The newly introduced CBSE Class 9 English curriculum under the Kaveri textbook brings a refreshing depth to the classroom, starting with Sudha Murty’s classic and deeply moving story, “How I Taught My Grandmother to Read.” As an experienced CBSE board English teacher, I have observed how this narrative beautifully captures the essence of determination, the transformative power of education, and the sacred bond between a teacher and a student. The story is not merely a literary piece; it is a profound social commentary on adult literacy, gender roles in traditional Indian households, and the emotional resilience of the elderly.
To help students navigate this chapter with absolute confidence and secure perfect scores in their examinations, I have designed this comprehensive Master Study Guide. This guide is meticulously structured to align with the latest CBSE assessment patterns, focusing on textual accuracy, deep thematic understanding, and precise vocabulary usage. Every single exercise from the official NCERT Kaveri textbook has been solved with board-exam-quality answers, ensuring that students have a reliable reference for their homework and exam preparation.
Beyond the textbook exercises, this guide features a rich repository of extra short-answer questions, detailed long-answer analyses, and extract-based practice questions. By engaging with these carefully curated resources, students will develop the critical thinking skills required to tackle both direct and competency-based questions. Let us embark on this learning journey to master the chapter and appreciate the timeless lessons of humility, respect, and lifelong learning that Sudha Murty so elegantly portrays.
NCERT Solutions for How I Taught My Grandmother to Read
Mastering the official textbook exercises is the foundational step for any student aiming to excel in their CBSE board examinations. The questions designed by the NCERT panel are highly structured to test a student’s literal comprehension, analytical thinking, and ability to reflect on the deeper themes of the text. By thoroughly preparing these solutions, students can ensure they are aligned with the official curriculum expectations and marking schemes.
In this section, you will find complete, detailed, and board-exam-quality answers for every single exercise question found in the “How I Taught My Grandmother to Read” portion of the textbook. Each question is accompanied by its exact page number to help you easily map your study guide to your physical textbook. The answers are written using precise vocabulary and structured formats, such as cause-and-effect tables, to make learning both highly effective and engaging.
As you study these solutions, pay close attention to how the answers integrate key textual evidence and vocabulary from Sudha Murty’s narrative. This practice will not only help you write high-scoring answers in your school assessments but will also enhance your overall reading comprehension and analytical writing skills. Let us dive into the official textbook exercises solved with teacher-grade precision.
Reflect and Respond (Page 1)
I. Complete the given word web. Why is it important to learn how to read and write?
- Answer:
- Branch 1: Personal Independence: To perform daily tasks like reading signs, labels, and documents without relying on others.
- Branch 2: Access to Knowledge: To read books, newspapers, and digital content to stay informed and expand one’s mind.
- Branch 3: Economic Empowerment: To secure better job opportunities, manage personal finances, and avoid being cheated.
- Branch 4: Self-Confidence and Dignity: To feel respected in society and express one’s thoughts and ideas effectively through writing.
II. Read the questions given below and share your answers with your classmates and teacher.
- 1. Which language(s) do your grandparents or elderly relatives speak?
- Answer: My grandparents primarily speak Kannada and Hindi. They are also comfortable understanding basic English words used in daily conversations.
- 2. How do they spend their time? How do you spend time with them?
- Answer: They spend their time gardening, reading religious scriptures, visiting the local temple, and talking to neighbors. I spend time with them by listening to their childhood stories, helping them use their smartphones, and going for short evening walks together.
- 3. What is your favourite experience with them?
- Answer: My favourite experience with them is sitting on the veranda during rainy evenings, drinking warm milk, and listening to my grandmother narrate fascinating folklore and historical tales from her youth.
- 4. What is something that the elderly in your family cannot do easily but enjoy watching you do?
- Answer: The elderly in my family find it difficult to navigate modern digital gadgets and play fast-paced video games, but they thoroughly enjoy watching me play those games and edit digital photographs on the computer.
III. Read the following passage. Match the highlighted words with their meanings given in the box below.
- Passage Text: The casting for the (i) protagonist of our school’s annual play was done after a lot of (ii) debate as many good actors had auditioned for the role. We had decided to present an (iii) episode from an inspirational story. It was a life story of a group of children who worked with the (iv) community to spread literacy. Every day, we reached school early to practise with (v) concentration. We waited (vi) eagerly for the final presentation. All of us played our roles in a very (vii) convincing manner as our theatre teacher had (viii) guided us well.
