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1.
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The Story of my Life - Chapter Wise short Summary

Chapter 1
Helen’s apprehension before writing her autobiography

Helen felt a kind of hesitation before she set on the task of penning down her autobiography and,
thus, reveal the story of her life. In addition, the task itself was a difficult one for Helen: looking
back, she could hardly distinguish between the facts and the fancies across the years.
Furthermore, in the process of learning new things, she had forgotten many important incidents
and experiences of her childhood.

Birth of Helen

Helen Adams Keller was born on a plantation called Ivy Green in Tuscumbia, Alabama, on June
27, 1880. She was the eldest daughter of Captain Arthur H. Keller, a former officer of the
Confederate Army, and Kate Adams. Helen was named after her grandmother, Helen Everett.
Even as an infant, she showed signs of eagerness and independence. By the age of six months,
Helen attracted everyone’s attention piping out words like “How d’ye” and “tea”.

Helen suffers an illness that leaves her deaf and blind

In February, 1882, at the age of nineteen months, Helen fell ill with “an acute congestion of the
stomach and brain”, which could possibly have been scarlet fever or meningitis. This illness left
her deaf and blind. Later on, her spirit was liberated from the “world of silence and darkness” by
her teacher, Anne Sullivan.

Chapter 2
Helen’s initial attempts to communicate

After her sickness, Helen started using “crude signs” to communicate with others. A shake of the
head meant “No” and a nod “Yes”, a pull meant “Come” and a push, “Go”. If she wanted
anything, she would imitate the relevant action. Her mother encouraged her by involving her in
the household activities. This made Helen more observant of the actions performed by the
people around her.

Observing herself as different from others

Helen started to observe that unlike her, other people did not use signs for communication but
talked with their mouths. She realized that she was different from others. She attempted to copy
them but in vain. At times, she released her frustration on her nurse, Elisa, by kicking and
screaming at her until she felt exhausted. She regretted her misbehavior but did not try to change
it.

Companionship with Martha Washington and Belle

Martha Washington was a little coloured girl who understood Helen’s signs. She was the cook’s
daughter. Martha submissively obeyed Helen, who in turn enjoyed domineering over her. Both
the girls spent a lot of time in the kitchen, kneading dough balls, grinding coffee, quarrelling over
the cake bowl.

Helen enjoyed feeding the hens and turkeys, and feeling them as they ate from her hands. She
also loved to hunt for guinea-fowl eggs in the long grass. Even though Helen could not
understand Christmas per se, she enjoyed the preparations leading to that occasion.

One July afternoon, when Helen and Martha were bored of cutting paper dolls, they came up
with the idea of cutting each other’s hair. Helen cut Martha’s hair and Martha cut off a curl of
Helen’s. Martha would have cut them all if it weren’t for Helen’s mother’s timely intervention.

Belle was a lazy old dog and a companion of Helen. Despite of her attempts, it was inattentive to
her signs and gestures. As a result, Helen would get frustrated and go looking for Martha.

Helen is saved by the nurse from getting burnt

Once, while drying her wet apron in front of the hearth, Helen ended up going too close to the
fire. Her clothes caught fire. Fortunately, she was saved by the nurse, Viny, who threw a blanket
around her to extinguish the fire. Except for her hands and hair, she was not badly burnt.

Discovering the use of a key: used as a tool for mischief

About that time, Helen found out the use of a key. The mischievous Helen played a prank on her
mother by locking her in the pantry. After Miss Sullivan arrived to teach her, she played the same
prank on her. Helen locked her teacher in her room and refused to reveal the hidden key.
Eventually, her father had to intervene and take Miss Sullivan out of the room through the
window.
When Helen was around five years old, the Keller family moved from the ‘little vine-covered
house’ to a large new one.

The loving relationship between Helen and her father

Helen’s father was loving and indulgent. Helen was fond of the stories her father narrated to her
by forming spellings on her hand. Her father in turn enjoyed Helen’s reiteration of these stories.
Her father’s death in the summer of 1896 was Helen’s “first great sorrow-- [her] first personal
experience with death.”

Helen’s relationship with her baby sister

Initially, Helen viewed her younger sister, Mildred, as an intruder. She felt that her sister got all
the attention from her mother. Helen vented her frustration and showed her affection on her doll,
Nancy. Once Helen overturned Nancy’s cradle in which her sister was sleeping. Fortunately, their
mother’s timely arrival saved Mildred. Later, however, the love between the hearts of the two
sisters prospered despite the fact that neither of them understood the language of the other.

Chapter 3
The need for a better means of communication

Gradually, the few signs that were used by Helen to communicate became inadequate. Failure to
get across her thoughts led to fits of anger and frustration in Helen. She felt miserable. As a
result, it became imperative for her parents to find a teacher or a school for Helen so that she
could learn a better means of communication.

Helen’s mother’s hope was aroused by an account she read in Dickens’s “American Notes”
about the education of Laura Bridgeman, a deaf and blind student, by Dr. Howe. Unfortunately,
his methods had possibly died with him. Besides, it would not be easy to find a teacher who
would come to their distant town in Alabama to teach Helen.

The train journey to Baltimore

Helen was six when her father decided to consult an oculist in Baltimore for the treatment of
Helen’s sight. Helen enjoyed the new experiences during her trip. She was happy to receive a
box of shells from a lady and a doll made out of towels from her aunt during the journey. She
also played with the “punching machine” of the conductor. In fact, she did not experience any fits
of temper during her journey as there were so many things to keep her mind and hands busy.

Exploring the possibilities of Helen’s education at Baltimore

At Baltimore, Dr. Chisholm said that there was nothing he could do about Helen’s sight.
However, he advised Helen’s father to consult Dr. Alexander Graham Bell of Washington, who
would be able to guide them in regards to the education of Helen.

Meeting Dr. Bell was a great experience for Helen. He understood Helen’s signs, which made
her happy. This meeting was the beginning of a long friendship between Dr. Bell and Helen.
Helen later recalled this interview as the foundation of her journey from darkness to light, “from
isolation to friendship, companionship, knowledge and love.”

Dr. Bell advised Mr. Keller to write to Dr. Anagnos, the director of the Perkins Institute in Boston.
Her father wrote to him without any delay and got a reply in positive. Finally, in the March of
1887, Miss Sullivan arrived at the Keller house.
Chapter 4
The most important day of Helen’s life

Miss Anne Mansfield Sullivan arrived at the house of the Keller family on the third of March,
1887. This was the day from which Helen’s life started to transform; the ailing spirit of Helen
could only find solace by the knowledge delivered by Miss Sullivan.

Beginning of the journey of knowledge with Miss Ann Sullivan

Miss Sullivan gave Helen a doll, which was a present from the little blind students of the Perkins
Institute and was dressed by Laura Bridgeman. Miss Sullivan spelled the word ‘D-O-L-L’ on
Helen’s hands. Helen managed to imitate the movements of her fingers even though she was not
aware of the fact that Miss Sullivan was trying to teach her the name of the thing. It took several
weeks for Helen to realize that everything has a name. Miss Sullivan tried to teach the names of
several other objects to Helen, such as “M-U-G” and “W-A-T-E-R”, but Helen was annoyed at the
repeated attempts of her teacher and she broke her doll on the floor.

One day, when they were walking in the garden, Miss Sullivan put Helen’s hand under a spout of
water. As the cool stream gushed over Helen’s hand, Miss Sullivan spelled the word “water” on
the other. Then Helen realized that ‘water’ meant that “cool something that was flowing over [her]
hand”. She experienced the joy of gaining knowledge. When she returned to the house, she was
eager to learn since “every name gave birth to a new thought”.

That day Helen learnt several new words, including “father”, “mother” and “teacher”. This eventful
day left her very happy and excited. She waited eagerly for the upcoming new day.

Chapter 5
Helen could experience new joy as she learned the names of the objects and their uses. This
made her more confident and familiar with the outside world.

Learning lessons in the lap of nature

Helen had many new experiences during her summer trip to the banks of the Tennessee River
with Miss Sullivan. There, sitting on the warm grass, Helen learned lessons from her teacher.
She got to know how birds make their nests; how trees grow with the help of the sun and the
rain; how animals find food for themselves, etc. She became more sensitive to nature and
rejoiced the company of the world about which she was now more informed.

Helen learns that nature is not always kind

One day Miss Sullivan helped Helen to climb up a tree. It was a pleasant sunny afternoon and
they decided to have their luncheon there. Miss Sullivan left to fetch the food, with Helen sitting
on a tree alone. Suddenly the weather became dark and stormy. Helen was terrified and felt
alienated from the world. Helen longed for the return of her teacher and above all to get down
from the tree. Too scared to jump, she “crouched down in the fork of the tree”. Just as she
thought she would fall along with the tree, her teacher rescued her. Helen felt relieved to reach
the ground safely. This experience taught her that nature is not always kind, that nature “wages
open war against her children…”

Rejoicing independence and a new bond with nature

Helen continued to be terrified of climbing a tree for a long time. One day, however, she was
lured to climb a ‘Mimosa tree’ by its beautiful fragrance. She did experience some difficulty in
holding on to the large branches but the pleasure of attempting something new and wonderful
kept her going. Finally, she sat down on a “little seat” and felt like a “fairy sitting on a rose cloud”.

Chapter 6
With the acquisition of words, Helen turns more inquisitive

Gradually, Helen’s knowledge grew in terms of vocabulary and subsequently, her area of inquiry
broadened. She returned to the same subject repeatedly, eager for more and more information.

Challenges in understanding abstract ideas

One day Helen brought a bunch of violets for her teacher. Miss Sullivan put her arm around
Helen to show her affection and spelled into her hand, “I love Helen”. But Helen failed to
understand the meaning as she tried associating it with a thing and not with an emotion or an
abstract idea. She was disappointed by the fact that her teacher could not “show” her what love
meant.

The first conception of an abstract idea

A couple of days later, when Helen was stringing beads of different sizes, her teacher kept on
pointing out mistakes to her. Helen was trying to think about the correct arrangement when Miss
Sullivan touched her forehead and spelled the word “think” on her hand. Helen suddenly realized
that the word is the name of the process going on in her mind. This was Helen’s first conscious
awareness of an abstract idea. Finally, her teacher explained to her that, “you cannot touch love
either; but you feel the sweetness that love pours into everything.”

The tedious process of learning for a deaf and blind child like Helen

Miss Sullivan encouraged Helen to talk to her. She supplied her with several words and idioms
by spelling them on her hand. It was a long and tedious process that continued for several years.
This was because Helen could neither distinguish between the different tonalities of the speaker
nor look at his expressions.

Chapter 7
Learning to read

The next important lesson for Helen was learning how to read. Once Helen had managed to spell
a few words, her teacher gave her slips of cardboard with raised letters printed on them. Helen
promptly learned that each printed word stood for an object, an act, or a quality. She was given
the slips of paper, which represented, for example, “doll”, “is”, “on”, “bed”, and each name was
placed on the relevant object. Her doll was put on the bed with words is, on, bed arranged beside
the doll, thus making a sentence out of it.

From the printed slips Helen moved on to read printed books. Helen enjoyed hunting for the
words she knew in her book “Reading for Beginners”.

Learning lessons out of doors and through illustrations

Miss Sullivan taught Helen with the help of illustrations through beautiful story or a poem. In this
way, she made each difficult lesson easy to learn.

The early lessons were carried out in the sunlit woods. Among other places that Helen often
visited were the garden and the orchard. Helen’s favourite walk was to the Keller’s Landing, an
old wharf on the Tennessee River. There she was also given geography lessons in a playful
manner without any exhaustion or feeling of being taught lessons. Helen built dams with pebbles,
made islands and lakes, and dug river-beds. Miss Sullivan built “raised maps in clay” on a sheet
so that Helen could feel the mountains, ridges and valleys by following her fingers. She illustrated
the division of earth into different zones with the help of illustrative strings and “orange stick”
representations.

Miss Sullivan taught Helen arithmetic, botany and zoology with the same leisurely approach.

Learning in the form of stories that were based on the gifts received by Helen

A collection of fossils was once gifted to Helen by a gentleman. These served as a key to the
“antediluvian world” on which Miss Sullivan narrated dreadful tales about various beasts and
devils with unpronounceable names.

Another time, a beautiful shell was gifted to Helen, and it helped her to learn about the habitat of
the marine animals. She associated the shell building process with the working of the mind. Just
as the Nautilus changes the material it absorbs from water and makes it a part of itself, similarly,
the mind converts the “bits of knowledge” that one gathers into “pearls of thought”.

Lessons of science from life itself

Miss Sullivan picked up illustrations for her lessons from life itself. She taught the growth of a
plant by making observations on a growing lily plant kept on the window. Helen learnt about the
behaviour of animals by feeling the tadpoles in a “glass globe” and monitoring their growth.

Teaching skills of Miss Sullivan

Miss Sullivan was a teacher with great teaching skills: she was sympathetic and loving. She
could seize the right moment for delivering knowledge to Helen, which made learning experience
pleasant. Helen developed such closeness with her teacher that she hardly thought herself
distant from her. She acknowledges her teacher for all the good in her and as a source of
aspiration to gain knowledge

Chapter 8
Preparing for Christmas celebration

Helen eagerly waited for the first Christmas after the arrival of Miss Sullivan. Everyone in the
house was planning surprises for Helen and she, in turn, was preparing surprises for them with
the help of her teacher. Her friends incited her excitement by throwing hints at her with “half
spelled words” and “incomplete sentences” which were both amusements and language lessons
for her. Meanwhile, Miss Sullivan and Helen played the guessing game every evening to help her
learn the use of language.

Christmas Eve

On Christmas Eve, Helen was invited to a school in Tuscumbia. She felt excited in the presence
of a beautiful Christmas tree standing in the centre of the room. She was delighted when asked
to distribute presents among the school children. She received her gifts as well. However, she
was not satisfied with these and wanted those gifts that were being planned by her family and
friends. Later, she waited eagerly for the morning to discover her Christmas presents from Santa
Claus and others.

Helen’s new pet: Tim:

Helen woke up to a large number of gifts. She was most pleased by her teacher’s gift: a canary
bird.
Helen named the little bird as ‘Tim’ and Miss Sullivan taught her to take proper care of it. Tim
was a friendly bird who clenched to Helen’s fingertip and loved to eat candied cherries out of her
hand. Helen grew quite fond of Tim, until one fateful day when a cat ate the bird. That day, she
had forgotten to shut the door of the cage and as she was returning with water for the bird’s bath,
she felt a pussy cat pass by her. Soon she realized what happened: she would not be able to see
it again.

Chapter 9
The journey to Boston in May, 1888

In May, 1888, Helen travelled to Boston with Miss Sullivan and her mother. This journey was
different from the previous journey to Baltimore as she was no longer a young “restless” child.
Instead, she was now a calm child sitting beside her teacher who was informing her about the
views outside the car window: the Tennessee River, cotton fields, hills, woods and so on.

Helen recalls the tragic end of Nancy, her doll

After their arrival at Boston, Helen’s doll Nancy underwent a sad experience. During the journey,
the doll became dirty and hence, the laundress at the Perkins Institution gave her a bath.
Consequently, the doll turned into a “formless heap of cotton” and could only be recognized by
Helen by her “two bead eyes”.

Helen’s friendly arrival at the Perkins Institution for the Blind

Helen could befriend the blind children at the Perkins Institute quite easily. She was delighted to
be able to communicate with the blind children in her own language. Besides, she was happy to
be at the same institute where Laura Bridgeman had been taught. She envied the blind children
only in one aspect: their ability to hear. Eventually, Helen felt contended and happy in their
company and forgot all her pain.

Helen’s first history lesson at Bunker Hill

While Helen was at Boston, she visited the Bunker Hill. There she had her first history lesson.
She was thrilled to imagine that she was standing at the high stairway which was once used by
the soldiers to shoot their enemies.

Helen’s maiden ocean voyage: trip to ‘Plymouth’:

The next day, they went to Plymouth by water. It was Helen’s first trip on the ocean and first
voyage on a steamboat. On reaching their destination, she felt the curves and cuts of the
Plymouth Rock and the “1620” engraved on it. A gentleman at the Pilgrim Hall museum gave her
a small model of the rock. She was familiar with the wonderful stories about the Pilgrims that
visited that rock. She could idealize them for their bravery and zeal to acquire home in an
unknown territory. Later on, she was disappointed to know about their shameful acts of
persecuting minority groups like the ‘Quakers’.

Close companionship with Mr. William Endicott and his daughter

Among her close friends at Boston were Mr. William Endicott and his daughter. She was
delighted by their stroll through their rose-garden of their house at Beverly Farms. Their dogs,
Leo and Fritz, were quite friendly with Helen and the horse, Nimrod, poked his nose in her hand
to get a pat.

She also enjoyed playing in the sand near the sea. Mr. Endicott told her about great Europe-
bound ships that sailed by from Boston. Helen recounts her whole experience at Boston as full of
pleasure and denotes the city in one phrase as “The City of Kind Hearts”.
Chapter 10
The vacation at Brewster with Mrs. Hopkins

When the Perkins institute closed for the summer, Helen and her teacher went to Brewster, on
Cape Cod, to spend the vacation with a dear friend, Mrs. Hopkins. Helen had read about the sea
in her book Our Worldand was excited to visit it.

Helen’s first encounter with the sea

Once at the sea shore, she hurriedly plunged into the water. She was enjoying the water, when
suddenly her foot struck a rock. Her “ecstasy” changed into fear as she started drowning. She
struggled for a while and finally, the waves threw her back on the shore and she was supported
by the embrace of her teacher. After she recovered from the panic, she innocently asked her
teacher, “Who put salt in water?”

After she had recovered from the incident, Helen enjoyed sitting on a big rock and feeling the
dashing of waves against the rock, sending up a shower of spray. She noticed the movement of
the waves and their affect on the pebbles and the beach.

The horseshoe crab

Miss Sullivan drew Helen’s attention to a sea organism---the horseshoe crab. Helen was so
fascinated by it that she carried the heavy crab all the way to their house. On reaching their
home, she carefully placed it in a trough of water. But to her surprise, it disappeared the next
morning. Helen slowly but surely realized her mistake of separating the crab from his habitat and
felt happy thinking that it had possibly safely travelled to its home.

Chapter 11
Spending a leisurely autumn at the Fern Quarry

Helen returned to her Southern home in autumn. She felt happy and content with her
experiences in the north. She spent her autumn months with her family at their summer cottage,
Fern Quarry. The cottage was like a “rough camp” situated on top of a mountain, near a
limestone quarry. Helen spent her time in a leisurely manner at the cottage.

Many visitors came to Fern Quarry. In the evening, men played cards and talked about their
hunting experiences. She woke up in the morning with the sound of rattling guns and the smell of
coffee. All the men went off to hunt after bidding each other good luck for the season.

Later in the morning, barbecue was prepared. The “savoury odour” of meat made her hungry
even before the tables were set. Afterward, the hunting party also joined the feast of veal and
roast pig, following their discussion on their hunting events during the day.

Helen had a pony and she named it Black Beauty, having just completed the book. Sometimes,
accompanied by her teacher, she rode the pony. At times, Miss Sullivan would release the rein
and the pony would stop at his will to eat leaves from trees. On other days, they would go for
walks in the woods and return home with armful of laurels, ferns and other beautiful flowers.
Sometimes, she would go on similar trips with her sister and cousins.

Adventure with the train at the rail road

At the foot of the mountain there was a railroad and about a mile distant was a trestle spanning a
deep gorge. Helen had never actually been there until one day when she, along with her sister
and Miss Sullivan, got lost in the woods. They came across the trestle, which was a short cut to
their home. Since they were lost, they decided to take this way in spite of the dangers: the ties
were wide apart and quite narrow. Feeling the rails with the toes, Helen moved on the trestle
cautiously but without fear. Suddenly, train was heard coming in from the other side. They had to
climb quickly down upon the crossbraces while the train passed by. With some difficulty, they
regained the track. When, ultimately, they reached back home, it had grown quite dark and all
the family members were out looking for them.

Chapter 12
Chilly winter at a New England Village

After her first visit to Boston, Helen continued to visit the north every winter. Once Helen went on
a visit to a New England village. This village had frozen lakes and vast snow fields. It was here
that Helen got to experience the snow. She explored the snow-covered hills and fields that were
devoid of any life, the empty nests and the bare trees.

One day, the advent of a snowstorm made Helen rush out-of-doors to enjoy the first few
descending snowflakes. Gradually, the whole area was covered by snow and the morning
became dark. In the evening, there was a snowstorm. Helen and her teacher spent their time
sitting around the fire and narrating stories. At night, they could hear the terrifying noise of the
wind on the trees around the house and the creaking and breaking sounds of the rafters. On the
third day, the storm was over and sunlight peeped out from the clouds. It scattered to the
different places making everything shine and glow. The trees were standing still as if statues of
“white marble”. The roads and paths were all covered with snow. Helen could scarcely feel the
earth below her feet.

The favorite amusement during winters: tobogganing

Helen’s favorite pastime during the winters was tobogganing. Helen enjoyed plunging through
the drifts, leaping hollows, drifting and swooping down upon the lake while riding on a toboggan.

Chapter 13
Helen’s urge to speak

With the loss of the ability to hear, Helen’s speech had died down. However, from a young age,
she had an impulse to speak. She tried to feel the noise that she made by keeping one hand on
her throat and the other on her lips, feeling their movements. She produced sounds not to speak
but for the exercise of her vocal chords. There was a feeling of lack in Helen which needed to be
fulfilled. She was not satisfied with the means of communication she used and desperately
wanted to learn to speak.

In 1890, Mrs. Lamson, one of the teachers at the Perkins Institutions, told Helen about a deaf
and blind girl, Ragnhild Kaata who had been taught to speak. Helen resolved that she will also
learn to speak and Mrs. Lamson took her for advice and assistance to Miss Sarah Fuller, the
principal of Horace Mann School.

Speaking lessons from Miss Sarah Fuller

Miss Sarah Fuller was a “sweet-natured lady” who started tutoring Helen on the 26th of March,
1890. Miss Fuller passed Helen’s hand lightly over her face to make her feel her tongue and lips
when she made a sound. Within the first hour itself, Helen learnt six elements of speech: M, P, A,
S, T, I. “It is warm” is the first complete sentence that Helen managed to utter. In total, eleven
lessons were given to her by Miss Fuller. The syllables were broken but, nevertheless, human.
She was eager to share her happiness with her family and to see the joy on their faces. Miss
Fuller taught her the elements of the speech but she was to continue practicing herself with Miss
Sullivan’s help.

Helen learns to speak with Miss Sullivan’s assistance

Miss Sullivan dragged Helen’s attention to the “mispronounced words”. Helen had to depend on
the vibrations felt by her fingers, the movement of the mouth and expressions of the face.
Discouragement wearied her efforts initially but as soon as she thought of the joy of her family,
she felt optimistic. Helen gave up the manual alphabet method to develop her speech even
though Miss Sullivan and her friends continued to use it to communicate with her.

The final moment of joy: Helen’s speech

Finally, the happiest moment arrived. Helen had developed speech and was eager to return
home. As she reached the station and her family heard her speak, they were overjoyed. Her
mother was speechless with delight and hugged her tightly; Mildred danced in joy clasped her
hand and kissed her; and her father expressed his pride and affection by a “big silence”.

Chapter 14
Helen’s first attempt to write a composition on her own

During her stay at the Fern Quarry, Miss Sullivan described to her the beauty of the “late foliage”
plants. This apparently revived in Helen the memory of a story that had been read to her in the
past. The story had been unconsciously retained in her mind but she thought that she was
making up the story herself. She eagerly jotted down her ideas before they would slip away from
her mind. The words and images smoothly flowed from her mind and she felt the joy of
composing a story. The story was called “The Frost king”. She did not realize that the words and
images coming to her mind without effort were not her own. For her, the boundary line between
her own ideas and those she gathered from the books were blurred because most of the
impressions came to her mind through the “medium of others’ eyes or ears”.

“The Frost King” appreciated by family and friends

After completing the story, she read it to everyone at dinner. Despite some pronunciation errors,
she managed to impress everyone with her story. However, someone did ask her if she had read
the story in a book. Helen did not have the faintest recollection of the story been read to her and
so she denied it saying that it was her story and she had written it for Mr. Anagnos. Mr. Anagnos
was delighted with her story and published it in one of the Perkins Institution reports.

Helen’s happiness gets crushed in Boston

During her short stay in Boston, Helen was astonished to discover that her story “The Frost King”
was similar to “The Frost Fairies” written by Miss Margaret T. Canby. This story had appeared in
the book, “Birdie and His Friends”, which was published even before Helen's birth. The fact that
the language of the two stories was alike confirmed that Miss Canby’s story had been read to her
and that hers was “a plagiarism”. Her joy changed into grief.

Mr. Anagnos felt deceived. He believed that Helen and Miss Sullivan had deliberately stolen the
thoughts of a great writer to win his appreciation.

Helen at the court of investigation

Helen was brought before a court of investigation where she was examined and cross-examined
by the teachers and officers of the Perkins Institution. The investigators seemed to force Helen to
acknowledge that she remembered “The Frost Fairies” being read to her. Helen felt heavy at her
heart because of the doubts and suspicions from her loved ones. She could respond to them
only in monosyllables. Her consciousness could not be unburdened by the realization that she
had only committed a ‘dreadful’ mistake. At last she was allowed to leave the room. Her friends
and family assured her that she was a brave girl and that they were proud of her. That night,
Helen wept pitiably, suffering for her mistake.

The problem in the composition of “The Frost King” acknowledged

Miss Sullivan had never heard “The Frost Fairies”, let alone read it to Helen. So, with the
assistance of Dr. Alexander Graham Bell, she investigated the matter. At last, it was found out
that Miss Canby’s story had been narrated to Helen by Mrs. Sophia Hopkins when she had spent
a summer with her at Brewster. Even though Helen did not recall hearing the story, it sustained in
her memory.

During this distressing time, Helen received a lot of messages of love and sympathy from her
loved ones. She also received a kind note from Miss Canby herself, encouraging her to write
something of her own in future that might help others. This was comforting to Helen but she was
afraid of “playing with words” again for a long time fearing that she would repeat her mistake
again. Miss Sullivan’s encouragement, however, helped her to continue writing in future.

Helen’s early compositions

Helen recognized herself as a part of the process of learning by “assimilation” and “imitation” to
put ideas into words. Her early compositions are mainly assimilation of the descriptions from
various forgotten sources. Helen gives an example of the composition she wrote for Mr. Anagnos
about the beauty of the Greek and Italian old cities. Mr. Anagnos appreciated the ‘poetical
essence’ in her ideas. Helen was happy that even though the works resembled a “crazy
patchwork” comprising of her own thoughts and others’, they proved her ability to express of her
admiration for beautiful objects in clear and “animated” language.

Effects of “The Frost King” incident in the later life of Helen

The good part of the tragic experience of “The Frost King” was that Helen started thinking about
the problems of composition.

After the publication of “The Story of My Life” in the “Ladies’ Home Journal”, Mr. Anagnos, in a
letter to Macy, stated his views supporting Helen in the matter of the “Frost King”. He also stated
that he had cast his vote in favour of Helen in the court of investigation.

Helen remarks the “Frost King” incident as an important one for her education and, therefore, has
included it in the chapter without an attempt to defend herself or laying the blame on anyone
else.

