Ans. Sudha Murthy’s determination helped her overcome obstacles and persist in teaching her grandmother, showcasing her commitment to the cause.
Q6. What was Sudha Murthy’s grandmother’s attitude towards learning at the beginning?
Ans. Initially, Sudha Murthy’s grandmother was reluctant and unsure about the idea of learning to read.
Q7. The grandmother touched the feet of her granddaughter. How did she justify this gesture of hers?
Ans. The grandmother justified touching her granddaughter’s feet by considering her a teacher who imparted knowledge with affection. She believed that teachers, regardless of age and gender, deserve respect, aligning with the tradition of touching feet as a sign of reverence.
Q8. Avva or the narrator’s grandmother was a wonderful student. Justify with the help of the story.
Ans. Avva showcased her excellence as a student by setting and achieving goals, adhering to deadlines, and enthusiastically engaging in reading, repetition, and recitation. Her commitment and hard work demonstrated her effectiveness as a learner.
Q9. The grandmother in the story “How I Taught My Grandmother to Read” was a very determined woman, yet at the same time very emotional. Justify.
Ans. The grandmother’s determination was evident in her self-imposed deadline and hard work to learn. Simultaneously, her emotional side surfaced as she identified with the novel’s characters and expressed gratitude by touching her granddaughter’s feet.
Q10. How did the newspapers and magazines reach villages in the days of ‘Kashi Yatre’?
Ans. In the village during ‘Kashi Yatre’ days, newspapers arrived in the afternoon, and weekly magazines reached a day late by bus. Villagers eagerly awaited the bus for the delayed delivery of the magazines due to the inefficient transport system.
Q11. Why did it become necessary for the little granddaughter to read out the story to her grandmother?
Ans. The illiterate grandmother developed a keen interest in the serial novel ‘Kashi Yatre,’ prompting her granddaughter to read it aloud. Her lack of literacy made it necessary for the granddaughter to share the story with her.
Q12. Describe the manner in which the grandmother would listen to the story?
Ans. The grandmother listened to the story with intense concentration, relating to the characters. She immersed herself to the extent of forgetting other tasks, later demonstrating an impressive ability to recall and repeat the entire text verbatim.
Q13. Why did the grandmother think of learning to read and write at the age of sixty-two?
Ans. Grandmother envisioned the benefits of education for independence, realizing that literacy could alleviate her sense of helplessness. Her positive outlook and the desire to lead a more comfortable life inspired her to start learning.
Q14. Why did the narrator stay longer in a neighboring village, and what did she see when she came back to the village?
Ans. The narrator extended her stay due to a wedding in a neighboring village. Upon returning, she found her grandmother in tears, expressing a sense of dependence and embarrassment about her lack of education.
Q15. Why was the grandmother in tears?
Ans. – Grandma cried due to her feelings of dependence and embarrassment about being uneducated. She lamented the societal disregard for girls’ education during her time and regretted not going to school.
Q16. Describe the novel “Kashi Yatre” by Triveni. Why did the narrator identify herself with the novel?
Ans. “Kashi Yatre” narrates the tale of an elderly woman’s longing for Kashi and her selfless sacrifice for a young girl’s wedding. The grandmother identified with the protagonist, as she too had never been to Kashi.
Q17. How had the narrator planned to surprise her grandmother? How was she herself surprised?
Ans. The narrator planned to surprise her grandmother with the novel “Kashi Yatre.” However, she was surprised when her grandmother, in turn, gifted her frock material and touched her feet, expressing unexpected gratitude.
Q18. What message does the story “How I Taught My Grandmother to Read” convey?
Ans. The story emphasizes that learning knows no age limits, advocating the transformative power of education with determination. Additionally, it underscores the importance of respecting teachers, regardless of age or gender.
Q19. Why was there a significant discussion among the elderly women of the village?
Ans. The elderly women engaged in lively debates at the temple after each development in ‘Kashi Yatre.’ They believed the events mirrored their own lives, leading to diverse interpretations and sparking intense discussions.
Q20. What was the nature of the debate in the temple courtyard, and why did the narrator struggle to comprehend its significance?
Ans. The women passionately debated the characters’ fate, actions, and societal changes depicted in ‘Kashi Yatre.’ The narrator, being just twelve years old, found it challenging to grasp the nuanced reasons and outcomes of the discussions, except for the understanding that the women were dissecting the life of the novel’s central character.