- Answer:
- excitedly $rightarrow$ (vi) eagerly
- believable $rightarrow$ (vii) convincing
- people living in one particular area $rightarrow$ (iv) community
- discussion $rightarrow$ (ii) debate
- a part of a story $rightarrow$ (iii) episode
- focus $rightarrow$ (v) concentration
- main character $rightarrow$ (i) protagonist
- directed $rightarrow$ (viii) guided
Check Your Understanding – Part I (Pages 5-6)
I. Complete the cause and effect table given below based on Part I of the story. Share your answers with your classmates and teacher.
| Cause | Effect |
|---|---|
| 1. The transport system in the north Karnataka village was not very good. | (i) The morning papers arrived late in the day and weekly magazines would come one day late. |
| 2. The grandmother, Krishtakka, never went to school. | (ii) She could not read the Kannada alphabet and was dependent on her granddaughter to read stories to her. |
| 3. The grandmother identified herself with the novel’s protagonist and was eager to know what happened next. | (iii) She was deeply interested in the story and discussed it with her friends. |
| 4. The narrator went to a wedding for a week. | (iv) The grandmother was left helpless, unable to read the latest episode of Kashi Yatre, and was found in tears. |
| 5. In those days, people never considered education essential for girls. | (v) The grandmother never went to school. |
| 6. The grandmother regretted not going to school. | (vi) She made sure that her children and grandchildren studied well. |
II. Do you think the narrator expected to see her grandmother in tears when she returned to the village? If yes, why? If no, why not?
- Answer: No, the narrator did not expect to see her grandmother in tears. The narrator states that she was highly surprised because she had never seen her grandmother cry even in the most difficult situations. The grandmother was usually a happy, smiling, and strong-willed lady, which made her sudden emotional breakdown highly unexpected and worrying for the twelve-year-old narrator.
III. How might the narrator help her grandmother to fulfil her desire to learn to read and write?
- Answer: The narrator can help her grandmother by becoming her teacher. She can start by teaching her the Kannada alphabet, helping her practice writing, reading out words slowly, and giving her regular homework. By showing patience, affection, and encouragement, the narrator can guide her grandmother to read independently before her self-imposed deadline of Dassara.
Check Your Understanding – Part II (Pages 8-9)
I. State whether the following sentences are true or false. Share your answers with your classmates and teacher.
- The grandmother wanted to learn the Kannada alphabet to gain independence. $rightarrow$ True
- The grandmother asked someone in the village to read Kashi Yatre to her while the narrator was away. $rightarrow$ False (She was too embarrassed to do so.)
- The narrator was the grandmother’s first teacher and taught her how to read Kannada. $rightarrow$ True
- The grandmother believed that there was no age limit for learning. $rightarrow$ True
- The grandmother touched the narrator’s feet as a mark of respect for her as a teacher. $rightarrow$ True
- The narrator was disappointed with the progress her grandmother made in learning to read. $rightarrow$ False (She was extremely proud that her student passed with flying colours.)
Critical Reflection (Pages 9-12)
I. Read the extracts given below and answer the questions that follow.
Extract 1 (Pages 9-10)
“When I came back to my village, I saw my grandmother in tears. I was surprised, for I had never seen her cry even in the most difficult situations. What had happened? I was worried… Her affectionate hands touched my forehead.”
- (i) Complete the following sentence with the appropriate option.
The phrase ‘never seen her cry in the most difficult situations’ tells us that the grandmother was A. strong-willed. - (ii) Complete the following with the correct option from those given in the brackets.
Grandmother did not reply when the narrator asked if she was alright because she might have been too emotional (emotional/tired) to respond. - (iii) Identify the clue from the extract that indicates a rural setting with traditional customs.
- Answer: The clues are the practice of sleeping on the “open terrace of our house” on a summer night, and the narrator calling her grandmother “Avva,” which is the traditional term for mother in the Kannada spoken in north Karnataka.
- (iv) Which lines of the extract establish a tender atmosphere?
- Answer: The lines: “Avva came and sat next to me. Her affectionate hands touched my forehead. I realised she wanted to speak.”
- (v) Which of the following aspect is NOT emphasised in the given extract?
- Answer: C. the grandmother’s regret over her lack of education (This is discussed later in the night, not in this initial physical interaction).
Extract 2 (Pages 10-11)
“‘I have decided I want to learn the Kannada alphabet from tomorrow onwards… For learning there is no age bar.’”
- (i) What does the grandmother’s statement, “I want to be independent,” reveal about her character?
- Answer: B. She desires self-sufficiency.
- (ii) Fill in the blank with the appropriate option from those given in brackets.
The grandmother’s determination shows that learning has no age limit (age limit/gender bias/cultural barriers). - (iii) Complete the following with a suitable reason.
The narrator laughs at her grandmother’s decision to learn the alphabet at the age of sixty-two because she childishly believed that old age, grey hair, wrinkled hands, wearing spectacles, and heavy kitchen work were physical and practical obstacles that made learning the alphabet impossible or amusing at that stage of life. - (iv) List any two qualities displayed by the grandmother.
- Answer: 1. Unwavering determination and grit. 2. Humility and a progressive mindset toward self-improvement.
- (v) How can we say that the narrator is making assumptions about her grandmother?
- Answer: The narrator makes assumptions by associating the physical signs of aging (grey hair, wrinkles, spectacles) and domestic duties with an inability to learn something new, failing to recognize her grandmother’s mental strength and resolve.