Posted 7th April 2016 by Crazy Channels

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The Story of My Life by Helen Keller Summary In simple Indian

English language
 mere jeevan -hailain kelar kee kahaanee
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lekhak ke baare mein

helen kelar edam joon 27,1880 par bom tha. vah ek amerikee lekhak, raajaneetik kaaryakarta aur
lekcharar tha. usake pita ka naam aarthar ech kelar tha. unhonne kaha ki ek kaptaan, sanghi sena ke
ek poorv adhikaaree the. usakee maan ket edams kelar tha. kelar parivaar svitjaralaind se janm liya
hai. helen ek beemaaree anubandhit jab vah unnees maheene ka tha. yah pet aur mastishk jo
skaarlet jvar ya dimaagee bukhaar ho sakata tha kee bhaaree bheed thee. vah lambe samay se is
beemaaree se grast nahin tha lekin yah use bahara aur andha chhod diya hai. helen apane parivaar
ke saath sanket ke maadhyam se sanvaad shuroo kar diya. 1886 mein, vah do je jooliyan chhisolm jo
salaah ke lie ek aankh, kaan, naak aur gale ke visheshagy ne aage unhen alaixandar graaham bel jo
us samay badhir bachchon ke saath kaam kar raha tha ke lie bheja tha le jaaya gaya. bel unhen
salaah dee blaind ke lie parkins sansthaan se sampark karen. vahaan pahunchane par skool ke
nideshak unake poorv chhaatr ainee sulivaan jo khud netraheenon gaya tha ke aarop ke tahat helen
daal diya.
ainee sulivaan helen ko padhaane ke lie jaldee se laiamt usake haath jo helen mein vartanee shabd
dvaara sanvaad karane ke lie shuroo kiya. 1894 mein, ve donon nyooyork ke lie le jaaya gaya bahare
aur bahare ke lie horachai maan skool ke lie rait-humason skool mein bhaag lene. 1900 mein, helen
redakliph kolej mein pravesh praapt kee. 24 saal kee umr, 1904 mein, vah ek hee kolej se snaatak
kee upaadhi praapt hai aur pahale bahara andha vyakti kala kee digree ke ek snaatak kamaane ke lie
ban gaya. ainee sulivaan helen ke saath 20 saal ke lie ek saathee ke roop mein ruke the, lekin
shaadee ke baad usake svaasthy mein naakaam rahane ke lie shuroo kar diya aur polee thompasan
ghar rakhane ke lie kirae par liya tha.
polee jo bahara ya netraheen logon ke saath koee anubhav nahin tha skotalaind se ek javaan aurat
thee, lekin vah kelar ke lie ek nirantar saathee ban gaya. ainee 1936 mein mrtyu ho gaee aur helen
polee ke saath kanektikat mein le jaaya gaya. donon duniya bhar mein yaatra kee aur andhe ke lie
dhan uthaaya. polee ek strok ka saamana karana pada aur 1960 mein nidhan ke baad usakee maut
vinee chorbally usake jeevan ke aaraam ke lie kelar ke saathee bane rahe.
kelar ek vishv prasiddh vakta aur lekhak ban gae. vah abhee bhee vikalaang aur kaee any kaaranon
ke saath logon ke lie ek vakeel ke roop mein yaad kiya jaata hai. 1915 mein, vah hki-helen kelar
sansthaagat sangathan hai jo drshti, svaasthy aur poshan mein anusandhaan ke lie samarpit hai kee
sthaapana kee. helen 39 se adhik deshon kee yaatra kee aur jaapaanee kee ek pasandeeda ban
gaya. 1912 mein, vah iww-audyogik vishv ke shramik shaamil ho gae.
helen lekhan ke kaee tukade likha tha. jald se jald phrost raaja (1891) tha. vah prakaashit usakee
jeevanee oto, maee laiph (1903) kee kahaanee, vishv main laiv mein (1980), da daark (1913) aur
mere dharm (1927) se baahar. vah 12 prakaashit pustaken likhee. sitambar 14,1964 ko raashtrapati
lindan bee jonasan usakee svatantrata sanyukt raajy amerika ke sarvochch naagarik sammaan mein
se ek ke raashtrapati padak se sammaanit kiya. vah andha ke lie amerikee phaundeshan ke lie dhan
jutaane ke lie use baad mein jeevan ka bahut samarpit kar diya. helen kanektikat mein apane ghar
mein joon 1,1968 par is duniya ko chhod diya.
usakee jindagee hamesha kaee logon ke lie prerana ka ek srot raha hai. vah kaee philmon aur teevee
dhaaraavaahikon ka vishay ban gaya. vah 1999 mein gailap ke sabase vyaapak roop se prashansa
logon mein soocheebaddh kiya gaya tha aur usakee pratima yoonaited stets raajadhaanee ke
nirmaan par 2009 mein anaavaran kiya gaya tha. usaka jeevan-kahaanee asaamaany ke saath hee
preranaadaayak hai.
tvarit sameeksha
adhyaay 1
helen kelar 27 joon, 1880 ko tuschumbi, uttaree alabaama ke ek chhote se shahar mein paida hua
tha. apane pita ke paksh mein parivaar kaispar kelar, svitjaralaind ke ek deshee, jo mereelaind mein
base se utara. usake daada, chaspar kelar ke bete bhee alabaama mein desh ke bade hisse ka
adhigrahan kiya aur ant mein vahaan base. usakee daadee kelar robart ee lee alekjendar moor kee
betee aur doosare chachere bhaee the. usake pita ka naam aarthar ech kelar tha jo sanghi sena mein
kaptaan the aur usakee maan ket edams jo ke roop mein vah apanee doosaree patnee thee usake
pati ko kaee saal chhota tha.
helen kelar ek chhota sa ghar hai jo ek bade varg kaksh aur ek chhote se ek hai jisamen naukar soya
ke shaamil mein rahate the. dakshin riyaasat ke paas ek chhote se ghar ka nirmaan karane ke lie ke
roop mein ek anulagnak avasar par istemaal kiya ja raha hai aur is tarah ke ek ghar mein grh yuddh
ke baad usake pita dvaara banaaya gaya tha mein ek kastam tha. ket, helen kee maan ko usakee
shaadee ke baad, vah karane ke lie sthaanaantarit kar diya
vo ghar. ghar lataon ke saath kavar kiya gaya tha, gulaab aur honaiysuchklais chadhaee. peele
gulaab aur dakshinee smailaiks, jo thoda porch chhupaaya kee ek skreen tha. yah pakshiyon aur
madhumakkhiyon gunaguna ka pasandeeda adda tha. parivaar kelar riyaasat mein rahate the, ke
roop mein bhee aaivee green naam se jaana jaata hai kyonki ghar, aasapaas ke pedon aur baad
aaivee ke saath kavar kiya gaya. helen usake bachapan ke svarg ke roop mein ghar maana jaata hai.
helen ke jeevan ek saadhaaran not par shuroo hua. bachche, yaani kee bahut naamakaran, helen ek
joradaar ek tha. usake pita mildred kaimpabel ke naam jise vah uchch maana sujhaav diya, lekin
usakee maan kah rahee hai ki vah apanee maan, helen evaret ke baad bulaaya jaega dvaara sabhee
charchaon ko khatm kar den. helen naamakaran ke lie charch ke lie le jaaya gaya lekin raaste mein,
usake pita ka naam kho diya hai. unhonne kaha ki abhee yaad aaya ki yah to vah usaka naam helen
edams diya helen kee daadee ke baad kiya jaana tha.
usake bachapan mein, helen ek utsuk aur aatm par jor dete hue bachcha tha. vah har kisee ko naqal
aur chalane ke saath hee kam umr mein hee baat kar seekha hai. lekin usakee khushee lambe
samay tak nahin kiya tha. pharavaree ke maheene mein ek din, vah beemaar ho gaya. doktaron pet
aur mastishk kee bhaaree bheed ke roop mein yah karaar diya. ve bhee nahin socha tha ki vah nahin
rah jaega. yah ek rahasyamay bukhaar hai jo use achaanak aur rahasyamay tareeke se chhod diya
gaya tha. lekin isake saath-saath usakee aankh drshti liya. har gujarate din ke saath, usakee aankhon
shushk aur garm ho gaya aur maddham ho gaya aur vah sabhee chaaron or chuppee laga. yah
usake lie ek bura sapana tha jab use pata chala ki vah apanee aankhen aur kaan kho diya tha. usake
lie pooree duniya ke andhere aur chup tha.
adhyaay 2
usakee beemaaree ke baad praarambhik maheenon mein, helen ya to apanee maan kee god mein
baithe ya usake kapade se jude hue hain jab vah apane ghar ke kaam karane ke baare mein chala
gaya. vah har vastu ko chhua hai aur is tarah har prastaav manaaya usake baaharee duniya ko
samajhane ke lie saksham karane se. vah saanketik bhaasha ka prayog sanvaad sthaapit karana
shuroo kar diya. usake sir ke ek shek nahin aur ek ishaara haan, ek pul ka matalab aao aur dhakka
go ka matalab hai. usakee maan use bahut madad kee thee aur vah apane gyaan ke saath ujjval aur
achchhe logon mein use lambe samay se andheree raat mein badal gaya. vah hamesha jab ve
mehamaanon tha aur vah unhen karane ke lie usaka haath laharaaya hai jab ve apanee chhuttee le
lee ke lie bheja gaya tha.
lekin kuchh samay ke baad, helen ko saakaar hai ki vah doosaron se alag tha shuroo kar diya. usane
dekha ki saanketik bhaasha any logon dvaara istemaal nahin kiya gaya tha lekin ve apane honth
istemaal kiya baat karane ke lie. vah unake hothon ko chhoone aur usaka phir se istemaal kiya. vah
phark mahasoos kar sakata hai aur kabhee kabhee vah itane gusse mein hai ki vah laat maaree aur
chillaaya jab tak ki vah samaapt ho gaya ho jaaya karata tha.
helen ek sharaaratee ladakee thee. vah use nars ela kik karane ke lie istemaal kiya aur use kuk kee
betee maartha vaashingatan bolabaala hai. byaaj kee use sootron shed jahaan kom sangraheet kiya
gaya tha, jahaan sthir ghodon rakha gaya tha aur gaj kee dooree par hai, jahaan gaayon milkaid the.
ek baar vah apane puraane nars, viny ko aag se bachaaya gaya tha. is raaste mein use mischhiaifs
badhaane par rakha. is samay tak, vah ek chaabee ka upayog pata chala aur teen ghante ke lie
rasoee mein usakee maan band kar diya tha. unakee maan, thaidoor par tez par rakha hai, jabaki vah
kadam par baahar baithe the aur hans rahe the. is naughtiaist sharaarat kabhee helen aur mis sulivan
dvaara kie gae ek shikshak ke roop mein niyukt kiya gaya tha. lekin helen use bhee band kar diya aur
hol mein alamaaree ke tahat kunjee chhipa diya. mis sulivan khidakee ke maadhyam se baahar le
jaaya gaya tha.
helen ke pita sabase pyaara aur apane ghar ke lie samarpit tha. isake alaava vah ek mahaan
shikaaree tha. unhonne mehamaananavaaj kiya ja raha pyaar karata tha aur shaayad hee kabhee ek
atithi laane ke bina ghar aaya tha. unhonne kaha ki unakee vishesh bade bageeche mein tarabooz
aur stroberee uthaaya. usake pita ek kahaanee bataane mein bhee tha aur helen ke haathon mein
anaadeepan se apane chatur upaakhyaanon ke kuchh jaadoo karane ke lie istemaal kiya. lekin
durbhaagy se ek sankshipt beemaaree ke baad unhonne 1896 mein nidhan ho gaya.
helen kee maan helen ke dil ke paas samaan roop se kiya gaya tha. itana to hai ki vah eershya ke
baahar ek ghusapaithie ke roop mein usakee chhotee bahan maana jaata hai. ek baar vah paalane
jisamen usakee chhotee bahan so raha tha bas, kyonki yah nainsee, helan gudiya ke the palat gaee.
vah apanee maan se girane se bachaaya tha. baad mein, un donon achchhe dost ban gae.
adhyaay 3
samay beetane ke saath, helen asahaj aur usakee saanketik bhaasha ke saath aparyaapt mahasoos
ho rahee thee. vah aksar junoon ke visphot karaana pada aur aam taur par aansoo aur shaareerik
thakaavat mein toot gaya. usake maata pita gahara aisee haalat mein use dekhane ke lie dukhee the
aur use sikhaaya ke roop mein ve tuschumbi roop mein jis tarah se jagah se baahar mein rahate the
praapt karane kee sabhee aasha kho diya tha. lekin dikens amerikee nots aasha kee ek kiran laaya.
unakee maan laura bridgman kee kahaanee hai jo bahara aur andha tha abhee tak shikshit kiya gaya
tha ke baare mein padha. lekin do hove, jo is tarah ke tareekon se bachchon ko padhaane ke lie khoj
kee thee mrt kaee saal ho gae the.
yah keval jab helen chhah saal kee umr hai ki ve baalteemor mein ek prakhyaat netr visheshagy hain,
jo is tarah ke kaee maamalon ka ilaaj kiya tha ke baare mein suna pahunch gaya. ve turant use poora
karane ka nirnay liya. ve ek tren pakad liya aur baalteemor par pahunch gaya. do chhrisholaim unhen
krpaya praapt lekin aage vaashingatan ke do alekjendar graaham bel paraamarsh karane ke lie
skoolon aur bahara ya andhe bachchon ke shikshakon ke baare mein aur adhik jaanakaaree praapt
karane ke lie unhen bataaya. ve do bel jo use sanket samajha aur helen ke man par gaharee chhaap
chhod diya mulaakaat kee. unhonne kaha ki helen ke pita shree anagnos, bostan mein parkins
sansthaan ke nideshak ko likhane ke lie use ek shikshak jo helen sikha sakate hain ke baare mein
poochhane kee salaah dee. ve uttar unhen yaad sulivan ke baare mein bata jo nimnalikhit maarch
pahunche praapt kiya.
adhyaay 4
din mis sulivan pahunche helen ke jeevan mein sabase mahatvapoorn din tha. yah maarch 3,1887
tha aur helen ke chaaron or saat saal ka tha. us din, vah mahasoos kar sakata tha ki kuchh
mahatvapoorn hone ke roop mein vahaan ke lie idhar-udhar ghar mein ek bahut kee thee ja raha tha.
phir mis enee sulivan manaifiaild pahunche jo use ek gudiya de dee hai. parkins insteetyooshan mein
bachchon ko yah usake lie bheja tha. jab vah usake saath thodee der khela tha, mis sulivan dheere-
dheere duniya dee-he 1-tee jo helen kee nakal karane kee koshish kee vartanee. baad mein, vah mis
sulivan usakee ek alag tareeke se shabd paanee mein padhaaya jaata hai, pin jaadoo karane ke lie
kap baithana, khada hai, chalana, mag, paanee, aadi seekha hai. vah use ek achchhee tarah se
karane ke lie le liya. vahaan vah ek haath mein shabd paanee kee vartanee aur any par vah apane
haath oopar bah rahee paanee kee thandee dhaara mahasoos kar sakata tha. yah ek ajeeb sa lag
raha tha, lekin yah ek naee aasha, prakaash aur ullaas ke saath use chhod diya. vah khud ko us din
khushee ka bachcha hone laga aur pahalee baar ke lie vah aane ke lie ek nae din ke lie intajaar kar
rahe the.
adhyaay 5
mis sulivan ke aagaman ke aatmavishvaas aur aanand ke saath helan jeevan bhar diya. vah apane
kuchh ya any shikshan par rakha. usake agale adhyaay svabhaav tha. vah tainnaissai nadee ke
kinaare karane ke lie kheton mein le liya hai, prakrti ke baare mein jaanane ke lie. helen duniya mein
rahate the vah aanand le shuroo kar diya. mis sulivan usakee jangal mein saundary lag raha hai,
ghaas, pakshee, phool, vaastav mein lagabhag sab kuchh ke bled banaaya hai. lekin ek toophaanee
din helen ek lag raha hai ki prakrti bhee kroor ho sakata hai de dee hai. vah ek ped kee shaakha par
baitha hua tha aur mis sulivan vahaan keval dopahar ka bhojan karane ke lie prastaav rakha. helen
ke prastaav par sahamati vyakt kee aur mis sulivan apane ghar chala gaya dopahar ka bhojan laane
ke lie. helen akele chhod diya gaya tha. achaanak, helen sooraj kee garmee kam karane aur pedon
kee ek bhayaanak jhatakon ko mahasoos kiya. vah bhayabheet vrddhi huee hai aur usake shikshak
ke aagaman ke lie intazaar. aatank kee bhaavana badhaane par rakha hai aur vah neeche kood
karane ke lie usake man bana liya. achaanak usake shikshak usaka haath pakad liya aur use neeche
mein madad kee. anubhav bahut helen ko hilaakar rakh diya. yah use ek lambe samay ke lie ek aur
ped par chadhane ke lie paryaapt saahas ikattha karane ke lie le liya. lekin ant mein vah chhuee
muee ped jo badee shaakhaon aur kisee na kisee chhaal tha par chadh gae. kee bhaavana kuchh
adbhut hone kiya aur asaamaany helen ke man mein bhar gaya. vah ek gulaabee baadal par ek
paree kee tarah mahasoos kiya aur ped mein bahut khush ghante bitae.
adhyaay 6
kuchh shabd seekhane ke baad, helen unhen kaise upayog karane ke lie seekhane ke lie utsuk tha.
use pata tha ki usakee shabdaavalee aparyaapt tha, lekin ke roop mein vah adhik se adhik shabd
seekha hai, jaanch kee usake kshetr chaudee ho. vah hamesha jyaada kuchh pata karane ke lie
utsuk tha. aisa hee ek shabd pyaar tha, vah is shabd ka arth jaanana chaahata tha. mis sulivan use
choomane, dheere se usake pakade, lekin kisee tarah vah yah samajh mein nahin aaya dvaara
usakee arth sikhaane kee koshish kee. lekin ek din achaanak jab sooraj sankshipt kee baarish ke
baad chamakane, vah prem ka arth laga. mis sulivan ne use bataaya hai ki pyaar mahasoos kiya ja
karane ke lie aur chhua tak nahin hai. isake tatkaal baad use pata chala whaf pyaar hai. usee tarah,
vah usake maathe ko chhoo aur yah vartanee dvaara ek aur saar shabd lagata hai ki mis sulivan
dvaara sikhaaya gaya tha.
ab tak helen baahar kar sakata hai ki ek bahara bachche kee nakal karana ya dohara ke roop mein
vichaaron ke aadaan-pradaan ke lie in bahara karane se inakaar kar rahe dvaara kar sakate hain ek
saadhaaran bachche ke roop mein ek maheene ke bheetar kisee bhee sabak ya ek saal nahin seekh
sakate hain. lekin mis sulivan bhee yahaan usakee madad ke lie aaya tha aur use jahaan tak
sambhav ke roop mein doharaane ke lie kaha tha. yah bahara aur yah karane ke lie ke roop mein ve
na to vakta ke bhaav dekh sakate hain aur na hee ve aavaaj kee ton sun sakate hain andhe ke lie
mushkil hai.
adhyaay 7
helan shiksha ke kshetr mein agale kadam ko padhane ke lie seekh raha tha. is prayojan ke lie,
usake shikshak gatte ka use nikal jaata hai jo un par mudrit patr uthaaya tha aur pratyek mudrit shabd
ek vastu, kaary ya ek gunavatta kee tarah kuchh ke lie khade hue dee. vahaan ek phrem bhee hai
jisamen vah thoda vaakyon mein shabdon kee vyavastha kar sakata tha. helen kee tarah gudiya-is-
on-bistar, mahila-is-mein-alamaaree, aadi shabd usake baad vah shuruaatee ke lie reedar pustak
mein le liya aur use pata tha ki shabd ke lie dekha kee vyavastha shuroo kar diya. is prakaar vah
bhee padhana shuroo kiya. vah koee niyamit sabak tha. usake shikshak use ek kahaanee ya ek
kavita illustrating dvaara padhaaya jaata hai aur vah seekhane vyaakaran, haard rakam, paribhaasha,
aadi par rakha vah kabhee kabhee phoolon ke beech mein hai aur kabhee kabhee baag mein prakrti
kee god mein in sabhee sabak seekha hai. helen ek itmeenaan se dhang se bhoogol, ganit, joolojee
aur botanee-sab seekha. ankaganit helen ke lie ek disintairaisting vishay lag raha tha. vigyaan mein,
vah apane vaastavik roop mein ek sanyantr ke vikaas ke lie sikhaaya gaya tha. ke roop mein vah
unhen jeevan se hee seekha hai vah use sabak ka aanand liya. lekin yah sab usake shikshak jo use
is tarah hai ki usake chaaron or sab kuchh prem, aanand kee saans lee aur arth se bhara hua tha
mein adhyaapan kiya gaya tha kee vajah se tha. ke roop mein vah apane jeevan par kaaphee
prabhaav tha helen usake shikshak kee kampanee mein khush tha.
adhyaay 8
helen mis sulivan ke visheshagy maargadarshan mein seekhane jab tak krisamas se sampark ke
kadam chadhaee par rakha. yah mis sulivan ke saath usaka pahala krisamas tha. any sabhee ke lie
un donon ne taiyaar aashchary. helen kee sabase badee manoranjan aur khushee rahasy hai ki
upahaar jo vah praapt karane ke lie tha ghira mein nihit hai. usakee jigyaasa aage usake doston
dvaara jagaaya tha. vah mis sulivan ke saath anumaan lagaane ka khel khelate rahe.
krisamas kee poorv sandhya par tuschumbi skool ke bachchon ke lie ek sundar krisamas ped jo
helen ko charam khushee pradaan kee helen ko aamantrit kiya. usane kaha tha har kisee ke lie ek
upahaar hai ki vahaan tha. vah bahut utsaahit tha, lekin vah asalee upahaar hai ki vah krisamas ke
din par mil jaega ke lie intajaar kar rahe hain par rakha. agalee subah, pahala meree krisamas ke
saath, vah ek kanaaree ek pakshee hai jo use behad khush kar diya pesh kiya gaya. vah pakshee ke
mahaan khyaal rakha. lekin ek din jab vah door tha ek billee is par pahunche aur pakshee chala gaya
tha.
adhyaay 9
maee, 1888 mein, helen mis sulivan ke saath bostan ka daura kiya. bostan ke lie yaatra baalteemor
ke lie usakee yaatra jo usane do saal pahale kiya tha se bahut alag tha. vah chupachaap mis sulivan
jo use sab kuchh hai ki vah kaar kee khidakee se baahar dekha tha ke baare mein bataaya bagal
mein baith gaya. vah sundar tenesee nadee, mahaan kapaas ke kheton, pahaadon, jangal ke baare
mein use bataaya, habashiyon mein tathy yah pratyek aur sab kuchh hans. helen bostan ke lie bhee
use cheer gudiya le liya nainsee. raaste par, vah nainsee, gudiya ke lie majaboor kiya, mittee paee jo
use dhool ke saath kavar ke avashesh khaane ke lie. vah door kiya gaya tha parkins sanstha hai jo
usakee kapaas ke dher mein chhod diya par ek snaan dene ke lie. yah nainsee ke lie bura tha. jab ve
andhe ke lie parkins sansthaan pahunch gaya, helen thoda andhe bachchon ke saath shaant anukool
ban gaya hai. vah andha ke saath hone ka vichaar pasand aaya aur un logon ke saath ek mahasoos
kiya. usane paaya ki ve sab bahut khush hai aur ek anamol upahaar se vanchit hone ke baavajood
santusht the. vah khud apanee kampanee mein dard kee bhaavana kho diya hai. jab ve bankar hil aur
usakee pahalee yaatra ka daura kiya, jab ve paanee se plaayamauth ke lie gaya tha vah itihaas mein
usaka pahala sabak tha. vah jise vah dost bana diya tha ke saath mis viliyam aindichott ke ghar ka
daura kiya. vah mis aindichott ke bevarlee kheton kee apanee yaatra ka aanand liya. shree aindichott
bhee ek dayaalu aadamee tha aur helan achchhe dost hain jise vah hamesha yaad mein se ek ban
gaya.
adhyaay 10
parkins insteetyooshan garmiyon ke lie band karane ke lie istemaal kiya. yah lagabhag garmee kee
chhuttee ke lie samay tha aur yah nirnay liya gaya hai ki helen aur usake shikshak ek hee sanstha
mein shreematee sophiya hopakins-ek maitran ke saath braiwstar par apanee chhuttee bitaana hoga,
kep kod par. helen jab vah use chhuttee ke baare mein suna bahut khush tha. darasal, vah usakee
ichchha ko saakaar karane kee yojana banaee thee aur usakee ichchha shaktishaalee samudr ko
chhoone aur yah dahaad mahasoos karane ke lie kiya gaya tha. vahaan pahunchane par vah snaan
soot mein madad kee thee. dar ke kisee bhee socha bina, vah thande paanee mein kood gae aur
mahaan billows rok aur sink laga. paanee kee aavaajaahee use khushee se bhar diya. lekin
achaanak usakee khushee aatank mein badal gaya jab usake pair ek chattaan ke khilaaph maara aur
vah apane haath par paanee kee ek bheed laga. vah ise se baahar aane ke lie ek bahut sangharsh
kiya, lekin sab vyarth chala gaya. achaanak, samudr tat par usakee peeth phenk diya aur use chhod
diya. yah usake lie ek bhayaanak anubhav tha, lekin phir bhee vah ise se baraamad kiya hai aur ek
badee chattaan laharon ke khilaaph yah mahasoos karane ke lie paanee ka chheenta par baith gaya.
yah ek adbhut anubhav tha.
ek din, laharon ka aanand le rahe hain, jabaki, use dhyaan mis sulivan dvaara ek ghode kee naal
kekade kee or aakarshit kiya gaya tha.
helen chakit tha jab vah gir gaya kekada usakee peeth par apane ghar le jaane. vah ise ghar le gaya
usake paalatoo banaane ke lie. jab vah ghar pahunch gaya, vah achchhee tarah se, aatmavishvaas
ke paas ek gart mein daal kekada paryaapt hai ki yah surakshit tha. agalee subah vah ehasaas hai ki
yah gaayab ho gaya tha hee use thoda paalatoo pashu ko poora karane ke lie chala gaya. jahaan ka
koee javaab nahin tha aur vah kaise bhaag gaya tha. vah niraash ho gaya tha, lekin baad mein laga
ki yah goonga praanee ke lie behatar tha ke roop mein shaayad vah samudr jahaan vah the laute the.
adhyaay 11
samay se paarit kar diya hai aur yah sharad rtu tha jab helen use dakshinee ghar ke lie laut aae.
usaka dil dinon uttar mein kharch kee khush yaadon se bhara hua tha. usake jeevan mein chhote
keede jo ek sankshipt din mein ek poore astitv ko bheed ke roop mein gati ke roop mein poora kiya
gaya tha. tuschumbi se chaudah meel ke baare mein ek pahaad par unake garmiyon kuteer - vah
pharn khadaan mein apane parivaar ke saath sharad rtu maheene bitae. jhopadee mein aur gol ghar
ek vistrt chauk, jahaan ve kaam kiya, khaaya aur samay ke sabase adhik khela tha chhote kamare
the. vahaan ke roop mein kaee aagantukon ko jo kaard khelane ke lie istemaal kiya hai ya kaimp se
baat karane mein apana samay kharch kie gae the pharn khadaan mein shaam sukhad the. aam taur
par purushon murgee, machhalee, batakh, tarkee, aadi ve sabhee shikaaree the ke saath apane
adbhut kaaranaamon ke baare mein baat kee thee aur ve "ches karane ke lie kal!" chillaaya pahale ve
so gaya.
vahaan subah mein shikaaree kee bhaaree kadamon ke shor ka ek bahut kuchh tha ke roop mein ve
shikaar ke lie baahar jaane ke lie taiyaar ho rahe the. is beech doosaron ko ek barbaiquai ke lie