Class 9 Communicative English How I Taught My Grandmother to Read Long Answer Questions Chapter 1
Q1. “But I know it was not possible. If only I was educated enough…..” Describe the circumstances that made the grandmother realize the importance of education.
Ans. In her youth, the grandmother, like many girls of her time, was denied the opportunity of formal education, as it wasn’t deemed essential for girls. However, the realization of the significance of education dawned on her during a poignant moment. When her granddaughter shared “Kashi Yatre,” a story that had been published as a magazine serial, the grandmother deeply connected with the protagonist. Regular reading sessions with her granddaughter became a cherished routine. Yet, when her granddaughter was absent, unable to read the story herself, the grandmother felt a void in her life. This experience served as a poignant awakening, leading her to acknowledge the profound impact and importance of education.
Q2. How did Sudha Murthy adapt her teaching methods to suit her grandmother’s learning pace?
Ans. Sudha Murthy exhibited remarkable adaptability in her teaching approach. Recognizing her grandmother’s unique learning pace, she patiently tailored lessons. Utilizing repetition, practical examples, and a supportive atmosphere, Sudha Murthy ensured comprehension and instilled confidence in her grandmother’s ability to learn.
Q3. Explain the role of determination in Sudha Murthy’s grandmother’s journey to literacy.
Ans. Determination played a pivotal role in the grandmother’s literacy journey. She set a deadline, adhered to it diligently, and persevere through challenges. Her unwavering determination fueled consistent effort and focus, turning her initial hesitations into a resolute commitment to mastering reading. This determination became the driving force behind her successful learning journey.
Q4. How did Sudha Murthy bridge the generational gap in her approach to teaching her grandmother?
Ans. Sudha Murthy bridged the generational gap by incorporating elements from her grandmother’s world into the teaching process. In the captivating story “How I Taught My Grandmother to Read,” Sudha Murthy uses a thoughtful approach to bridge the gap between different generations. She is patient and understanding, realizing that her grandmother’s way of learning comes from a different time. Sudha Murthy’s teaching style reflects a deep empathy that is felt throughout her storytelling, creating an environment where learning can happen effectively.
A crucial aspect of Sudha Murthy’s approach is her respect for her grandmother’s cultural background. She cleverly includes traditional elements in her teaching, showing sensitivity to her grandmother’s culture. This not only helps in teaching literacy but also preserves and honors her grandmother’s heritage. By connecting the lessons to familiar aspects of her grandmother’s life, Sudha Murthy makes the learning experience meaningful and relatable.Through stories and anecdotes, she creates a connection that goes beyond the boundaries of generations. Sudha Murthy finds a delicate balance between holding onto tradition and being open to change. This blend harmoniously bridges the gap between generations, making the journey of learning a shared and enriching experience for both Sudha Murthy and her grandmother.
Q5. Analyze the emotional impact of literacy on Sudha Murthy’s grandmother.
Ans. Literacy had a profound emotional impact on Sudha Murthy’s grandmother. In the chapter “How I Taught My Grandmother to Read,” Sudha Murthy likely paints a vivid emotional landscape centered around the transformative power of literacy. As she undertakes the role of an educator for her grandmother, the emotional impact on her grandmother becomes palpable. The process of learning to read is not merely an acquisition of a skill but a journey that fosters a deep sense of accomplishment. The act of teaching becomes a conduit for generational bonding, creating a shared experience that strengthens their connection. This chapter likely encapsulates a blend of emotions—joy, nostalgia, and perhaps even a touch of humor—as literacy brings not just a practical skill but a transformation in the emotional fabric of the family. Sudha Murthy’s narrative may resonate with themes of respect, gratitude, and cultural significance, portraying literacy as a gateway to emotional enrichment and familial understanding.
Q6. Discuss the broader societal implications of Sudha Murthy teaching her grandmother to read.