II. Answer the following questions. (Page 12)
1. Why do you think the grandmother felt embarrassed to ask someone else to read to her while the narrator was away?
- Answer: The grandmother belonged to a well-off family and was highly respected in her village. Asking a neighbor or an outsider to read a simple weekly magazine story to her would expose her illiteracy, making her feel vulnerable, dependent, and socially embarrassed.
2. Why does the narrator initially laugh at her grandmother’s determination to learn at the age of sixty-two?
- Answer: The narrator was a young girl of twelve who held a childish, conventional view of learning. She believed that education was meant only for school-going children and found the image of an elderly grandmother with grey hair, wrinkles, and spectacles studying the basic alphabet highly unusual and amusing.
3. What significance does the story of Kashi Yatre have in both the grandmother’s life and the story?
- Answer: Kashi Yatre acts as a mirror to the grandmother’s own life and desires. Just like the protagonist of the novel, the grandmother had an ardent desire to visit Kashi but could never go. The emotional connection to the story’s protagonist becomes the ultimate driving force that makes her realize the pain of her illiteracy and motivates her to learn to read.
4. What does the grandmother’s desire to learn the Kannada alphabet reflect about her?
- Answer: Her desire reflects her progressive outlook, immense self-respect, and indomitable willpower. It shows that she valued intellectual independence over material wealth and possessed the courage to break societal stereotypes associated with age and gender.
5. What lessons can we infer from the grandmother’s action of touching the narrator’s feet?
- Answer: This action teaches us that respect should be given to knowledge and the person who imparts it, irrespective of their age or gender. It highlights the supreme status of a teacher in Indian culture and demonstrates the grandmother’s profound humility and gratitude.
6. What does the following line tell us about the broader theme of the story? ‘For a good cause if you are determined, you can overcome any obstacle.’
- Answer: This line encapsulates the central theme of self-empowerment and resilience. It suggests that physical, social, or age-related barriers are secondary when one possesses a noble purpose and an iron will, proving that learning and self-improvement are lifelong endeavors.
7. How effectively does the story highlight the value of education in supporting personal independence?
- Answer: The story highlights this extremely effectively by contrasting the grandmother’s financial security with her emotional helplessness. Despite being “well-off,” she felt completely dependent and “handicapped” because she could not read, proving that true independence and dignity come from literacy and education, not material wealth.
Vocabulary and Structures in Context (Pages 12-16)
I. Match the binomials in Column 1 with their meanings in Column 2.
| Column 1 (Binomial) | Column 2 (Meaning) |
|---|---|
| 1. sink or swim | (vii) succeed or fail without help |
| 2. on and off | (v) sometimes, occasionally |
| 3. mix and match | (i) put different things together to get a range of possibilities |
| 4. all or nothing | (viii) something to be done completely or not at all |
| 5. part and parcel | (ii) complete part of or belong to |
| 6. pick and choose | (iii) choose only the best (things, people, etc.) |
| 7. sooner or later | (iv) at sometime in the future |
| 8. leaps and bounds | (vi) increase or develop very quickly |
- Sentences using five binomials:
- Part and parcel: Hard work is part and parcel of achieving success in examinations.
- Leaps and bounds: With regular practice, the grandmother’s reading skills improved by leaps and bounds.
- Sooner or later: If you remain dedicated to your goals, sooner or later you will achieve them.
- On and off: It rained on and off throughout the summer afternoon, keeping the weather pleasant.
- Sink or swim: Once the training ended, the new employees were left to sink or swim on their own.
II. Make words by adding the suitable prefixes given in the box to the words from the text in Column 1.
| Column 1 | Column 2 (Prefixed Word) |
|---|---|
| 1. popular | (i) unpopular |
| 2. belief | (ii) disbelief |
| 3. important | (iii) unimportant |
| 4. respect | (iv) disrespect |
| 5. correct | (v) incorrect |
| 6. continue | (vi) discontinue |
| 7. understand | (vii) misunderstand |
| 8. ordinary | (viii) extraordinary |
| 9. interesting | (ix) uninteresting |
| 10. possible | (x) impossible |
III. Identify any five words with prefixes from the story and make sentences using each.
- Unhappy: The grandmother looked extremely unhappy when she could not read the magazine.
- Independent: Literacy allowed the grandmother to become completely independent.
- Unusual: It was highly unusual for an elder to touch the feet of a youngster.
- Unfortunately: Unfortunately, the brilliant writer Triveni passed away at a very young age.
- Irrespective: A teacher must be respected irrespective of their age or gender.
IV. Match the idioms related to ‘learning’ given in Column 1 with their meanings in Column 2.
| Column 1 (Idiom) | Column 2 (Meaning) |
|---|---|
| 1. to hit the books | (iii) to study seriously |
| 2. to draw a blank | (v) to be unable to remember |
| 3. to learn the ropes | (vi) to understand how to do an activity |
| 4. to rack one’s brain | (ii) to think very hard |
| 5. to learn by heart | (i) to memorise something |
| 6. burn the midnight oil | (iv) to study or work late into the night |
- Sentences using these idioms:
- Hit the books: With the final exams approaching next week, I need to hit the books immediately.