taiyaaree kar diya. taiyaaree ka utsaah apane charam par tha, tab shikaaree garm aur nahin ek bhee
maarane ke saath thake hue vaapas aa gaya. ve niraash lag raha tha, lekin jald hee veel aur bhuna
hua suar ka ek jaanavaron ka shikshak daavat ke lie isake baare mein bhool gaya.
helen pharn khadaan par ek tattoo bhee jise vah blaik byootee kaha jaata tha aur vah aksar us par
savaar ho gaya tha. vah samay savaaree par kharch ka aanand liya.
pahaad ke pair mein vahaan ek rel hai jo yah kee or se bachchon ko aakarshit kiya kyonki gaadiyon
ke dvaara whizzing tha. ek din mildred, mis sulivaan aur helen vahaan jangal mein unake raaste kho
diya aur ghanton ise khojane ke lie ke lie bhatakate rahe. achaanak, mildred ek paad jo apane ghar
ke lie ek chhota raasta ho gaya hota dekha. helen usake pair kee angulee ke saath rel ke lie laga, dar
kiya ja raha bina aur par mila bahut achchhee tarah se jab tak vah suna mildred rona "main tren
dekhane ke lie". ve turant neeche chadh gae aur tren se rumblaid. yah ek baal-baal bach gaya tha,
lekin vah anubhav nahin bhool sakata hai.
adhyaay 12
helen lagabhag uttar mein har jaade mein kharch bostan ke lie apanee pahalee yaatra ke baad. ek
baar jab vah ek naee inglaind gaanv ke lie ek yaatra par chala gaya aur vahaan vah barphabaaree ka
usaka pahala anubhav tha. prthvee apane barpheele sparsh se stambhit lag raha tha. ghaas aur
jhaadiyon ichichlais mein badal gaya tha. ve sabhee mahaan agni ke chaaron or baithe the aur ek
doosare se magan daastaan bataaya. barphabaaree ke teen din baad band kar diya. sab kuchh ek
sangamaramar phreej mein aankadon kee tarah dekha. din par paarit kar diya, vrksh apane barph
kavar ke kho diya hai aur ek baar soory chamakate chamakane jhaadiyon nange ho gaya.
sardiyon ke dauraan pasandeeda manoranjan tobogganing tha. ve apane toboggan par milata hai,
kisee ne unhen dhakka hoga aur ve vipareet baink ke lie jheel ke neeche jhapatta jaega. yah bahut
mazedaar tha.
adhyaay 13
is adhyaay mein helen hamen bataata hai ki kaise vah bolate hain aur kya vah isake lie kie gae
prayaason ke lie seekha hai. yah 1890 ke vasant ki helen haalaanki vah kar raha tha yah maheenon
ke lie abhyaas kar bolana seekha mein tha. aaveg shravy dhvani utpann karane ke lie use hamesha
ke bheetar majaboot kiya gaya tha. vah usake gale par ek haath daal diya aur doosare haath se vah
usake hothon ke aandolanon ko mahasoos karane kee koshish kee. jab vah apanee maan kee god
mein tha, vah usake chehare par usake haath aage kaise le jaaya gaya usake honth mahasoos
karane ke lie hoga. yah use behad khushee de dee hai. isase pahale ki vah usakee drshti aur
shravan kho diya hai, vah tejee se baat karane ke lie seekh raha tha. vah bhee pahala shabd hai ki
vah bola paanee tha yaad aa gaya. vah ise va-va sunaaya. to phir usakee beemaaree usakee drshti
aur shravan chheen liya. phir mis sulivan kee madad se vah apanee ungaliyon ke saath patr
bhaavana se sanvaad karane kee vakaalat kee. lekin vah ise se santusht nahin tha aur bahut hee
usake munh se baat karane ke lie utsuk tha. ant mein usake prayaason phal bor aur vah 1890 mein
baat karane ke lie seekha hai.
1890 mein, shreematee lamson, jo laura bridgman sikhaaya tha aur sirph norve aur sveedan ke lie ek
yaatra se lauta tha, usase milane ke lie aaya tha. vah helen bataaya ki norve kee ek andha aur
bahara mahila ragnhild kaat naamit baat karane ke lie sikhaaya gaya tha. shreematee lamson kee
kahaanee ek naee ummeed ke saath helen sanchaar aur vah sankalp liya ki vah bhee baat karane ke
lie seekhana hoga. usake shikshak, mis sulivan salaah aur mis saara phular ko sahaayata ke lie use
le liya. tarah mahila khud par jimmedaaree lee hai use sikhaane ke lie. is prakaar, vah maarch 1890
mein mis. saara phular ke maargadarshan mein apanee shiksha shuroo kar diya.
choonki shikshak aur sikhaaya donon ekal uddeshy ko paane ke lie samarpit the, ve saphalata haasil
kee. ek lambe abhyaas ke baad, helen pahala vaaky spasht hai, yah garm tha. vah kitanee khush
keval bahara aur andha bachcha jo pahalee baar ke lie ek shabd bola tha dvaara kalpana kee ja
sakatee gaya tha.
lekin, yah nahin maana jaana chaahie ki vah vaastav mein baat kar sakata hai, jaisa ki ham bolate
hain. vah keval bhaashan ke tatvon ko seekha tha. keval mis sulivaan aur mis saara phular samajh
sakata hai ki vah kya bola. lekin jyaadaatar logon ko ek ghante ke lie use samajha nahin hota. vah
sirph ek hee raasta saath chhod diya tha aur kaha ki abhyaas kee thee. vah ghanton ke lie bol
abhyaas kiya aur mis sulivan hamesha usake vyavahaar mein usakee madad kee. kabhee kabhee
vah thake hue aur niraash ho gaya tha, lekin jald hee ummeed hai ki ovairchamai niraasha. socha tha
ki ek mahaan aur sukhad parivartan ke baare mein usake jeevan mein aa gaya tha isake alaava ek
hee raaste mein niraasha ke kaale baadal dispaillaid ke roop mein os kee boondon sooraj ke udbhav
par gaayab ho jaate hain. ant mein, usake prayaason aur sneh aur use shikshakon kee bhakti mein
use karane ke lie dhanush ko bhaagy ke lie majaboor kiya aur helen bolana seekha. ab vah apane
maata-pita, bahan aur doston ke lie unakee upalabdhiyon ko dikhaane ke lie adheer tha. aur, phir din
aaya jab helen tuschumbi relave steshan hai jahaan usake maata-pita, bahan aur dost use praapt
karane ke lie maujood the par pahunch gaya. basant ke mausam, khil, prasannata, yuva sharaarat
aur saundary sabhee ko apane jeevan mein laut aae. ek nae jeevan ke lie daravaaje sabhee ke lie
khol diya gaya tha.
adhyaay 14
1892 kee sardiyon mein, vahaan ek aisee ghatana hai ki helen ke bachapan ke ujjval aakaash se
kaata aur ek lambe samay ke lie vah sandeh, chinta aur niraasha kee sthiti mein banee huee hai.
pustaken usake lie unake aakarshan kho diya hai. museebat ka mukhy kaaran ek kahaanee phrost
raaja hai jo vah apane janmadin par shree anagnos karane ke lie ek upahaar ke roop mein bhejane
ke lie likha tha. shree anagnos blaind ke lie parkins sansthaan ke nideshak the.
helen sharad rtu mein is kahaanee ko likha tha ke baad vah baat karane ke lie seekha tha. pharn
khadaan se lautane ke baad, ek din mis sulivan naee foliagais kee sundarata ke baare mein use
bataaya. naee bhaajee kee mis sulivan ke sanskaran mein kuchh kahaanee hai ki kuchh samay
pahale usake paas padhane ke lie gaya tha kee helen yaad dila dee. yah usake lie hua hai ki
kahaanee kee rooparekha usake man mein aakaar le liya tha aur vah ek baar mein ise likhane ke lie
aisa na ho ki vichaar usake man se parchee chaahie baith gae. shabdon aur chitron usakee kalam se
pravaahit hotee hai, jaise ki ve usakee ungalee ke ant par kiya gaya tha. use keval likhane ke lie
kahaanee shree anagnos ko khush karane aur usake doston ko saabit karane ke lie vah poora ho
sakata hai ki kaee karane ke lie lagata hai, lekin keval kuchh ek vyavasthit kram mein shabd daalane
mein saphalata paane ke lie kya tha lakshy. litil vah jaanate hain ki kahaanee ke prakaashan use
kalpana aur apamaan kee kirachen ke sheeshe ke ghar chakanaachoor ek lambe samay ke lie aane
ke lie usakee antaraatma chubhan ke lie jaaree kiya jaega. kahaanee pooree karane ke baad, helen
yah usake mitron aur usake parivaar ke sadasyon ko padha. unhen pata hai ki helen itanee achchhee
tarah se likh sakata hai chakit ho gae. asal mein, kahaanee itanee achchhee tarah se likha gaya tha
koee bhee maanana tha ki yah koee hai jo lekhan ke kshetr mein ek spring chikan tha ke mastishk ka
utpaad tha. jab koee usase poochha ki yah usakee khud kee rachana kee thee, vah majabootee se
javaab diya ki yah usakee apanee kalpana ka bachcha tha. apane doston aur shikshak ke sujhaav
par, kahaanee ka sheershak sharad pattiyaan se phrost raaja mein badal gaya tha.
helen shree anagnos ko patr hai jo ek andha aur bahara 1 se is apratyaashit upahaar praapt karane
ke lie khush tha tainaat
ladakee. unhonne parkins sansthaan kee ek riport mein prakaashit kahaanee. kahaanee ke
prakaashan usakee khushee ke shikhar par tha. lekin kahaanee ke prakaashan ke baad, is tathy yah
hai ki prakaash mein lagabhag ek hee kahaanee hai, bardee aur unake mitr naamak ek pustak mein
usake janm se pahale dikhaee diya tha sheershak phrost pariyon ke tahat mein aaya. yah mis
maargaret tee chanby dvaara likha gaya tha. vichaaron aur do kahaaniyon kee bhaasha itanee ek-
doosare ke lie samaan the, ki yah spasht ho gaya tha ki helen mis chanby kee aur kaha ki usakee
khud kee kahaanee ek saahityik choree ho gaya tha kahaanee suna tha. yah helen ke lie ek bada
jhataka tha aur vah jyaada mahasoos kiya hai, apamaanit. usake dost use pratibha par shak karana
shuroo kar diya aur sandeh kee najar se use dekha. helen ko yaad karate hain, to vah kabhee bhee
mis chanby kee kahaanee suna tha usakee pooree koshish kee, lekin vah yaad nahin aaya. shree
anagnos, haalaanki gahara pareshaan, usakee maasoomiyat par vishvaas kiya. kuchh din is dukhad
ghatana ke baad, helen vaashingatan ke janmadin samaaroh mein bhaag lene ke lie gaya tha.
utsav se pahale raat, ek shikshak phrost raaja se sambandhit usakee savaal nahin poochha.
haalaanki vah drdhata se kabhee mis chanby kee kahaanee suna hai, usake inakaar kiya hai, vah
(shikshak) use baatacheet se nishkarsh hai ki mis, sulivaan mis chanby kee kahaanee bata sakata
hai use aur helen kahaanee hai jo vah sheershak phrost raaja ke tahat likha hai yaad karane ke lie
aakarshit kiya.
ab shree anagnos vishvaas hai ki vah dhokha diya gaya tha aaya tha. usake saare vaad aur
maasoomiyat ke daavon ko anasuna kar diya. unhonne yah bhee nishkarsh hai ki mis sulivaan aur
helen mis chanby kee kahaanee chura liya hai aur use karane ke lie yah helan svayan ke nirmaan ko
prabhaavit karane aur use apane paksh jeetane ke lie ke roop mein prastut par pahunche. helen aath
sadasyon se milakar jaanch kee adaalat ke samaksh pesh kiya gaya. usane poochhataachh kee thee
aur paar se poochhataachh kee. jajon ke uddeshy se use sveekaar karate hain ki vah mis chanby kee
kahaanee ko jaanata tha aur vah jaanaboojh kar yah usakee khud kee rachana shree anagnos ko
prabhaavit karane aur usakee prashansa jeetane ke roop mein prakaashit kiya gaya banaane ke lie
kiya gaya tha. haalaanki helen majabootee, unake aaropon se inakaar kiya hai ki jab vah kamare
mein vah usake shikshak charaissais aur usake doston ka vishvaas notis nahin kiya tha se baahar
aaya tha. us raat vah phoot phoot kar rone laga aur kaamana kee ki vah bhor kee upasthiti se pahale
mar sakata hai. lekin dheere-dheere samay apamaan dvaara die gae usake ghaav changa aur kya
hua tha kee usakee bekhabar bana diya.
mis sulivan mis chanby kee kahaanee kabhee nahin padha tha. bahut baad mein jaanch aur charcha
ke baad, mis sulivaan aur do graaham bel nishkarsh hai ki helen ke dauraan mis hopakins ke saath
usake rahane mis chanby kee kahaanee padhee hai ho sakata hai par pahunch gaya. ho sakata hai
jo bhee ho, helen sveekaar karate hain ki vah mis chanby kee kahaanee padh sakate hain aur hai
chaahie tha ki lambe samay se vah baad,
yah bhool gaya tha, use vaapas usake paas to svaabhaavik roop se vah use apane man ke bachche
ne socha ki aaya tha.
is dukhad ghatana ke baad kaee logon ne us se prem aur sahaanubhooti ka patr likha tha. mis
chanby bhee usake lie likha tha ki kisee din, vah bhee ek mahaan kitaab likhana hoga. lekin vah ek
lambe samay ke lie naya kuchh bhee nahin likha tha. baad mein use pata hai ki vah vaastav mein mis
chanby kee kahaanee suna tha kyonki vah apane patron mein se kuchh mein any vichaaron aur us
kahaanee ka istemaal kiya vaaky aaya tha. vaastavikata yah hai ki vah kahaanee itanee jyaada hai ki
samay beetane ke saath, vah apane vichaaron aur bhaasha usakee khud ompositions mein unhen
apane khud ke vichaaron aur shabdon ke roop mein vichaar ka prayog karenge avashoshit kiya tha.
is sandarbh mein, helen prasiddh angrejee nibandhakaar aur upanyaasakaar aar.el. steevensan ke
maddenajar uddharan. vah likhate hain ki ek yuva lekhak sahaj kopee karane ke lie jo kuchh bhee
usake lie bahut saraahaneey lagatee koshish karata hai. yah ek lamba abhyaas aur anubhav hai ki
vah apanee khud kee bhaasha mein apane vichaaron ko vyakt karane mein saksham ho jaata hai ke
baad hai. helen ko sveekaar kar liya hai ki vah abhee tak ki raajy ko praapt nahin kiya tha, lekin vah
haar sveekaar nahin kiya. vah maanate hain ki agar doosaron ko usake pahale saphal raha tha, vah
bhee saphalata praapt karenge.
is ghatana se usake lekhan kee samasyaon se avagat karaaya, lekin isake baare mein ek achchha
dost shree anagnos nukasaan hua. helan mere jeevan kee kahaanee ke prakaashan ke baad, shree
anagnos usake lie likha tha ki jaanch ke adaalat ke samaksh vah jo usake paksh mein the ke saath
matadaan kiya. do saal ke lie shree anagnos vishvaas hai ki helen aur mis sulivan nirdosh the aayojit
lekin baad mein vah unake vichaar badal diya hai.
helen phrost raaja maamale ke is khaate mein likha tha, kyonki yah usake jeevan aur shiksha ke
kshetr mein mahatvapoorn tha. vah na to khud ka bachaav kiya hai aur na hee vah karana kisee ek
doosare par dosh kiya
adhyaay 15
helen alabaama mein apane parivaar ke saath agalee garmiyon aur sardiyon mein bitaaya. ghar par
rahakar use phrost raaja par vivaad ke baare mein bhool kar diya. helen hai ki logon ko pata hoga ki
vichaaron apane hee nahin the dar gaya tha. usakee madad karane ke lie, helan shikshak ainee
sulivaan ek kaam ke roop mein use apane jeevan kee kahaanee likhane ke lie protsaahit kiya. helen
us samay 12 saal ka tha aur ek patrika yooth ke saathee bulaaya ke lie likhate the. raashtrapati
kleevalaind ke udghaatan kee apanee yaatra, 1893 kee badee ghatanaon the niyaagra phols ko, aur
duniya ke mele mein haalaanki vah phols nahin dekh sakata tha, helen ne kaha ki unakee shakti us
par ek bada prabhaav pada. helen ne daava kiya hai ki saundary aur sangeet achchhaee kee tarah
the aur use pyaar karata hoon.
adhyaay 16
samay helen 13 varsh kee thee, vah fingairspaill aur uthaaya print aur brel mein padh sakata hai.
unhonne kaha ki keval angrejee mein baat nahin kar sakata, lekin yah bhee phrench ka ek chhota sa.
helen laitin aur ganit kee shiksha lene ke dvaara kolej ke lie kolej ke lie use aupachaarik skoolee
shiksha aur taiyaaree shuroo kar dee. vah shuroo mein ganit aur adhik pasand hai, lekin baad mein
bhee laitin pyaar ho gaya.
ainee sulivaan usake hiton ke aadhaar par helen sikhaaya ab tak. vah use sikhaane ke lie prayog kiya
jaata hai ki vah kya jaanana chaahata tha aur anubhavon ke saath use pradaan kee hai. haalaanki,
jab kolej ke lie taiyaaree, helen vyavasthit aur cheejen hain jo use turant santusht nahin kiya kaam
kiya. vah aupachaarik shiksha praapt karane ke apane lakshy ko praapt karane ke lie kiya tha.
adhyaay 17
aktoobar 1894 mein, helen do saal ke lie nyooyork shahar mein rait-hyoomesan mook-badhitaarth
vidyaalay ke paas gaya. mis sulivan usake saath aur usake dubhaashie ke roop mein skool mein
bhaag liya. helen ganit, bhautik bhoogol, phrench aur jarman skool mein adhyayan kiya. kyonki yah
helen ke bhaashan aur honth padhane ke kaushal ka vikaas jaaree rakhane ke lie sabase achchha
tha skool mein chuna gaya tha. helen aur use shikshakon niraash the ke roop mein usake honth
padhane aur bhaashan kaushal the ki ve kya nahin aasha vyakt kee thee aur abhyaas ke baavajood
hone kee ummeed. helen ganit kee tarah nahin tha. asaphalataon ke baavajood, bhoogol aur
bhaashaon ke lie usakee prashansa use nyooyork mein usake rahane ke shaukeen yaaden phaarm
mein madad kee. keval ek cheej vah nyooyork ke baare mein pasand sentral paark tha. prakrti ke
sentral paark aur nikatata mein dainik chalata do cheejen hain jo use usake desh mein usake poorv
jeevan ke kareeb laane mein madad kee thee.
adhyaay 18
1896 mein, helen kaimbrij skool ke paas gaya yuva mahilaon ke raidakliph mein shaamil hone ke lie
taiyaar hone ke lie. yah ladakiyon ke lie jo sun sakata hai aur vahaan ke saath kakshaon mein bhaag
lene ke apane pahale anubhav tha. kaimbrij skool mein bhee, mis sulivan usakee dubhaashie ke roop
mein helen ke saath kakshaon mein bhaag lene ke lie kiya gaya tha. shikshakon helen kee tarah
kisee ke lie kabhee nahin sikhaaya tha. vishay hai ki helen pahale saal mein seekha angrejee itihaas,
angrejee saahity, jarman, laitin, ganit, laitin rachana aur saamayik vishayon the. mis sulivan helen ke
haath sab kuchh hai ki kitaabon mein tha mein jaadoo karane ke lie usaka sabase achchha karane
kee koshish kee. haalaanki landan aur philaadelphiya mein helan praayojakon paathyapustakon
helen ko padhane ke lie uthaaya print mein ubhara hai karane ke lie kaam kiya hai, kitaaben helan
uddeshy ke anuroop samay mein taiyaar nahin the. pradhaan aur jarman shikshak itane fingairspaill
karane ke lie hai ki mis sulivan ek brek le sakata hai seekha hai. haalaanki ve mis sulivan ke roop
mein ke roop mein dhaaraapravaah nahin the, pradhaan gilamain varsh ke shesh bhaag ke lie helen
angrejee saahity ko padhaane ka padabhaar sambhaal liya.
adhyaay 19 saaraansh
helen gilamain ke skool mein use doosare varsh ka intajaar karane laga. haalaanki, vah apratyaashit
kathinaiyon ke saath us varsh jo usakee hataasha ka ek bahut bada kaaran saamana kiya tha. vah
jaroorat upakaranon ke bina ganit ka adhyayan karane ke lie kiya tha. kakshaon bade the aur kaimbrij
shikshakon ko use vishesh nirdesh dene ke lie yah sambhav nahin tha. ainee sulivaan usake lie
sabhee pustakon ko padhane ke lie kiya tha. helen ke kram mein ek brel lekhak khareedane ke lie
itana hai ki vah apane beejaganit, jyaamiti aur bhautikee kar sakata hai mein intajaar karana pada.
jab ubhara kitaaben aur any tantr pahunche, helen kee kathinaiyon gaayab hone lage aur vah
vishvaas ke saath adhyayan karane lage. haalaanki, shree gilamain socha tha ki helen ovairworkaid
kiya gaya tha aur toot gaya tha. unhonne jor dekar kaha ki main ovairworkaid kiya gaya tha, aur kaha
ki main apane skool mein teen saal ke lambe samay tak rahana chaahie. vah apanee padhaee mein
parivartan kar diya. shree gilamain aur mis sulivan ke beech matabhed helen kee maan kaimbrij skool
se helen aur mildred vaapas lene mein huee. helen ek tyootar ke tahat apanee padhaee jaaree
rakhane ke lie par chala gaya. helen yah aasaan ek shikshak ke saath adhyayan karane ke lie kee
tulana mein kaksha mein nirdesh praapt paaya.
jab helen joon 1899 mein usakee pareeksha le liya hai, vah kaee kathinaiyon ka saamana karana
pada ke roop mein raidakliph ke prashaasanik bord ka ehasaas nahin tha ki kitana mushkil ve use
pareekshaon bana rahe the. ve ajeeb kathinaiyon helen ke maadhyam se jaane ke lie kiya tha samajh
mein nahin aaya. haalaanki, helen, usake dhairy aur drdh sankalp ke saath, un sab ovairchamai.
adhyaay 20
helen kelar sirph usake 19 ven janmadin ke baad 1899 mein raidakliph kolej ke lie pravesh pareeksha
le liya. shai baichamai thai first blind-daiaf chollaigai studaint in thai fall of 1900. shai had thought of
chollaigai romantichally, that it would bai a timai to raiflaicht and think about hair subjaichts. haalaanki,
use kolej jeevan usake saathee chhaatron se alag tha. vah bajaay sunane neeche not lene ke lie
usake haath ka upayog kiya tha. jis gati se vyaakhyaan jagah le lee hai ki yah mushkil kelar ko
samajhate hain aur sab kuchh hai ki sikhaaya gaya tha yaad karane ke lie banaaya hai.
sushree kelar aur sushree sulivan redakliph kolej mein kadee mehanat kee. sushree sulivan sushree
kelar kee kakshaon ke sabhee bhaag liya aur padhane ke saath madad kee. redakliph us samay
bahara ya drshtiheen chhaatron ke lie taiyaar nahin tha. any chhaatron mein se kaee ek bahare aur
andhe vyakti kabhee nahin mila tha. haalaanki vah kolej ka aanand liya, sushree kelar ne socha ki
chhaatron ke kaaryakram bahut vyast the aur baithane ke lie aur sochane ka samay nahin diya.
usane yah bhee likha tha, "ham apanee shiksha lene ke roop mein ham itmeenaan se hospitably har
tarah ke chhaapon ke lie khula desh mein tahalane le jaega, hamaare man chaahie."
adhyaay 21
is adhyaay mein, helen kelar vaapas chala jaata hai padhane ke saath usake praarambhik
anubhavon ke baare mein paathakon ko bataana. helen pahalee baar padha jab main saat saal ka
tha. yahee kaaran hai ki maee 1887 mein usaka pahala juda kahaanee thee hee uthaaya print mein
kuchh kitaaben, jo helen ek samay tak baar-baar padha jab shabd itane pahane the aur dabaaya ki
vah shaayad hee unhen baahar kar sakata rahe the.
bostan ke lie apanee yaatra ke dauraan vah sansthaan ke pustakaalay mein pratyek din ka ek hissa
kharch karane kee anumati dee gaee thee, aur yahaan vah kitaabon kee alamaaree aur jo use
"ungaliyon par roshan" neeche lene ke lie kitaabon kee alamaaree se bhatakane ke lie istemaal kiya.
jab vah kitaab kee khoj kee litil bhagavaan fauntlairoy, mis sulivan use padh sakate hain aur kitaab
usake bachapan ke dauraan helan "meethee aur komal saathee ban gaya.
vahaan se vah kaee kitaaben padh sakate hain aur vah "litil mahila" pyaar karata tha, kyonki yah use
ladakiyon aur ladakon jo dekh aur sun sakata hai ke saath rishtedaaree kee bhaavana de dee. vah
bhee jangal buk aur jangalee pashu mujhe pata hai ke roop mein vah khud ko jaanavaron mein ek
vaastavik byaaj mahasoos kiya hai, ve ja raha hai "vaastavik jaanavaron aur manushyon ka nahin
haasy chitr" pyaar karata tha. vah greek saahity se mohit ho gaya tha aur yah iliyad ki grees use
"svarg" bana diya tha. unake anusaar, mahaan kavita ek dubhaashiya lekin ek sanvedanasheel hrday
kee jaroorat nahin thee. maikabeth aur king liyar sheksapiyar ke kaaryon ke beech mein use sabase
prabhaavit kiya. usane kaha, "khushee aur prerana ka ek kabhee vyaapak banaane bhaavana ke
saath" saal ke lie baibal padhen. usane kaha ki vah use pyaar karata tha ke roop mein vah koee any
pustak pyaar karata tha.
helen bhee saahity ke lie use pyaar se alag itihaas ke lie usake pyaar ko vyakt karata hai. pahalee
pustak hai ki usake itihaas ke mooly ka ek vaastavik arth diya svintan ke "duniya ke itihaas," jo vah
usakee terahaveen janmadin ko praapt huee thee. phraanseesee lekhakon ke alaava, vah moliairai
aur raiseen sabase achchhee pasand hai. saahity helan yootopiya hai, jahaan vah indriyon ka koee
baadha ka saamana karana pada tha. cheejen hain jo vah seekha tha aur cheejen hain jo use
haasyaaspad kam mahatv ke apane saath tulana mein lag raha tha sikhaaya jaata tha "bade pyaar
karata hai aur svargeey daan."
adhyaay 22
pustaken aur padhane keval baaten hai ki helen ka aanand liya nahin the. jab helen nahin padh raha
tha, vah baaharee gatividhiyon ka aanand liya. vah tairaakee, kainoing, aur naukaayan pasand aaya.
vah bhee ped pyaar karata tha aur itana hai ki vah vishvaas hai vah unakee ras pravaah mein suna
hai aur soory ke patton par chamak dekh sakata tha itana unhen kareeb mahasoos karane ke lie
istemaal kiya. helen mahasoos kiya hai ki ham mein se har ek ke chhaapon aur bhaavanaon ko
shuroo se hee maanav jaati dvaara anubhavee samajhane kee kshamata thee. andhaapan ya
baharaapan haree dharatee ke baare mein avachetan mein hamaaree smrti ka rob hamen nahin kar
saka. yah, vah chhathe bhaav hai, jo dekh lag raha hai aur sun sakate hain ke roop mein karaar diya.
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The Story of My Life by Helen Keller Full Summary In Hindi