Ans. Sudha Murthy’s endeavor to teach her grandmother to read extends beyond a personal act of familial kindness, carrying profound implications for broader society. This initiative challenges entrenched stereotypes, particularly those related to gender and age, by breaking the conventional mold that confines learning to the young. By empowering an older woman through education, it disrupts societal norms that historically marginalized the learning opportunities for elderly individuals, especially women. Sudha Murthy’s actions emphasize the lifelong nature of learning, advocating for intellectual growth at any age and rejecting the notion that education has a predetermined expiration date. Moreover, the narrative highlights the pivotal role of teachers, transcending familial roles and showcasing the respect that should be accorded to educators, regardless of age or familial ties. Ultimately, Sudha Murthy teaching her grandmother becomes a symbolic gesture fostering positive societal change by challenging age-old norms and advocating for inclusive education.
Q7. Explain the symbolism of the grandmother touching Sudha Murthy’s feet in the context of their relationship.
Ans. The grandmother touching Sudha Murthy’s feet symbolized a powerful transformation in their relationship, transcending traditional generational roles. Sudha Murthy, usually considered the younger in the relationship, became a symbol of wisdom and guidance, prompting the grandmother to express her reverence through this traditional gesture. In Indian culture, touching someone’s feet is a profound sign of respect, often reserved for elders, gurus, or revered figures. In this context, it signified the grandmother acknowledging Sudha Murthy as a source of knowledge and inspiration.
The act carried a deeper meaning, suggesting that the exchange of wisdom and experiences had created a unique connection between them. Sudha Murthy’s role as a storyteller and the grandmother’s receptivity to these stories transformed their dynamic into a beautiful interplay of learning and teaching. It showcased the universality of learning, where age and societal norms became secondary to the shared understanding and appreciation of wisdom.
Q8. Elaborate on the role of literature, specifically the novel “Kashi Yatre,” as a catalyst for personal growth in the grandmother’s life.
Ans. “Kashi Yatre” played a transformative role in Sudha Murthy’s grandmother’s life, serving as a catalyst for personal growth and empowerment. The novel went beyond being a mere literary work; it became a mirror reflecting the grandmother’s unfulfilled aspirations and untapped potential. The characters and narratives resonated with her own struggles and dreams, creating a profound emotional connection. This connection became the driving force behind her decision to pursue education, breaking societal norms and challenging traditional expectations.
The novel acted as a beacon, inspiring the grandmother to embark on a journey of self-discovery and literacy. Through its pages, she found the courage to break free from the constraints of her circumstances, embracing the possibility of intellectual empowerment. “Kashi Yatre” became a transformative force, unlocking doors to education that had long been closed for the grandmother.
Q9. Assess the impact of Sudha Murthy’s teaching on the broader community’s perception of education.
Ans. Sudha Murthy’s teaching not only impacted her grandmother personally but also left an indelible mark on the broader community’s perception of education. By challenging societal norms and showcasing the transformative power of learning at any age, Sudha Murthy became a beacon of inspiration. The community witnessed the remarkable change in Sudha Murthy’s grandmother, breaking down age-related barriers and stereotypes surrounding education. This firsthand experience of positive transformation served as a powerful testament to the enduring value of learning, fostering a more inclusive and open-minded view within the community. Sudha Murthy’s teaching became a catalyst for changing perceptions, emphasizing that education is a lifelong journey with the potential to bring about positive change regardless of one’s age or background.
Q10. Explore the theme of empowerment through education as depicted in “How I Taught My Grandmother to Read.”
Ans. In “How I Taught My Grandmother to Read,” the theme of empowerment through education is beautifully portrayed as Sudha Murthy’s grandmother undergoes a life-altering transformation. Illiteracy, initially a confining factor, gives way to the liberating power of literacy. As the grandmother learns to read, a newfound confidence and independence blossom within her. Education becomes a key catalyst for personal empowerment, breaking the shackles of societal constraints and offering a pathway to self-discovery. Sudha Murthy’s narrative champions the idea that education is not only about acquiring knowledge but also about unlocking one’s potential and breaking free from limitations. The story underscores the transformative and uplifting impact of education, illustrating how the pursuit of knowledge can empower individuals and elevate the human spirit.
Q 11. The granddaughter proves to be a catalyst in the grandmother’s pursuit of knowledge. Discuss.
Ans. The granddaughter played a pivotal role in catalyzing the grandmother’s quest for knowledge. She dedicatedly read the weekly episodes of ‘Kashi Yatre’ to her grandmother, setting the stage for literacy. Taking up the challenge of teaching Kannada alphabets, she provided unwavering support. The grandmother, inspired by the novel’s protagonist, worked diligently to meet her self-imposed Dussehra deadline. The granddaughter’s encouragement and assistance were instrumental in the grandmother’s successful journey towards reading independence.