- Draw a blank: When the teacher asked me the formula, I drew a blank due to nervousness.
- Learn the ropes: It took the young narrator a few days to learn the ropes of teaching an adult.
- Rack one’s brain: I had to rack my brain for an hour to solve the complex mathematical puzzle.
- Learn by heart: The grandmother was so focused that she could learn the entire text by heart just by listening.
- Burn the midnight oil: The student had to burn the midnight oil to complete his science project on time.
V. Past Perfect vs. Simple Past Exercises (Pages 15-16)
(i) Fill in the blanks with simple past and past perfect tense form of the verbs given in brackets.
- A. When the delegates arrived (arrive) at the conference, the keynote speaker had already begun (already begin) the session.
- B. After the students had learned (learn) how to identify fake news online, they started (start) verifying information before sharing it.
- C. Before Kiran started (start) using digital payment platforms, she had ensured (ensure) her understanding of online fraud prevention.
- D. By the time Varun recognised (recognise) the importance of budgeting, he had exhausted (exhaust) most of his savings.
- E. When Raghu logged in (log in) to the cybersecurity webinar, the instructor had already discussed (already discuss) the importance of strong passwords.
(ii) Fill in the blanks with the correct form of verbs given in brackets.
Last year, my parents and I A. took (take) a financial planning course. When we B. reviewed (review) our expenses, we realised we C. had spent (spend) too much on unnecessary purchases. After my parents D. had discussed (discuss) ways to save, I E. opened (open) a savings account.
By the time we F. set (set) our budget, the course G. had already introduced (already introduce) investment strategies. We H. hurried (hurry) to take notes, but many participants I. had completed (complete) their financial plans. Despite that, we J. enjoyed (enjoy) learning how to manage money wisely.
Important Short Answer Questions for Board Exam Prep
Short answer questions are the backbone of the CBSE English paper, testing a student’s ability to deliver precise, factual, and well-structured responses within a limited word count. In my years of evaluating board papers, I have noticed that the highest marks go to answers that directly address the prompt using key vocabulary from the text. Rote memorization of summaries is never enough; you must understand the subtle nuances of the plot.
The following eighteen questions have been carefully curated to cover every critical event, character motive, and thematic element in “How I Taught My Grandmother to Read.” These questions go beyond the basic back-of-the-chapter exercises to ensure that no corner of the text is left unexamined. Each answer is written to fit the standard 30-to-40-word limit while retaining maximum academic depth.
By practicing these questions, you will learn how to identify the core demand of a prompt and answer it with high-scoring keywords. Whether it is analyzing the grandmother’s emotional state or understanding the cultural setting of north Karnataka, these short-answer solutions will sharpen your exam-writing skills. Let us review these essential board-prep questions.
Q1. Why did the morning papers and weekly magazines arrive late in the narrator’s village?
Answer: The transport system in the narrator’s village in north Karnataka was highly underdeveloped. The village relied entirely on a single daily bus that brought the mail, newspapers, and weekly magazines, which arrived only by the afternoon or a day late.
Q2. Who was Triveni and what made her writing style so popular among Kannada readers?
Answer: Triveni was an exceptionally popular Kannada writer who wrote in an easy, convincing, and realistic style. Her stories were highly appreciated because they dealt with complex psychological problems faced by ordinary people in daily life.
Q3. What was the central plot of the novel Kashi Yatre?
Answer: Kashi Yatre tells the story of an old lady who has an ardent desire to visit Kashi to worship Lord Vishweshwara. However, she selflessly gives away all her savings to help a poor orphan girl get married, prioritizing human happiness over religious ritual.
Q4. Why did the grandmother, Krishtakka, identify so deeply with the protagonist of Kashi Yatre?
Answer: Like the protagonist of the novel, the grandmother had never been to Kashi and harbored a deep, unfulfilled desire to go there. This shared emotional longing made her identify closely with the character’s struggles and choices.
Q5. Why was the grandmother unable to read the weekly magazine Karmaveera on her own?
Answer: The grandmother had never attended school during her childhood because education for girls was not considered essential in her time. Consequently, she was completely illiterate and could not read the Kannada alphabet.
Q6. How did the grandmother participate in the story of Kashi Yatre despite being illiterate?
Answer: Every Wednesday, the narrator would read the latest episode of the serial to her. The grandmother would listen with absolute concentration, memorize the text, and later discuss the plot and characters with her friends at the temple courtyard.
Q7. Why did the narrator stay in the neighbouring village longer than planned?
Answer: The narrator went to a neighbouring village to attend a wedding with her cousins. Since weddings were grand, festive events with endless food, play, and freedom from parental supervision, she extended her stay from a couple of days to a full week.
Q8. What surprising sight greeted the narrator when she returned from the wedding?