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मेरे जीवन -Helen केलर की कहानी

ले खक के बारे में
हे लेन केलर एडम जू न 27,1880 पर बोम था। वह एक अमेररकी ले खक, राजनीतिक कार्य किाय और लेक्चरर था।
उसके तपिा का नाम आथयर एच केलर था। उन्ोोंने कहा तक एक कप्तान, सोंति सेना के एक पूवय अतिकारी थे। उसकी
मााँ केट एडम्स केलर था। केलर पररवार स्विट् जरलैंड से जन्म तलर्ा है। हे लेन एक बीमारी अनुबोंतिि जब वह उन्नीस
महीने का था। र्ह पेट और मस्विष्क जो स्कालेट ज्वर र्ा तिमागी बु खार हो सकिा था की भारी भीड़ थी। वह लोंबे
समर् से इस बीमारी से ग्रि नहीों था ले तकन र्ह उसे बहरा और अोंिा छोड़ तिर्ा है। हे लेन अपने पररवार के साथ
सोंकेि के माध्यम से सोंवाि शुरू कर तिर्ा। 1886 में, वह डॉ जे जू तलर्न Chisolm जो सलाह के तलए एक आों ख,
कान, नाक और गले के तवशे षज्ञ ने आगे उन्ें Alexandar ग्राहम बे ल जो उस समर् बतिर बच्ोों के साथ काम कर
रहा था के तलए भेजा था ले जार्ा गर्ा। बे ल उन्ें सलाह िी ब्लाइों ड के तलए पतकयन्स सोंस्थान से सोंपकय करें । वहाों
पहों चने पर स्कूल के तनिे शक उनके पूवय छात्र ऐनी सुतलवान जो खुि नेत्रहीनोों गर्ा था के आरोप के िहि हेलेन डाल
तिर्ा।
ऐनी सुतलवान हेलेन को पढाने के तलए जल्दी से leamt उसके हाथ जो हेलेन में विय नी शब्द द्वारा सोंवाि करने के तलए
शु रू तकर्ा। 1894 में, वे िोनोों न्यूर्ॉकय के तलए ले जार्ा गर्ा बहरे और बहरे के तलए Horace मान स्कूल के तलए
राइट-Humason स्कूल में भाग ले ने। 1900 में, हे लेन रे डस्विफ कॉले ज में प्रवेश प्राप्त की। 24 साल की उम्र, 1904
में, वह एक ही कॉले ज से स्नािक की उपाति प्राप्त है और पहले बहरा अोंिा व्यस्वि कला की तडग्री के एक स्नािक
कमाने के तलए बन गर्ा। ऐनी सुतलवान हे लेन के साथ 20 साल के तलए एक साथी के रूप में रुके थे, ले तकन शािी के
बाि उसके िास्थ्य में नाकाम रहने के तलए शुरू कर तिर्ा और पोली थॉम्पसन िर रखने के तलए तकराए पर तलर्ा
था।
पोली जो बहरा र्ा नेत्रहीन लोगोों के साथ कोई अनुभव नहीों था स्कॉटलैंड से एक जवान औरि थी, ले तकन वह केलर
के तलए एक तनरों िर साथी बन गर्ा। ऐनी 1936 में मृत्यु हो गई और हे लेन पोली के साथ कनेस्विकट में ले जार्ा गर्ा।
िोनोों िु तनर्ा भर में र्ात्रा की और अोंिे के तलए िन उठार्ा। पोली एक स्ट्र ोक का सामना करना पड़ा और 1960 में
तनिन के बाि उसकी मौि तवनी Corbally उसके जीवन के आराम के तलए केलर के साथी बने रहे ।
केलर एक तवश्व प्रतसद्ध विा और ले खक बन गए। वह अभी भी तवकलाोंग और कई अन्य कारणोों के साथ लोगोों के
तलए एक वकील के रूप में र्ाि तकर्ा जािा है। 1915 में, वह HKI-हेलेन केलर सोंस्थागि सोंगठन है जो दृति, िास्थ्य
और पोषण में अनुसोंिान के तलए समतपयि है की स्थापना की। हे लेन 39 से अतिक िे शोों की र्ात्रा की और जापानी की
एक पसोंिीिा बन गर्ा। 1912 में, वह IWW-औद्योतगक तवश्व के श्रतमक शातमल हो गए।
हे लेन ले खन के कई टु कड़े तलखा था। जल्द से जल्द फ्रॉस्ट् राजा (1891) था। वह प्रकातशि उसकी जीवनी ऑटो,
माई लाइफ (1903) की कहानी, तवश्व मैं लाइव में (1980), ि डाकय (1913) और मेरे िमय (1927) से बाहर। वह 12
प्रकातशि पुिकें तलखी। तसिम्बर 14,1964 को रािरपति तलोंडन बी जॉनसन उसकी ििोंत्रिा सोंर्ुि राज्य अमेररका
के सवोच् नागररक सम्मान में से एक के रािरपति पिक से सम्मातनि तकर्ा। वह अोंिा के तलए अमेररकी फाउों डेशन
के तलए िन जुटाने के तलए उसे बाि में जीवन का बहि समतपयि कर तिर्ा। हे लेन कनेस्विकट में अपने िर में जू न
1,1968 पर इस िु तनर्ा को छोड़ तिर्ा।
उसकी तजों िगी हमेशा कई लोगोों के तलए प्रेरणा का एक स्रोि रहा है । वह कई तफल्ोों और टीवी िारावातहकोों का
तवषर् बन गर्ा। वह 1999 में गैलप के सबसे व्यापक रूप से प्रशों सा लोगोों में सूचीबद्ध तकर्ा गर्ा था और उसकी
प्रतिमा र्ू नाइटे ड स्ट्े ट्स राजिानी के तनमाय ण पर 2009 में अनावरण तकर्ा गर्ा था। उसका जीवन-कहानी असामान्य
के साथ ही प्रेरणािार्क है।
त्वररि समीक्षा
अध्यार् 1
हे लेन केलर 27 जू न, 1880 को Tuscumbia, उत्तरी अलबामा के एक छोटे से शहर में पैिा हआ था। अपने तपिा के
पक्ष में पररवार कैस्पर केलर, स्विट् जरलैं ड के एक िे शी, जो मेरीलैं ड में बसे से उिरा। उसके िािा, Caspar केलर
के बे टे भी अलबामा में िे श के बड़े तहस्से का अतिग्रहण तकर्ा और अोंि में वहााँ बसे। उसकी िािी केलर रॉबटय ई ली
अले क्जेंडर मूर की बेटी और िू सरे चचे रे भाई थे। उसके तपिा का नाम आथयर एच केलर था जो सोंति सेना में कप्तान
थे और उसकी मााँ केट एडम्स जो के रूप में वह अपनी िू सरी पत्नी थी उसके पति को कई साल छोटा था।
हे लेन केलर एक छोटा सा िर है जो एक बड़े वगय कक्ष और एक छोटे से एक है तजसमें नौकर सोर्ा के शातमल में
रहिे थे। ितक्षण ररर्ासि के पास एक छोटे से िर का तनमाय ण करने के तलए के रूप में एक अनुलग्नक अवसर पर
इिे माल तकर्ा जा रहा है और इस िरह के एक िर में गृ ह र्ुद्ध के बाि उसके तपिा द्वारा बनार्ा गर्ा था में एक
कस्ट्म था। केट, हे लेन की माों को उसकी शािी के बाि, वह करने के तलए स्थानाोंिररि कर तिर्ा
वो िर। िर लिाओों के साथ कवर तकर्ा गर्ा था, गु लाब और honeysuckles चढाई। पीले गुलाब और ितक्षणी
स्माइलै क्स, जो थोड़ा पोचय छु पार्ा की एक स्क्रीन था। र्ह पतक्षर्ोों और मिु मस्विर्ोों गु नगु ना का पसोंिीिा अड्डा था।
पररवार केलर ररर्ासि में रहिे थे, के रूप में भी 'आइवी ग्रीन' नाम से जाना जािा है क्ोोंतक िर, आसपास के पेड़ोों
और बाड़ आइवी के साथ कवर तकर्ा गर्ा। हेलेन उसके बचपन के िगय के रूप में िर माना जािा है ।
हे लेन के जीवन एक सािारण नोट पर शुरू हआ। बच्े, र्ातन की बहि नामकरण, हेलेन एक जोरिार एक था।
उसके तपिा तमल्ड्रेड कैम्पबेल के नाम तजसे वह उच् माना सुझाव तिर्ा, ले तकन उसकी माों कह रही है तक वह अपनी
मााँ , हे लेन एवरे ट के बाि बु लार्ा जाएगा द्वारा सभी चचायओों को खत्म कर िें । हेलेन नामकरण के तलए चचय के तलए ले
जार्ा गर्ा ले तकन रािे में, उसके तपिा का नाम खो तिर्ा है । उन्ोोंने कहा तक अभी र्ाि आर्ा तक र्ह िो वह उसका
नाम हे लेन एडम्स तिर्ा हेलेन की िािी के बाि तकर्ा जाना था।
उसके बचपन में, हे लेन एक उत्सु क और आत्म पर जोर िे िे हए बच्ा था। वह हर तकसी को नक़ल और चलने के
साथ ही कम उम्र में ही बाि कर सीखा है । ले तकन उसकी खुशी लों बे समर् िक नहीों तकर्ा था। फरवरी के महीने में
एक तिन, वह बीमार हो गर्ा। डॉिरोों पेट और मस्विष्क की भारी भीड़ के रूप में र्ह करार तिर्ा। वे भी नहीों सोचा
था तक वह नहीों रह जाएगा। र्ह एक रहस्यमर् बु खार है जो उसे अचानक और रहस्यमर् िरीके से छोड़ तिर्ा गर्ा
था। ले तकन इसके साथ-साथ उसकी आों ख दृति तलर्ा। हर गु जरिे तिन के साथ, उसकी आाँ खोों शु ष्क और गमय हो गर्ा
और मद्धम हो गर्ा और वह सभी चारोों ओर चु प्पी लगा। र्ह उसके तलए एक बु रा सपना था जब उसे पिा चला तक
वह अपनी आाँ खें और कान खो तिर्ा था। उसके तलए पूरी िु तनर्ा के अोंिेरे और चु प था।
अध्यार् 2
उसकी बीमारी के बाि प्रारों तभक महीनोों में, हे लेन र्ा िो अपनी माों की गोि में बै ठे र्ा उसके कपड़े से जु ड़े हए हैं जब
वह अपने िर के काम करने के बारे में चला गर्ा। वह हर विु को छु आ है और इस िरह हर प्रिाव मनार्ा उसके
बाहरी िु तनर्ा को समझने के तलए सक्षम करने से। वह साोंकेतिक भाषा का प्रर्ोग सोंवाि स्थातपि करना शु रू कर
तिर्ा। उसके तसर के एक शेक 'नहीों' और एक इशारा 'हााँ ', एक पुल का मिलब 'आओ' और िक्का 'गो' का मिलब
है । उसकी मााँ उसे बहि मिि की थी और वह अपने ज्ञान के साथ उज्ज्वल और अच्छे लोगोों में उसे लों बे समर् से
अोंिेरी राि में बिल गर्ा। वह हमेशा जब वे मेहमानोों था और वह उन्ें करने के तलए उसका हाथ लहरार्ा है जब वे
अपनी छु ट्टी ले ली के तलए भेजा गर्ा था।
ले तकन कुछ समर् के बाि, हेलेन को साकार है तक वह िू सरोों से अलग था शुरू कर तिर्ा। उसने िे खा तक साों केतिक
भाषा अन्य लोगोों द्वारा इिे माल नहीों तकर्ा गर्ा था ले तकन वे अपने होोंठ इिे माल तकर्ा बाि करने के तलए। वह
उनके होठोों को छूने और उसका तफर से इिे माल तकर्ा। वह फकय महसूस कर सकिा है और कभी कभी वह इिने
गु स्से में है तक वह लाि मारी और तचल्लार्ा जब िक तक वह समाप्त हो गर्ा हो जार्ा करिा था।
हे लेन एक शरारिी लड़की थी। वह उसे नसय एला तकक करने के तलए इिे माल तकर्ा और उसे कुक की बे टी माथाय
वातशों गटन बोलबाला है । ब्याज की उसे सूत्रोों शे ड जहाों कॉम सोंग्रहीि तकर्ा गर्ा था, जहाों स्वस्थर िोड़ोों रखा गर्ा था
और गज की िू री पर है , जहाों गार्ोों milked थे। एक बार वह अपने पुराने नसय, viny को आग से बचार्ा गर्ा था। इस
रािे में उसे mischiefs बढाने पर रखा। इस समर् िक, वह एक चाबी का उपर्ोग पिा चला और िीन िोंटे के तलए
रसोई में उसकी मााँ बों ि कर तिर्ा था। उनकी माों , the'door पर िे ज़ पर रखा है , जबतक वह किम पर बाहर बैठे थे
और हों स रहे थे। इस naughtiest शरारि कभी हेलेन और तमस सुतलवन द्वारा तकए गए एक तशक्षक के रूप में
तनर्ु ि तकर्ा गर्ा था। ले तकन हे लेन उसे भी बोंि कर तिर्ा और हॉल में अलमारी के िहि कुोंजी तछपा तिर्ा। तमस
सुतलवन स्वखड़की के माध्यम से बाहर ले जार्ा गर्ा था।
हे लेन के तपिा सबसे प्यारा और अपने िर के तलए समतपयि था। इसके अलावा वह एक महान तशकारी था। उन्ोोंने
मेहमाननवाज तकर्ा जा रहा प्यार करिा था और शार्ि ही कभी एक अतितथ लाने के तबना िर आर्ा था। उन्ोोंने
कहा तक उनकी तवशे ष बड़े बगीचे में िरबू ज़ और स्ट्र ॉबे री उठार्ा। उसके तपिा एक कहानी बिाने में भी था और
हे लेन के हाथोों में अनाड़ीपन से अपने चिुर उपाख्यानोों के कुछ जािू करने के तलए इिे माल तकर्ा। ले तकन िु भाय ग्य से
एक सोंतक्षप्त बीमारी के बाि उन्ोोंने 1896 में तनिन हो गर्ा।
हे लेन की माों हेलेन के तिल के पास समान रूप से तकर्ा गर्ा था। इिना िो है तक वह ईर्ष्ाय के बाहर एक िु सपैतठए
के रूप में उसकी छोटी बहन माना जािा है । एक बार वह पालने तजसमें उसकी छोटी बहन सो रहा था बस, क्ोोंतक
र्ह नैन्सी, हे लन गु तड़र्ा के थे पलट गई। वह अपनी मााँ से तगरने से बचार्ा था। बाि में, उन िोनोों अच्छे िोि बन
गए।
अध्यार् 3
समर् बीिने के साथ, हे लेन असहज और उसकी साों केतिक भाषा के साथ अपर्ाय प्त महसूस हो रही थी। वह अक्सर
जु नून के तवस्फोट कराना पड़ा और आम िौर पर आाँ सू और शारीररक थकावट में टू ट गर्ा। उसके मािा तपिा गहरा
ऐसी हालि में उसे िे खने के तलए िु खी थे और उसे तसखार्ा के रूप में वे Tuscumbia रूप में तजस िरह से जगह से
बाहर में रहिे थे प्राप्त करने की सभी आशा खो तिर्ा था। ले तकन तडकेंस '' अमेररकी नोट् स 'आशा की एक तकरण
लार्ा। उनकी माों लौरा Bridgman की कहानी है जो बहरा और अोंिा था अभी िक तशतक्षि तकर्ा गर्ा था के बारे में
पढा। ले तकन डॉ होवे , जो इस िरह के िरीकोों से बच्ोों को पढाने के तलए खोज की थी मृि कई साल हो गए थे।
र्ह केवल जब हे लेन छह साल की उम्र है तक वे बाल्टीमोर में एक प्रख्याि नेत्र तवशे षज्ञ हैं , जो इस िरह के कई
मामलोों का इलाज तकर्ा था के बारे में सुना पहोंच गर्ा। वे िु रोंि उसे पूरा करने का तनणयर् तलर्ा। वे एक टर े न पकड़
तलर्ा और बाल्टीमोर पर पहोंच गर्ा। डॉ Chrisholem उन्ें कृपर्ा प्राप्त ले तकन आगे वातशोंगटन के डॉ अले क्जेंडर
ग्राहम बेल परामशय करने के तलए स्कूलोों और बहरा र्ा अोंिे बच्ोों के तशक्षकोों के बारे में और अतिक जानकारी प्राप्त
करने के तलए उन्ें बिार्ा। वे डॉ बे ल जो उसे सोंकेि समझा और हे लेन के मन पर गहरी छाप छोड़ तिर्ा मुलाकाि
की। उन्ोोंने कहा तक हे लेन के तपिा श्री Anagnos, बोस्ट्न में पतकयन्स सोंस्थान के तनिे शक को तलखने के तलए उसे
एक तशक्षक जो हेलेन तसखा सकिे हैं के बारे में पूछने की सलाह िी। वे उत्तर उन्ें र्ाि सुतलवन के बारे में बिा जो
तनम्नतलस्वखि माचय पहों चे प्राप्त तकर्ा।
अध्यार् 4
तिन तमस सुतलवन पहोंचे हे लेन के जीवन में सबसे महत्वपूणय तिन था। र्ह माचय 3,1887 था और हे लेन के चारोों ओर
साि साल का था। उस तिन, वह महसूस कर सकिा था तक कुछ महत्वपूणय होने के रूप में वहााँ के तलए इिर-उिर
िर में एक बहि की थी जा रहा था। तफर तमस एनी सुतलवन Manefield पहोंचे जो उसे एक गुतड़र्ा िे िी है । पतकयन्स
इों स्ट्ीट्यूशन में बच्ोों को र्ह उसके तलए भेजा था। जब वह उसके साथ थोड़ी िे र खेला था, तमस सुतलवन िीरे -िीरे
िु तनर्ा 'डी-हे 1-टी जो हेलेन की नकल करने की कोतशश की विय नी। बाि में, वह तमस सुतलवन उसकी एक अलग
िरीके से शब्द 'पानी' में पढार्ा जािा है , तपन जािू करने के तलए कप बै ठना, खड़ा है , चलना, मग, पानी, आति सीखा
है । वह उसे एक अच्छी िरह से करने के तलए ले तलर्ा। वहाों वह एक हाथ में शब्द 'पानी' की विय नी और अन्य पर वह
अपने हाथ ऊपर बह रही पानी की ठों डी िारा महसूस कर सकिा था। र्ह एक अजीब सा लग रहा था, ले तकन र्ह
एक नई आशा, प्रकाश और उल्लास के साथ उसे छोड़ तिर्ा। वह खुि को उस तिन खुशी का बच्ा होने लगा और
पहली बार के तलए वह आने के तलए एक नए तिन के तलए इों िजार कर रहे थे।
अध्यार् 5
तमस सुतलवन के आगमन के आत्मतवश्वास और आनन्द के साथ हे लन जीवन भर तिर्ा। वह अपने कुछ र्ा अन्य
तशक्षण पर रखा। उसके अगले अध्यार् िभाव था। वह Tennesse निी के तकनारे करने के तलए खेिोों में ले तलर्ा है ,
प्रकृति के बारे में जानने के तलए। हे लेन िु तनर्ा में रहिे थे वह आनोंि ले शुरू कर तिर्ा। तमस सुतलवन उसकी जों गल
में सौोंिर्य लग रहा है , िास, पक्षी, फूल, वािव में लगभग सब कुछ के ब्लेड बनार्ा है । ले तकन एक िू फानी तिन हे लेन
एक लग रहा है तक प्रकृति भी क्रूर हो सकिा है िे िी है । वह एक पेड़ की शाखा पर बै ठा हआ था और तमस सुतलवन
वहााँ केवल िोपहर का भोजन करने के तलए प्रिाव रखा। हेलेन के प्रिाव पर सहमति व्यि की और तमस सुतलवन
अपने िर चला गर्ा िोपहर का भोजन लाने के तलए। हेलेन अकेले छोड़ तिर्ा गर्ा था। अचानक, हे लेन सूरज की
गमी कम करने और पेड़ोों की एक भर्ानक झटकोों को महसूस तकर्ा। वह भर्भीि वृ स्वद्ध हई है और उसके तशक्षक
के आगमन के तलए इों िज़ार। आिों क की भावना बढाने पर रखा है और वह नीचे कूि करने के तलए उसके मन बना
तलर्ा। अचानक उसके तशक्षक उसका हाथ पकड़ तलर्ा और उसे नीचे में मिि की। अनुभव बहि हेलेन को
तहलाकर रख तिर्ा। र्ह उसे एक लों बे समर् के तलए एक और पेड़ पर चढने के तलए पर्ाय प्त साहस इकट्ठा करने के
तलए ले तलर्ा। ले तकन अोंि में वह छु ई मुई पेड़ जो बड़ी शाखाओों और तकसी न तकसी छाल था पर चढ गए। की
भावना कुछ अि् भुि होने तकर्ा और असामान्य हेलेन के मन में भर गर्ा। वह एक गुलाबी बािल पर एक परी की
िरह महसूस तकर्ा और पेड़ में बहि खुश िों टे तबिाए।
अध्यार् 6
कुछ शब्द सीखने के बाि, हेलेन उन्ें कैसे उपर्ोग करने के तलए सीखने के तलए उत्सु क था। उसे पिा था तक उसकी
शब्दावली अपर्ाय प्त था, ले तकन के रूप में वह अतिक से अतिक शब्द सीखा है , जाोंच की उसके क्षेत्र चौड़ी हो। वह
हमेशा ज्यािा कुछ पिा करने के तलए उत्सु क था। ऐसा ही एक शब्द 'प्यार' था, वह इस शब्द का अथय जानना चाहिा
था। तमस सुतलवन उसे चू मने, िीरे से उसके पकड़े , लेतकन तकसी िरह वह र्ह समझ में नहीों आर्ा द्वारा उसकी अथय
तसखाने की कोतशश की। लेतकन एक तिन अचानक जब सूरज सोंतक्षप्त की बाररश के बाि चमकने, वह प्रेम का अथय
लगा। तमस सुतलवन ने उसे बिार्ा है तक प्यार महसूस तकर्ा जा करने के तलए और छु आ िक नहीों है । इसके ित्काल
बाि उसे पिा चला whaf प्यार है । उसी िरह, वह उसके माथे को छू और र्ह विय नी द्वारा एक और सार शब्द 'लगिा
है तक' तमस सुतलवन द्वारा तसखार्ा गर्ा था।
अब िक हेलेन बाहर कर सकिा है तक एक बहरा बच्े की नकल करना र्ा िोहरा के रूप में तवचारोों के आिान-
प्रिान के तलए इन बहरा करने से इनकार कर रहे द्वारा कर सकिे हैं एक सािारण बच्े के रूप में एक महीने के
भीिर तकसी भी सबक र्ा एक साल नहीों सीख सकिे हैं। ले तकन तमस सुतलवन भी र्हाों उसकी मिि के तलए आर्ा था
और उसे जहााँ िक सोंभव के रूप में िोहराने के तलए कहा था। र्ह बहरा और र्ह करने के तलए के रूप में वे न िो
विा के भाव िे ख सकिे हैं और न ही वे आवाज की टोन सुन सकिे हैं अोंिे के तलए मुस्विल है ।
अध्यार् 7
हे लन तशक्षा के क्षेत्र में अगले किम को पढने के तलए सीख रहा था। इस प्रर्ोजन के तलए, उसके तशक्षक गत्ते का उसे
तनकल जािा है जो उन पर मुतिि पत्र उठार्ा था और प्रत्येक मुतिि शब्द एक विु , कार्य र्ा एक गु णवत्ता की िरह
कुछ के तलए खड़े हए िी। वहााँ एक फ्रेम भी है तजसमें वह थोड़ा वाक्ोों में शब्दोों की व्यवस्था कर सकिा था। हे लेन
की िरह 'गु तड़र्ा-is-ऑन-तबिर', 'मतहला-is-में-अलमारी', आति शब्द उसके बाि वह 'शुरुआिी के तलए रीडर'
पुिक में ले तलर्ा और उसे पिा था तक शब्द के तलए िे खा की व्यवस्था शुरू कर तिर्ा। इस प्रकार वह भी पढना
शु रू तकर्ा। वह कोई तनर्तमि सबक था। उसके तशक्षक उसे एक कहानी र्ा एक कतविा illustrating द्वारा पढार्ा
जािा है और वह सीखने व्याकरण, हाडय रकम, पररभाषा, आति पर रखा वह कभी कभी फूलोों के बीच में है और कभी
कभी बाग में प्रकृति की गोि में इन सभी सबक सीखा है । हेलेन एक इत्मीनान से ढों ग से भूगोल, गतणि, जू लॉजी और
बॉटनी-सब सीखा। अोंकगतणि हे लेन के तलए एक disinteresting तवषर् लग रहा था। तवज्ञान में, वह अपने वाितवक
रूप में एक सोंर्ोंत्र के तवकास के तलए तसखार्ा गर्ा था। के रूप में वह उन्ें जीवन से ही सीखा है वह उसे सबक का
आनोंि तलर्ा। लेतकन र्ह सब उसके तशक्षक जो उसे इस िरह है तक उसके चारोों ओर सब कुछ प्रेम, आनन्द की
साों स ली और अथय से भरा हआ था में अध्यापन तकर्ा गर्ा था की वजह से था। के रूप में वह अपने जीवन पर काफी
प्रभाव था हे लेन उसके तशक्षक की कोंपनी में खुश था।
अध्यार् 8
हे लेन तमस सुतलवन के तवशे षज्ञ मागय िशय न में सीखने जब िक तक्रसमस से सोंपकय के किम चढाई पर रखा। र्ह तमस
सुतलवन के साथ उसका पहला तक्रसमस था। अन्य सभी के तलए उन िोनोों ने िै र्ार आश्चर्य। हेलेन की सबसे बड़ी
मनोरों जन और खुशी रहस्य है तक उपहार जो वह प्राप्त करने के तलए था तिरा में तनतहि है । उसकी तजज्ञासा आगे
उसके िोिोों द्वारा जगार्ा था। वह तमस सुतलवन के साथ अनुमान लगाने का खेल खेलिे रहे।
तक्रसमस की पूवय सोंध्या पर Tuscumbia स्कूल के बच्ोों के तलए एक सुोंिर तक्रसमस पेड़ जो हेलेन को चरम खुशी
प्रिान की हेलेन को आमोंतत्रि तकर्ा। उसने कहा था हर तकसी के तलए एक उपहार है तक वहााँ था। वह बहि
उत्सातहि था, ले तकन वह असली उपहार है तक वह तक्रसमस के तिन पर तमल जाएगा के तलए इों िजार कर रहे हैं पर
रखा। अगली सुबह, पहला 'मेरी तक्रसमस' के साथ, वह एक कनारी एक पक्षी है जो उसे बे हि खुश कर तिर्ा पेश
तकर्ा गर्ा। वह पक्षी के महान ख्याल रखा। ले तकन एक तिन जब वह िू र था एक तबल्ली इस पर पहोंचे और पक्षी चला
गर्ा था।
अध्यार् 9
मई, 1888 में, हे लेन तमस सुतलवन के साथ बोस्ट्न का िौरा तकर्ा। बोस्ट्न के तलए र्ात्रा बाल्टीमोर के तलए उसकी
र्ात्रा जो उसने िो साल पहले तकर्ा था से बहि अलग था। वह चु पचाप तमस सुतलवन जो उसे सब कुछ है तक वह
कार की स्वखड़की से बाहर िे खा था के बारे में बिार्ा बगल में बैठ गर्ा। वह सुोंिर टे नेसी निी, महान कपास के खेिोों,
पहाड़ोों, जों गल के बारे में उसे बिार्ा, हबतशर्ोों में िथ्य र्ह प्रत्येक और सब कुछ हाँ स। हेलेन बोस्ट्न के तलए भी उसे
चीर गुतड़र्ा ले तलर्ा नैन्सी। रािे पर, वह नैन्सी, गु तड़र्ा के तलए मजबूर तकर्ा, तमट्टी पाई जो उसे िू ल के साथ कवर
के अवशे ष खाने के तलए। वह िू र तकर्ा गर्ा था पतकयन्स सोंस्था है जो उसकी कपास के ढे र में छोड़ तिर्ा पर एक
स्नान िे ने के तलए। र्ह नैन्सी के तलए बु रा था। जब वे अोंिे के तलए पतकयन्स सोंस्थान पहोंच गर्ा, हेलेन थोड़ा अोंिे बच्ोों
के साथ शाोंि अनुकूल बन गर्ा है । वह अोंिा के साथ होने का तवचार पसोंि आर्ा और उन लोगोों के साथ एक महसूस
तकर्ा। उसने पार्ा तक वे सब बहि खुश है और एक अनमोल उपहार से वोंतचि होने के बावजूि सोंिुि थे। वह खुि
अपनी कोंपनी में ििय की भावना खो तिर्ा है । जब वे बों कर तहल और उसकी पहली र्ात्रा का िौरा तकर्ा, जब वे पानी
से प्लार्माउथ के तलए गर्ा था वह इतिहास में उसका पहला सबक था। वह तजसे वह िोि बना तिर्ा था के साथ
तमस तवतलर्म Endicott के िर का िौरा तकर्ा। वह तमस Endicott के बे वली खेिोों की अपनी र्ात्रा का आनोंि तलर्ा।
श्री Endicott भी एक िर्ालु आिमी था और हेलन अच्छे िोि हैं तजसे वह हमेशा र्ाि में से एक बन गर्ा।
अध्यार् 10
पतकयन्स इों स्ट्ीट्यू शन गतमयर्ोों के तलए बोंि करने के तलए इिे माल तकर्ा। र्ह लगभग गमी की छु ट्टी के तलए समर् था
और र्ह तनणयर् तलर्ा गर्ा है तक हे लेन और उसके तशक्षक एक ही सोंस्था में श्रीमिी सोतफर्ा हॉपतकोंस-एक मैटरन के
साथ Brewstar पर अपनी छु ट्टी तबिाना होगा, केप कॉड पर। हे लेन जब वह उसे छु ट्टी के बारे में सुना बहि खुश था।
िरअसल, वह उसकी इच्छा को साकार करने की र्ोजना बनाई थी और उसकी इच्छा शस्विशाली समुि को छूने और
र्ह िहाड़ महसूस करने के तलए तकर्ा गर्ा था। वहाों पहोंचने पर वह स्नान सूट में मिि की थी। डर के तकसी भी
सोचा तबना, वह ठों डे पानी में कूि गए और महान billows रॉक और तसोंक लगा। पानी की आवाजाही उसे खुशी से
भर तिर्ा। ले तकन अचानक उसकी खुशी आिों क में बिल गर्ा जब उसके पैर एक चट्टान के स्वखलाफ मारा और वह
अपने हाथ पर पानी की एक भीड़ लगा। वह इसे से बाहर आने के तलए एक बहि सोंिषय तकर्ा, ले तकन सब व्यथय चला
गर्ा। अचानक, समुि िट पर उसकी पीठ फेंक तिर्ा और उसे छोड़ तिर्ा। र्ह उसके तलए एक भर्ानक अनुभव
था, ले तकन तफर भी वह इसे से बरामि तकर्ा है और एक बड़ी चट्टान लहरोों के स्वखलाफ र्ह महसूस करने के तलए
पानी का छीोंटा पर बै ठ गर्ा। र्ह एक अि् भुि अनुभव था।
एक तिन, लहरोों का आनोंि ले रहे हैं , जबतक, उसे ध्यान तमस सुतलवन द्वारा एक िोड़े की नाल केकड़े की ओर
आकतषयि तकर्ा गर्ा था।
'हे लेन चतकि था जब वह तगर गर्ा केकड़ा' उसकी पीठ 'पर अपने िर ले जाने। वह इसे िर ले गर्ा उसके पालिू
बनाने के तलए। जब वह िर पहोंच गर्ा, वह अच्छी िरह से, आत्मतवश्वास के पास एक गिय में डाल केकड़ा पर्ाय प्त है
तक र्ह सुरतक्षि था। अगली सुबह वह एहसास है तक र्ह गार्ब हो गर्ा था ही उसे थोड़ा पालिू पशु को पूरा करने के
तलए चला गर्ा। जहाों का कोई जवाब नहीों था और वह कैसे भाग गर्ा था। वह तनराश हो गर्ा था, ले तकन बाि में लगा
तक र्ह गूोंगा प्राणी के तलए बे हिर था के रूप में शार्ि वह समुि जहाों वह थे लौटे थे।
अध्यार् 11
समर् से पाररि कर तिर्ा है और र्ह शरि ऋिु था जब हेलेन उसे ितक्षणी िर के तलए लौट आए। उसका तिल तिनोों
उत्तर में खचय की खुश र्ािोों से भरा हआ था। उसके जीवन में छोटे कीड़े जो एक सोंतक्षप्त तिन में एक पूरे अस्वित्व को
भीड़ के रूप में गति के रूप में पूरा तकर्ा गर्ा था। Tuscumbia से चौिह मील के बारे में एक पहाड़ पर उनके
गतमयर्ोों कुटीर - वह फनय खिान में अपने पररवार के साथ शरि ऋिु महीने तबिाए। झोपड़ी में और गोल िर एक
तविृि चौक, जहाों वे काम तकर्ा, खार्ा और समर् के सबसे अतिक खेला था छोटे कमरे थे। वहााँ के रूप में कई
आगों िुकोों को जो काडय खेलने के तलए इिे माल तकर्ा है र्ा कैम्प से बाि करने में अपना समर् खचय तकए गए थे फनय
खिान में शाम सुखि थे। आम िौर पर पुरुषोों मुगी, मछली, बिख, टकी, आति वे सभी तशकारी थे के साथ अपने
अि् भुि कारनामोों के बारे में बाि की थी और वे "चे स करने के तलए कल!" तचल्लार्ा पहले वे सो गर्ा।
वहााँ सुबह में तशकारी की भारी किमोों के शोर का एक बहि कुछ था के रूप में वे तशकार के तलए बाहर जाने के
तलए िैर्ार हो रहे थे। इस बीच िू सरोों को एक barbeque के तलए िै र्ारी कर तिर्ा। िैर्ारी का उत्साह अपने चरम
पर था, िब तशकारी गमय और नहीों एक भी मारने के साथ थके हए वापस आ गर्ा। वे तनराश लग रहा था, ले तकन
जल्द ही वील और भुना हआ सुअर का एक जानवरोों का तशक्षक िावि के तलए इसके बारे में भूल गर्ा।
हे लेन फनय खिान पर एक टट् टू भी तजसे वह ब्लैक ब्यूटी कहा जािा था और वह अक्सर उस पर सवार हो गर्ा था।
वह समर् सवारी पर खचय का आनोंि तलर्ा।
पहाड़ के पैर में वहााँ एक रे ल है जो र्ह की ओर से बच्ोों को आकतषयि तकर्ा क्ोोंतक गातड़र्ोों के द्वारा whizzing था।
एक तिन तमल्ड्रेड, तमस सुतलवान और हे लेन वहााँ जों गल में उनके रािे खो तिर्ा और िोंटोों इसे खोजने के तलए के तलए
भटकिे रहे । अचानक, तमल्ड्रेड एक पाड जो अपने िर के तलए एक छोटा रािा हो गर्ा होिा िे खा। हे लेन उसके पैर
की अोंगुली के साथ रे ल के तलए लगा, डर तकर्ा जा रहा तबना और पर तमला बहि अच्छी िरह से जब िक वह सुना
तमल्ड्रेड रोना "मैं टर े न िे खने के तलए"। वे िु रोंि नीचे चढ गए और टर े न से rumbled। र्ह एक बाल-बाल बच गर्ा था,
ले तकन वह अनुभव नहीों भूल सकिा है ।
अध्यार् 12
हे लेन लगभग उत्तर में हर जाड़े में खचय बोस्ट्न के तलए अपनी पहली र्ात्रा के बाि। एक बार जब वह एक नई इों ग्लैंड
गाों व के तलए एक र्ात्रा पर चला गर्ा और वहााँ वह बफयबारी का उसका पहला अनुभव था। पृथ्वी अपने बफीले स्पशय
से िों तभि लग रहा था। िास और झातड़र्ोों icicles में बिल गर्ा था। वे सभी महान अतग्न के चारोों ओर बै ठे थे और
एक िू सरे से मगन िािाों बिार्ा। बफयबारी के िीन तिन बाि बोंि कर तिर्ा। सब कुछ एक सोंगमरमर फ्रीज में
आों कड़ोों की िरह िे खा। तिन पर पाररि कर तिर्ा, वृ क्ष अपने बफय कवर के खो तिर्ा है और एक बार सूर्य चमकिे
चमकने झातड़र्ोों नोंगे हो गर्ा।
सतिय र्ोों के िौरान पसोंिीिा मनोरों जन tobogganing था। वे अपने टोबोग्गन पर तमलिा है , तकसी ने उन्ें िक्का होगा
और वे तवपरीि बैं क के तलए झील के नीचे झपट्टा जाएगा। र्ह बहि मज़े िार था।
अध्यार् 13
इस अध्यार् में हेलेन हमें बिािा है तक कैसे वह बोलिे हैं और क्ा वह इसके तलए तकए गए प्रर्ासोों के तलए सीखा है ।
र्ह 1890 के वसोंि तक हेलेन हालाों तक वह कर रहा था र्ह महीनोों के तलए अभ्यास कर बोलना सीखा में था। आवेग
श्रव्य ध्वतन उत्पन्न करने के तलए उसे हमेशा के भीिर मजबू ि तकर्ा गर्ा था। वह उसके गले पर एक हाथ डाल तिर्ा
और िू सरे हाथ से वह उसके होठोों के आों िोलनोों को महसूस करने की कोतशश की। जब वह अपनी माों की गोि में
था, वह उसके चे हरे पर उसके हाथ आगे कैसे ले जार्ा गर्ा उसके होोंठ महसूस करने के तलए होगा। र्ह उसे बे हि
खुशी िे िी है । इससे पहले तक वह उसकी दृति और श्रवण खो तिर्ा है , वह िेजी से बाि करने के तलए सीख रहा था।
वह भी पहला शब्द है तक वह बोला पानी था र्ाि आ गर्ा। वह इसे 'वा-वा' सुनार्ा। िो तफर उसकी बीमारी उसकी
दृति और श्रवण छीन तलर्ा। तफर तमस सुतलवन की मिि से वह अपनी उों गतलर्ोों के साथ पत्र भावना से सोंवाि करने
की वकालि की। लेतकन वह इसे से सोंिुि नहीों था और बहि ही उसके मुोंह से बाि करने के तलए उत्सुक था। अोंि में
उसके प्रर्ासोों फल बोर और वह 1890 में बाि करने के तलए सीखा है ।
1890 में, श्रीमिी Lamson, जो लौरा Bridgman तसखार्ा था और तसफय नॉवे और िीडन के तलए एक र्ात्रा से लौटा
था, उससे तमलने के तलए आर्ा था। वह हेलेन बिार्ा तक नॉवे की एक अोंिा और बहरा मतहला Ragnhild Kaata
नातमि बाि करने के तलए तसखार्ा गर्ा था। श्रीमिी Lamson की कहानी एक नई उम्मीि के साथ हे लेन सोंचार और
वह सोंकल्प तलर्ा तक वह भी बाि करने के तलए सीखना होगा। उसके तशक्षक, तमस सुतलवन सलाह और तमस सारा
फुलर को सहार्िा के तलए उसे ले तलर्ा। िरह मतहला खुि पर तजम्मेिारी ली है उसे तसखाने के तलए। इस प्रकार, वह
माचय 1890 में तमस। सारा फुलर के मागय िशय न में अपनी तशक्षा शु रू कर तिर्ा।
चूों तक तशक्षक और तसखार्ा िोनोों एकल उद्दे श्य को पाने के तलए समतपयि थे, वे सफलिा हातसल की। एक लों बे अभ्यास
के बाि, हेलेन पहला वाक् स्पि है , र्ह गमय था। वह तकिनी खुश केवल बहरा और अोंिा बच्ा जो पहली बार के तलए
एक शब्द बोला था द्वारा कल्पना की जा सकिी गर्ा था।
ले तकन, र्ह नहीों माना जाना चातहए तक वह वािव में बाि कर सकिा है , जै सा तक हम बोलिे हैं । वह केवल भाषण
के ित्वोों को सीखा था। केवल तमस सुतलवान और तमस सारा फुलर समझ सकिा है तक वह क्ा बोला। ले तकन
ज्यािािर लोगोों को एक िोंटे के तलए उसे समझा नहीों होिा। वह तसफय एक ही रािा साथ छोड़ तिर्ा था और कहा तक
अभ्यास की थी। वह िों टोों के तलए बोल अभ्यास तकर्ा और तमस सुतलवन हमेशा उसके व्यवहार में उसकी मिि की।
कभी कभी वह थके हए और तनराश हो गर्ा था, लेतकन जल्द ही उम्मीि है तक overcame तनराशा। सोचा था तक
एक महान और सुखि पररविय न के बारे में उसके जीवन में आ गर्ा था इसके अलावा एक ही रािे में तनराशा के
काले बािल dispelled के रूप में ओस की बूों िोों सूरज के उद्भव पर गार्ब हो जािे हैं। अोंि में, उसके प्रर्ासोों और
स्नेह और उसे तशक्षकोों की भस्वि में उसे करने के तलए िनुष को भाग्य के तलए मजबू र तकर्ा और हे लेन बोलना
सीखा। अब वह अपने मािा-तपिा, बहन और िोिोों के तलए उनकी उपलस्विर्ोों को तिखाने के तलए अिीर था। और,
तफर तिन आर्ा जब हेलेन Tuscumbia रे लवे स्ट्े शन है जहाों उसके मािा-तपिा, बहन और िोि उसे प्राप्त करने के
तलए मौजूि थे पर पहोंच गर्ा। बसोंि के मौसम, स्वखल, प्रसन्निा, र्ु वा शरारि और सौोंिर्य सभी को अपने जीवन में लौट
आए। एक नए जीवन के तलए िरवाजे सभी के तलए खोल तिर्ा गर्ा था।
अध्यार् 14
1892 की सतिय र्ोों में, वहााँ एक ऐसी िटना है तक हे लेन के बचपन के उज्ज्वल आकाश से काटा और एक लोंबे समर्
के तलए वह सोंिेह, तचों िा और तनराशा की स्वस्थति में बनी हई है। पुिकें उसके तलए उनके आकषयण खो तिर्ा है ।
मुसीबि का मुख्य कारण एक कहानी 'फ्रॉस्ट् राजा' है जो वह अपने जन्मतिन पर श्री Anagnos करने के तलए एक
उपहार के रूप में भेजने के तलए तलखा था। श्री Anagnos ब्लाइों ड के तलए पतकयन्स सोंस्थान के तनिे शक थे।
हे लेन शरि ऋिु में इस कहानी को तलखा था के बाि वह बाि करने के तलए सीखा था। फनय खिान से लौटने के बाि,
एक तिन तमस सुतलवन नई foliages की सुोंिरिा के बारे में उसे बिार्ा। नई भाजी की तमस सुतलवन के सोंस्करण में
कुछ कहानी है तक कुछ समर् पहले उसके पास पढने के तलए गर्ा था की हे लेन र्ाि तिला िी। र्ह उसके तलए हआ
है तक कहानी की रूपरे खा उसके मन में आकार ले तलर्ा था और वह एक बार में इसे तलखने के तलए ऐसा न हो तक
तवचार उसके मन से पची चातहए बै ठ गए। शब्दोों और तचत्रोों उसकी कलम से प्रवातहि होिी है, जै से तक वे उसकी
उों गली के अोंि पर तकर्ा गर्ा था। उसे केवल तलखने के तलए कहानी श्री Anagnos को खुश करने और उसके िोिोों
को सातबि करने के तलए वह पूरा हो सकिा है तक कई करने के तलए लगिा है , ले तकन केवल कुछ एक व्यवस्वस्थि
क्रम में शब्द डालने में सफलिा पाने के तलए क्ा था लक्ष्य। तलतटल वह जानिे हैं तक कहानी के प्रकाशन उसे कल्पना
और अपमान की तकरचें के शीशे के िर चकनाचूर एक लों बे समर् के तलए आने के तलए उसकी अोंिरात्मा चु भन के
तलए जारी तकर्ा जाएगा। कहानी पूरी करने के बाि, हे लेन र्ह उसके तमत्रोों और उसके पररवार के सिस्योों को पढा।
उन्ें पिा है तक हेलेन इिनी अच्छी िरह से तलख सकिा है चतकि हो गए। असल में, कहानी इिनी अच्छी िरह से
तलखा गर्ा था कोई भी मानना था तक र्ह कोई है जो ले खन के क्षेत्र में एक स्वरोंग तचकन था के मस्विष्क का उत्पाि
था। जब कोई उससे पूछा तक र्ह उसकी खुि की रचना की थी, वह मजबू िी से जवाब तिर्ा तक र्ह उसकी अपनी
कल्पना का बच्ा था। अपने िोिोों और तशक्षक के सुझाव पर, कहानी का शीषयक 'शरि पतत्तर्ाों ' से 'फ्रॉस्ट् राजा' में
बिल गर्ा था।
हे लेन श्री Anagnos को पत्र है जो एक अोंिा और बहरा 1 से इस अप्रत्यातशि उपहार प्राप्त करने के तलए खुश था
िै नाि
लड़की। उन्ोोंने पतकयन्स सोंस्थान की एक ररपोटय में प्रकातशि कहानी। कहानी के प्रकाशन उसकी खुशी के तशखर पर
था। ले तकन कहानी के प्रकाशन के बाि, इस िथ्य र्ह है तक प्रकाश में लगभग एक ही कहानी है , 'बडी और उनके
तमत्र' नामक एक पुिक में उसके जन्म से पहले तिखाई तिर्ा था शीषयक 'फ्रॉस्ट् पररर्ोों' के िहि में आर्ा। र्ह तमस
मागय रेट टी Canby द्वारा तलखा गर्ा था। तवचारोों और िो कहातनर्ोों की भाषा इिनी एक-िू सरे के तलए समान थे, तक
र्ह स्पि हो गर्ा था तक हे लेन तमस Canby की और कहा तक उसकी खुि की कहानी एक सातहस्वत्यक चोरी हो गर्ा
था कहानी सुना था। र्ह हेलेन के तलए एक बड़ा झटका था और वह ज्यािा महसूस तकर्ा है , अपमातनि। उसके
िोि उसे प्रतिभा पर शक करना शु रू कर तिर्ा और सोंिेह की नजर से उसे िे खा। हेलेन को र्ाि करिे हैं , िो वह
कभी भी तमस Canby की कहानी सुना था उसकी पूरी कोतशश की, ले तकन वह र्ाि नहीों आर्ा। श्री Anagnos,
हालाोंतक गहरा परे शान, उसकी मासूतमर्ि पर तवश्वास तकर्ा। कुछ तिन इस िु खि िटना के बाि, हे लेन वातशों गटन के
जन्मतिन समारोह में भाग ले ने के तलए गर्ा था।
उत्सव से पहले राि, एक तशक्षक फ्रॉस्ट् राजा से सोंबोंतिि उसकी सवाल नहीों पूछा। हालाों तक वह दृढिा से कभी तमस
Canby की कहानी सुना है , उसके इनकार तकर्ा है , वह (तशक्षक) उसे बािचीि से तनष्कषय है तक तमस, सुतलवान
तमस Canby की कहानी बिा सकिा है उसे और हे लेन कहानी है जो वह शीषयक फ्रॉस्ट् राजा के िहि तलखा है र्ाि
करने के तलए आकतषयि तकर्ा।
अब श्री Anagnos तवश्वास है तक वह िोखा तिर्ा गर्ा था आर्ा था। उसके सारे वाि और मासूतमर्ि के िावोों को
अनसुना कर तिर्ा। उन्ोोंने र्ह भी तनष्कषय है तक तमस सुतलवान और हे लेन तमस Canby की कहानी चु रा तलर्ा है
और उसे करने के तलए र्ह हेलन िर्ों के तनमाय ण को प्रभातवि करने और उसे अपने पक्ष जीिने के तलए के रूप में
प्रिु ि पर पहोंचे। हे लेन आठ सिस्योों से तमलकर जाोंच की अिालि के समक्ष पेश तकर्ा गर्ा। उसने पूछिाछ की थी
और पार से पूछिाछ की। जजोों के उद्दे श्य से उसे िीकार करिे हैं तक वह तमस Canby की कहानी को जानिा था
और वह जानबू झ कर र्ह उसकी खुि की रचना श्री Anagnos को प्रभातवि करने और उसकी प्रशों सा जीिने के रूप
में प्रकातशि तकर्ा गर्ा बनाने के तलए तकर्ा गर्ा था। हालाों तक हे लेन मजबूिी, उनके आरोपोों से इनकार तकर्ा है तक
जब वह कमरे में वह उसके तशक्षक caresses और उसके िोिोों का तवश्वास नोतटस नहीों तकर्ा था से बाहर आर्ा
था। उस राि वह फूट फूट कर रोने लगा और कामना की तक वह भोर की उपस्वस्थति से पहले मर सकिा है । लेतकन
िीरे -िीरे समर् अपमान द्वारा तिए गए उसके िाव चोंगा और क्ा हआ था की उसकी बे खबर बना तिर्ा।
तमस सुतलवन तमस Canby की कहानी कभी नहीों पढा था। बहि बाि में जाों च और चचाय के बाि, तमस सुतलवान और
डॉ ग्राहम बे ल तनष्कषय है तक हेलेन के िौरान तमस हॉपतकोंस के साथ उसके रहने तमस Canby की कहानी पढी है हो
सकिा है पर पहोंच गर्ा। हो सकिा है जो भी हो, हे लेन िीकार करिे हैं तक वह तमस Canby की कहानी पढ सकिे
हैं और है चातहए था तक लों बे समर् से वह बाि,
र्ह भूल गर्ा था, उसे वापस उसके पास िो िाभातवक रूप से वह उसे अपने मन के बच्े ने सोचा तक आर्ा था।
इस िु खि िटना के बाि कई लोगोों ने उस से प्रेम और सहानुभूति का पत्र तलखा था। तमस Canby भी उसके तलए
तलखा था तक तकसी तिन, वह भी एक महान तकिाब तलखना होगा। ले तकन वह एक लों बे समर् के तलए नर्ा कुछ भी
नहीों तलखा था। बाि में उसे पिा है तक वह वािव में तमस Canby की कहानी सुना था क्ोोंतक वह अपने पत्रोों में से
कुछ में अन्य तवचारोों और उस कहानी का इिे माल तकर्ा वाक् आर्ा था। वाितवकिा र्ह है तक वह कहानी इिनी
ज्यािा है तक समर् बीिने के साथ, वह अपने तवचारोों और भाषा उसकी खुि ompositions में उन्ें अपने खुि के
तवचारोों और शब्दोों के रूप में तवचार का प्रर्ोग करें गे अवशोतषि तकर्ा था। इस सोंिभय में, हे लेन प्रतसद्ध अोंग्रेजी
तनबों िकार और उपन्यासकार आर.एल. स्ट्ीवें सन के मद्देनजर उद्धरण। वह तलखिे हैं तक एक र्ु वा ले खक सहज
कॉपी करने के तलए जो कुछ भी उसके तलए बहि सराहनीर् लगिी कोतशश करिा है । र्ह एक लों बा अभ्यास और
अनुभव है तक वह अपनी खुि की भाषा में अपने तवचारोों को व्यि करने में सक्षम हो जािा है के बाि है। हे लेन को
िीकार कर तलर्ा है तक वह अभी िक तक राज्य को प्राप्त नहीों तकर्ा था, लेतकन वह हार िीकार नहीों तकर्ा। वह
मानिे हैं तक अगर िू सरोों को उसके पहले सफल रहा था, वह भी सफलिा प्राप्त करें गे।
इस िटना से उसके ले खन की समस्याओों से अवगि करार्ा, ले तकन इसके बारे में एक अच्छा िोि श्री Anagnos
नुकसान हआ। हेलन 'मेरे जीवन की कहानी' के प्रकाशन के बाि, श्री Anagnos उसके तलए तलखा था तक जाोंच के
अिालि के समक्ष वह जो उसके पक्ष में थे के साथ मििान तकर्ा। िो साल के तलए श्री Anagnos तवश्वास है तक हे लेन
और तमस सुतलवन तनिोष थे आर्ोतजि लेतकन बाि में वह उनके तवचार बिल तिर्ा है ।
हे लेन 'फ्रॉस्ट् राजा' मामले के इस खािे में तलखा था, क्ोोंतक र्ह उसके जीवन और तशक्षा के क्षेत्र में महत्वपूणय था। वह
न िो खुि का बचाव तकर्ा है और न ही वह करना तकसी एक िू सरे पर िोष तकर्ा
अध्यार् 15
हे लेन अलबामा में अपने पररवार के साथ अगली गतमयर्ोों और सतिय र्ोों में तबिार्ा। िर पर रहकर उसे 'फ्रॉस्ट् राजा' पर
तववाि के बारे में भूल कर तिर्ा। हे लेन है तक लोगोों को पिा होगा तक तवचारोों अपने ही नहीों थे डर गर्ा था। उसकी
मिि करने के तलए, हे लन तशक्षक ऐनी सुतलवान एक काम के रूप में उसे अपने जीवन की कहानी तलखने के तलए
प्रोत्सातहि तकर्ा। हेलेन उस समर् 12 साल का था और एक पतत्रका र्ू थ के साथी बु लार्ा के तलए तलखिे थे। रािरपति
िीवलैं ड के उि् िाटन की अपनी र्ात्रा, 1893 की बड़ी िटनाओों थे तनर्ाग्रा फॉल्स को, और िु तनर्ा के मेले में
हालाोंतक वह फॉल्स नहीों िे ख सकिा था, हेलेन ने कहा तक उनकी शस्वि उस पर एक बड़ा प्रभाव पड़ा। हे लेन ने िावा
तकर्ा है तक सौोंिर्य और सोंगीि अच्छाई की िरह थे और उसे प्यार करिा हाँ।