Q12. Why does the grandmother identify with the protagonist of ‘Kashi Yatre’? What does this tell you about her character?
Ans. ‘Kashi Yatre’ narrates the challenges faced by an elderly woman with a fervent wish to visit Kashi or Varanasi. Unfortunately, she couldn’t fulfill this dream as she utilized the savings meant for the pilgrimage to assist a destitute orphan in getting married. In Hindu beliefs, pilgrimage to Kashi and offering worship to Lord Vishweshwara is considered the ultimate act of virtue (‘punya’). Despite harboring a desire to visit Kashi, the grandmother found contentment in her role of cooking and nurturing her grandchildren. This shared sentiment establishes her identification with the protagonist of ‘Kashi Yatre.’ It underscores her religious nature and displays her affectionate and loving character.
Q13.Give a character-sketch of the grandmother as depicted in the lesson, ‘‘How I Taught My Grandmother To Read.’’
Ans. The grandmother stands as the focal point of the entire narrative, a pivotal force around which the story revolves. A woman of sixty-two, adorned with gray hair and wrinkles, her existence is dedicated to mundane kitchen chores and the well-being of her family. Triveni, the renowned Kannada writer, emerges as the sole source of color in her otherwise routine life. The novel ‘Kashi Yatre’ ignites deep yearnings within her, kindling a desire for a pilgrimage to Kashi, a revered act for Hindus. The protagonist’s tribulations resonate profoundly within the grandmother’s heart, fostering a connection with the main character’s suffering.
Beyond her religious inclinations, the grandmother devoutly worships Lord Vishweshwara and engages in rituals. She epitomizes commitment, courage, and an indomitable spirit, evident in her determination to master the Kannada alphabet at the age of sixty-two. Fiercely independent, she loathes the feeling of helplessness and desperation. Refraining from seeking assistance in the entire village, she diagnoses her weaknesses and promptly decides to learn the Kannada alphabet. Her desperation, manifested in her hand rubbing over pictures and words, poignantly expresses her intense desire for knowledge. The grandmother not only emerges as an exemplary and diligent student but also imparts wisdom through the belief that one is never too old to learn, emphasizing the revered status of a teacher regardless of age.
Q14. As a grandmother in the story ‘How I Taught My Grandmother to Read’ write a short diary entry on your transformation.
Ans. Dear Diary,
Today has unfolded as a chapter of metamorphosis in my life. My granddaughter introduced me to “Kashi Yatre,” a literary world that had been distant from me due to the absence of formal education in my younger days. As she read aloud, I sensed a profound shift within me—a thirst for knowledge and a longing for the stories I could now comprehend. In her absence, the quiet in the room echoed the void left by the unspoken words of the story.
This day revealed a newfound appreciation for education, a key to unlocking worlds previously inaccessible. The written word, once a mystery, is now a source of liberation. My granddaughter’s patient teachings have unraveled the magic of letters, and I embark on a journey of learning, embracing the transformative power of literacy. Today, I realized that it’s never too late to embrace the joy of education.
With gratitude,
[Grandmother’s Name]
Q15.Imagine you are the grandmother. In about 150 words, write a letter to share your thoughts, feelings, ambitions, and resolutions as a neo-literate.
Ans. My Dearest Krishna,
As I pen down these words, I find myself on a new and exhilarating journey—the journey of a neo-literate. The gift you bestowed upon me, “Kashi Yatre,” unfolded worlds of wonder, and with each turned page, I sensed a profound awakening within. The magic of literacy has opened doors to realms I never dared to dream.
Feelings of gratitude and joy intertwine as I embark on this educational expedition. My ambitions, once limited by the confines of illiteracy, now soar boundlessly. I yearn to explore literature, absorb knowledge, and perhaps even share my own stories someday. My heart swells with resolutions—to devour every book within my reach, to relish the power of words, and to bridge the generational gap through shared tales.
As a neo-literate, I pledge to cherish this newfound treasure, valuing education as a lifelong companion. Thank you, my dearest, for being my guiding light on this enchanting path.
With love,
[Grandmother’s Name]
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