Answer: Upon returning, the narrator was shocked to see her grandmother in tears. This was highly unusual and surprising because the grandmother was a very strong-willed woman who had never cried even in the most difficult life situations.
Q9. Why did the grandmother cry during the narrator’s absence?
Answer: While the narrator was away, the weekly magazine arrived. The grandmother opened it but could not read a single word of her favorite story, Kashi Yatre. Feeling completely helpless, dependent, and illiterate, she broke down in tears.
Q10. Why didn’t the grandmother ask someone else in the village to read the magazine to her?
Answer: The grandmother was too embarrassed and proud to ask anyone else in the village to read to her. She felt that exposing her illiteracy to outsiders would compromise her dignity and make her look weak and dependent.
Q11. What does the grandmother’s rubbing her hands over the pages of the magazine indicate?
Answer: This poignant gesture indicates her intense longing, helplessness, and desperate desire to connect with the written word. It shows how deeply she felt the barrier of illiteracy, wishing her hands could somehow sense the meaning of the text.
Q12. What resolution did the grandmother make on the terrace on that summer night?
Answer: The grandmother resolved to learn the Kannada alphabet starting the very next day. She set a strict deadline for herself: the day of Saraswati Puja during the Dassara festival, by which she aimed to read a novel independently.
Q13. How did the narrator childishly mock her grandmother’s decision to learn?
Answer: The twelve-year-old narrator laughed and pointed out that at sixty-two, her grandmother had grey hair, wrinkled hands, wore spectacles, and had to do extensive kitchen work, making the idea of starting to learn the alphabet seem ridiculous.
Q14. What was the grandmother’s philosophical response to the narrator’s mockery?
Answer: The grandmother smiled and wisely stated, “For a good cause if you are determined, you can overcome any obstacle. I will work harder than anybody but I will do it. For learning there is no age bar.”
Q15. Why does the narrator describe the grandmother as a “wonderful student”?
Answer: The grandmother was incredibly dedicated. She did an amazing amount of homework, which included reading, writing, repeating, and reciting her lessons with absolute focus, showing a level of commitment that amazed her young teacher.
Q16. What surprise did the narrator arrange for her grandmother on Dassara?
Answer: The narrator secretly bought a copy of the novel Kashi Yatre, which had just been published as a complete book, to present as a gift to her grandmother to test if she had successfully learned to read.
Q17. Why was the narrator taken aback during the puja ceremony on Dassara?
Answer: The narrator was shocked because her sixty-two-year-old grandmother bent down and touched her twelve-year-old granddaughter’s feet. In Indian tradition, elders never touch the feet of youngsters, making this gesture highly unusual.
Q18. How did the grandmother justify touching her young granddaughter’s feet?
Answer: The grandmother explained that she was not touching the feet of her granddaughter, but rather the feet of her teacher. She believed it was her scriptural duty to show respect to the teacher who had taught her to read with so much affection.
Mastering Long Answer Questions and Character Analysis
Long answer questions in the CBSE curriculum demand a comprehensive understanding of character arcs, thematic development, and the socio-cultural context of the narrative. These questions require students to write well-structured essays of 100 to 120 words. To score a perfect five out of five, your answers must feature a clear introduction, a detailed body paragraph with textual references, and a strong concluding thought.
In this section, we explore ten critical long-answer questions that analyze the psychological and emotional depths of Sudha Murty’s characters. We will dissect the grandmother’s transformation from a helpless illiterate to an independent reader, and examine the narrator’s growth from a playful child to a respected mentor. These analyses are designed to help you develop a sophisticated writing style that impresses board examiners.
As you study these responses, observe how the themes of determination, dignity, and the breaking of age barriers are woven into each character analysis. Understanding these broader thematic connections will enable you to tackle any value-based or analytical question that may appear in your examinations. Let us master the art of writing high-scoring long answers.
Q1. Provide a detailed character sketch of the grandmother, Krishtakka, highlighting her determination and humility.
Answer: Krishtakka is the emotional and moral anchor of Sudha Murty’s narrative. She is a sixty-two-year-old woman of immense inner strength, warmth, and traditional values. Despite being financially well-off and respected in her village, she harbors a deep sense of regret for not receiving an education in her youth due to societal neglect of girls’ schooling.
Her most defining trait is her unwavering determination. When faced with the painful realization of her helplessness during her granddaughter’s absence, she does not succumb to despair. Instead, she sets a challenging deadline of Dassara to learn the Kannada alphabet. Her work ethic is exemplary; she practices reading, writing, and reciting with tireless dedication.
Furthermore, Krishtakka possesses profound humility and a progressive mindset. She willingly becomes a student to her twelve-year-old granddaughter and breaks rigid traditional norms by touching the child’s feet on Dassara. In doing so, she honors the sacred role of the teacher, proving that true wisdom lies in recognizing knowledge and showing gratitude, regardless of age or social hierarchy.