अध्यार् 16
समर् हे लेन 13 वषय की थी, वह fingerspell और उठार्ा तप्रोंट और ब्रे ल में पढ सकिा है । उन्ोोंने कहा तक केवल
अोंग्रेजी में बाि नहीों कर सकिा, ले तकन र्ह भी फ्रेंच का एक छोटा सा। हे लेन लैतटन और गतणि की तशक्षा ले ने के
द्वारा कॉलेज के तलए कॉलेज के तलए उसे औपचाररक स्कूली तशक्षा और िै र्ारी शुरू कर िी। वह शुरू में गतणि और
अतिक पसोंि है , ले तकन बाि में भी लै तटन प्यार हो गर्ा।
ऐनी सुतलवान उसके तहिोों के आिार पर हे लेन तसखार्ा अब िक। वह उसे तसखाने के तलए प्रर्ोग तकर्ा जािा है तक
वह क्ा जानना चाहिा था और अनुभवोों के साथ उसे प्रिान की है । हालाों तक, जब कॉलेज के तलए िै र्ारी, हे लेन
व्यवस्वस्थि और चीजें हैं जो उसे िु रोंि सन्तु ि नहीों तकर्ा काम तकर्ा। वह औपचाररक तशक्षा प्राप्त करने के अपने लक्ष्य
को प्राप्त करने के तलए तकर्ा था।
अध्यार् 17
अिू बर 1894 में, हे लेन िो साल के तलए न्यूर्ॉकय शहर में राइट-ह्र्ूमेसन मूक-बतििाथय तवद्यालर् के पास गर्ा। तमस
सुतलवन उसके साथ और उसके िु भातषए के रूप में स्कूल में भाग तलर्ा। हेलेन गतणि, भौतिक भूगोल, फ्रेंच और
जमयन स्कूल में अध्यर्न तकर्ा। क्ोोंतक र्ह हे लेन के भाषण और होोंठ पढने के कौशल का तवकास जारी रखने के तलए
सबसे अच्छा था स्कूल में चु ना गर्ा था। हेलेन और उसे तशक्षकोों तनराश थे के रूप में उसके होोंठ पढने और भाषण
कौशल थे तक वे क्ा नहीों आशा व्यि की थी और अभ्यास के बावजू ि होने की उम्मीि। हेलेन गतणि की िरह नहीों
था। असफलिाओों के बावजू ि, भूगोल और भाषाओों के तलए उसकी प्रशों सा उसे न्यूर्ॉकय में उसके रहने के शौकीन
र्ािें फामय में मिि की। केवल एक चीज वह न्यूर्ॉकय के बारे में पसोंि सेंटरल पाकय था। प्रकृति के सेंटरल पाकय और
तनकटिा में िै तनक चलिा िो चीजें हैं जो उसे उसके िे श में उसके पूवय जीवन के करीब लाने में मिि की थी।
अध्यार् 18
1896 में, हे लेन कैंतब्रज स्कूल के पास गर्ा र्ु वा मतहलाओों के रै डस्विफ में शातमल होने के तलए िै र्ार होने के तलए।
र्ह लड़तकर्ोों के तलए जो सुन सकिा है और वहााँ के साथ कक्षाओों में भाग ले ने के अपने पहले अनुभव था। कैस्विज
स्कूल में भी, तमस सुतलवन उसकी िु भातषए के रूप में हेलेन के साथ कक्षाओों में भाग ले ने के तलए तकर्ा गर्ा था।
तशक्षकोों हे लेन की िरह तकसी के तलए कभी नहीों तसखार्ा था। तवषर् है तक हे लेन पहले साल में सीखा अोंग्रेजी
इतिहास, अोंग्रेजी सातहत्य, जमयन, लै तटन, गतणि, लै तटन रचना और सामतर्क तवषर्ोों थे। तमस सुतलवन हेलेन के हाथ
सब कुछ है तक तकिाबोों में था में जािू करने के तलए उसका सबसे अच्छा करने की कोतशश की। हालाों तक लों िन और
तफलाडे स्विर्ा में हे लन प्रार्ोजकोों पाठ्यपुिकोों हेलेन को पढने के तलए उठार्ा तप्रोंट में उभरा है करने के तलए काम
तकर्ा है , तकिाबें हे लन उद्दे श्य के अनुरूप समर् में िैर्ार नहीों थे। प्रिान और जमयन तशक्षक इिने fingerspell करने
के तलए है तक तमस सुतलवन एक ब्रे क ले सकिा है सीखा है। हालाोंतक वे तमस सुतलवन के रूप में के रूप में िाराप्रवाह
नहीों थे, प्रिान तगलमैन वषय के शे ष भाग के तलए हे लेन अोंग्रेजी सातहत्य को पढाने का पिभार सोंभाल तलर्ा।
अध्यार् 19 साराोंश
हे लेन तगलमैन के स्कूल में उसे िू सरे वषय का इों िजार करने लगा। हालाोंतक, वह अप्रत्यातशि कतठनाइर्ोों के साथ उस
वषय जो उसकी हिाशा का एक बहि बड़ा कारण सामना तकर्ा था। वह जरूरि उपकरणोों के तबना गतणि का
अध्यर्न करने के तलए तकर्ा था। कक्षाओों बड़े थे और कैस्विज तशक्षकोों को उसे तवशे ष तनिे श िे ने के तलए र्ह सोंभव
नहीों था। ऐनी सुतलवान उसके तलए सभी पुिकोों को पढने के तलए तकर्ा था। हेलेन के क्रम में एक ब्रे ल ले खक
खरीिने के तलए इिना है तक वह अपने बीजगतणि, ज्यातमति और भौतिकी कर सकिा है में इों िजार करना पड़ा।
जब उभरा तकिाबें और अन्य िोंत्र पहोंचे, हे लेन की कतठनाइर्ोों गार्ब होने लगे और वह तवश्वास के साथ अध्यर्न करने
लगे । हालाों तक, श्री तगलमैन सोचा था तक हे लेन overworked तकर्ा गर्ा था और टू ट गर्ा था। उन्ोोंने जोर िे कर कहा
तक मैं overworked तकर्ा गर्ा था, और कहा तक मैं अपने स्कूल में िीन साल के लोंबे समर् िक रहना चातहए। वह
अपनी पढाई में पररविय न कर तिर्ा। श्री तगलमैन और तमस सुतलवन के बीच मिभेि हेलेन की माों कैस्विज स्कूल से
हे लेन और तमल्ड्रेड वापस ले ने में हई। हे लेन एक ट्यू टर के िहि अपनी पढाई जारी रखने के तलए पर चला गर्ा।
हे लेन र्ह आसान एक तशक्षक के साथ अध्यर्न करने के तलए की िु लना में कक्षा में तनिे श प्राप्त पार्ा।
जब हे लेन जू न 1899 में उसकी परीक्षा ले तलर्ा है , वह कई कतठनाइर्ोों का सामना करना पड़ा के रूप में रै डस्विफ
के प्रशासतनक बोडय का एहसास नहीों था तक तकिना मुस्विल वे उसे परीक्षाओों बना रहे थे। वे अजीब कतठनाइर्ोों
हे लेन के माध्यम से जाने के तलए तकर्ा था समझ में नहीों आर्ा। हालाों तक, हे लेन, उसके िैर्य और दृढ सोंकल्प के साथ,
उन सब overcame।
अध्यार् 20
हे लेन केलर तसफय उसके 19 वें जन्मतिन के बाि 1899 में रै डस्विफ कॉले ज के तलए प्रवे श परीक्षा ले तलर्ा। वह
पहली बार 1900 में वह के पिन में अोंिा-बहरा कॉलेज के छात्र प्यार से कॉलेज के बारे में सोचा था, बन गर्ा है तक
र्ह एक समर् को प्रतितबोंतबि और उसके तवषर्ोों के बारे में सोचना होगा। हालाोंतक, उसे कॉलेज जीवन उसके साथी
छात्रोों से अलग था। वह बजार् सुनने नीचे नोट ले ने के तलए उसके हाथ का उपर्ोग तकर्ा था। तजस गति से व्याख्यान
जगह ले ली है तक र्ह मुस्विल केलर को समझिे हैं और सब कुछ है तक तसखार्ा गर्ा था र्ाि करने के तलए बनार्ा
है ।
सुश्री केलर और सुश्री सुतलवन रे डस्विफ कॉले ज में कड़ी मेहनि की। सुश्री सुतलवन सुश्री केलर की कक्षाओों के सभी
भाग तलर्ा और पढने के साथ मिि की। रे डस्विफ उस समर् बहरा र्ा दृतिहीन छात्रोों के तलए िै र्ार नहीों था। अन्य
छात्रोों में से कई एक बहरे और अोंिे व्यस्वि कभी नहीों तमला था। हालाों तक वह कॉलेज का आनोंि तलर्ा, सुश्री केलर ने
सोचा तक छात्रोों के कार्य क्रम बहि व्यि थे और बैठने के तलए और सोचने का समर् नहीों तिर्ा। उसने र्ह भी तलखा
था, "हम अपनी तशक्षा ले ने के रूप में हम इत्मीनान से hospitably हर िरह के छापोों के तलए खुला िे श में टहलने ले
जाएगा, हमारे मन चातहए।"
अध्यार् 21
इस अध्यार् में, हे लेन केलर वापस चला जािा है पढने के साथ उसके प्रारों तभक अनुभवोों के बारे में पाठकोों को
बिाना। हे लेन पहली बार पढा जब मैं साि साल का था। र्ही कारण है तक मई 1887 में उसका पहला जु ड़ा कहानी
थी ही उठार्ा तप्रोंट में कुछ तकिाबें , जो हे लेन एक समर् िक बार-बार पढा जब शब्द इिने पहने थे और िबार्ा तक
वह शार्ि ही उन्ें बाहर कर सकिा रहे थे।
बोस्ट्न के तलए अपनी र्ात्रा के िौरान वह सोंस्थान के पुिकालर् में प्रत्ये क तिन का एक तहस्सा खचय करने की
अनुमति िी गई थी, और र्हााँ वह तकिाबोों की अलमारी और जो उसे "उों गतलर्ोों पर रोशन" नीचे ले ने के तलए तकिाबोों
की अलमारी से भटकने के तलए इिे माल तकर्ा। जब वह तकिाब की खोज की 'तलतटल भगवान Fauntleroy,' तमस
सुतलवन उसे पढ सकिे हैं और तकिाब उसके बचपन के िौरान हे लन "मीठी और कोमल साथी 'बन गर्ा।
वहाों से वह कई तकिाबें पढ सकिे हैं और वह "तलतटल मतहला" प्यार करिा था, क्ोोंतक र्ह उसे लड़तकर्ोों और
लड़कोों जो िे ख और सुन सकिा है के साथ ररश्तेिारी की भावना िे िी। वह भी 'जोंगल बुक' और 'जोंगली' पशु मुझे
पिा है 'के रूप में वह खुि को जानवरोों में एक वाितवक ब्याज महसूस तकर्ा है , वे जा रहा है "वाितवक जानवरोों
और मनुर्ष्ोों का नहीों हास्य तचत्र" प्यार करिा था। वह ग्रीक सातहत्य से मोतहि हो गर्ा था और र्ह इतलर्ड तक ग्रीस
उसे "िगय " बना तिर्ा था। उनके अनुसार, महान कतविा एक िु भातषर्ा लेतकन एक सोंवेिनशील हृिर् की जरूरि
नहीों थी। मैकबे थ और तकोंग तलर्र शे क्सतपर्र के कार्ों के बीच में उसे सबसे प्रभातवि तकर्ा। उसने कहा, "खुशी
और प्रेरणा का एक कभी व्यापक बनाने भावना के साथ" साल के तलए बाइबल पढें । उसने कहा तक वह उसे प्यार
करिा था के रूप में वह कोई अन्य पुिक प्यार करिा था।
हे लेन भी सातहत्य के तलए उसे प्यार से अलग इतिहास के तलए उसके प्यार को व्यि करिा है। पहली पुिक है तक
उसके इतिहास के मूल्य का एक वाितवक अथय तिर्ा स्विोंटन के "िु तनर्ा के इतिहास," जो वह उसकी िे रहवीों
जन्मतिन को प्राप्त हई थी। फ्राोंसीसी ले खकोों के अलावा, वह Molière और रै सीन सबसे अच्छी पसोंि है । सातहत्य
हे लन र्ू टोतपर्ा है , जहाों वह इों तिर्ोों का कोई बािा का सामना करना पड़ा था। चीजें हैं जो वह सीखा था और चीजें हैं
जो उसे हास्यास्पि कम महत्व के अपने साथ िु लना में लग रहा था तसखार्ा जािा था "बड़े प्यार करिा है और िगीर्
िान।"
अध्यार् 22
पुिकें और पढने केवल बािें है तक हे लेन का आनोंि तलर्ा नहीों थे। जब हे लेन नहीों पढ रहा था, वह बाहरी गतितवतिर्ोों
का आनोंि तलर्ा। वह िैराकी, कैनोइों ग, और नौकार्न पसोंि आर्ा। वह भी पेड़ प्यार करिा था और इिना है तक वह
तवश्वास है वह उनकी रस प्रवाह में सुना है और सूर्य के पत्तोों पर चमक िे ख सकिा था इिना उन्ें करीब महसूस करने
के तलए इिे माल तकर्ा। हेलेन महसूस तकर्ा है तक हम में से हर एक के छापोों और भावनाओों को शु रू से ही मानव
 जाति द्वारा अनुभवी समझने की क्षमिा थी। अोंिापन र्ा बहरापन हरी िरिी के बारे में अवचे िन में हमारी स्मृति का
रोब हमें नहीों कर सका। र्ह, वह छठे भाव है , जो िे ख लग रहा है और सुन सकिे हैं के रूप में करार तिर्ा।

Posted 7th April 2016 by Crazy Channels

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1.

Crazy Channels8 April 2016 at 05:19

Hey friends in this post their are some mistakes....

If you found than comment it

I will try to re correct it....

Reply

2.

Alexander Powell28 September 2016 at 07:56

पैगोंबर AZOKA करने के तलए िन्यवाि मेरे पति वापस me.After को शािी में 9 साल 3kids के साथ अपने पति के साथ
लाने के तलए, मेरे पति को अन्य मतहलाओों के साथ बाहर जा रहा शुरू कर तिर्ा है और पिा चला है मुझे ठों ड प्यार, कई
मौकोों पर वह मुझे िलाक के तलए अगर मैं उससे सवाल करने की तहम्मि िमकािा अन्य मतहलाओों के साथ अपने सों बोंि के
बारे में, मैं पूरी िरह से िबाह हो गर्ा था और मेरे एक पुराने िोि उलझन में मुझे एक जािू कॉस्ट्र पैगोंबर AZOKA कहा
जािा है , जो उनके ररश्ते , शािी, िास्थ्य, अपने महान जािू के साथ तवत्तीर् समस्याओों के साथ कई लोगोों की मिि को
बिार्ा तक पहली बार में मुझे शक उसे अगर ऐसी बाि कभी मौजूि है , लेतकन मैं इसे एक कोतशश िे ने का फैसला तकर्ा
है , मैं अपने ईमे ल के माध्यम से उससे सों पकय तकर्ा, उसने मुझे बिार्ा उिास होने के तलए नही ों है तक सब कुछ ठीक हो
जाएगा, मैं राहि महसू स कर रहा था तक वह मेरी मिि की 48 िोंटे के भीिर एक वापसी जािू कर तिर्ा है मेरी पति को
वापस ििक आर्ा और माफी माों ग, मैं अब भी उसे बहि प्यार करना शुरू कर तिर्ा है , और मैं उसे माफ कर तिर्ा है
और उसे ध्यान से िे खा, अब वह मतहलाओों के साथ बाहर जाना बों ि कर तिर्ा गर्ा है और अच्छे के तलए और असली के
तलए मेरे साथ वह अपने।
और अपने ररश्ते र्ा शािी के तलए इस महान जािू कॉस्ट्र समस्या के सभी प्रकार आप को हल करने के तलए मुस्विल
लगिा सों पकय करें और वह इसे करने के तलए एक तचरस्थार्ी समािान डाल िें गे। इों टरनेट जो मुझे पहली बार में अपने
सों पकय तववरण प्राप्त करने के तलए जब मेरे प्रेमी ने मुझे छोड़ तिर्ा और कैसे मेरे ररश्ते बहाल करने पर कोई तवचार नही ों था
सब कुछ अतिक आसान बना तिर्ा है लगिा है , लेतकन इों टरनेट के माध्यम से मैं तमल गर्ा था करने के तलए िन्यवाि इस
शस्विशाली जािू का ब्यौरा, अब महान नबी AZOKA सों पकय greatprophetazoka@yahoo.com पर
Reply

4.
APR

Julius Caesar William Shakespeare NCERT Solutions CBSE Class

10 English
Julius Caesar William Shakespeare NCERT
Solutions CBSE Class 10 English
Question 1. Consult a dictionary and find out the difference between
(a) killing
(b) murder
(c) assassination
(a) Killing is an act Of a person or a thing that kills.
(b) Murder means killing of a person under conditions specifically covered by law. It
is characterised by deliberation or during committing another crime.
(c) Assassination refers to killing suddenly or secretively especially a politically
prominent person, or to destroy or harm viciously, as
assassination of character.
2. Popular and powerful leaders have been assassinated in the past and in
recent times. Can you name some of them?
Answer Some of popular and powerful leaders who have been assassinated in the
past and in recent times are
Mahatma Gandhi The father of the Nation, Mahatma Gandhi was assassinated on
30th January, 1948.
Indira Gandhi The prime Minister Of India, Indira Gandhi was assassinated on 31st
October, 1984.
Raiiv Gandhi The former Prime Minister Of India and the son Of Indira Gandhi,
Rajiv Gandhi was assassinated on 21st may. 1991.
John F Kennedy The thirty-fifth President Of the United States, John F Kennedy
was assassinated on 22nd November, 1963.
Robert F Kennedy The younger brother of John F Kennedy and a senator fr01T1
New York. Robert F Kennedy was assassinated on 5th June, 1968.
Abraham Lincoln The sixteenth President Of the United States. Abraham Lincoln
was assassinated on 14th April, 1865.
Benazir Bhutto The former prime Minister of Pakistan. Benazir Bhutto was
assassinated on 27th December, 2007
Martin Luther King Jr One of the leaders of the American Civil Rights Movement,
Martin Luther King Jr was assassinated on 4th April, 1968.

Question 3. Discuss in groups the reasons why the leaders you named in (2)
were assassinated. Is assassination the end to a problem?
Have a group discussion on the topic in the context of past/present day political
assassinations.
Answer Some details and reasons have been given for the assassination of the
above mentioned leaders. The reasons highlight the fact hat the assassinations did
not cause the problem to end.
Mahatma Gandhi The father of the Nation. Mahatma Gandhi was assassinated by
Nathuram Godse on 30th January. 194B. A Hindu radical Godse later surrendered to
the po ice and was hanged on 15th November 1949. The reason was severe dislike
for Gandhi’s policies and the partition
of India.
Indira Gandhi The former Prime Minister of India, Indira Gandhi was assassinated
by Satwant Singh and Beant Singh, her own bodyguards, on 31st October, 1984.
While Beant Singh was killed by Gandhi’s other bodyguards. Satwant Singh was
later arrested and executed. The reason were differences related to the measures
taken to suppress Sikh militancy.
Rajiv Gandhi The former prime Minister of India and the son of Indira Gandhi, Rajiv
Gandhi was assassinated in a suicide bomb attack carried out by LTTE suicide
bombers. The reasons were political.
John F Kennedy The thirty-fifth President of the United States, John F Kennedy
was assassinated on 22nd November 1963, allegedly by Lee Harvey Oswald. Lee
was later killed by Jack Ruby on 24th November, 1963, even before he could be
indicted or tried. The reasons were political.
Robert F Kennedy The younger brother Of John F Kennedy and a Senator from
New York, Robert F Kennedy was assassinated on 5th June, 1968, by Sirhan Sirhan
(a Palestinian). Initially sentenced to death in a gas chamber, he was later handed
the punishment Of life imprisonment. The reasons were Political.
Abraham Lincoln The sixteenth president of the United States. Abraham Lincoln
was assassinated on 14th April, 1865, by John Wikes Booth, a well-known actor.
Both later died in an encounter with soldiers. The reasons were political.
Benazir Bhutto The former Prime Minister of Pakistan. Benazir Bhutto was
assassinated on 27th December, 2007 Her assassinator first shot and then
detonated a bomb. when she was leaving from a rally at Liaquat National Bagh.
Though Baitullah Mehsud is being alleged as the main
mastermind behind the murder, nothing has been proved yet. The reasons were
political.
Martin Luther King Jr One of the leaders of the American Civil Rights Movement.
Martin Luther King Jr was assassinated 4th April, 1968, by James Earl Ray, Ray was
convicted and sentenced to 99 years in prison. He later died in prison at the age of
70. The reasons were believed to be political.
The above given material can be used in the group discussion in the class.
Question 4. Answer the following questions by ticking the correct options.
(i) When Caesar says “Nor heaven nor Earth have been at peace to-night” he
sounds
(a) worried
(b) angry
(c) joyous
(d) frightened
Answer: (a)
(ii) Caesar’s reference to the senators as ‘graybeards’ shows his
(a) confidence (b) cowardice (c) arrogance (d) ambition

(iii) Decius Brutus changes Caesar’s mind about going to the Senate
by appealing to his
(a) ambition (b) vanity (c) greed (d) genorosity
Answer (b)

(iv) The offer that Cassius makes to Antony assassination is that

(a) the conspirators would like to be friends with him
(b) he may take Caesar’s body to the pulpit and speak to the crowd praising Caesar
for his achievements
(c) his recommendations Will be strong as that Of the conspirators While distributing
the powers and benefits to friends
(d) he may join the conspiracy against Caesar
Answer (a)

(v) Cassius tries to stop Brutus from letting Antony speak at Caesars funeral
as he
(a) knows the Roman mob loves Caesar and Antony
(b) knows Brutus is not a good orator
(c) knows they should not have killed Caesar
(d) knows Antony is a good orator who can away the mob
Answer (d)
(vi) What prophecy does Antony make over Caesars dead body?
(a) Romans will see Caesar’s ghost roaming on the streets
(b) Rome will experience fierce civil war in Which many people Will die
(c) Rome will be ruled by Ate
(d) Roman women will smile at the death Of Caesar
Answer (b)
(vii) After listening to Brutus speech, the third citizen says’ ‘let
him be Caesar. This clearly shows he
(a) has not understood Brutus reason for killing Caesar
(b) loved Caesar more then he loves Brutus
(c) loves Brutus more then he loved Caesar
(d) thinks Brutus killed Caesar to assume power
Answer (c)
(viii) When Antony calls the conspirators ‘honourable man’ tone is
(a) admiring (b) flattering (c) angry (d) mocking
Answer (d)
(ix) Antony’s reference to Caesar’s conquest of the Nervii is to
(a) remind the mob of Caesars greatness a warrior
(b) make the mob feel afraid Of being attacked by the war-like race
(c) make the crowd weep for Caesar who died at war
(d) stop and collect his emotions as he is feeling very upset

(x) Antony’s remark Mischief; thou art afoot, Take thou what
course thou wilt; shows him to be
(a) a ruthless manipulator
(b) an honourable man
(c) a loyal friend
(d) a tactful man
Answer (a)
Question 5. Answer the following questions briefly.
(a) How do the heavens forth’ the death of Julius Caesar?
Answer lt was believed that when kings or princes die. a bright star shoots in the sky
and falls down. It leaves a blazing light behind it. So, when Caesar was murdered. a
star blazed forth in the sky.
(b) What does Calpurnia try to convince Caesar of?
Answer Calpurnia tries to convince Caesar that what she has seen in her dream
means a danger to his life. So. he must not go to the senate-house. He must not
leave home. Caesar doesn’t listen to hers and murdered
(C) Why does Calpurnia say ‘Caesars wisdom is consumed in confidence’?
what does she mean?
Answer
She says this because she is afraid Of something happening to Caesar if he goes
Out. What she means is that he is overconfident because Of his wisdom, but the ill
omens mean that something bad will happen today
(d) What does Calpurnia dream about Caesar? How does Decius Brutus
interpret the dream?
Amwer: Calpumia dreamt that statue had a hundred spouts and pure blood ran from
them. Many strong Romans came smiling. They bathed their hands into it. She
meant this as an ill-omen. So. she asked Caesar rot to go the senate-house that day.
But Decius Brutus interpreted the dream saying that the Romans’s bathing their
hands in his blood that Caesar’s blood was his ‘spirit of influence’. It should be
treated as a great thing, It shall serve as colours added to a coat of arms, an object
of reverence, mementos and a badge of service.
(e) What are the arguments put forward by Decius Brutus to convince Caesar
to go to the Capitol?
Answer First, Decius Brutus convinces Caesar that the dream is good omen.
Secondly, the senators want to crown If he does not go to senate today. the
senators’, minds may change and they may not offer him the crown later on.
(f) Why is Decius more successful than Calpurnia in persuading Caesar?
Answer Decius Brutus appeals to Caesar’s vanity by telling him that the senators
want to crown him. whereas Calpurnia only talks about her dream, which was
ominous. It appears that Caesar s not very superstitious and his vanity overcomes
any doubts that he had.
(g) What is the petition put before Caesar by the conspirators? How does
Caesar respond to it?
Answer: The conspirators put a petition before Caesar to repeal the banishment of
Metellus Cimber’s brother, who had been banished by Caesar on valid grounds.
Caesar responds to it by refusing to do so because this will undermine h s authority
and also make laws made earlier meaningless.
(h) Who says ‘Et tu Brute When are these words spoken? Why?
Answer: The words ‘Et tu Brute’ are spoken by Caesar just before dying conspirators
when Brutus stabs Caesar. Caesar speaks these words as Caesar has not expected
such a treacherous act from him as Brutus was his trusted friend.
(i) In the moments following Caesar’s death what do the conspirators proclaim
to justify Caesar death?
Answer: In the moments following Caesar’s death the conspirators proclaim that
tyranny is over with his killing. Now the people will have liberty, freedom and
enfranchisement because Caesar is no alive.
(j) Seeing the body of Caesar, Antony is overcome by grief. What does he say
about Caesar?
Answer He praises Caesar. He his conquests, glories, triumphs and spoils. He calls
him ‘mighty’ and wonders how ‘low’ he lies in his death. He pays him a warm
homage by calling him a ‘bleeding piece of Earth’ and ‘the ruins of the noblest man’.
He also calls him ‘the choice and master spirits Of this age’ that ever lived.
(k) Whom does Antony call “the choice and master spirits of this age”. Why?
Antony calls Caesar as ‘the choice arid master spirits Of this age’ because no human
being matched him in any way. He was simply unparalleled in every human aspect.
(l) How do Brutus and Cassius respond to Antony’s speech?
Answer Brutus and Cassius respond to the of Antony in different ways. Cassius feels
the Antony’s words will affect the audience so that it goes against them. At this
Brutus’s that he will address the public first, giving the reasons for Caesar’s
assassination. He (Antony) will speak later on only with their permission.
(m) Why does Cassius object to allowing Antony to speak at Caesars funeral?
How does Brutus overcome this objection?
Cassius does not think it proper that Antony Should speak at Caesars funeral
because his words may change the mood of the audience. But Brutus tells that
Antony will be allowed to say only their permission.
(n) What are the conditions imposed by the conspirators before allowing
Antony to speak at Caesars funeral?
Answer: The conspirators laid down the following conditions on Antony’s speaking at
Caesars funeral.
(i) He will speak only after Brutus has finished speaking.
(ii) He will not blame the conspirators for killing Caesar.
(iii) He can speak whatever good he wants Of Caesar, but must
mention that he is speaking this With the permission of all of them.
(o) When he is left alone with the body of Caesar what does Antony call Brutus
and the others?
Answer He calls them butchers and curses them.
(p) What prediction does Antony make regarding the future events in Rome?
Answer Antony predicts that the Whole Of their country will witness a civil war, which
will be bloody and destructive. Foul be so
Common that all feelings Of compassion Will vanish from the hearts of man. The
ghost Of Caesar shall roam about to take revenge and
punish. tie enemies. The Earth polluted by the evil smell of rotting bodies.
(q) What reasons does Brutus give for murdering Caesar?
Answer: Brutus gives various reasons for murdering Caesar. First of all, he says that
Caesar was ambitious. He would have become a dictactor if he had lived. He loved
Caesar, no doubt, but he loved Rome more. so, Brutus states that they killed Caesar
more for the sake of Rome and not for any personal reasons.
(r) Who says, “Let him be Caesar”? What light does this throw on the speaker?
Answer The third citizen. who signifies the common citizen of Rome. speaks the
above words while Brutus has finished his speech justifying the reasons for Caesars
death. Brutus too has proclaimed that the people can slay him if he becomes
ambitious like Caesar. This shows that the citizens were fully satisfied with the
reasons given by Brutus and there was all praise for Brutus. They praise Brutus and
show their sympathy for the act _
(s) Why is Antony’s speech more effective?
Answer Antony’s speech is more effective because he appeals to the basic
sentiments of the common people. i.e. the mob. He very cleverly directs his speech
towards Caesar S greatness as a human being. He, in that way, arouses their basic
instinct of revenge against the conspirators. He does so by stating from will that
Caesar’s has left everything to them.
(t) At the end of the scene, what is the fate of Brutus and Cassius?
Answer By his skillful oratory Antony has aroused the anger and hatred Of the mob
against Brutus, Cassius and Other conspirators. The mob plans to torch their houses
with the burring sticks of wood from Caesars pyre. Pursued by such a hostile, furious
and bloodthirsty mob. Brutus and Cassius have no option but to run away from
Rome to save their lives.
Question 9: Read the extracts given below and answer the questions that
follow?
(i) Caesar Cowards die many time before their deaths; the valiant never taste of
death but once. Of all the wonders that, I yet have heard. It seems to me most that
men should fear: seeing that death, a necessary end, come when it will Come.
(a) Whom is Caesar speaking to? Why does he say these words?
Answer Caesar is speaking to his Wife Calpurnia. Caesar says these words because
Calpurnia has seen a horrible dream indicating Caesar’s death. So, she requests
him not to go to the senate-house and remains at home.
(b) What fears has the listener expressed?
The listener Calpurnia has shown her fear that her dream means danger to Caesars
life. It indicates that Caesar may be killed or may die, This is the fear
(c) What is the basis for the fears expressed?
Answer The basis is that Calpurnia has seen a horrible dream. In it she has seen
unnatural occurrences These are like the lioness giving birth in the streets and
graves opening up with throwing of the dead persons.
(ii) But here’s a parchment with the seal of Caesar: I found it in his closet, ‘it’s his will:
Let but the commons hear this testament-
which, pardon me. I do not mean to read— and they would go and kiss dead
Caesars wounds.
(a) Who speaks these words? Where is the speaker at this moment?
Antony says these words to the mob. He is in ‘he Capitol at this moment.
(b) What are the contents of Caesars will that he is referring to?
Answer The contents of Caesar’s will are that he has given everything belonging to
him to the people Of Rome, These are his money, gardens and orchards,
(c) Why does the speaker read Caesar’s will to the citizens?
Answer The speaker reads Caesars will to prove that Caesar was not ambitious and
should not have been assassinated. On the other hand, he was a prey of the
conspirators ambition.
(d) What is the reaction of the listeners to the will?
Answer The listeners get agitated and violent. They are after the conspirators who
have murdered Caesar in cold blood.
Question 10. A reporter covers the event Of the assassination of Julius Caesar
in the Senate giving graphic details and a catchy headline. Write the
newspaper report in about 200 words.
Answer

Breaking News
Julius Caesar Murdered in Cold Blood in the Senate by Rohit Basu, Special Today
our beloved leader Julius Caesar was killed by fellow senators in the
Senate House by stabbing. The details of this dastardly deal are really frightening.
In the morning when Caesar had just taken his seat in the Senate, Metellus Cimber
petitioned him to repeal tre banishment of his brother. Caesar
refused to accede to his request. as his brother was valid grounds. Many senators,
Who were all part of the conspiracy then surrounded him to press him to repeal the
order. When Caesar also refused them. one by they all stabbed him with daggers
which had been hidden in their clothes.
Caesar fell down, crying, “Et tu Brute”, as Brutus, who of the persons who had
stabbed him, was a friend of his. Then the conspirators started proclaiming that
Caesars tyranny was over and also started celebrating.
Just then, Mark Antony, who was a follower of Caesar, entered tre Senate and was
aghast at what he saw. He told the conspirators to kill him also if
they wanted, as there was nothing left for him in life.
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CBSE Class 10 English Literature Reader Solutions The Dear

Departed
CBSE Class 10 English Literature Reader
Solutions The Dear Departed
The Dear Departed —By Stanley Houghton
Summary

‘The Dear Departed’ is dedicated to the old people who are neglected due to the
increasing materialism of their families. Abel Merry weather is an old man who had
two daughters, Mrs. Slater and Mrs. Jordan. One day, Mrs. Slater ‘found him dead’.
She informed Mrs. Jordan and her husband Ben and started waiting for them.
Meanwhile she discussed with her husband about a clock and the bureau – a writing
desk with drawers, which she always liked and wanted to possess. Suddenly an idea
struck her mind and she decided to bring the clock and the bureau down to her room
before the arrival of Mrs. Jordan. Henry did not approve of it but later helped in
getting the bureau down. It was at the moment of shifting that the Jordans arrive. But
they never realized what had happened. All of them sat to have tea. They discussed
the obituary announcement in the papers and insurance premium payment. The little
daughter of Slaters – Victoria put them in a doubt that she saw grandfather going to
‘Ring-O-Bells’ instead of the insurance office. She was told by her mother to bring
the keys so that they could find the premium receipt in the drawers. Victoria went up
reluctantly but the next moment she was back when she saw grandfather rising from
his bed. She informed everyone downstairs. By the time they came out of their
shock, grandfather came down. He told them that he had a headache and so was a
bit dazed. It was here during the discussion thatfhe noticed his clock and bureau in
Henry’s room. He got annoyed and asked for the reason. Then Mrs. Jordan informed
him that Mrs. Slater was perhaps deceiving everybody by trying to steal the clock
and the bureau before anybody arrived. Grandfather got angry. He told them that he
had decided to change his will. He further added that he would give away everything
to somebody who cared for him and not his daughters who took him to be a burden.
The sisters were unable to digest this. They apologised but grandfather didn’t listen
to them. Then he told them his plans that he was going to marry Mrs. John
Shorrocks, the keeper of ‘Ring-O-Bells’ and alter his will in her name. He invited
them to attend his marriage on Monday, twelve o’clock at St. Philip’s Church and left
the house.

Extract Based Questions (3 marks each)

Read the extracts given below and briefly answer the questions that follow:

Q. 1. “It didn’t take you long to start dividing my things between you.” (Board
2014, Set 8L1922Q)
(a) Who speaks these words and to whom ?
(b) What things are being referred to ?
(c) Why did they start dividing the things ?
Ans. (a) These words are spoken by Abel Merry weather to his family members.
(b) He is referring to the bureau, clock, slippers, etc.
(c) They started dividing the things because they presumed Abel to be dead.

Q. 2. ‘Are we pinching it before Aunt Elizabeth comes ?’ (Board Term-I 2013,

Set 5007)
(a) Who is asking this question and to whom ?
(b) What has happened before this incident ?
(c) What reaction of the speaker is evident from the given lines ?
Ans. (a) Victoria is asking her parents.
(b) The parents have brought down the bureau from the grandfather’s room.
(c) The girl understands that her parents are stealing the bureau (CBSE Marking
Scheme, 2014)

Q. 3. They’ll stretch, won’t they ? I am not going to have them wasted.

(a) What is they ?
(b) What does the speaker want the listener to do ? Why ?
(c) What will happen when ‘They’ will stretch ? (Board Term-I 2013, Set 8SRR)
Ans. (a) Abel Merryweather’s slippers.
(b) She wants him to wear them as they are new and his own are old and worn out.
(c) The slippers are small for Henry. She says they will stretch once he starts
wearing them.
(CBSE Marking Scheme, 2014)
Q. 4. “Mrs. Slater : I’m not satisfied but it’s the best we can do till our new
black’s ready and Ben and Elizabeth will never have thought about mourning
yet, so we’ll outshine them there.
(a) What is Mrs. Slater dissatisfied with ?
(b) What is the reference to ‘new black’ and why is it required ?
(c) What does her speech reveal about her character ? (Board Term-12011, Set
44)
Ans. (a) She is not satisfied with her mourning dress yet.
(b) She needs a new mourning dress as her father has died.
(c) She is a hypocrite, competes with her sister and doesn’t have any regret of her
father’s death.

Q. 5. “Are we pinching it before Elizabeth comes ?” (Board Term-12011, Set 43)

(a) What does ‘it’ refer to here ?
(b) How does Victoria conclude that her parents are pinching ‘it’?
(c) Mention two reasons that Mrs. Slater gives for her action.
Ans. (a) It refers to the bureau here. Henry tells Victoria that he and his wife are
going to bring the grandfather’s bureau down.
(b) Victoria concludes because they want to bring it down before Aunt Elizabeth
comes.
(c) She tells them that she has always wanted to havejthe bureau after grandfather’s
death. She tells them that
‘Elizabeth is sharp and will drive a hard bargain.’

Q. 6. That was a near thing. Open the door, Victoria. Now, Henry, get your coat
on. (She helps him).
(Board Term-12011, Set 61)
(a) What was a near thing ?
(b) Why has Victoria been asked to open the door ?
(c) Why has Henry been asked to wear a coat ?
Ans. (a) The speaker and her husband being caught in the act of stealing.
(b) To usher in her aunt and uncle.
(c) Because it is black in colour and it would make him appear to be in mourning.

Q. 7. No, for myself it’s such a relief to get into the black. And now perhaps
you’ll tell us all about it. What did the
doctor say ? (Board Term-12011, Set 41)
(a) What is a great relief for the speaker ?
(b) What does the speaker mean by telling us all about it ?
(c) Who is the speaker of these lines ?
Ans. (a) To get into the black mourning dress is a relief.
(b) They want to know how the old man died.
(c) Elizabeth or Mrs. Jordan.

Q. 8. Chut! Be quiet! It’s ours now. Come Henry, lift your end.
(a) Identify the speaker.
(b) Why is the speaker insisting on being quiet ?
(c) What ‘our now’ is being talked about ?
Ans. (a) Mrs. Slater. .
(b) As they are stealing grandpa’s bureau before others come.
(c) The bureau of grandpa.

Q. 9. “Victoria, if that’s your aunt and uncle you’re not to open the door.”
(a) Whose instructions are these for Victoria ?
(b) Why should her aunt and uncle not be allowed ?
(c) What was being done in their absence ? (Board Term-12011, Set 50)
Ans. (a) Amelia, her mother.
(b) As they are shifting the bureau containing a locked desk and they don’t want to
be caught red-handed.
(c) Both Amelia and Henry were in grandfather’s room shifting an old-fashioned
bureau.

Q. 10. “I don’t call that delicate, stepping into a dead man’s shoes in such
haste.” (Board Term-12011, Set 38)
(a) Who is the speaker ?
(b) When does the speaker say these words ?
(c) What does the speaker mean by ‘stepping into a dead man’s shoes’ ?
Ans. (a) Mrs. Jordan. 1/2
(b) When she notices Henry wearing grandfather’s slippers.
(c) Stepping into a dead man’s shoes is to take the position of the dead man
although one might not be capable
of it. She remarked that he was in a hurry to step into the grandfather’s shoes and
didn’t even wait for his funeral. 1+1/2
Q. 11. No, if I’m not to have him you shan’t either. We quarrelled because
Elizabeth said she wouldn’t take you off
our hands at any price. She said she’d had enough of you to last a life time,
and we’d got to keep you.
(Board Term-12011, Set 42)
(a) Who is I ?
(b) Why is there a quarrel ?
(c) Who had got to keep the old man according to the speaker ?
Ans. (a) T stands for Mrs. Slater.
(b) They quarrel over Elizabeth’s attempt not to keep the old man with her at any
price.
(c) Mrs. Slater and Henry.

Q. 12. I’ll tell you what I’ve got to do. On Monday next I’ve got to do three
things.
(a) These words are spoken by to..’
(b) The listeners’ reaction to the speaker’s declaration is that they are
(c) has made the speaker decide on three things. (Board Term-12011, Set 14)
Ans. (a) Abel; his family.
(b) taken aback.
(c) Family’s negligent attitude towards the speaker.

Q. 13. ‘She’s never been here since grandfather bought it. If it was only down
here instead of in his room, she’d
never guess it wasn’t our own.
(a) These words are said by
(b) The word ‘it’ referred to here is
(c) The speaker is planning to (Board Term-12011, Set 12)
Ans. (a) Amelia. .
(b) the bureau.
(c) bring the bureau down.

Q. 14. “He’s done it on purpose, just to annoy us”.

(a) Who is the speaker ?
(b) Who is ‘He’ ?
(c) What has he done to annoy the others ? (Board Term-12011, Set 40)
Ans. (a) Mrs. Jordan.
(b) Grandfather – Abel Merryweather.
(c) He had not paid the premium – instead had gone to a public house.

Q. 15.1 may be wrong. But I don’t think father will fancy living on with you after
what’s happened today.
(a) Who speaks the above lines ?
(b) What is the argument about in the conversation ?
(c) Why wouldn’t father want to stay with the listener ?
Ans. (a) Mrs. Jordan.
(b) The argument is over the place where Mr. Abel Merryweather should be staying.
(c) Mrs. Slater had behaved in a very mercenary manner and she wanted to take
over her father’s belongings as
soon as he died.

Short Answer Type Questions (2 marks each)

Q. 1. What are the three things that grandfather plans to do on next Monday ?
(Board 2014, Set PRE2N18,8L1922Q, NCT 2014,2013 Set 8SRR)
Ans. (i) To go to the lawyer to alter his will.
(ii) Pay insurance premium
(iii) Get married at St. Phillips church to Mrs. Shorrocks (CBSE Marking Scheme,
2014)

Detailed Answer:
Grandfather plans to do three things on next Monday. He decides to consult a lawyer
and alter his will in favour of Mrs. John Shorrocks. Secondly he decides to marry
Mrs. Shorrocks and third he has to pay his insurance premium which is due.

Q. 2. Justify the title ‘The Dear Departed’. (Board 2014, Set PRE2N18, 2012 Set
64)
Ans. (i) The play revolves around the father. Fathers are loved by their children, but
here he is not dear/truly loved by them as they are more interested in dividing up his
belongings and are upset when they are informed that he is getting married and that
they will not inherit.
(ii) The father has not departed, they presume he is dead without checking or calling
a doctor.
Q. 3. Why did the two sisters fight with each other ? (Board 2014)
Ans. Grandfather decided that in his new will, he would leave all his money and
things to the person he would be living with when he died. This led to another spat
between the daughters. Since both of them were very keen to get his money and
things, they wanted that he should stay with them. (CBSE Marking Scheme, 2014)

Q. 4. Why was black the dress code for the day ? (Board Term-12013, Set 5007)
Ans. Amelia had come to the conclusion that Abel Merryweather had passed away.
So, the entire family had gathered to mourn the death of the grandfather. Black is the
colour for mourning so they all had wome black.