[ KRISHTAKKA'S CHARACTER TRAITS ]
|
+-------------------------+-------------------------+
| | |
[ Strong-Willed ] [ Progressive ] [ Deeply Humble ]
- Overcomes age - Rejects age barriers - Becomes a student
- Sets strict deadlines - Values literacy over to a 12-year-old
- Works tirelessly material wealth - Touches teacher's feetQ2. Analyze the role of the narrator as a teacher. How does her attitude shift from amusement to deep respect?
Answer: The narrator, Sudha Murty, plays a pivotal role in facilitating her grandmother’s journey toward literacy. Initially, as a twelve-year-old child, she exhibits a typical, immature perspective on education. She laughs at her grandmother’s ambition to learn the alphabet at sixty-two, viewing grey hair, wrinkles, and domestic chores as natural barriers to learning.
However, this childish amusement quickly transforms into admiration and responsibility when she witnesses her grandmother’s intense determination and sincerity. She takes her role as a tutor seriously, guiding her “first student” with patience, warmth, and structured lessons.
The ultimate transformation in the narrator’s attitude occurs on Dassara. When her grandmother touches her feet, she is initially shocked and uncomfortable, recognizing the traditional impropriety of the act. But upon hearing her grandmother’s explanation—that she is honoring the teacher, not the granddaughter—the narrator experiences a profound realization of the sanctity of her role. She returns the respect by touching her grandmother’s feet, cementing a relationship built on mutual respect, love, and intellectual empowerment.
Q3. Discuss the theme of independence as portrayed in the story. Why is literacy equated with true freedom?
Answer: The theme of independence is central to “How I Taught My Grandmother to Read.” Through the character of Krishtakka, Sudha Murty illustrates that financial security and social status do not guarantee personal freedom if one lacks the basic tool of literacy.
The grandmother explicitly states, “We are well-off, but what use is money when I cannot be independent?” This highlights the emotional and psychological confinement of illiteracy. Without the ability to read, she was entirely dependent on her granddaughter to access her favorite literature, making her feel helpless and isolated when the narrator was away.
Literacy is equated with true freedom because it empowers an individual to navigate the world on their own terms. It restores dignity, self-reliance, and intellectual autonomy. When the grandmother finally reads the title of Kashi Yatre independently, she is not just reading words; she is claiming her independence from the shackles of dependency, proving that education is the ultimate key to personal liberation.
Q4. How does the novel Kashi Yatre act as a catalyst for change in the grandmother’s life?
Answer: Triveni’s novel Kashi Yatre serves as the primary catalyst for the grandmother’s emotional awakening and subsequent journey toward literacy. The story of the old lady who sacrifices her dream of visiting Kashi to help a poor orphan girl resonates deeply with Krishtakka, who has also never visited Kashi and possesses a similarly selfless nature.
Because of this intense emotional identification, the weekly reading of the novel becomes the highlight of the grandmother’s life. When the narrator goes away, the grandmother’s inability to read the next episode of this specific story forces her to confront the harsh reality of her illiteracy.
Had it not been for her passionate desire to know what happened to the protagonist of Kashi Yatre, she might have continued to accept her illiteracy as an unchangeable fact of her old age. The novel transforms her passive regret into active determination, driving her to demand education and ultimately achieve complete intellectual independence.
Q5. “For learning there is no age bar.” Elaborate on this statement with reference to the story.
Answer: The statement “For learning there is no age bar” is the core philosophical message of Sudha Murty’s story, beautifully demonstrated through the actions of sixty-two-year-old Krishtakka. Society often associates education with youth, assuming that the elderly are past the age of acquiring new academic skills.
The narrator herself falls into this trap of ageist assumptions, laughing at her grandmother’s grey hair and wrinkled hands. However, the grandmother dismantles these stereotypes through her unwavering resolve. She proves that the capacity of the human mind to learn is governed by willpower and interest, not by the biological clock.
By successfully mastering the Kannada alphabet and reading a novel within a few months, Krishtakka shows that intellectual growth can occur at any stage of life. Her journey serves as an inspiration, proving that with dedication and a clear purpose, any individual can overcome physical and social barriers to acquire knowledge at any age.
Q6. Describe the emotional scene on the terrace when the grandmother shares her life story with the narrator.
Answer: The scene on the open terrace under the summer full moon is the emotional turning point of the story. The setting itself—quiet, intimate, and bathed in moonlight—creates a tender atmosphere conducive to deep, personal revelations.
The grandmother, usually cheerful and smiling, sits next to her granddaughter with tears in her eyes and a worried expression on her face. Her affectionate touch on the narrator’s forehead signals her vulnerability and her urgent need to unburden her heart.
As she narrates her past—losing her mother early, being raised by a busy father, getting married young, and being denied an education—she reveals the deep-seated regret she had carried for decades. The contrast between her financial well-off status and her current feeling of complete helplessness because she cannot read the weekly magazine is highly poignant. This raw, emotional confession bridges the generational gap, moving the twelve-year-old narrator to offer her help and setting the stage for their unique teacher-student partnership.
Q7. Analyze the significance of the Saraswati Puja day deadline. Why was this day chosen?
Answer: The choice of the Saraswati Puja day during the Dassara festival as the deadline for the grandmother’s literacy goal is highly symbolic and culturally significant. Goddess Saraswati is the Hindu deity of knowledge, learning, wisdom, and the arts.
By choosing this auspicious day, the grandmother aligns her personal educational journey with a sacred cultural tradition that celebrates the triumph of light over darkness and knowledge over ignorance. It reflects her deep spiritual faith and her view of literacy as a holy, life-affirming pursuit.
Setting this specific deadline also demonstrates her practical determination; she did not want an open-ended goal that could be easily postponed. The deadline kept her focused and motivated throughout her intense preparation. Achieving her goal on this day allowed her to offer her newly acquired reading skills as a form of worship, making her success both a personal victory and a spiritually fulfilling milestone.
Q8. Discuss the cultural and traditional values highlighted in the story, particularly the custom of touching feet.
Answer: “How I Taught My Grandmother to Read” is deeply rooted in traditional Indian values, particularly those of the rural north Karnataka region. The story highlights the warmth of joint families, respect for elders, and the community life centered around the local temple courtyard.
The most significant cultural element explored is the custom of touching feet (namaskara). In Indian society, touching the feet of elders, parents, and teachers is a traditional mark of respect, symbolizing humility and the seeking of blessings.
When the grandmother reverses this tradition by touching her young granddaughter’s feet, it creates a moment of intense moral and cultural tension. However, her justification elevates the narrative: she explains that she is honoring the guru (teacher), who must be respected irrespective of age or gender. This highlights a profound scriptural truth—that knowledge is supreme, and the person who imparts it deserves the highest honor, transcending all social and familial hierarchies.
Q9. How does Sudha Murty use a simple, realistic narrative style to convey a profound social message about adult education?
Answer: Sudha Murty is celebrated for her simple, lucid, and highly realistic narrative style, which she employs effectively in this story to deliver a powerful message about adult literacy. She avoids complex literary jargon, choosing instead to tell a straightforward, autobiographical tale that is instantly relatable to readers of all ages.
By focusing on everyday details—like waiting for the morning bus, playing hide-and-seek in the temple courtyard, and family weddings—she grounds the story in a recognizable reality. This realism makes the grandmother’s sudden emotional breakdown and subsequent struggle to learn highly impactful.
The simplicity of the language allows the emotional core of the story to shine through. Instead of preaching about the statistics of adult illiteracy, Murty presents a deeply personal, human face to the issue. The reader feels the grandmother’s pain of dependency and shares in her joy of achievement, making the social message about the necessity of adult education incredibly persuasive and memorable.
Q10. Compare and contrast the characters of the old lady in the novel Kashi Yatre and the grandmother, Krishtakka.
Answer: The old lady in Triveni’s novel Kashi Yatre and the grandmother, Krishtakka, share striking similarities, which explains their deep emotional connection, yet they differ in their ultimate achievements. Both women are elderly, deeply religious, and have never visited the holy city of Kashi despite harboring an ardent desire to do so.
Both possess a highly selfless nature; the novel’s protagonist gives away her life savings to secure the happiness of a poor orphan girl, while Krishtakka finds her greatest joy in cooking, feeding, and ensuring the happiness and education of her children and grandchildren.
However, they differ in their response to their limitations. The protagonist of Kashi Yatre accepts her inability to go to Kashi as a final sacrifice for a noble cause. In contrast, Krishtakka, when faced with the limitation of her illiteracy, refuses to remain passive. She takes active control of her destiny, fights against her age-related limitations, and successfully learns to read. While both characters represent the pinnacle of traditional Indian womanhood, Krishtakka also emerges as a modern symbol of self-empowerment and lifelong learning.
Extract-Based Practice Questions with Detailed Answers
Extract-based questions (also known as Reference to Context) are a crucial component of the CBSE Class 9 English examination. These questions assess a student’s ability to perform close reading, analyze specific textual details, and understand the context in which certain statements are made. To score full marks in this section, you must be intimately familiar with the exact lines of the text and the emotions driving the characters at that specific moment.
In this section, I have selected three highly critical paragraph extracts from “How I Taught My Grandmother to Read.” Each extract is followed by a set of four sub-questions designed to test your comprehension, vocabulary, and analytical skills. The answers provided are precise, direct, and structured exactly as required by CBSE evaluation standards.
Practicing these extract-based questions will train your mind to look for subtle clues within the text, such as tone, setting, and character motivation. This is excellent preparation for the competency-based questions that are increasingly featured in board exams. Let us analyze these key passages in detail.