Q. 5. Why is Mrs. Amelia Slater so edgy and nervous in the beginning of the
play ? (Board Term-12013, NWKYS)
Ans. In the beginning of the play, Mrs. Amelia Slater is very edgy and nervous.
Actually, she wants to steal grandfather’s bureau as she likes it very much but she
wants to shift it to her room before the Jordans come and for that she has to do it
quickly. She doesn’t want the Jordans to know about her theft.

Q. 6. Bring out the irony in the title of the play, ‘The Dear Departed’. (Board
Term-12013, Set 7PZ8) (Board Tenn-I 2012, Set 38)
Ans. Grandfather, the departed in this play, was not dear to his daughters and son-
in-laws. Though they did not anxiously wait for his death, they actually did not regret
even his sudden passing away.

Q. 7. What decision did Abel Merryweather take regarding his will ? What were
his future plans for himself ? (Board Term-12012, Set 49)
Ans. He decided to make a new will and leave all his belongings to whomever he
was living with when he dies. First, he would visit his lawyer,to alter his will. Second,
he would go to the insurance office and pay his premium. Third, he would marry Mrs.
John Shorrocks who kept the ‘Ring-O-Bells’ in Philip’s church.

Q. 8. What does Mrs. Slater want to possess from the grandfather’s room ?
What were her plans after his death ? (Board Term-12012, Set 55)
Ans. Mrs. Slater has her eye on grandfather’s bureau and the clock. She intends to
grab her share of her grandfather’s property. She and her sister Mrs. Jordan are
after jewellery, insurance, etc.
Q. 9. Mrs. Slater represents a great materialistic character in the play, ‘The
Dear Departed’. Give two evidences in support of the statement. (Board Term-
12012, Set 59)
Ans. When she is sure about the death of her father, she tries to grab all the
essentials of her father first. Then she turns her attention to his insurance policy. She
doesn’t want anyone to come there before she takes everything in her possession.
She has no sympathy for anyone.

Q. 10. Why does Elizabeth wish to draw up a list of Grandpa’s things ? (Board
Term-I 2012, Set 60)
Ans. Both the sisters, being calculative and selfish, did not want to be in any loss.
Hence, Elizabeth wanted all the things to be listed so as to be able to get more than
her share of inheritance.

Q. 11. Why did Victoria think that the behaviour of her parents was callous
? (Board Term-I 2012, Set 16)
Ans. Victoria thought the behaviour of her parents was callous as after the so-called
departure of Grandpa’s soul, they were only bothered about money and other
materialistic things.

Q. 12. Briefly describe the character of Victoria in ‘The Dear Departed’. (Board
Term-I 2012, Set 18)
Ans. Victoria, the granddaughter, has been depicted as a compassionate and loving
character who loved her grandfather and was very upset at the materialistic
behaviour of the elders after the so-called death of her grandfather.

Q. 13. In what way is ‘The Dear Departed’ satirical ? Comment on the nature of
human beings.
(Board Term-I 2012, Set 21)
Ans. ’The Dear Departed’ brings out children’s greed; they are more interested in
what they will inherit and try to grab a lion’s share. The play shows how children
sometimes care more for what they will receive from their parents than for their
welfare and happiness.

Q. 14. What change in the grandfather’s will lead to another spat between his
two daughters ? Why ?
(Board Term-12011, Set 39)
Ans. Grandfather decided that in his new will, he would leave all his money and
things to the person he would be living with when he died. This led to another spat
between the daughters. Since both of them were very keen to get his money and
things, they wanted that he should stay with them.

Q. 15. Why was the family surprised /shocked to see the grandfather awake
? (Board Term-I 2011, Set 25)
Ans. The family was shocked to see the grandfather alive as all of them wanted to
share his belongings which they would not be able to do then.

Q. 16. What was the reason for delay in opening the door when Mr. & Mrs.
Jordan came ?
(Board Term-I 2011, Set 28)
Ans. The Slaters wanted to bring the bureau down but did not want the other couple
to know about it. So they delayed the opening of the door as at that moment they
were in the process of bringing the bureau down.

Q. 17. Why does Mrs. Slater decide to shift the bureau from grandfather’s room
before the arrival of the Jordans ? (Textual)
Ans. Abel, the grandfather, is ‘found dead’ in the room by Mrs. Slater. She informs
her sister and then starts waiting for her to come for the mourning. At that time it
strikes her that grandfather’s things will be divided between the two of them. She
loves the grandfather’s bureau. So she decides to shift it to her room before the
arrival of Jordans so that she can tell them that the bureau is their and not
grandfather’s. That way she will be the sole owner of it.

Q. 18. Ben appreciates grandfather saying ‘It is a good thing he did’ later he
calls him a ‘drunken old beggar’, why does he change his opinion about her
grandfather ?
Ans. Ben changes his opinion about grandfather and calls him a ‘drunken old
beggar’ later because he realises that he has not paid his insurance premiums and
so they will not get any benefit of money from his insurance.

Long Answer Type Questions (4 marks each)

Q. 1. Victoria Slater is truly attached to her grandfather. She is confused by the

behaviour of the elders at home, their attitude towards the old man.
As Victoria write a diary entry in not more than 150 words, outlining the
incidents and the elders’ feelings towards the misfortune. (Board Term-I 2012,
Set 39)
Ans. 28 February, 20xx
Tuesday •
10 pm.
Dear Diary
I am quite confused by the behaviour of the elders towards my grandfather. As soon
as they found him to be dead, it was as if mother was in a hurry to divide Grandpa’s
belongings. She informed aunt Elizabeth who arrived alongwith uncle. To my shock,
none of them were feeling sad about the departed soul. Rather they started fighting
for Grandpa’s properties. Is this what we call love and affection ? Bureau, grandpa’s
slippers and many other things were gaining priority at that moment. My mother and
aunt forgot that their father was dead. They were being so materialistic. It was a
terrible experience. Thank God! Grandpa is still alive. Now I wonder would they
accept if I pay them back in the same coin.
Victoria

Q. 2. You are Abel Merryweather. Express your ideas/feelings after you wake
up and come to know about your daughters’ feelings, greed and intentions in
the form of a letter to your friend. (Board Term-I 2012, Set 30)
Ans. 3 March, Thursday 10 p.m.
Dear John
After an unbelievable experience of watching the selfishness of my family members,
I have made my final decision. Let me first narrate you the incidents that led to this
decision. One day I woke up only to find them fighting for my property. Both my
daughters and son-in-laws were discussing this matter. They were being blunt and
impolite. I saw them in their true colours that day. They were outdoing each other in
considering me as a burden for them. They made me realize that they had only been
tolerating me for five long years. Though all of them were in black mourning dress it
never appeared that they were really sad. All of them were greedy, impolite,
insensitive, dominating and what not. It was only my granddaughter who was an
exception. So I’ve decided to marry Mrs. Shorrocks who seems to be quite humane.
This was a horrible experience of my life which I wanted to share with you.
Abel

Q. 3. How is hypocrisy of the two sisters brought out in the play, ‘The Dear
Departed’ ? (Board Term-12012, Set 29)
Ans. The two sisters in the play lived by double standards. Each of them tried to
surpass the other. Amelia tried to . steal the bureau before Elizabeth’s arrival
whereas Elizabeth was late because she wanted to reach there in mourning dress.
She was in no hurry to reach her father’s house even after hearing the news of his
death. Both of them laid more stress on getting materialistic gains from Abel’s death
as Amelia wanted to steal the clock whereas Elizabeth wanted grandfather’s watch.
Their hypocrisy reached its height when at tea, they discussed about newspaper
announcement even before confirming his death. But when Abel came down, both of
them were shocked. Further they got a terrible blow when their father announced his
marriage to Mrs. Shorrocks and the change of his will.

Value Based Question (4 marks)

Q. 1. You are Victoria and you are really angry and disturbed at the way your
parents, uncle and aunt have behaved with your grandfather. Express your
thoughts and feelings about the value of the love of grandparents in a
person’s life in the form of a diary entry in about 150 words.
Ans. Thursday
27 April, 2014 9:30 p.m.
Dear Diary
I am very upset and disappointed today. I was informed by my parents in the
morning that my grandfather is dead. It was a terrible news. I was shocked as it was
an unexpected news. But more shocking was the behaviour of my parents especially
my mother. She turned out to be a materialistic lady who was more concerned about
the bureau and the clock in grandfather’s room rather than the dead grandfather. I
had never thought that my parents, uncle and aunt are greedy. Today I found that
each one of them was interested in benefits that they could get after grandfather’s
death rather than the old man himself. I am disillusioned by their materialistic
attitude. Why don’t they realise the importance of fatherly affection and love ? I love
my grandfather and thank God that he is not dead. I always look towards him
whenever I’m troubled. His experience and knowledge always helps me come out
smoothly from my problems. I hope ma, pa and others will soon understand the
value of parents’ love and give grandpa his due regard and respect in the future.
Victoria
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Ozymandias – Percy Bysshe Shelley – NCERT Solutions CBSE

Class 10 English Literature
Ozymandias – Percy Bysshe Shelley –
NCERT Solutions CBSE Class 10 English
Literature
Q1.
(a) No water nearby, no green plants. no trees or birds, no buildings or
human beings
(b) Halt sunken in the sand, the stone edges are the
corners. arms and trunk are missing. It is very old and made Of stone.
(c) Powerful, a warrior who defeated all his enemies. He must have
been arrogant and conceited.
(d) Subdued, meek, obeyed orders, non-rebellious.

Q2. Write a letter to your friend about the sight you saw and your impression
of it.
Dear Riva,
I hope you are enjoying your ho You know that in these vacations I went to an
ancient With family. I saw many places but one of them stirred me deeply. The place
desert. where you could only see vast stretches Of sand. There lay a broken statue
of the king named Ozymandias. He was the ruler of that land thousands of years
ago.
The remains of the Statue stood mounted on a stone based pedestal.
There was an inscription engraved on it which -read as “My name is Ozymandias,
king Of kinqs : Look on my works, ye mighty, and despair”
I was wondering how the great king must have thought that this statue Of stone Will
stand forever and tell the stories of his achievements to the world. He must have
thought he would become immortal and be remembered by all. Nov his status was
all shattered. crumbled and his bee rolled in the sand.
Time takes its toll and does not spare anyone or anything. It made me realise that
everything comes to an end with time. Nothing is immortal. I was just looking at his
head half sunken in the sand and wondering where is his glorious kingdom, the
lands he won. All this made me feel that we should live peacefully with others. Since
all will perish one day, we should not kill or take away possessions and life from
others to prove our greatness.
I will meet you when the schools re-open.

Your best friend

Anshi

Q4: Answer the following questions by ticking the correct options.

(a) The poem is set in _____________________

(i) the wilderness
(ii) an ancient land
(iii) a palace
(iv) a desert
Answer: iv. a desert

(b) The expression on the face of the statue is one of ___________________

(i) admiration
(ii) anger
(iii) despair
(iv) contempt
Answer iv. Contempt

(c) This poem throws light on the _____________ nature of Ozymandias.

(i) cruel
(ii) arrogant
(iii) boastful
(iv) aggressive
Answer iii. Boastful

(d) The sculptor was able to understand Ozymandias’ _______________

(i) words
(ii) expression
(iii) feelings
(iv) ambition
Answer: ii. Expression

(e) The tone of the poem is __________________________

(i) mocking
(ii) nostalgic
(iii) gloomy
(iv) gloating
Answer: iv. Gloating

Q5. Answer the following questions briefly.

(a) “The hand that mocked them and the heart that fed. “Whose hand and heart has
the poet referred to in this line?
The hand and heart referred to, here, is that of the sculptor.
(b) “My name is Ozymandias, king of kings:” Why does Ozymandias refer to himself
as King of Kings? What quality of the king is revealed through this statement?
In order to emphasise on him to be the most powerful of all kings, King Ozymandias
calls himself ‘King of Kings’. The king supposedly was very powerful, aggressive,
arrogant and boastful.
(c) “Look on my works, ye Mighty, and despair!” Who is Ozymandias referring to
when he speaks of ye Mighty? Why should they despair?
Ozymandias refers to all the other rulers to come after his reign. They should
despair, because according to him, they can’t surpass his glory and power.
(d) Bring out the irony in the poem.
The irony of “Ozymandias” cuts much deeper as the reader realises that the forces
of mortality and flexibility, described brilliantly in the concluding lines, will wear down
and destroy all our lives. There is a special justice in the way tyrants are subject to
time, but all humans face death and decay. The poem primarily depicts an ironic
picture of Ozymandias and other rulers like him, but it is also a prominent thought on
time-bound humanity: the traveler in the ancient land, the sculptor-artist who
fashioned the tomb, and the reader of the poem, no less than Ozymandias, inhabit a
world that is “boundless and bare.”

(e) ‘Nothing beside remains.’ What does the narrator mean when he says these
words?
When the narrator says these words, he emphasises on the fact that human life is
time bound. The power and popularity of the ruler descended with the descent of the
ruler. Nothing is immortal and immutable in this world.
(f) What is your impression of Ozymandias as a king?
To me, Ozymandias seems to be a very powerful tyrannical ruler, who was
extremely boastful of himself and his kingdom.

(g) What message is conveyed through this poem?

Through this poem a very important message is conveyed which explains the
ultimate truth of human lives that nothing is important. Everything in this world is
time-bound and not immortal. The immutability of time has been explained through
this poem.

Q6: Identify and rewrite the lines from the poem spoken by the narrator, the
traveller and Ozymandias:

The Narrator: ______________________________________________________

The Traveller: ____________________________________________________
Ozymandias: __________________________________________________

The Narrator: The narrator starts the poem with the introduction as to how the
traveller had narrated his trip to the ancient land.
The Traveller: Two huge yet without the upper part of the body sculptures stood in
the desert. Near them lay a shattered face, which had a frown and a wrinkled
expression on his face. The face also held a hostile expression of cold command.
The expression could be read very well on these lifeless things because of the
sculptor’s artistry. On the pedestal appeared the words of the king himself. It read
that his name was Ozymandias, king of kings, who commanded the forthcoming
rulers to look up to him, and be saddened by the fact that they can never beat the
glory he had achieved.
Ozymandias: I am Ozymandias, king of all kings: look upon my work and be
despaired by my might, which you can never surpass.

Q7: Shelley’s sonnet follows the traditional structure of the fourteen-line Italian
sonnet, featuring on opening octave, or set of eight lines, that presents a conflict or
dilemma, followed by a sestet, or set of six lines, that offers some resolution or
commentary upon the proposition introduced in the octave. Read the poem carefully
and complete the following table on the structure of the poem.
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CBSE Class 10 English Literature Reader Solutions Not Marble, nor

the Gilled Monuments
Not Marble, nor the Gilled Monuments —-By William Shakespeare

Introduction

William Shakespeare wrote 154 sonnets. ‘Not Marble, Nor the Gilded Monuments’ is
one of them. In this poem, he has used poetic means to create aesthetic effects.

Quick Review / Summary

In this poem, Shakespeare tries to convey the message that nothing in this world can
outlive his poetic verses, be it marble or the monuments, that are covered with gold.
The monuments wear away with the passage of time but his poetry written for his
friend, will live longer than the stone monument which has been left uncared for.
Next he has contrasted his verses with the ravages of time on monuments. The
fighting, wars all overturn the monuments. They get demolished forever and
everybody forgets about them after sometime. But neither Mars, the god of war, nor
fire can erase the written memory of his friend’s life. It will continue even after his
death. The future generations will also admire him and he will live in the hearts of
people till the doomsday, i.e., the day of the last judgement.
Extract Based Questions (3 marks each)(1 mark for each line in each question)

Read the extract given below and answer the questions that follow:

Q. 1. “When wasteful war shall statues overturn,

And broils root out the work of masonry,
Nor Mars his sword nor war’s quick fire shall bum The living record of your
memory.” (Board Term-I 2013, Set 5007)
(a) The works of masonry that the poet is referring to are………..
(b) Mars is…………..
(c) What does the poet mean by ‘the living record’ ?
Ans. (a) statues and monuments.
(b) the god of war.
(c) His poetry describing his love for his friend.

Q. 2. Not marble, nor the gilded monuments

Of princes, shall outlive this powerful rhyme;
But you shall shine more bright in these contents Than unswept stone,
besmear’d with sluttish time (Board Term-I 2012, Set 41)
(a) The poet’s friend will outlive……………..
(b) What will outshine the other ?
(c) The rhyme scheme of the stanza is……………….
Ans. (a) gold plated buildings of stone built in the memory of someone. 1
(b) The words of this powerful poem written in praise of his friend will outshine those
monuments 1
(c) ab, ab 1

Q.3.When wasteful wars shall statues overturn,

And broils root out the work of masonry,
Nor Mars his sword nor war’s quick fire shall burn The living record of your
memory.
(a) What will the wasteful wars do ?
(b) What will be the living record of the poet’s friend ?
(c) The poetic device used in the phrase ‘wasteful wars’ is……………….
Ans. (a) They will uproot monuments.
(b) The poem written in his praise.
(c) Alliteration.

Q.4.’Gainst death and all obvious enmity

Shall you pace forth; your praise shall still find room,
Even in the eyes of all posterity
That wear this world out to the ending doom.
(a) In line 2, ‘you’ refers to……………….
(b) The poet predicts that, ‘you’ will……………….
(c) The figure of speech in ‘your praise shall still find room’ is………………
Ans. (a) the poet’s friend
(b) live forever through this rhyme
(c) personification
Q.5.Not marble, nor the gilded monuments Of princes, shall outlive this
powerful rhyme
(a) Princes get monuments made because……………….
(b) The meaning of the word ‘gilded’ is……………….
(c) Monuments won’t outlive this rhyme because……………….
Ans. (a) they want to be remembered forever.
(b) gold plated.
(c) the poem is immortal.

Q.6.When wasteful war shall statues overturn,

And broils root out the work of masonry
Nor Mars his sword nor war’s quick fire shall bum
The living record of your memory.
(a) Which poetic device has been used in these lines ?
(b) Find out the word which means ‘fighting, disturbances in war.’
(c) In the line ‘The living record of your memory’, living record refers to
Ans. (a) Alliteration.
(b) Broils.
(c) the sonnet the poet has written for his friend.

Q.7.”Nor Mars has sword nor war’s quick fire shall bum The living record of
your memory
Giants death and all-oblivious enmity Shall you pace forth.”
(a) The ‘living record of your memory’ is……………….
(b) The word ‘your’ represents……………….
(c) ‘Mars’ in the above lines is……………….
Ans. (a) the poem.
(b) the poet’s friend.
(c) the God of war.

Short Answer Type Questions (2 marks each)

Q.1.Bring out the sum and substance of Shakespeare’s sonnet, ‘Not

Marble,Nor the Gilded Monuments ? (Board 2014, Set PRE2N18)

Ans. In this poem, the poet pays tribute to the quality of his verses also to the
intensity of his love for his friend, the Earl of Southampton. The poet is confident that
his verses will continue to be read for ever. His friend will outlive all other things of
the world when he is described in the poet’s verses. (CBSE Marking Scheme, 2014)
Q. 2. What is the theme of the sonnet ‘Not Marble nor the Gilded Monuments’
? (Board Term-12013, Set 101, 8SRR, 34)
Ans. This is a poem about time and immortalization. The poet claims that his poem
will immortalize his dear one whereas all monuments and statues will meet the dust.
(CBSE Marking Scheme, 2014)

Q. 3. In what way is the poet stronger than powerful rulers ? (Board Term-
12012, Set 32)
Ans. The creation of powerful rulers, i.e., statues and monuments are destroyed by
time but the poet is more powerful than these rulers because time cannot destroy his
creation, i.e., his poetry.

Q. 4. How will the living record of the memory remain according to the poet in
‘Not Marble, nor the Gilded Monuments’ ? (Board Term-12012, Set 36)
Ans. Living record will not be washed away/broken/destroyed as it is in the form of
poetry while all the other things will be destroyed.

Q. 5. Why does Shakespeare refer to war as ‘wasteful war7 ? (Board Term-I

2012, Set 15)
Ans. Shakespeare refers to war as devastating – destructive – force. He is here
describing war destroying stone structures, which relates back to the ‘marble’ and
‘gilded monuments’ that likewise do not last.

Q. 6. How will the poet’s friend and patron find a permanent place in the hearts
of coming generations and lovers ? (Board Term-I 2012, Set 43)
Ans. Poetry will outlive mankind. It will not be ravaged by time. This poem will
immortalize his friend. He will stay in the eyes of lovers till doomsday.

Q. 7. In the poem, “Not Marble……”, what difference does the poet bring out
between his rhyme and the monuments ? (Board Term-I 2012, Set 45)
Ans. Rhymes are eternal, they can’t be destroyed. They are unaffected by wars and
time. Monuments are destroyed with passage of time and wars.

Q. 8. How has the poet personified time ? (Board Term-I 2012, Set 47)
Ans. The poet has personified time as a whore, a woman who is unfaithful. Time is
never the same for a person. Even very great men are forgotten with the passage of
time.
Q. 9. How does the poet pay tribute to friendship ? (Board Term-I 2012, Set 48)
Ans. The poet pays tribute to friendship by writing a poem for his friend. The poem
will be the, living record’ of his friend’s memory. Neither (leath nor war will be able to
destroy his memory. His friend’s praise will remain in the hearts of future
generations.

Q. 10. What according to the poet transcends time in the poem, ‘Not marble,
nor the Gilded Monuments’ ? (Board Term-I 2012, Set 49)
Ans. The poet’s verses which immortalize his beloved will outlive the grand
memorials or monuments built by princes in their memory. All signs of worldly power,
glory and grandeur will fade away with the passage of time. All gold plated
monuments, memorials and statues will fall to utter neglect, decay and deterioration.
The words of poet’s ‘powerful rhyme’ will be a living record of the memory of his
beloved.

Q. 11. How will the ‘living record’ of the poet’s beloved and his memory be
more powerful than wasteful wars ? (Board Term-I 2012, Set 51)
Ans. The words of this poem written in praise of the poet’s beloved will survive as a
living record of his beloved’s memory. His beloved will be remembered by the
coming generations through the words of this poem. Neither the wasteful wars, nor
conflicts nor tumults will diminish or dim the shining glory of these words. The words
of this sonnet will immortalize the poet’s beloved’s memory.

Q. 12. Why does the poem refer to ‘Time’ as being sluttish ? (Board Term-I
2012, Set 54)
Ans. The personification of time as a slut or a loose character woman is quite
significant. As a slut is not faithful to anyone man, in the same way time also keeps
changing for people. It never remains the same.

Q. 13. How does the time destroy the monuments and memorials ? (Board
Term-I 2012, Set 55)
Ans. Time has been portrayed as a powerful element, time spoils the marbled or
gilded monuments. It discolours them, breaks them or makes them dirty through its
agencies like air, rain, etc.

Q. 14. Why do rich people get their statues erected ? (Board Term-I 2012, Set
64)
Ans. The poet says that rich men try to get their statues erected and rich
monuments made, so that they would be remembered but none of these survive the
ravages of time and the men are forgotten.

Q. 15. The poet says that neither forces of nature, nor war can destroy his
poetry. What quality of the poet is revealed through these lines ? (Board Term-
12011, Set 29)
Ans. The poet is proud of creating art and literature. These are immortal whereas
the material achievements of man are temporary. The poet is known for his self-
confidence and also for his contempt for arrogant rulers.

Q. 16. How long does the poet feel can the lover live in the rhyme written by
him ? (Board Term-12011, Set 18)
Ans. According to the poet, the lover can live in the rhyme till the world comes to an
end, i.e., the Judgement Day. He is very sure that poetic art is immortal and lives
forever.

Q. 17. How has the poet eternalized the subject of his attention in this poem
? (Board Term-12011, Set 26)
Ans. The poet has eternalized the subject of his attention by writing about him/her in
his sonnet. According to the poet, stones and gilded monuments are affected by time
but a poem lives forever. It cannot be destroyed by the forces of nature or war. It is a
written record which will be read and remembered by the future generations thus
making it immortal.

Q. 18. Explain in your own words how has ‘poetry’ been glorified by the poet,
in the poem, ‘Not Marble, nor the Gilded Monuments’. (Board Term-12011, Set
32)
Ans. The poet has glorified poetry in his poem as poetry makes a man immortal
which cannot be done by any other thing. Statues and monuments erected in the
rememberance of kings and rulers get destroyed by time. But his poem will outlive all
these and will be a written record. It will immortalise his friend. No force of nature can
outdo it.

Q. 19. How will posterity remember the poet’s friend ? (Board Term-12011, Set
35)
Ans. The poet’s friend will live forever through verse. Everything else will be
destroyed by the powerful passage of time. The poem will serve as a written record
which will move forward against death that makes others forget everything. But the
posterity, will read his verses and admire them till the doomsday. His friend will be
eternalised through his verses as wars and forces of nature can’t affect it. He will
outshine all others through his poems.

Q. 20. What message does the poet wish to convey through his poem ‘Not
Marble……’
Ans. The poem conveys the message that the great and noble souls leave an
indelible impact on their fellow beings and are remembered for a long time. Poet
feels his poem will outlive the ravages of time. According to him, marble and stone
monuments fail to immortalize rich and the powerful. He claims his poem will live
longer than any man-made monuments.

Q. 21. Describe how the monuments and statues brave the ravages of time.
Ans. Time leaves its marks on everything as everything in this world is mortal. None
can fight time. Monuments and statues break and get dirty with the passage of time.
They also get demolished during wars.

Long Answer Type Questions (4 marks each)

Q. 1. Materialistic things don’t really last. What matters most are the people we
care about and the values we live with. Explain this with reference to the poem
‘Not Marble, nor the Gilded Monuments’. (Board 2014, Set QUD9VQW)

Ans. Value Points:

everything comes to an end one day
what is most important is our relationship with our dear ones,
the poet strengthens this idea that riches don’t matter
what is more valuable is his love for his friend.

Detailed Answer:

It is a well known truth that materialistic things don’t really last. All signs of worldly
power, glory and grandeur fade away with the passage of time. Kings and princes
got their monuments erected so as to be remembered by the future generation. But
all gold plated monuments, memorials and statues fall to utter neglect, decay and
deterioration. They all meet the dust as they fail to outlive the ravages of time. In
stark contrast to this are our relationships. They are immortal. They don’t get
destroyed by time. Rather they get strengthened with the passage of time. The poet
is also of the opinion that riches don’t matter much in this world. What is more
valuable is his love for his friend. Their love would live longer than any man-made
monuments. Neither death nor war will be able to destroy his memory. Herice, it is
our love and relationship which matters more in this 1 world. All other things come to
an end one day.

Q. 2. You were extremely impressed to read the poem ‘Not Marble, nor the
Gilded Monuments’. Write a letter to a friend telling her about the’ poem and
your new found interest in poetry. Sign yourself as Amit/Amita of 39, D-Block,
Model Town, Delhi. (Board Term-12011)

Ans.
39, D-Block Model Town Delhi
5 March, 2014

Dear Archit

Yesterday, I read a beautiful poem written by Shakespeare, ‘Not Marble, Nor the
Gilded Monuments’. It is a sonnet which has fourteen lines in all. It highlights the
smallness of our existence, our achievements and our false glory. After reading the
poem I realized that ‘art’ is immortal whereas ‘time’ is very powerful. It leaves its
marks on everything. Nobody can fight time. The poem has left a deep imprint on my
mind. I have developed a great interest in poetry and will try to read some more
poems.

Love

Amit
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CBSE Class 10 English Literature Reader Solutions Mirror

Mirror —–By Sylvia Plath
Introduction
Sylvia Plath, a famous English woman poet, has personified the mirror in this short
poem which has a very deep meaning. She expresses the pains and sufferings of
her life in her poetry in an exceptionally candid manner.

In the poem, “A Mirror”, a mere glass has been made vocal. It is allowed to speak
about itself and defend against silly charges.

It asserts that it is exact and truthful. It reflects every face and every object without
any biased feelings. It only reveals the truth about the person. It is God’s eye which
notices every minute detail.
‘Mirror’ reflects the poet’s concern with ageing. It reflects the reality accurately, even
though people often do not like what it shows them. The ageing woman who comes
before it shudders at her reflection. The idea is that time affects one terribly. One
grows old and loses one’s charm and brilliance. Reality cannot be evaded, though
one can evade the mirror, the true reflector of reality.

Quick Review

In this poem, the mirror itself is the narrator. It is transparent and accurate. It truly
reflects what is before it. It is free from prejudices. It is not cruel but only truthful.
Most of the time it keeps on reflecting the blank wall with some spots, opposite it,
except when somebody comes before it or when there is darkness,
The mirror may be called God’s eye because it reflects every one exactly from all
four angles without any prejudice.
The mirror has become a lake or a pool of water. A woman looks into its depth to
know correctly what she looks like now. She is growing old. She turns her back to
the mirror and faces the candles or the moon. They give her a false view of her age
and beauty. They tell lies and mislead her. But the mirror plays no tricks. She bursts
into tears. The mirror gets her tears as a reward. The mirror knows that the woman
has lost her youth. She has been using the mirror ever since she was a young girl.
Now when she comes before it she is terrified to see an old woman rising towards
her, day after day like a terrible fish.

Extract Based Questions (3 marks each)

Read the extracts given below and answer the questions that follow:

Q. 1. In me she has drowned a young girl, and in me an old woman.

Rises toward her day after day like a terrible fish. (Board Term-12013, Set
8SRR)
(a) Why does the poet refer to the ‘terrible fish’ in the last line ?
(b) Why has it been described as being ‘terrible’ ?
(c) What does the phrase ‘in me she has drowned a young girl’ mean ?
Ans. (a) The phrase ‘terrible fish’ describes the hog like wrinkled face of the old
woman.
(b) Loss of her youth and beauty makes her behave like a fish trapped in the pond of
time which looks terrible without any grace or elegance.
(c) Since her youth she has been admiring her reflection in the mirror.

Q. 2. I am silver and exact. I have no preconceptions ,

whatever I see I swallow immediately
just as it is, unmisted by love or dislike. (Board Tenn-12013, Set WKYS)
(a) Who does I refer to here ?
(b) What does the poet mean when she says the mirror has no preconceptions
?
(c) Which figure of speech is used in ‘I Swallow’.
Ans. (a) I refers to the mirror.
(b) She means that the mirror is unbiased and reflects the image objectively.
(c) Personification.