Extract 1
“I could not understand why my sixty-two-year-old grandmother was telling me, a twelve-year-old, the story of her life in the middle of the night. But I knew I loved her immensely and there had to be some reason why she was talking to me. I looked at her face. It was unhappy and her eyes were filled with tears. She was a good-looking lady who was usually always smiling. Even today, I cannot forget the worried expression on her face. I leaned forward and held her hand.”
Q1. What was the grandmother doing that puzzled the twelve-year-old narrator?
Answer: The grandmother was sharing the intimate and emotional story of her childhood, marriage, and lack of education with her twelve-year-old granddaughter in the middle of the night on the open terrace.
Q2. What does the narrator’s reaction of leaning forward and holding her hand reveal about their relationship?
Answer: It reveals a deep, affectionate, and empathetic bond between them. Despite her young age, the narrator sensed her grandmother’s pain and offered physical comfort and emotional support.
Q3. Find a word in the extract that means ‘extremely’ or ‘to a very great degree’.
Answer: The word is “immensely”.
Q4. Contrast the grandmother’s usual appearance with her appearance during this specific night.
Answer: Usually, the grandmother was a good-looking, cheerful lady who was always smiling. However, on this night, her face was unhappy, her eyes were filled with tears, and she wore a deeply worried expression.
Extract 2
“‘I have decided I want to learn the Kannada alphabet from tomorrow onwards. I will work very hard. I will keep Saraswati Puja day during Dassara as the deadline. That day I should be able to read a novel on my own. I want to be independent.’ I saw the determination on her face. Yet I laughed at her. ‘Avva, at this age of sixty-two you want to learn the alphabet? All your hair is grey, your hands are wrinkled, you wear spectacles and you work so much in the kitchen…’”
Q1. What specific goal and deadline did the grandmother set for herself?
Answer: The grandmother resolved to learn the Kannada alphabet starting the next day, setting the auspicious day of Saraswati Puja during the Dassara festival as her deadline to read a novel independently.
Q2. Why did the narrator laugh at her grandmother’s decision?
Answer: The narrator childishly believed that sixty-two was too old to start learning. She pointed out physical signs of aging—grey hair, wrinkled hands, wearing spectacles—and her heavy kitchen duties as reasons why it seemed impossible.
Q3. What does the grandmother’s desire to “be independent” tell us about her view of literacy?
Answer: It shows that she viewed literacy not just as a skill, but as a source of dignity and self-reliance. To her, true independence meant not having to rely on others to read for her.
Q4. Identify the figure of speech or tone used by the narrator when she describes her grandmother’s physical appearance.
Answer: The narrator uses a childish, mocking, and skeptical tone, making assumptions based on physical stereotypes of old age.
Extract 3
“She said, ‘I am touching the feet of a teacher, not my granddaughter; a teacher who taught me so well, with so much of affection that I can read any novel confidently in such a short period. Now I am independent. It is my duty to respect a teacher. Is it not written in our scriptures that a teacher should be respected, irrespective of the gender and age?’ I did return her namaskara to her by touching her feet and gave my gift to my first student. She opened it and read immediately the title Kashi Yatre by Triveni…”
Q1. Why did the grandmother touch the feet of her twelve-year-old granddaughter?
Answer: She touched her feet to show respect and gratitude to her as a teacher who had taught her to read confidently and affectionately, enabling her to become independent.
Q2. According to the grandmother, what do the scriptures say about respecting a teacher?
Answer: According to the grandmother, the scriptures state that a teacher must be respected and honored, irrespective of their gender and age.
Q3. How did the narrator respond to her grandmother’s unusual gesture?
Answer: The narrator returned the respect by touching her grandmother’s feet (namaskara) and then presented her with the gift of the newly published novel Kashi Yatre.
Q4. What phrase in the text indicates that the grandmother had successfully achieved her goal?
Answer: The phrase is “read immediately the title Kashi Yatre by Triveni”, which proved that the student had passed her test with flying colours.
In conclusion, Sudha Murty’s “How I Taught My Grandmother to Read” remains one of the most inspiring stories in the CBSE curriculum, serving as a powerful reminder that learning is a lifelong journey. Through this Master Study Guide, we have thoroughly analyzed the emotional, cultural, and educational dimensions of the text. By mastering the official NCERT solutions, practicing the extra short and long-answer questions, and reviewing the extract-based exercises, you are now fully equipped to face any examination question with absolute clarity and confidence.
As you prepare for your exams, remember that the true beauty of this chapter lies in its universal values. The determination of Krishtakka to overcome her limitations and the humility of both characters in reversing traditional roles to honor knowledge are lessons that extend far beyond the classroom. I encourage you to not only memorize these answers for high marks but to also imbibe the spirit of respect, dedication, and self-reliance that defines this beautiful narrative.
Keep this study guide as your constant companion during your revision sessions. Pay close attention to the vocabulary, the structure of the past perfect tense exercises, and the thematic analyses provided. With consistent practice and a deep understanding of these concepts, you will undoubtedly pass your English examinations with flying colors, just like the grandmother did on the day of Saraswati Puja. Wishing you the very best in your academic endeavors!