Q.3.’I am silver and exact. I have no preconceptions.

Whatever I see I swallow immediately
Just as it is, unmisted by love or dislike.’ (Board Term-12012, Set 39)
(a) What does T refer to in these lines ?
(b) What is meant by ‘I have no preconceptions’ ?
(c) Why has mirror been depicted as ‘unmisted’ ?
Ans. (a) The mirror.
(b) T reflects your image objectively.
(c) The mirror is not biased either due to love or hate.

Q.4. I am not cruel, only truthful

The eye of a little God, four cornered (Board Term-12012, Set 37)
(a) Who is T in the above lines ?
(b) Why is T only truthful ?
(c) Which poetic device has been used in line ?
Ans. (a) The mirror.
(b) Because it reflects what it sees.
(c) Metaphor.

Q.5.It is pink with speckles. I have looked at it so long

I think it is a part of my heart. But it flickers.
Faces and darkness separate us over and over. (Board Term-12012, Set 24)
(a) What is it which is pink with speckles ?
(b) When does it flicker ?
(c) Who is ‘us’ in the last line ?
Ans. (a) The wall. ‘
(b) When faces and darkness come in between.
(c) The wall and the mirror.

Q. 6.I think it’s part of my heart but it flickers

Faces and darkness separate us over and over (Board Term-12012, Set 24)
(a) Who is the speaker ?
(b) What is separated from it ?
(c) The poetic device used here is……………..
Ans. (a) The mirror.
(b) The wall.
(c) Personification.

Q.7.”I am important to her. She comes and goes

Each morning it is her face that replaces the darkness
In me she has drowned a young girl, and in me an old woman
Rises toward her day after day like a terrible fish.” (Board Term-12012, Set 51)
(a) How is the mirror important to her ?
(b) How has the mirror drowned a young girl and replaced her with an old
woman ?
(c) Which peotic device in used in line 4 ?
Ans. (a) It satisfies her curiosity.
(b) The young woman has been growing old day by day.
(c) Simile.

Q. 8.A woman bends over me.

Searching my reaches for what she really is
Then she turns to those liars, the candles or the moon (Board Term-12012, Set
48)
(a) What is the woman bending over ?
(b) The candles and moon have been called liars because……………..
(c) The woman goes to them even though they are liars because……………..
Ans. (a) The mirror.
(b) They hide the blemishes and make people look beautiful in dim light.
(c) The reality is too harsh for her to bear.

Short Answer Type Questions (2 marks each)

Q.1.What does the woman search for in the mirror everyday ? (Board 2014, Set
8L1922Q, QUD9VQW)
Ans. Value Points:
The woman searches for her lost beauty in the lake and mirror-her lost young age.
(CBS1 Marking Scheme, 2014)

Detailed Answer:
The woman stands in front of the mirror everyday and searches for her lost beauty in
the lake and the mirror. She feels agitated of the loss of her young age as she’s not
able to accept the reality of her lost youth.

Q.2.Why has mirror been called cruel ? (Board Term-I 2013, Set 7PZ8)
Or
Why does the poet call the mirror ‘cruel’ ? (Board Term-I 2012, Set 24)
Ans. Mirror is honest and shows the true reflection. It does not reflect false images
so people in their agitation call it cruel.

Q.3.Why is mirror called a ‘four cornered God’ ? (Board Term-I 2012, Set 19)
Ans. The mirror is unbiased, and from all angles it looks at its subjects like God. He
treats them without any preferences.

Q.4.What do you think the ‘terrible fish’ in the poem, ‘Mirror’ symbolizes ?
What is the poetic device used here ? (Board Term-I 2012, Set 50)
Ans. Terrible fish symbolizes wrinkled, old face of the woman which has lost its
youth and beauty. She can’t come to terms with her change. Only mirror makes her
realize that she is no more young and beautiful. She feels agitated and behaves like
a terrible fish.
Q.5.How has Sylvia Plath used the poetic device of ‘personification’ to
describe the Mirror ? (Board Term-I 2012, Set 51)
Ans. Mirror describes itself as silver-coloured and exact. It has no preconceived
notions and is not affected by love, hate or other emotions. It is objective and
unbiased-woman, who bends over it can see what she really is as the mirror doesn’t
lie or deceives like candles or moon. It indulges in human activities – ‘sees’,
‘swallows’, ‘mediates’ and ‘thinks’.

Q. 6. How has Sylvia Plath projected mirror ? (Board Term-I 2012, Set 53)
Ans. Sylvia Plath has projected mirror as unmisted and non-biased. Unprejudiced,
with no preconceived ideology, it projects the crystal clear image of an object facing
it. Having four comers, it reflects all that it captures realistically and is impartial.

Q. 7. What are the personal qualities the mirror claims to possess ? (Board
Term-I 2012, Set 55)
Ans. Mirror is silver and exact. It has no preconceptions. It is unbiased and truthful. It
is neither cruel nor indifferent.
It has four comers and has the eye of a little God.

Q. 8. Give evidence from the poem, ‘Mirror’ to prove that the mirror is exact
and truthful. (Board Term-I 2012, Set 59)
Ans. The mirror is exact. It symbolizes truthfulness. It is free from all distortions. It
shows things as they are. It doesn’t hesitate to show flaws, signs of old age or loss of
beauty and youth. Objectivity is the main trait of the mirror, whatever it sees, it
reflects faithfully.

Q. 9. What does the mirror do most of the time ? (Board Term-I 2011, Set 14)
Ans. The mirror spends most of its time watching and meditating on the opposite
pink wall quietly. It keeps reflecting the opposite wall, so much that it has become a
part of its heart.

Q. 10. What aspect of life has been discussed in the poem ‘Mirror’. Mention
two poetic devices used in the poem. (Board Term-I 2011, Set 17)
Ans. The process of ageing has been discussed in this poem. The two poetic
devices used in this poem are personification and metaphor.

Q. 11. Why is the woman, looking into the mirror, agitated ? (Board Term-I
2011, Set 27)
Ans. The woman is agitated because the mirror shows her the true reflection. She
notices her ageing image in it and realizes that she is losing her charm.

Q. 12. What according to Sylvia Plath, are the qualities of a mirror ? (Board
Term-12011,2009)
Ans. Sylvia Plath presents mirror as a symbol of truth, reality and objectivity. Unlike
human beings, it is free from any preconception and prejudices, unmisted by
emotions of love and hatred. Mirror has compared itself to an eye of ’ a little God,
viewing everything in an unbiased and fair manner. It calls itself a lake because like
a lake it reflects what is shown to it truthfully. 1

Q. 13. Why are the candles and the moon called liars ? (NCT 2014) (Board
Term-12012, Set 28)
Ans. The moon and the candles are called liars as they never reveal the truth about
anyone. They give the false reflection as they make things look brighter and glowing
than they actually are.

Q. 14. What does the phrase, ‘terrible fish’ symbolize in the poem, ‘Mirror’?
Ans. The ‘terrible fish’ refers to the fear of ageing that rises from the depths of her
repressed mind, it also symbolizes the woman’s self loathing and perception of
herself as being unworthy of being loved and as old as a fish. !

Q. 15. Why does the woman turn to those liars, the candles and the moon in
the poem ‘Mirror’ ? ,
Ans. The woman turns to the liars because they give her a false picture of being
young which she is not. The mirror shows the real picture.

Q. 16. Why is it said that the mirror swallows everything it sees ?

Ans. The mirror says that whatever it sees, it absorbs that image and reflects it. It
reflects the reality as it sees, uninfluenced by love or dislike.

Q. 17. Why does the woman reject the mirror and turn towards the candles and
the moon ?
Ans. She is unable to accept the reality that the mirror shows her that she is ageing
and isn’t pretty any more. The candle and the moon don’t show her the harsh reality
that she has lost her youth and beauty.

Long Answer Type Questions (4 marks each)

Q. 1. As the central character of the poem The Mirror, write a letter to your best
friend sharing your fear of ageing. (Board 2014, Set PRE2N18, QUD9VQW)
Ans. Letter writing (Value Points): ^

Content-2 marks

– what I look in the mirror-do not want to believe it

– I’m really scared of losing my beauty as I’m growing older
– Still want to look magnificent
– The thought of growing old is killing
– Do you also have the same fears
– Please help me come out of this situation

Detailed Answer:
463, ABC Street
London
14th May 20 xx

Dear Pam

You were the first one to enter my thought when I wanted to share with someone my
fear of ageing. I shudder at my reflection in the mirror. I do not want to believe that I
am growing old with each passing day. I am losing my beauty and moving towards
old age and that scares me. I want to look magnificent and gorgeous as ever.

This ageing process is scaring the wits out of me. The thought of growing old is
killing. I feel that I am losing my charm and brilliance which is not acceptable to me. I
know that this is the reality of life and I should not be thinking this way but somehow I
am unable to cope up with the thought. I feel dejected and frustrated. Is this
dejection and frustration universal ? Do you also feel the same way ? Are you also
scared of getting old ?

Please help me come out of this situation. I am concerned and don’t want to get
affected in such a terrifying manner.

Yours sincerely Sylvia

Q. 2. Imagine you are the mirror. Make a diary entry on a day in your
life. (Board Term-12011, Set 41)
Ans. 31 March, Friday 9 p.m.
Dear Diary

Today, I was just wondering how I spend my whole day. I realized that most of the
time I meditate on the opposite wall. It is only the faces and darkness that separate
us. Every morning a lady bends over me to know

what she really is but when I reflect her image faithfully, she is upset and agitated.
She feels so because she sees her exact image of an ageing woman. I am exact. I
have no preconceptions. I reflect the image in an unbiased way as I am unmisted by
love or dislike. That’s why the woman feels agitated. But I am happy with myself as I
show people how and what they exactly are.

Q. 3. How does Sylvia Plath effectively use personification in her poem ‘The
Mirror’ ? (Board Term-12011, Set 33)
Ans. ‘The Mirror’ is a perfect example of personification. The poet has successfully
endowed human qualities to the mirror. The mirror tells about itself ‘I am exact’. It
has no prejudices or preconceptions in its mind. It shows images as they are
reflected in it. The whole day it meditates on the opposite wall which is pink and
speckled. It is unmisted and when the lady looks into the mirror, she gets agitated
and upset at seeing her ageing image. Thus, Sylvia Plath has effectively used
personification in this poem.

Q. 4. What message does the poet wish to convey through the poem ‘Mirror’ ?
Ans. ‘Mirror’ is a reflective poem. The mirror reflects the life of human beings in all its
reality. Its reflection is neither twisted nor distorted. It describes the true nature of
things. It has no preconceptions and personal likes or dislikes and gives an exact
image of what comes before it. It is not affected by any feelings of love or hatred. In
this modem era, everyone is living under an illusion. Everyone feels like the woman
who looks into the mirror which is a lake for her, feels like a fish out of water and is
not prepared to accept the reality of advancing age. Old age or ugliness is a hard
and cruel fact that can’t be escaped. Here the idea and the message of ageing is
conveyed through the poem by the poet Sylvia Plath.
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9.
 APR

CBSE Class 10 English Literature Reader Solutions The Frog and

the Nightingale
The Frog and the Nightingale —By Vikram Seth
Introduction

‘The Frog and the Nightingale’ by a well known poet is an interesting fable which
focuses on the cunningness of the so-called musicians and critics. It shows the fact
how some people kill the creativity of others in the name of rules and conventions. In
this poem, two contrasting characters-The Frog and the Nightingale, are beautifully
portrayed. The frog represents domineering and boastful behaviour of such people
and the nightingale is a tender, meek and nervous bird who obeys the Frog’s
command innocently. Nightingale, the timid bird is so much impressed by the frog
that she starts taking training from him. In order to exploit the nightingale, the frog
over exerts her to death and succeeds in his tricks of getting rid of his rival.

Quick Review

‘The Frog and the Nightingale’ is a story in verse. It describes how a frog exploits a
nightingale to earn money. This fable shows how the bad training given by the frog
causes the death of the nightingale. The moral is that one should have confidence in
oneself and believe in one’s own talent.

Once upon a time, a frog croaked in Bingle Bog. Other creatures hated his voice but
they had no choice. The loud and unpleasant noise of the frog continued from the
sumac tree. He croaked there from dusk to dawn. Neither stones, prayers, nor
insults, complaints could stop him from his strong determination. He was determind
to express his elation through his song. One moonlit night, a nightingale perched
upon the sumac tree started singing. Other creatures in the bog clapped and
admired her melodious sweet song. Being surprised at the sweet melody of the
nightingale, he feared that he would not be heard any more. As the nightingale sang
beautifully, ducks swam to her, toads, tiddlers and teals were delighted and called
the song ‘divine’. But the frog was not happy.

Next night as the nightingale was ready to sing, the frog interrupted and introduced
himself as the owner of the tree and known for his splendid baritone. The nightingale
inquired about her song. As a critic he replied that it was not too bad but was far too
long. The technique was fine but the song lacked certain force. The nightingale was
flattered that such a reputed critic had discussed her art.

Being jealous, the frog took the nightingale into confidence and made an evil plan to
get rid of her. He became her trainer and made her sing excessively for long hours.
He started pointing out her mistakes and drawbacks. The nightingale received a
huge response. Animals from miles gathered around to listen to her sweet song, and
the cunning frog took admission fee from them.

The strain of training and singing was too much for that delicate and innocent bird.
She grew sad and pale and miserable. The frog scolded her as she could not sing
sweetly any more. The nightingale had to bear scolding and exploitation. She lost the
beauty of her voice. The other creatures stopped coming to hear her song at the
concerts arranged by the wicked frog.

The frog was very angry at the failure of the nightingale. He asked her to puff her
lungs to follow the fashion of the stage. The nightingale puffed up, that made her
vein burst and she died.

The frog described her as a foolish creature. She was nervous, tense and prone to
influence. The frog was victorious and sang unrivalled in the Bingle Bog.

Extract Based Questions (3 marks each)

Read the extracts given below and complete the statements that follow:

Q. 1. Now the frog puffed up with rage.

“Brainless bird-you’re on the stage-Use your wits and follow fashion.
Puff your lungs out with your passion”. (Board 2014, Set PRE2N18
QUD9VQW)
(a) Why was the frog puffed up with rage ?
(b) Give the opposite of ‘Brainless’ ?
(c) What happened when the nightingale puffed up her lungs ?
Ans. (a) The frog’s income from the sale of tickets had come down.
(b) Intelligent.
(c) She died because of the bursting of her vein.

Q. 2. “Other creatures loathed his voice

But, alas, they had no choice And the crass cacophony
Blared out from the sumac tree.” (NCT 2014) (Board Term-I 2012, Set 28)
(a) Whose voice was loathed ?
(b) Why did they have no choice ?
(c) ‘Crass-Cacophony’ means………………..
Ans. (a) The frog’s voice was loathed.
(b) Because the frog was stubborn and did not stop croaking.
(c) a very loud and unpleasant noise.

Q. 3. Animals for miles around

Flocked toward the magic sound And the frog with great precision Counted
heads and charged admission. (Board Term-I 2013, Set 101)
(a) From where did the animals rush to the bog ?
(b) What does the ‘Magic sound refers’ to ?
(c) How did the frog cash in on the nightingale’s talent ?
Ans. (a) The animals rushed from all comers of that place, some of them even
waded through water and rushed to
the bog.
(b) If refers to the melodious song of the nightingale.
(c) The frog took an admission fee from all the creatures of the bog to listen to the
sweet song of the nightingale.

Q. 4. Now the frog puffed up with rage,

“Brainless bird-you’re on the stage-Use your wits and follow fashion
Puff your lungs out with your passion.” (Board Term-I 2012, Set EC2,018)
(a) The frog was puffed up with rage because………………..
(b) The frog called her a brainless bird because………………..
(c) When the nightingale puffed up her lungs………………..
Ans. (a) animals stopped coining to listen her song.
(b) she did not follow frog’s instructions.
(c) she died because her vein burst due to strain.

Q. 5. “Well, poor bird she should have known

That your song must be your own.
That’s why I sing with panache Koo-oh -ah! ko- ash !ko-ash!”
And the foghorn of the frog Blared unrivalled through the bog. (Board Term-I
2012, Set 32)
(a) Who is referred to as the ‘poor bird’ in the first line?
(b) What is it that she should have known ?
(c) ‘Panache’ here means ?
Ans. (a) The nightingale.
(b) That one should be original.
(c) Feeling of pride.

Q. 6. So the Nightingale once more, Quite unused to such applause,

Sang till dawn without a pause. (Board Term-I 2012, Set 40)
(a) The nightingale was not used to so much appreciation as………………..
(b) The creatures of the Bingle Bog requested her for another song as………..
(c) The nightingale’s song made the frog think about………………..
Ans.
(a) she had no audience before.
(b) her musical notes were a welcome change.
(c) how to take advantage of the situation.

Q.7. Neither stones nor prayers nor sticks, Insults or complaints or bricks
Stilled the frog’s determination To display his heart’s elation. (Board Term-I
2012, Set 28)
(a) The stones were thrown at the………………..
(b) The frog determined to………………..
(c) The figure of speech in line 1 is………………..
Ans. (a) frog.
(b) croak from dusk to dawn.
(c) alliteration.

Q. 8.”But I can’t sing in the weather” “Come my dear. We’ll sing together Just
put on your scarf and sash Koo – oh – ah! ko – ash! ko – ash !” (Board Term-I
2012, Set 55)
(a) Which quality of the frog is revealed here ?
(b) Why can’t the nightingale sing ?
(c) Which figure of speech is used in the last line ?
Ans. (a) Heartlessness.
(b) Because it is raining.
(c) Onomatopaea.
Q. 9.”In this bog I’ve long been known For my splendid baritone And of
course, I wield my penFor Bog Trumpet now and then.” (Board Term-I 2012,
Set 59)
(a) Who is speaking and to whom ?
(b) What is ‘Bog Trumpet’ here ?
(c) What does the word ‘baritone’ mean ?
Ans. (a) The frog to the nightingale.
(b) A music magazine.
(c) A male singing voice.

Q. 10. I am the frog who owns this tree. In this bog I’ve long been known For
my splendid baritone And of course I wield my pen
For Bog Trumpet now and then
(a) What does the frog talk about ?
(b) The lines show that the frog is………………..
(c) The Bog Trumpet is……………….. (Board Term-I 2012, Set 29)
Ans. (a) About his singing talent.
(b) proud/arrogant.
(c) a magazine for which he writes.

Q. 11. ‘So the frog and nightingale Journeyed up and down the scale For six
hours, till she was shivering Till her voice was hoarse and quivering’
(a) The journey mentioned here is………………
(b) The nightingale was shivering because of………………..
(c) The rhyme scheme of these lines is……………….. (Board Tenn-1 2012, Set
20)
Ans. (a) the musical journey.
(b) cold and exhaustion.
(c) aa bb.

Q. 12. ‘Next night when the Nightingale Shook her head and twitched her tail,
Closed an eye and fluffed a wing And had cleared her throat to sing She was
started by a croak’ (Board Term-12012, Set 28)
(a) The Nightingale was eager to sing because………………..
(b) She was started by………………..
(c) She twitched her tail to………………..
Ans. (a) she wanted to gain applause.
(b) the frog’s croak.
(c) sing a song.

Q. 13. Day-by-day the nightingale

Grew more sorrowful and pale.
Night on night her tired song Zipped and trilled and bounced along.
(a) Why did the nightingale grow sorrowful and pale ?
(b) What did she perform at night ?
(c) What is the poetic device used in the phrase ‘tired song’ ?
Ans. (a) She was constantly scolded and forced to sing.
(b) She sang tired songs.
(c) Transferred epithet.

Short Answer Type Questions (2 marks each)

Q. 1. Do you agree with the frog’s assessment that the nightingale is a

brainless bird ? (Board 2014, Set QUD9VQW)
Ans. Value Points:

The nightingale is not a brainless bird-highly talented; her only fault is that she is
trusting and unsuspecting and all such beings are credulous; her chief shortcoming
is credulity. (CBSE Marking Scheme, 2014)
Detailed Answer:
The nightingale is not a brainless bird. She is a highly talented bird who is not aware
of her talent. Her only fault is that she is trusting and unsuspecting. She is misled by
the evil frog who only wishes her ruin. Her chief shortcoming is credulity.

Q. 2. How did the frog impress the nightingale when he first met her ? (Board
Term-12013, Set 5007)
Ans. Value Points:
He said that he owned the sumac tree, was a critic of reput and wrote for Bingle Bog.
Detailed Answer:
The frog told the nightingale that he was the owner of that sumac tree and was
famous for his ‘baritone’ there. He informed her that he wrote for the ‘Bog Trumpet’
and thus tried to impress the nightingale.

Q. 3. What was the frog’s reaction when, the earnings from the box office
dropped ? (Board Term-12012, Set 28)
Ans. The frog was extremely annoyed with the nightingale and he made the
nightingale sing day and night inspite of her pathetic condition and scolded her
vehemently for not performing well.

Q. 4. What is the irony in the statement of the frog when he says, “That your
song must be your own” ? (Board Term-I 2012, Set 41)
Ans. The nightingale suffered disgrace and death because she was not sure that her
own original song was melodious. Her lack of confidence made her believe the frog.

Q. 5. Describe the role of the audience in the tragic fate of the

nightingle. (Board Term-I 2012, Set 52)
Ans. The audience in the poem are the creatures of the bog. They rejoice at the
sweet and melodious songs of the nightingale. They praise her for it. She is highly
impressed by the same and exerts herself to amuse them.

Q. 6. Why did the nightingale call the frog a Mozart in disguise ? (Board Term-I
2012, Set 54)
Ans. The nightingale called the frog a Mozart in disguise because she thought he
was a great singer and musician like Mozart and could help her to become a great
singer too.

Q. 7.Do you think the nightingale is brainless ? Give reasons to support your
answer. (Board Term-12011, Set 12)
Ans. The nightingale was not aware of her talent. She was foolish to be misled by
the evil frog, who only wished her ruin. The bird called the frog the Mozart, inspite of
its crass cacophony.

Q. 8.Why is the frog’s joy both sweet and bitter ? (Board Term-12011, Set 14)
Ans. The frog was thrilled to see the audience. He believed he could earn a
handsome amount at the cost of the nightingale, who entertained the crowd. Yet, he
could not bear to see the nightingale being appreciated and applauded for her song.

Q. 9.What was the aim of the frog ? (Board Term-12011, Set 16)
Ans.The aim of the frog was to maintain his supremacy in the bog. He earned a lot
of money at the expense of the nightingale and wanted to make her realize that the
bog belonged to him and not to anyone else.

Q. 10.To some extent the nightingale was herself responsible for her downfall
and death. Comment.
(Board Term-12011, Set 18)
Ans.The nightingale was a brainless creature who got carried away by the frog’s
appreciation. She could not guess that she was being fooled by the frog.
(i)Her strong desire for recognition and fame left her open to exploitation.
(ii)Despite having an appreciative audience she did not have much faith in her own
abilities.

Q. 11.How did the animals in the forest react to the frog’s song ? (Board Term-
12011, Set 20)
Ans. The animals in the forest disliked the blaring sound. They did everything they
could to stop the song. They threw sticks, complained and requested but all in vain.

Q. 12.How did the frog train the nightingale ? (Board Term-12011, Set 21)
Ans. The frog made the nightingale practice continuously for six hours. She was cold
and sleep-deprived, her voice became hoarse and uninspired. Still she kept on
practising.

Q. 13.Why is nightingale called foolish ? (Board Term-12011, Set 24)

Ans. The nightingale was foolish as she fell prey to the frog’s words. She tried to
imitate him which resulted in losing her beautiful voice and in the end she died.

Q. 14. Comment on the frog’s character. (Board Term-I 2011, Set 26)
Ans. The frog as depicted in the poem is very clever and shrewd. He represents
people who are manipulative. He exploits the nightingale to get rid of his rival as he
assessed the bird’s nature very well. He himself has no talent.

Q. 15. Why according to you did the frog exploit nightingale ? (Board Term-I
2011, Set 30)
Ans. The frog was very greedy and callous. He exploited the nightingale for his
selfish interests.

Q. 16. How did the frog oncg again become the unrivalled king of the bog
? (Board Term-I 2011, Set 34)
Ans. The frog acted cleverly and got rid of the nightingale. As the nightingale died,
he became the unrivalled king of the bog.

Q. 17. How does the frog introduce himself to the nightingale ? (Board Term-I
2011, Set 35)
Ans. The frog introduced himself as the owner of the sumac tree. He told the
nightingale that he was a great writer and critic and writes for the magazine Bog
Trumpet.

Q. 18. What according to the Nightingale was a ‘fairy tale’ ? (Board Term-I
2011, Set 39)
Ans. The frog who introduced himself as a great singer and critic commented upon
the nightingale’s voice. He offered to train her to become a good singer. This was
like a fairy tale to the nightingale.

Q. 19. How did the animals react to the nightingale’s song ? (Board Term-I
2011, Set 41)
Ans. The animals appreciated the song. They admired it so much that many
creatures turned up to hear her song.

Q. 20. How did the frog satisfy his greed through the nightingale’s song
? (Delhi 1,2009)
Ans. Frog was a very clever and cunning creature. He was jealous of the growing
popularity of nightingale among other creatures of the bog. So, he criticized her song
suggesting her to take vocal training from him to achieve perfection and for this he
took a fee from her and also kept the ticket money from her concerts. This is how the
frog satisfied his greed through the nightingale’s song.

Q. 21.What message does the poet wish to give in the poem, “The Frog and the
Nightingale”?
Ans. The poet wants to convey that one should exercise one’s individuality and
reasoning without letting others lead one blindly. One should realize one’s limitations
and not let others exploit them.

Long Answer Type Questions (4 marks each)

Q. 1. How did the nightingale fall prey to the heartless frog ? (Board Term-I
2011)
Ans. The frog was a hated singer in the bog. He had a rough voice and the
creatures living in the bog loathed his voice still he kept on singing. But with the
arrival of the nightingale the situation changed. His position was challenged. So, he
posed to be a great singer and offered to teach the nightingale. The nightingale,
being foolish, accepted him as her teacher and tried to imitate his voice. With the
result, her own voice became hoarse and uninspired. Other creatures also became
tired of listening to her song. At this, the frog scolded her. In order to please the frog,
she rehearsed a lot which ended in her bursting a vein and she died.

Q. 2. “That your song must be your own.” Write the significance of the
statement said by the frog in ‘The Frog and the Nightingale’.
Ans. It is said that one should sing one’s own song. Had it been the case with the
nightingale in the poem ‘The Frog and the Nightingale’, she would not have been
killed.
She was timid and lacked self-confidence. That was why she invited the frog’s
comments about her song of the last night. This was the chance when the frog could
trap her. He offered to impart her training for proper singing. Being innocent she
could not suspect the frog’s evil designs of killing her by making her sing
continuously and even in bad weather that too without proper rest. The frog exploited
her and over exerted her. She obeyed his commands innocently and did not think
that her song was better than his.
Ultimately, the frog succeeded in killing her and criticized her as a stupid creature
who was nervous, tense and prone to influence and said that she should have
thought that her song must be her own.
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10.
APR

Virtually True – Paul Stewart – CBSE Class 10 English Notes

Virtually True – Paul Stewart – CBSE
Class 10 English Notes
Virtually True – Paul Stewart – CBSE Class 10 English Notes
Chapter Sketch
‘Virtually True’ is a story about Michael Dawson and Shultz. Both Of them are
connected through a computer in the Virtual world. It is an interesting story-because
this virtual world has certain real connections, which is by Michael.
The Story Retold
Michael Reads the Magazine Article
The ‘miracle recovery’ story which Michael read stated ‘Sebastian Shultz, a 14 year
Old boy from South London, from a coma that doctors feared might last forever’.
Michael recollects the name and thinks that he had met a person with this name and
reads the story ahead. Six weeks ago, Sebastian Shultz was badly injured in a
motorway accident. His condition on arrival at the general hospital was described as
critical though stable. Despite the boy did not regain consciousness. Only miracle
could save him and now the miracle had happened.

Michael Runs Through the Events

Michael dug into his memory and saw that Sebastian had been in a coma all this
time. He felt nervous as to how it had happened. One month ago, Michael and his
father had spent one entire Saturday afternoon at the computer fair. His Dad was
crazy about computer gadgets and possessed all the latest ones. At the fair, Michael
had bought one game for himself and started playing the game ‘Wildwest’ in 3D.
There he played the game with a sheriff which was followed by another one. On
being asked who he was, he did not reply. After a series of chases a gunshot was
heard and the second sheriff back. Then came a message: game over With a score
of 21095. On the printout Michael saw the figure Of the sheriff Who wore a jeans and
sweatshirt. At the bottom, there was a message: ‘I’m stuck. Please help to retrieve
me. Try DRAGONQUEST. Sebastian Shultz.’ Michael played the game as
suggested the next morning, The aim of the game was to rescue the fair princess
from wicked dragon and to collect the treasure.
While he was rescuing the princess he heard another cry from a second knight for
rescuing him. He at once recognized him to be Sebastian. Michael tried his best to
save him from the dragon but failed again and was invited for another attempt
named ‘Jailbreak’. In this attempt also he failed to save Sebastian and then finally
played the game Of ‘Warzone’ Where he was finally able to save Sebastian and hit a
jackpot Of He now knew that Sebastian did not exist like human beings.

Michael Correlates the Virtual and the Real

Michael wanted to know more about the miracle recovery story because he thought
that the Sebastian who had recovered wag the one whom he had rescued in the
game. But could this be possible? He learnt that Sebastian had been playing the
same psychodrive game like him. He thought that Sebastian would have been
plugged into the computer when his head banged and the computer might have
stored his memory in its own. He also remembered that Sebastian’s father had
mentioned in the recovery story that they had lost their of games, which would have
landed in the computer fair from where Michael had purchased the game. He then
checked his email, where he had Received one mail from Sebastian where he
thanked Michael to save his life. He offered to meet him and asked Michael to keep
the games with him as he had earned them. It was a real message from the real
Sebastian. They both knew that in the reliving accident something wonderful had
happened. He now knew that whatever he had experienced was ‘virtually true’.
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